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International Journal of Information Techonology and Education (IJITE)
Published by JR Education
ISSN : -     EISSN : 28098463     DOI : -
Core Subject : Science, Education,
Computer Science & IT Other
Focus And Scope The International Journal of Information Technology and Education (IJITE) provides a distinctive perspective on the theory and best practices of information technology and education for a global audience. We encourage first-rate articles that provide a critical view on information technology and education– its effects, development, implementation, strategy, management, and policy. The scope of IJITE is following, but not limited to IT Governance Enterprise Architecture IT Service Management IT Project Management IT Audit User Experience Design IT Security System Analysis and Design Data and Information Management Multimedia System Augmented Reality and Virtual Reality Accelerators and 3D System Integration Distance Learning e-Learning m-Learning Games in Education Learning Media on Information Technology
Arjuna Subject : Ilmu Komputer (semua kategori) - Sistem Informasi
Articles 283 Documents
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Implementation of Population Administrative Service Policy in West Likupang District, North Minahasa Regency Parengkuan, Maykel M.; Kairupan, Sisca Beatrix; Bulo, Laurens L.
International Journal of Information Technology and Education Vol. 5 No. 2S (2026): Special Issue, April 2026
Publisher : JR Education

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Abstract

The study is important because administrative documents are not merely clerical outputs; they constitute legal instruments through which citizens access inheritance rights, banking services, land administration, insurance claims, and other civil entitlements. Using a qualitative descriptive approach, the original thesis gathered data through interviews, observation, and documentation involving subdistrict officials, village-level actors, and community users from mainland and island villages. The article follows the journal format used in the supplied Sammy/F. David model by presenting an abstract, introduction, theoretical framework, method, findings, discussion, conclusion, and references. Findings show that the SKAW service has a formal procedural structure consisting of application registration, population-data and domicile verification, document drafting, authorization, and document delivery. However, implementation remains uneven. The main problems are repeated file returns, incomplete documents, weak preliminary verification at the village level, manual document preparation, dependence on authorized signatories, uneven staff competence, limited public information, weak intergovernmental coordination, inadequate technology, and geographical barriers faced by island communities. Determinant factors include document completeness and data accuracy, human resource capacity, institutional coordination, infrastructure and digital technology, and community access. The article argues that service improvement requires not only administrative compliance but also citizen-oriented service design, integrated village-subdistrict coordination, digital templates and tracking, staff capacity development, and special access mechanisms for island communities.
Implementation of Teaching Materials Using Building Modeling and Information Design Based on the Green Building Concept at State Vocational School 3 Tondano Winowatan, Saruendo; Rompas, Parabelem Tinno Dolf; Oroh, Rolly Robert
International Journal of Information Technology and Education Vol. 5 No. 2S (2026): Special Issue, April 2026
Publisher : JR Education

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Abstract

This study aims to develop a model of teaching materials for the Building Information Modeling (BIM) subject integrated with the green building concept, in order to improve students' understanding and awareness of the principles of sustainability in building design. The background of this study is based on the need for teaching materials relevant to the development of the modern construction industry, especially the application of Building Information Modeling (BIM) and global demands for sustainable development. The research method used is Research and Development (R&D) with the Borg & Gall development model consisting of ten stages, starting from preliminary studies to product trials. The research subjects consisted of vocational high school students majoring in BIM and learning media. The instruments used included interviews, validation questionnaires, observation sheets, and comprehension tests. The results of the study indicate that the developed teaching material model meets the eligibility criteria in terms of content, presentation, language, and visual appearance based on expert validation results. Limited trials indicate an increase in students' understanding of the BIM concept and green building principles with N-Gain scores in the medium to high category. In addition, student responses to the teaching materials are very positive, indicating that this model is interesting, easy to understand, and relevant to the needs of the workplace. Thus, this teaching material model is suitable for use in DPIB learning and is recommended for implementation as part of strengthening technology- and sustainability-based curricula in vocational education
Implementation of Industrial Work Practice Model to Improve Student Competence at State Vocational School 1 Tombariri Karel, Lordy Frangky; Moningkey, Efraim R. S.; Maramis, Glenn D.P; Rompas, Parabelem Tinno Dolf
International Journal of Information Technology and Education Vol. 5 No. 2S (2026): Special Issue, April 2026
Publisher : JR Education

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Abstract

This study aims to evaluate the implementation of industrial work practice (prakerin) in terms of: 1) context, which includes the objectives of the prakerin program, cooperation between DU/DI and schools based on the MoU, and the expectation that the implementation of prakerin is in accordance with the implementative curriculum; 2) input, which includes the readiness of participants, schools, and DU/DI in implementing prakerin, the absorption of provision materials from schools and DU/DI, and the realization of the implementation of the implementative curriculum; 3) process, which includes student monitoring and guidance, student involvement/participation, student cooperation and problem-solving skills; 4) product, which includes the improvement and mastery of competencies and certification of students after the implementation of prakerin. This study is an evaluation study with a quantitative descriptive approach. The evaluation model used is the CIPP (Context, Input, Process, Product) model evaluation developed by Stufflebeam. Respondents in this study consisted of a vice principal for public relations/head of the industrial work experience working group, 18 supervising teachers, 18 industrial supervisors from Minahasa Regency, Tomohon City, Manado City and 110 students participating in the industrial work experience in 2025. Data were collected through questionnaires, observations, interviews and documentation and analyzed descriptively. The results of the study showed that: (1) the context of implementing industrial work experience at SMK Negeri 1 Tombariri was appropriate, with an achievement percentage of 72.67% for student respondents, 48.06% for supervising teachers, and 46.17% for industrial work experience supervisors, however, in planning, compiling, and synchronizing competencies, it is necessary to involve industrial work experience elements, and the development of industrial work experience cooperation through an MoU has not been realized properly; (2) The input for the implementation of the internship has been appropriate, with an achievement percentage of 64.71% for student respondents, 47.89% for supervising teachers, and 45.39% for DU/DI mentors, but still requires participant readiness in terms of competency where the obstacles faced by students are more related to competency mastery and insufficient work readiness, therefore maximizing the time and material for provision is very necessary; (3) The process of implementing the internship has been appropriate, with an achievement percentage of 84.3% for student respondents, 74.39% for supervising teachers, and 72.22% for DU/DI mentors, but the less than optimal role and responsibility of the mentors causes communication regarding the development of student competencies to be less monitored; (4) The product of the implementation of the internship has been appropriate with an achievement percentage of 47.17% for student respondents, 31.17% for supervising teachers, and 28.72% for DU/DI mentors, this is shown by the changes that have occurred in students in terms of attitude, responsibility and increased competency.

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