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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 325 Documents
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Health Education Management Strategies to Achieve Stunting Reduction Targets in Minahasa Regency Ivonny M. Sapulete; Deitje A. Katuuk; Ruth Umbase; Joseph Philip Kambey
International Journal of Information Technology and Education Vol. 5 No. 3 (2026): June 2026
Publisher : JR Education

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Abstract

This article analyzes health education management strategies for accelerating the reduction of stunting in Minahasa Regency. The study is positioned within educational management because stunting reduction is not only a biomedical intervention but also a managed learning process that requires planning, role distribution, community education, inter-sector coordination, monitoring, and sustainability. A qualitative design was used through in-depth interviews, focus group discussions, and document review involving health workers, posyandu cadres, and affected community members. The findings show that health services for stunting reduction have been implemented through primary health care channels such as puskesmas, posyandu, and referral services. The services include antenatal care, iron supplementation, supplementary feeding, immunization, growth monitoring, nutrition education, and follow-up for children with nutritional problems. However, the target has not been fully achieved because stunting remains a multidimensional problem shaped by socioeconomic conditions, cultural practices, incomplete behavior change, limited human resources, fragmented data, and weak cross-sector integration. The article proposes an integrated health education management model consisting of Division of Work, Promotive Education, Preventive Action, Life-Cycle Approach, Community-Based Action, Integrated Services, and Sustainability. The model contributes to educational management by framing stunting reduction as a coordinated system of learning, behavior change, and public health governance.
Policy Implementation of Village Boundary Confirmation and Determination: A Qualitative Study of Administrative Boundary Governance in Two Adjacent Villages Andre R Sinaga; Devie S. R. Siwij; Steven V. Tarore
International Journal of Information Technology and Education Vol. 5 No. 3 (2026): June 2026
Publisher : JR Education

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Abstract

This article analyzes the implementation of village boundary confirmation and determination policy in two adjacent villages that experienced a prolonged administrative boundary dispute. The study is positioned within public administration because village boundaries are not merely cartographic lines; they define legal authority, service coverage, development planning, asset governance, and social harmony. A qualitative descriptive design was used, supported by interviews, observation, and documentation. The analysis applied the policy implementation perspective of George C. Edward III, especially communication, resources, disposition, and bureaucratic structure. The findings show that the implementation process has formally followed the logic of the Minister of Home Affairs Regulation Number 45 of 2016, including document inventory, technical tracing, kartometric analysis, mapping, facilitation, and deliberation. However, the process has not yet produced a final and binding boundary decision. The main obstacles include different interpretations of the same legal basis, fragmented historical and spatial data, limited technical mapping capacity at the village level, inadequate integration of geospatial information, strong community attachment to historical claims, and coordination that has not yet generated a mutually accepted agreement. The article argues that boundary policy implementation requires not only procedural compliance but also an integrated governance mechanism that combines legal validation, geospatial data management, participatory deliberation, and authoritative decision-making. The study contributes to public administration by showing that effective boundary governance depends on the interaction between policy clarity, technical capacity, collaborative communication, and institutional authority.
Development of a Holistic Teacher Performance Evaluation Model at Catholic High Schools in Manado Antonius Heatubun; Joulanda A M Rawis; Tinneke E. M. Sumual; Theodorus Pangalila
International Journal of Information Technology and Education Vol. 5 No. 3 (2026): June 2026
Publisher : JR Education

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Abstract

This study aims to develop a holistic and contextual teacher performance evaluation model for Catholic senior high schools in Manado. The study is motivated by the limitations of existing evaluation systems, which tend to focus primarily on pedagogical and professional aspects and have not fully integrated personality, social, and spiritual dimensions. The research approach combines theoretical analysis with empirical findings obtained through needs assessment and field study, resulting in a model construction that is relevant to the context of Catholic education. The findings indicate that the current evaluation system remains administrative and partial in nature and is not yet supported by comprehensive evaluation instruments. Therefore, a holistic teacher performance evaluation model was developed, encompassing five main dimensions: pedagogical, professional, personality, social, and spiritual. This model is designed as an integrated evaluation system oriented toward the comprehensive development of teachers and aligned with the values of Catholic education. The implications of this study highlight the importance of transforming evaluation systems toward a more comprehensive approach, utilizing multidimensional instruments, and strengthening both teacher professionalism and spirituality. The developed model has the potential to be utilized as a conceptual framework for schools, teachers, educational foundations, and policymakers in improving educational quality. However, this model remains conceptual and requires further empirical validation through subsequent studies to examine its feasibility, practicality, and effectiveness in broader implementation.
Governance of Village Boundary Segment Affirmation: A Qualitative Study of Sea and East Koha Villages in Minahasa Regency Villy F. Setiono; Devie S. R. Siwij; Laurens L. Bulo
International Journal of Information Technology and Education Vol. 5 No. 3 (2026): June 2026
Publisher : JR Education

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Abstract

This article analyzes the governance of village boundary segment affirmation between Sea Village and East Koha Village in Minahasa Regency. The study is situated within public administration, public management, territorial administration, and boundary governance. The case is important because village boundaries are not merely cartographic lines; they define administrative authority, public service jurisdiction, planning responsibility, asset management, and community access to government protection. Although formal procedures for village boundary determination and affirmation are provided by the Indonesian regulatory framework, the boundary segment between the two villages has not reached a final agreement. This article uses a qualitative descriptive approach based on in-depth interviews, document analysis, and limited administrative observation. The findings show that the boundary affirmation process has already passed several formal stages, including team formation, data and document collection, facilitation, cartometric tracing, and preparation of maps and coordinates. Nevertheless, the process remains unresolved because socio-historical interpretations, institutional governance limitations, inter-actor coordination, local leadership dynamics, and the low level of social pressure have prevented the transformation of technical outputs into a binding administrative decision. The study concludes that unresolved village boundary affirmation is less a purely technical mapping problem than a governance problem that requires stronger coordination, shared interpretation of evidence, community legitimacy, and decisive administrative follow-up. The article recommends an integrated boundary governance model that combines legal certainty, geospatial evidence, participatory mediation, and final decision-making by authorized local government institutions.
The Influence of Transformational Leadership Ethics, Inclusive Education and Work Commitment on Teacher Loyalty Models in Senior High Schools in Tomohon City Bernadina Waha Labuan; Jeffry S.J. Lengkong; Joulanda A.M. Rawis; Ruth Umbase
International Journal of Information Technology and Education Vol. 5 No. 3 (2026): June 2026
Publisher : JR Education

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Abstract

Education was the main pillar in building quality human resources, both intellectually, morally, and socially. As a strategic investment, education plays a role in producing individuals who were able to face global challenges and contribute to the progress of society. The objectives of this study were; To determine the influence of Transformational Leadership Ethics on the Teacher Loyalty Model in Tomohon City Senior High Schools. To determine the influence of Inclusive Education on the Teacher Loyalty Model in Tomohon City Senior High Schools. To determine the influence of Work Commitment on the Teacher Loyalty Model in Tomohon City Senior High Schools. To determine the influence of Transformational Leadership Ethics, Inclusive Education and Work Commitment on the Teacher Loyalty Model in Tomohon City Senior High Schools. This study used a causality research design. Causal research design was used to prove the relationship between cause and effect of several variables. Causal research usually uses an experimental method, namely by controlling independent variables that would affect the dependent variable in a planned situation. For the Transformational Leadership Ethics variable, the dimension with the strongest influence was the idealized influence dimension on the rational dimension in the Teacher Loyalty Model, because it had a coefficient value = 0.646. For the Inclusive Education variable, the dimension with the strongest influence was the Accessibility dimension on the emotional dimension in the Teacher Loyalty Model, because it had a coefficient value = 0.861. For the Work Commitment variable, the dimension with the strongest influence was Continuance Commitment on the personality dimension in the Teacher Loyalty Model, because it has a coefficient value = 1.000. Based on the results above, it could be concluded; Transformational leadership ethics had a positive and significant influence on the teacher loyalty model. Inclusive education had a positive and significant influence on teacher loyalty. Work commitment had a positive and significant influence on the teacher loyalty model
The Role of the School Principal in Improving the Quality of Inclusive Education at SMP Negeri 6 South Halmahera, North Maluku Province Marsumi; Romi J. Mongdong; Aldjon Nixon Dapa
International Journal of Information Technology and Education Vol. 5 No. 3 (2026): June 2026
Publisher : JR Education

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Abstract

Inclusive education has emerged as a pivotal policy mandate in Indonesia, requiring schools to accommodate all learners, including those with special needs, within regular educational settings; however, its quality implementation remains a formidable challenge, particularly in resource-constrained and geographically isolated areas. Effective school leadership is widely recognized as a key determinant of successful inclusive education, yet empirical evidence from junior secondary schools in remote island regions of Eastern Indonesia is critically lacking. This study aims to examine the role of the school principal in improving the quality of inclusive education at SMP Negeri 6 South Halmahera, North Maluku Province. A qualitative descriptive approach was employed, with data collected through semi-structured interviews, direct observations, and document analysis from purposively selected informants comprising the principal, teachers, and educational staff; data validity was ensured through source and technique triangulation. The findings reveal that the principal executes five interrelated roles, educator, manager, supervisor, motivator, and innovator, to build an inclusive school culture, with key strategies including socialization of inclusive education concepts, enhancement of teacher competencies, adaptation of learning methods and assessment systems, and the creation of a non-discriminatory school environment. Supporting factors include government policy support, strong commitment from the principal and teachers, and active parental participation, while inhibiting factors encompass limited facilities and infrastructure, a shortage of special education personnel, and insufficient training opportunities for regular classroom teachers. These findings affirm that participatory and adaptive school leadership is the central driver of inclusive education quality, even in severely resource-limited contexts, and that human leadership capital can effectively compensate for infrastructural deficits. This study implies that targeted leadership development programs and collaborative support networks for principals in remote Indonesian schools are urgently needed to sustain and scale inclusive education quality
Implementation of Extracurricular Programs in Enhancing Students’ Talents and Interests at SMA Negeri 26 Halmahera Selatan, North Maluku Province Suldin Munir; Romi J. Mongdong; Zoya F. Sumampow
International Journal of Information Technology and Education Vol. 5 No. 3 (2026): June 2026
Publisher : JR Education

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Abstract

Extracurricular programs constitute a vital component of holistic education, providing students with structured opportunities to develop talents, interests, and character traits that formal classroom instruction alone cannot fully cultivate. However, the effectiveness of such programs hinges on sound implementation, adequate facilities, and committed institutional support, challenges that are particularly pronounced in schools situated in geographically remote or resource-limited areas. This study aimed to analyze the implementation of extracurricular programs in enhancing the talents and interests of students at SMA Negeri 26 Halmahera Selatan, North Maluku Province, Indonesia. A qualitative approach with a descriptive design was employed. Data were collected through in-depth interviews, direct observation, and document analysis involving the school principal, vice-principal for student affairs, extracurricular supervisors, and students. Data analysis followed the Miles and Huberman model, comprising data reduction, data display, and conclusion drawing, with triangulation of sources and techniques applied to ensure trustworthiness. Findings revealed that extracurricular implementation was carried out through three systematic stages: planning, execution, and monitoring. The school functioned as a facilitator by providing dedicated time and policy support, while extracurricular supervisors played a pivotal role in guiding, training, and motivating students. Student participation was predominantly positive, driven by intrinsic interest and the social learning opportunities offered by extracurricular activities. Nevertheless, implementation was constrained by limited facilities and time allocation, as well as geographical barriers affecting student attendance consistency. Extracurricular programs at SMA Negeri 26 Halmahera Selatan yielded meaningful positive impacts on student talent development, self-confidence, and social skills, demonstrating that committed human resources and collaborative management can offset resource limitations. Schools in resource-constrained and geographically remote settings should prioritize relational, mentorship-based approaches in extracurricular management as a viable strategy for optimizing student potential development.
Beyond Standardized Leadership: An Adaptive-Contextual Model of School Principal Leadership in a Remote Highland School in Papua, Indonesia Tori Wakerkwa; Jeffry S.J. Lengkong; Zoya F. Sumampow; Romi J. Mongdong
International Journal of Information Technology and Education Vol. 5 No. 3 (2026): June 2026
Publisher : JR Education

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Abstract

Effective school leadership remains decisive for educational quality, yet principals serving in Indonesia’s frontier, outermost, and disadvantaged (3T) regions, particularly in the highlands of Papua, must lead under extreme geographic isolation, severe resource scarcity, and culturally distinct community structures that single-style leadership theories rarely capture as an integrated whole. This study aimed to identify the leadership style applied by the principal of SMA Negeri 1 Pirime, Lanny Jaya Regency, Papua Highlands Province, and to explore the internal and external factors that support and hinder its implementation. A qualitative descriptive design was employed; data were collected through in-depth interviews with the principal, teachers, administrative staff, and a school committee representative, complemented by participatory observation and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña. Results show that the principal did not rely on a single leadership style but integrated four complementary approaches, transformational, participative/democratic, culturally responsive, and situational leadership, into one cohesive practice. Transformational leadership substituted for the absence of physical facilities by mobilizing teachers’ motivation and moral commitment; participative and culturally responsive approaches secured social legitimacy by embedding customary and religious values into school governance; and situational leadership enabled differentiated guidance according to teachers’ varying competence. Supporting factors were dominated by social capital, the principal’s personal integrity, teachers’ sense of vocational calling, and strong community-religious respect for educators, while inhibiting factors centered on geographic isolation, the absence of connectivity, uneven teacher competence, early-marriage practices, and uniform national policy standards poorly suited to remote contexts. The study concludes that this practice constitutes an emergent Adaptive-Contextual Leadership model in which social and cultural capital substitute for missing physical and technological resources to sustain meaningful education delivery under extreme constraints. These findings imply that principal preparation programs and education policy for Indonesia’s 3T regions should shift from uniform, facility-based standards toward context-sensitive frameworks that formally recognize local social and cultural capital as legitimate educational resources.
Management of Dental Professional Education at Sam Ratulangi University Dental Hospital Pritartha S. Anindita; Harol R. Lumapow; Joulanda A.M. Rawis; Jeffry S.J. Lengkong
International Journal of Information Technology and Education Vol. 5 No. 3 (2026): June 2026
Publisher : JR Education

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Dental professional education requires a management system that can integrate academic standards, clinical service obligations, patient safety, and resource availability. This article analyzes the management effectiveness of dental professional education in a university dental and oral hospital through the interaction of four classical management functions: Planning, Organizing, Actuating, and Controlling (POAC, with six management resources: Man, Money, Material, Machine, Method, and Market (6M). A descriptive qualitative approach was used, drawing on interviews, document review, and field observation involving hospital management, program leadership, clinical supervisors, administrative personnel, and co-assistant students. The findings show that the management system performs unevenly across the POAC functions. Human-resource planning for clinical supervisors is relatively effective because minimum qualification standards and continuing-study strategies are recognized. However, planning for co-assistant intake, management structure, financing, materials, equipment, and patient supply remains weak. Organizing is strongest in student rotation and clinical-supervisor placement, but weak in financial authority and hospital management activation. Actuating is supported by clinical supervision procedures and curriculum implementation, yet is disrupted by limited dental units, delayed consumables, centralized finance, and insufficient patient cases. Controlling demonstrates strong patient-safety orientation and accountable financial documentation, but remains weak in clinical-supervisor calibration, material-equipment monitoring, and curriculum feedback. The study proposes a 6M-based POACE model by adding Evaluation as an autonomous management function. The model positions evaluation not merely as monitoring, but as an evidence-based feedback mechanism that recalibrates planning, organization, implementation, and control in order to improve clinical education quality, timely completion, and institutional accountability.
The Relationship between Motivation and Competence on the Performance of State Senior High School Teachers in the Salibabu Islands, Talaud Islands Regency Deasy Virginia Katiandagho; Mozes M. Wullur; Mario Tulenan Parinsi
International Journal of Information Technology and Education Vol. 5 No. 3 (2026): June 2026
Publisher : JR Education

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Abstract

This study aims to determine whether there is a relationship between motivation and competence on the performance of public high school teachers in the Salibabu Islands, Talaud Islands Regency. This study used a correlational study with a population of 76 ASN teachers from three schools. A total of 30 teachers were used as a trial, and a sample of 46 teachers was taken. Three research instruments were used: motivation, competence, and teacher performance in the form of a questionnaire. The results of the study are as follows. First, this study found a relationship between motivation (X1) and teacher performance (Y) in public high schools in the Salibabu Islands, Talaud Islands Regency, where Y ̂ = 67.41 + 0.41X and a hypothesis value of 15.54 > 4.06. Second, in line with these findings, it was also found that there is a relationship between competence (X2) and teacher performance (Y) in public high schools in the Salibabu Islands, Talaud Islands Regency, where Y ̂ = 71.13 + 0.35X and a hypothesis value of 6.08 > 4.06. Third, this study also found a simultaneous relationship between motivation (X1) and competence (X2) with teacher performance (Y) at public high schools in the Salibabu Islands, Talaud Islands Regency, where Y = 61.2 + 0.37X_1 + 0.10X_2, and the hypothesis value is 7.87 > 3.21.

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