International Journal of Information Technology and Education

Analysis of the Mapalus-Based Educational Management Model in Package C Equivalency Education in Minahasa Regency

2026-03-31T08:28:48+07:00

Package C equivalency education represents a strategic non-formal education pathway aimed at expanding access to secondary education for individuals who are unable to participate in formal schooling. However, its implementation in Minahasa Regency faces several challenges, including low participation rates, inadequate facilities, limited tutor competence, and suboptimal program management. This study aims to analyze the planning, implementation, and evaluation processes of Package C education, identify supporting and inhibiting factors, and develop a contextual management model based on local cultural values, namely the Mapalus Model. This research employed a qualitative case study design. Data were collected through in-depth interviews, observations, and document analysis involving stakeholders such as education officials, PKBM/SKB managers, tutors, learners, and community leaders. Data analysis followed the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing. The findings reveal that the management of Package C education has not been systematically implemented across all stages. Planning is not fully needs-based, implementation remains conventional, and evaluation is not optimally utilized. Supporting factors include stakeholder involvement and government support, while inhibiting factors include limited infrastructure, low community awareness, and a lack of tutor training. The study proposes a Mapalus-based management model emphasizing collaboration, participation, and collective responsibility. This model integrates participatory planning, collaborative organization, andragogical learning, continuous evaluation, and stakeholder synergy. The model is expected to improve the quality, relevance, and sustainability of equivalency education.

Analysis of Strategic Planning for Enhancing the Capacity of Health Human Resources at Community Health Centers (Puskesmas) in Minahasa Regency

2026-03-31T08:29:55+07:00

The development of health human resources (HHR) is a critical determinant in improving the quality and effectiveness of primary healthcare services, particularly in community health centers (Puskesmas). In the context of decentralization and regional autonomy, local governments are required to manage health workforce planning strategically to ensure adequate availability, equitable distribution, and appropriate competencies of healthcare personnel. However, many regions in Indonesia continue to face persistent challenges, including workforce shortages, uneven distribution across geographical areas, and limited capacity development programs. This study aims to analyze the strategic planning process for enhancing the capacity of health human resources at community health centers in Minahasa Regency. Specifically, the study examines four key stages of planning: preparation, situational analysis, problem formulation, and the development of activity plans (Rencana Usulan Kegiatan/RUK). A qualitative approach with a case study design was employed to explore the complexity of planning processes within real organizational settings. Data were collected through in-depth interviews, observations, and document analysis involving key stakeholders, including health office officials, Puskesmas managers, healthcare workers, and planning personnel. Data analysis was conducted using the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing. The findings reveal that although strategic planning processes have been formally implemented in accordance with national guidelines, their execution remains suboptimal. Key issues identified include insufficient availability of health personnel, lack of accurate and updated workforce data, weak integration between planning and budgeting, limited capacity of planning staff, and inconsistencies between Puskesmas-level planning and district-level policies. Furthermore, the study highlights that educational management plays a crucial role in strengthening health workforce planning through continuous professional development, competency-based training, and systematic evaluation. The integration of management functions, planning, organizing, actuating, and controlling (POAC), is essential to ensure sustainable human resource development in primary healthcare settings. This study concludes that strengthening strategic planning for health human resources requires a comprehensive approach that integrates workload-based planning methods, capacity building for planners, improved data systems, and stronger policy support. It recommends the adoption of competency-based planning frameworks, enhanced intersectoral collaboration, and the institutionalization of continuous education programs to improve the quality of health services at Puskesmas.

The Relationship Between Classroom Management and Learning Motivation with Student Learning Outcomes in Junior High Schools

2026-04-05T11:08:06+07:00

This study aims to analyze the relationship between classroom management and learning motivation, both partially and simultaneously, on student learning outcomes at SMP Negeri 1 Modoinding, South Minahasa Regency. The research method used is a quantitative correlational approach. The population in this study was all 91 ninth-grade students at SMP Negeri 1 Modoinding. Considering the limited population, this study used the Total Sampling technique, where all members of the population were used as research respondents. Data collection instruments were in the form of questionnaires for the variables of Class Management (X1) and Learning Motivation (X2), as well as report card documentation for the Learning Outcome variable (Y). The data were analyzed using correlation and multiple linear regression techniques. The results of the study showed that: (1) there is a positive and significant relationship between Class Management and Learning Outcomes; (1) there is a positive and significant relationship between Learning Motivation and Learning Outcomes; and (3) simultaneously, Class Management and Learning Motivation are significantly related to student Learning Outcomes at SMP Negeri 1 Modoinding. These findings indicate that optimizing student learning outcomes is highly dependent on teachers' ability to create a conducive classroom climate and their ability to spark students' intrinsic and extrinsic motivation. The implications of this research emphasize the importance of developing teacher managerial competencies in rural schools to ensure that the quality of learning outcomes is comparable to those in urban areas.

The Influence of Principal Managerial Competence and Teacher Welfare on Teacher Work Motivation in Elementary Schools of Belang District

2026-03-28T17:28:08+07:00

Teacher work motivation is a critical determinant of instructional quality in elementary schools, yet it remains susceptible to organizational and socioeconomic pressures, particularly in rural educational settings in Indonesia. Preliminary observations in the Belang District revealed persistent motivational challenges, including suboptimal punctuality, limited pedagogical innovation, and teachers’ economic necessity to seek supplementary employment. This study aims to examine the influence of principal managerial competence and teacher welfare, both independently and simultaneously, on teacher work motivation in the elementary schools of Belang District. A quantitative ex-post facto survey design was employed, involving 106 active teachers as the main sample and 27 try-out respondents selected via Proportional Random Sampling from a population of 106 teachers across 12 elementary schools; data were collected using a validated Likert-scale questionnaire and analyzed through multiple linear regression with classical assumption testing. Principal managerial competence significantly and positively predicted teacher work motivation (t = 4.683; p = 0.000), and teacher welfare likewise demonstrated a significant positive partial effect (t = 3.892; p = 0.001). Simultaneously, both variables jointly explained a substantial proportion of variance in teacher work motivation (F = 33.599; p = 0.000; R2 = 0.985), yielding the regression equation Y = 52.792 + 0.085X1 + 0.025X2. Managerial competence exhibited a relatively stronger predictive coefficient, indicating a dominant role in driving motivational outcomes compared to welfare. These findings confirm that effective principal managerial leadership and adequate teacher welfare are complementary and statistically robust predictors of teacher work motivation in rural Indonesian elementary schools. The practical implication is that district education authorities should prioritize concurrent investment in principals’ managerial capacity development and structural welfare equity for teachers, particularly those with honorary employment status, as integrated policy interventions.