International Journal of Information Technology and Education

Digital Port Governance and Institutional Right-Sizing: Integrating the Amurang, Kotabunan, and Labuhan Uki Port Administration Units in North Sulawesi, Indonesia

Moh. Qowi — 2026-09-19

Indonesia’s port-administration system faces a dual challenge: improving the efficiency of geographically dispersed public organizations while standardizing digital maritime services. This study evaluates the proposed upgrading of the Amurang Class II Port Administration Unit (Kantor Unit Penyelenggara Pelabuhan/UPP) to Class I through institutional integration with the Kotabunan and Labuhan Uki Class III UPPs in North Sulawesi. The article reformulates an administrative policy study as a descriptive policy case study using secondary operational records, organizational data, fiscal data, spatial-access information, and regulatory documents for 2024–July 2026. The analysis covers vessel calls and gross tonnage, cargo and passenger movements, non-tax state revenue, personnel and technical competencies, payroll expenditure, service geography, and the implementation of Inaportnet and Single Submission (SSm) Pengangkut. The combined service area recorded 1,645 vessel calls and 2.44 million GT in 2025, handled approximately 3.50 million ton/m³ of cargo movements, and generated approximately IDR 4.51 billion in non-tax state revenue. Across the three offices, 106 personnel are available, but critical certified competencies, Marine Inspector Type A, ship measurement experts, Port State Control Officers, and ISPS Code auditors are absent. The evidence supports institutional consolidation as a right-sizing strategy, particularly for unified supervision, personnel deployment, fiscal administration, and digital-service standardization. However, consolidation alone cannot resolve competency gaps; targeted certification, risk-based field deployment, and interoperable digital governance remain necessary. The study proposes a phased integration model combining centralized institutional command with decentralized operational presence at higher-risk work areas.

Exploring Local Wisdom-Based Culinary Education Strategies for Minahasa Students at the Department of Family Welfare Education to Enhance the Competitiveness of Minahasa Culinary Products

Telly Tangkere — 2026-09-19

This study explores a local wisdom-based culinary education strategy for students in the Department of Family Welfare Education at Universitas Negeri Manado, with the aim of supporting the competitiveness of Minahasa culinary products. The study employed a descriptive qualitative approach using in-depth interviews, practical-class observations, and document analysis. Data were analyzed through data reduction and display, identification of internal and external factors, SWOT analysis, and formulation of SO, WO, ST, and WT strategies. The findings indicate that culinary education is supported by substantial strengths, including the richness of Minahasa cuisine, the availability of local ingredients, traditional culinary knowledge, students’ practical experience, lecturer competence, the presence of a culinary education institution, and opportunities for product innovation. Key weaknesses include the unsystematic integration of local cuisine into course learning plans, limited documentation, product innovation, practical facilities, market-analysis experience, industry linkages, branding, and product standardization. Opportunities include the growth of gastronomic tourism, increasing interest in local products, the creative economy, industry collaboration, and digital marketing. Threats include product homogenization, competition from modern foods, changing consumer preferences, declining traditional knowledge, limited standardization, ingredient-price fluctuations, restricted market access, and cultural commercialization without authenticity. Based on the SWOT synthesis, the study proposes a Local Culinary Heritage-Based Project Learning model comprising six stages: Explore, Document, Reproduce, Innovate, Validate, and Commercialize. The IFAS–EFAS matrices are presented as analytical designs because the weights and ratings available in the research report remain simulated and have not undergone empirical validation.

The Role of Application Quality and Integration in Agile IT Governance for Digital Transformation in Higher Education Institutions

Johan Reimon Batmetan — 2026-09-19

Digital transformation has become a strategic agenda in higher education, but its implementation still faces a gap between technology adoption and effective application. This research is urgent because many institutions face obstacles such as low application quality, fragmented information systems, and a lack of integration between digital platforms, which hinder cross-unit coordination and data-driven decision-making. On the other hand, conventional IT governance approaches are not yet adaptive enough to respond to the dynamics of rapid digital change, so a more flexible and responsive Agile IT Governance approach is needed. This condition emphasizes the urgency of developing a model capable of integrating technical and governance factors in supporting sustainable digital transformation. The purpose of this research is to analyze the role of application quality and integration within the Agile IT Governance framework as the main determinants of digital transformation in higher education institutions. Methodologically, the Research Approach used is Research and Development based on Design Science Research combined with mixed methods. Quantitatively, this study uses Structural Equation Modeling based on Partial Least Squares to examine the relationship between application quality, application integration, Agile IT Governance, and digital transformation. Application quality is measured through system reliability, information quality, and service, while application integration is measured through interoperability, data consistency, and system connectivity. Agile IT Governance is positioned as a mediating variable that bridges technical factors with digital transformation outcomes. The expected outcome of this research is the formation of an empirical model that can comprehensively explain the relationship between application quality and integration in supporting Agile IT Governance and its implications for digital transformation in higher education. In addition to providing theoretical contributions in the development of an integrative model based on information systems and IT governance, this research is also expected to produce practical recommendations for policymakers to increase the effectiveness of digital transformation by strengthening system quality and continuous technology integration. Thus, this research has high relevance in supporting the improvement of the competitiveness of higher education institutions in the digital era and knowledge-based economy.

Implementation of Vocational School Management Model to Improve School Performance

Herry Sumual — 2026-09-19

This study aims to test the implementation of the Vocational High School (SMK) management model and identify the relationship between academic-industry management, business and industry partnerships (DUDI), sustainable quality management, and human resource management with school performance. The study uses a quantitative approach with an explanatory survey design on 50 observations at SMK in Tomohon City and analyzes six latent constructs measured through 52 indicators using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4. The results show that academic-industry management has a positive effect on the SMK Management Model (β = 0.215; p = 0.046), while DUDI partnership management has a positive effect on the SMK Management Model (β = 0.687; p = 0.001) and SMK Performance (β = 0.426; p < 0.001). Human resource management also has a positive effect on the SMK Management Model (β = 0.307; p = 0.012) and SMK Performance (β = 0.067; p = 0.011), while sustainable quality management shows a strong direct relationship with SMK Performance (β = 0.621; p < 0.001), but does not show a significant relationship with the SMK Management Model (p = 0.165). The SMK Management Model has a negative and significant relationship with SMK Performance (β = −0.102; p < 0.001), a finding that needs to be interpreted with caution due to indications of collinearity and closeness between the constructs. The model explains 71.4% of the variance in the SMK Management Model and 99.2% of the variance in SMK Performance, but the high apparent power needs to be read in conjunction with the HTMT and VIF findings which indicate issues of discriminant validity and collinearity. This study contributes to the development of vocational education management studies by showing that SMK performance needs to be understood as a result of the relationship between academic orientation towards the world of work, DUDI partnerships, sustainable quality management, and human resource development, while emphasizing the need for refinement of model specifications and robustness testing on larger samples before the model can be generalized more widely.

Informal Learning Behavior of Elementary School Teachers in Nabire Regency, Central Papua Province

Lord Steward Ebe — 2026-09-19

This study aims to analyze and discover the informal learning behavior of elementary school teachers, as well as the personal and situational factors associated with such behavior in Nabire Regency, Central Papua Province. The research is motivated by the gap between teachers' managerial workload and the actual competencies in the field, as well as the importance of informal learning pathways in the digital era and challenging geographical conditions. This study employed a qualitative approach with a case study method (mini case study design). Data were collected through unstructured interviews, non-participant observation, and documentation studies involving 16 classroom teachers as primary data sources and 7 school principals as secondary data sources (triangulation). The data analysis technique used an interactive model consisting of data reduction, data display, and conclusion drawing. The results of the study indicate that: (1) Teachers' informal learning behavior is manifested through active learning actions and information seeking, covering dimensions of self-planning, socialization/knowledge sharing, reflection on feedback, experimentation with new ideas, and adaptation to curriculum changes; (2) Personal factors driving this behavior include intrinsic motivation, personality traits (responsibility and openness), self-efficacy (belief in capability), and self-development goal orientation; (3) Supporting situational factors include work autonomy, task challenges, availability of feedback, collaborative social interaction, as well as principal leadership support and a conducive school climate. The study concludes that the informal learning behavior of elementary school teachers is the result of a complex interaction between personal and situational factors that reinforce each other in efforts to enhance teacher professionalism.