International Journal of Educational Management and Innovation

Teachers’ Training Management Issues In the Hinterland Areas of Indonesia

2025-10-18T04:53:11+00:00

Background/purpose. In Indonesia, teacher training programs have become a contemporary issue in every national curriculum reform because their implementation has not been consistently organized, especially in hinterland areas. Therefore, improving teachers’ competence should be organized sustainably through effective and efficient training management. This study investigates the current issues in teacher training management in the Hinterland Area. This research is important to conduct to obtain accurate information that can be used as positive input to the government in formulating new policies.

Materials/methods. To achieve the research goals, the researchers used a qualitative approach with triangulation in the data analysis. Collecting data through online surveys and administered interviews with 3,140 teachers from the hinterland area in the Province of Riau Kepulauan, Indonesia. The observation was also organized to ensure the data was collected from surveys and administered interviews.

Results. The study found: (1) Teacher training management includes planning, organizing, implementing, controlling, and evaluating. (2) These functions are not implemented effectively or efficiently. (3) The main problem is the implementation function, which is not uniform, fair, sustainable, or integrated with the needs of teachers in the hinterland area. (4) Teachers' competence is still low because they rarely attend the training program.

Conclusion. Our findings make a significant contribution to the literature on teacher training management by highlighting the importance of effective and efficient management in improving teacher competence and education quality, particularly in hinterland areas. The findings support the theory of training management, emphasizing the need for planning, organizing, implementing, controlling, and evaluating training programs to achieve desired outcomes. This study paves the way for future research directions to develop a teacher-training management model based on hinterland areas.

The Urgency of Digital Literacy in Improving Teacher Performance: A Case Study In Lebak Regency, Indonesia

2025-11-11T10:35:25+00:00

Background. The rapid development of information and communication technology has transformed the educational landscape, requiring teachers to possess adequate digital literacy skills to optimize the learning process. In Lebak Regency, the diversity of geographical conditions and technological infrastructure raises questions about the extent to which digital literacy affects teacher performance. This study aims to analyze the effect of digital literacy on junior high school teachers’ performance in the region.

Methods. Using a quantitative approach and a correlational survey method, data were collected from 120 purposively sampled teachers representing three geographical zones. The research instrument was validated and tested for reliability before use. Data analysis employed descriptive statistics and simple linear regression.

Results. The results showed that digital literacy had a significant and positive effect on teacher performance, contributing 48.6%. Teachers with high digital literacy demonstrated better abilities in planning, implementing, and evaluating learning activities. Most respondents were in the high digital literacy category, although a small portion remained at a low level, particularly in areas with limited technological access.

Conclusion. This study provides novelty by quantitatively analyzing this relationship within a specific subnational context (Lebak Regency) characterized by significant geographical and infrastructural disparities, a gap often overlooked by previous national-level or urban-focused research. The findings imply a critical need for a dual intervention policy that requires local government to not only improve equitable ICT infrastructure but also design adaptive professional development programs focused on contextual digital pedagogy to bridge the persistent competency gap

The Influence of Compensation, Workload, and Work-Life Balance on Work Loyalty with Job Satisfaction as Mediator

2025-10-13T08:00:36+00:00

Background. This study examines the influence of compensation, workload, and work-life balance on employees’ work loyalty, with job satisfaction as a mediating variable.
Methods. Using a quantitative approach, data were collected through a 4-point Likert scale survey of employees at the Central Bureau of Statistics in West Java Province in 2025, analyzed using a two-stage Partial Least Squares Structural Equation Modeling (PLS-SEM) technique.

Results. The findings reveal that workload uniquely plays both a direct and indirect role in influencing work loyalty through job satisfaction, whereas compensation and work-life balance show no significant direct effects. This research offers novelty by applying a two-stage PLS-SEM mediation analysis in the context of Indonesia’s public sector, where empirical evidence on employee loyalty determinants remains limited.

Conclusion. Theoretically, this study expands the understanding of job satisfaction as a partial mediator in loyalty formation. Practically, the findings suggest that managing workload fairness can be a more effective strategy for enhancing loyalty among public employees than solely focusing on compensation or work-life initiatives.

Integration of Intended Learning Outcomes (ILO) and Course Learning Outcomes (CLO) Real Analysis: An Evaluative Study in the Framework of Outcome-Based Education

2025-11-16T11:32:10+00:00

Background. Outcome-Based Education (OBE) requires strong alignment between Intended Learning Outcomes (ILOs) and Course Learning Outcomes (CLOs) to ensure that graduate competencies are systematically achieved. This study evaluates the extent to which ILO–CLO integration is realised in the Real Analysis course of the Mathematics Education Study Programme.

Methods. Using a descriptive evaluative approach, data were obtained through analysis of Semester Learning Plans (SLPs), assessment instruments, student learning outcomes, and interviews with course lecturers. Using assessment data, curriculum documents, and cognitive-level analysis, the study finds that ILO achievement is generally high, with most indicators exceeding 70%.

Results. CLO performance shows a varied pattern: students demonstrate strong mastery in Sub-CLO 01 and Sub-CLO 04, particularly in topics with clear procedural structure, such as real number construction and basic calculus. However, achievement in Sub-CLO 03, which covers limits and continuity, remains moderate, indicating difficulties in higher-order reasoning aligned with the expected C5 cognitive level. These results reveal a gap between intended evaluative competencies and the predominantly procedural nature of current assessments.

Conclusion. The study recommends integrating more authentic, conceptual, and reasoning-based evaluation methods—such as project or portfolio assessments—to better support deep learning and reflective mathematical thinking.