Sustainable Human Capital Development Journal
Journal title Sustainable Human Capital Development Journal Initials SCHaDe Frequency ISSN 2 issues per year ( June, December) 3110-8792 (Media Online) Editor-in-chief Dr. Syunu Trihantoyo, M.Pd. Managing Editor Dr. Wildan Taufik Raharja, S.IAN., M.PSDM Publisher Surabaya State University Sustainable Human Capital Development Journal (SCHaDe) is a scholarly publication managed by Universitas Negeri Surabaya. This journal focuses on studies, research, and advancements related to sustainable human capital development across various sectors, including education, business, public administration, and community development. SCHaDe serves as a platform for academics, practitioners, researchers, and policymakers to disseminate research findings and critical perspectives on strategies, models, and practices of human resource development oriented toward sustainability. Submit Article
Management and Implementation of Holistic-Integrative Early Childhood Education (PAUD-HI) Through Cross-Sector Collaboration: A Case Study of KB Dharma Bhakti, Dawarblandong
This study examines the implementation of Holistic-Integrative Early Childhood Education (PAUD-HI) management at KB Dharma Bhakti, Dawarblandong District, focusing on collaboration between educational institutions and health services. Using a qualitative descriptive approach, data were collected through observations and semi-structured interviews with teachers, the institution’s head, and parents to identify barriers and supporting factors of PAUD-HI implementation. The findings show that KB Dharma Bhakti demonstrates strong internal management and effective teaching practices supported by qualified educators and Contextual Teaching and Learning (CTL) approaches that enhance children’s engagement and holistic development. However, the institution faces major challenges due to the absence of cooperation with health partners such as community health centers (Puskesmas) and village midwives, resulting in limited routine health monitoring, immunization, and developmental screening. This situation restricts early detection of health and developmental issues affecting children’s learning readiness. The study recommends formal collaboration through Memorandums of Understanding (MoUs) and stronger policy frameworks to ensure integration between education and health sectors, improving PAUD service quality.
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MANAGEMENT OF THE TECHNICAL TRAINING PROGRAM ON IMPACT-BASED FORECAST AT PPSDM MKG BMKG
This study aims to examine the Management of the Technical Training Program on Impact-Based Forecast (IBF) at the PPSDM MKG BMKG. The sub-focus of this research includes planning, implementation, and evaluation of the IBF training. This research employs a qualitative approach with a descriptive method. Data collection techniques were carried out through interviews, observations, and document studies. The informants of this study consisted of the head of the administrative subdivision, training organizers, and training evaluators. The findings show that the management of the IBF technical training program at PPSDM MKG BMKG has generally been well implemented, starting from the planning, implementation, to evaluation stages. The planning of the IBF training program at PPSDM MKG was systematically carried out through needs identification using the ADDIE model and the Learning Committee Meeting forum as the basis for formulating objectives, which focused on strengthening the capacity of national and provincial weather forecasting, improving service quality, and building strategic partnerships with stakeholders. The implementation adopted a coaching approach to create an interactive and applicative learning process with high participation up to the evaluation stage. The program evaluation was conducted using the Kirkpatrick model, complemented by formative and summative evaluations involving participants, trainers, and organizers.
Analysis of the Management of Early Childhood Education Institutions Using the ADDIE Model at KB Aisyiyah Kutukulon Ponorogo
This study aims to describe the management condition of the PAUD institution and analyze the direction of service development at KB Aisyiyah Kutukulon Ponorogo using the ADDIE Model (Analysis, Design, Development, Implementation, Evaluation) approach. The research was conducted through observation, in-depth interviews, and document analysis to obtain a comprehensive picture of the division of teacher duties, learning implementation, classroom management, parental involvement, and learning infrastructure facilities. The results of the study show that institutions face a number of obstacles, such as multi-role teachers with high administrative burdens, limited classrooms and educational game tools, the absence of contingency plans when teachers are unable to attend, and parental involvement which is still informative. Through the ADDIE model, the needs of the institution were successfully mapped systematically: the Analysis stage revealed the main managerial problems; the Design stage to design improvement strategies related to task division, strengthening classroom management, structuring facilities, and parent collaboration programs; Development stage produces SOPs, training modules, classroom layouts, and child development assessment instruments; The Implementation stage describes the scheme of implementing the solution; while the Evaluation stage emphasizes the importance of continuous evaluation to improve service quality. This study concludes that the ADDIE Model can be an effective strategic framework to develop the quality of PAUD management, especially in institutions with limited resources.
Management of the School Literacy Movement through the “KLIMIS” Literacy Program at Kembangan Utara 04 Public Elementary School
This study aims to describe the implementation of the School Literacy Movement through the KLIMIS Literacy Program at SDN Kembangan Utara 04. Using a qualitative descriptive approach with observation, interviews, and documentation, the study found that the program was initiated to address students’ low reading ability and school literacy performance. The program was implemented systematically through daily literacy activities and weekly core sessions, supported by school leaders, teachers, librarians, parents, and the mobile library. Evaluation results showed a significant improvement in students’ reading ability and interest from 40% to 70% fluent readers. Challenges such as limited book collections and digital distractions were mitigated through collaboration and digital literacy initiatives. The KLIMIS Program has proven effective in fostering a sustainable reading culture and improving students’ learning outcomes.