The Effectiveness of CPNS Basic Training in Lecturer Human Resource Development at the Ministry of Religious Affairs
DOI:
https://doi.org/10.31000/g0m2te61Abstract
The Basic Training Programme for Civil Service Candidates (Latsar CPNS) is a government initiative aimed at improving the competence, integrity, and professionalism of civil servants, including lecturers at the Ministry of Religious Affairs. This study analyses the effectiveness of the 2025 Latsar CPNS programme in developing human resources for lecturers, based on the participants' perspectives. Using a qualitative and descriptive-analytical approach, data was collected through written interviews conducted via an online questionnaire (Google Form) and by analysing relevant documents. The focus of this study was on CPNS lecturers from the Ministry of Religious Affairs who participated in the 2025 Basic Training Programme. The data analysis process followed the stages of reduction, presentation, and conclusion drawing. The results of the study indicate that the 2025 Basic Training Programme is generally considered effective in strengthening the basic competencies of lecturers. This programme has succeeded in supporting the internalisation of the basic values of civil servants—service orientation, accountability, competence, harmony, loyalty, adaptation, and collaboration—as well as increasing lecturers' understanding of their roles as civil servants and encouraging professional behaviour and academic ethics. However, this study found challenges such as the limited contextuality of the training material in relation to the lecturers' threefold duties and the increased administrative burden during the implementation of the programme. Therefore, this study recommends the development of a more adaptive and profession-specific Basic Training model to better support human resource development for lecturers at the Ministry of Religious Affairs.ÂReferences
Ahmad, M., & Wilkins, S. (2025). Purposive sampling in qualitative educational research. Journal of Educational Research Methods, 12(1), 1–10.
Aprila, N., & Juliani, R. (2025). Pendekatan kualitatif dalam penelitian pendidikan: Perspektif deskriptif. Jurnal Ilmu Pendidikan, 9(2), 620–630.
Asapa, A., Mustafa, M., & Juharni, J. (2025). Internalization of BerAKHLAK values in strengthening ASN professionalism. Jurnal Administrasi Publik, 15(1), 15–25.
Bahrani, T. (2024). Andragogy in professional training: Enhancing adult learning engagement. International Journal of Adult Education, 6(4), 410–420.
Busetto, L., Wick, W., & Gumbinger, C. (2020). How to use and assess qualitative research methods. Neurological Research and Practice, 2(14), 1–10. https://doi.org/10.1186/s42466-020-00059-z
Carter, N., Bryant-Lukosius, D., DiCenso, A., Blythe, J., & Neville, A. (2014). The use of triangulation in qualitative research. Oncology Nursing Forum, 41(5), 545–547. https://doi.org/10.1188/14.ONF.545-547
Chand, M. (2025). Document analysis in qualitative research methodology. Qualitative Research Journal, 18(3), 303–317.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Faisal-E-Alam, M., et al. (2025). Evaluating long-term effectiveness of professional training programs. Human Resource Development Review, 24(2), 150–170.
Garnasadya, I., & Ismail, H. (2024). The impact of education and training on ASN performance improvement. Jurnal Manajemen Sumber Daya Manusia, 18(4), 940–950.
Gautam, R., Dahal, N., & Hasan, M. (2025). Training transfer and participant perception: A study of program relevance. International Journal of Training Research, 23(1), 1–15.
Lembaga Administrasi Negara. (2021). Peraturan Lembaga Administrasi Negara tentang Pelatihan Dasar CPNS. Lembaga Administrasi Negara Republik Indonesia.
Meydan, C. H., & Akkaş, F. (2024). Ensuring credibility in qualitative research through triangulation. Journal of Social Science Research, 29(1), 98–129.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
Micallef, R. (2025). Contextualizing professional training curriculum for academic staff. Higher Education Development Journal, 11(2), 120–135.
Moleong, L. J. (2019). Metodologi penelitian kualitatif (Edisi revisi). PT Remaja Rosdakarya.
Purbasari, I., Yusuf, M., Subagya, S., Marmoah, S., & Alali, A. A. (2025). Interdepartmental collaboration and organizational performance in higher education. Journal of Organizational Studies, 30(1), 1–15.
Ratnaningtyas, S., Aditya, R., & Pangkerego, F. (2025). Professional identity formation among lecturers in bureaucratic systems. Journal of Higher Education Policy, 14(1), 1–10.
Satia, A. (2024). Accountability as ethical responsibility in public service. Jurnal Etika Administrasi Publik, 8(2), 190–205.
Shi, Y., Omar, M. K., & Ismail, N. (2025). Academic workload conflict and professional development stress. International Journal of Educational Management, 39(1), 1–18.
Sukanti, S., & Sutarman, S. (2025). Professional development programs and lecturer competence improvement. Jurnal Pendidikan Tinggi Indonesia, 17(3), 670–685.
Teuwen, J., Kusurkar, R., Schreurs, S., & Daelmans, H. (2024). Interprofessional collaboration in training programs. Medical Education Research, 58(2), 1–10.
Torre, E., Ulloa Severino, S., & Ligorio, M. B. (2025). Resistance to change in professional training environments. Educational Change Review, 19(4), 1660–1675.
Tumanggor, R., et al. (2025). Experiential learning in civil servant training programs. Jurnal Pengembangan SDM Aparatur, 5(3), 480–500.
Widiasih, R., Julina, J., & Susanti, R. (2024). Ethical service values in public bureaucracy. Jurnal Administrasi Negara, 21(1), 100–110.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Tadarus Tarbawy : Jurnal Kajian Islam dan Pendidikan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
