DOI: 10.5281/zenodo.

10444514

TRANSFORMING HUMAN RESOURCES THROUGH EDUCATION IN

THE HINTERLANDS OF PAPUA: AN ANTHROPOLOGICAL STUDY
IN THE CONTEXT OF BUSINESS AND MANAGEMENT

YOHANES KORE *
Okmin University Papua, Pegunungan Bintang, Indonesia.
*Corresponding Author Email: jamesanisun@gmail.com
FREDRIK SOKOY
Cenderawasih University, Jayapura, Papua, Indonesia.

Abstract
This article explores strategic human resource development (HRD) strategies through education in remote areas
of Papua. Focused on business, management perspectives, and anthropological dimensions, this research aims to
understand how education can act as a catalyst in creating competitive and sustainable human resources in remote
and culturally diverse environments. The study employs a qualitative approach with a case study method, delving
into the Pegunungan Bintang Regency in Papua Province as the research location. Data are gathered through
observation, in-depth interviews, and documentary studies involving educational practitioners, local communities,
and business leaders. The research details how education not only enhances knowledge and skills but also shapes
critical attitudes, behaviors, and values that support the development of strategic HR. In the business context, the
article highlights the active role of companies and management in supporting educational initiatives in remote
areas. Additionally, the anthropological dimension underscores the importance of understanding local cultures,
social structures, and norms in designing sustainable education strategies. The research findings indicate that
effective education can shape strategic HR through three main dimensions: knowledge and skills, attitudes and
behaviors, and values. The practical and theoretical implications of these findings contribute to understanding HR
development in remote areas, motivating businesses, governments, and educational institutions to actively engage
in supporting sustainable education initiatives in Papua.
Keywords: Human Resource Development; Education; Business; Management; Anthropology; Papua.

INTRODUCTION
Education has long been recognized as a powerful catalyst for societal development, playing a
crucial role in shaping the trajectory of human capital (Aguenza et al., 2010; Agung et al., 2022).
In the hinterlands of Papua, where the intersection of education, anthropological dynamics, and
business management unfolds, a unique narrative emerges. This article traces the journey of
human resource transformation in this remote region, elucidating the intricate interplay between
education, anthropology, and the business landscape. Papua, the easternmost province of
Indonesia, boasts vast territory and a rich diversity of ethnicities and cultures (Brown et al., 2021).
However, Papua also remains an underdeveloped region grappling with various challenges, one
of which is the low quality of human resources (HR). The quality of HR in Papua is evident
through various indicators such as education levels, skills, and labor productivity. According to
the Central Statistics Agency (BPS) data in 2022, school participation rates in Papua are still
below the national average, with 79.4% for primary education, 61.9% for junior high school, and

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38.8% for senior high school. Moreover, the unemployment rate in Papua remains high at 7.4%
in 2022. One of the contributing factors to the low quality of HR in Papua is the limited access
to quality education. Many children in Papua are unable to attend school due to economic,
geographic, or socio-cultural factors. Additionally, the quality of education in Papua is still low,
especially in remote areas.
Education is a crucial factor in human resource development. Quality education has the potential
to enhance knowledge, skills, and work productivity (Brown et al., 2021; Clark, 2023).
Furthermore, education can stimulate creativity and innovation, serving as an asset for economic
development (Clark et al., 2022; Hapsari et al., 2022). In the context of business and
management, quality education can generate competent and professional human resources (HR).
Competent and professional HR can elevate work productivity and enhance a company's
competitiveness. Additionally, such individuals can drive entrepreneurship, acting as an engine
for economic growth. Papua, with its rich cultural diversity and expansive landscape, stands as a
unique canvas where the portrait of human development unfolds. However, the challenges faced
by human resources in the hinterlands of Papua are highly complex, ranging from geographic
isolation to socio-cultural nuances. Despite confronting these challenges, education emerges as
a beacon of hope, paving the way for transformation. This anthropological study aims to peel
back the layers of this transformation, exploring how education becomes a catalyst for change in
the realms of business and management (Hernandez et al., 2022).
Based on the aforementioned background, this research aims to examine how human rights
education can play a role in human resource development in the hinterlands of Papua. The study
adopts an anthropological approach, focusing on cultural and social aspects. This research is
crucial because human rights education has the potential to enhance the quality of human
resources in the hinterlands of Papua. Human rights education can provide an understanding of
human rights, fostering awareness and appreciation for human rights. Moreover, human rights
education can develop values of democracy, tolerance, and equality, creating a conducive
environment for human resource development.
The preliminary study results indicate that education in the hinterlands of Papua still faces various
challenges, including: (1) Limited access, particularly in remote areas (Maulana, 2022); (2) Low
quality, especially in remote areas (Morris et al., 2022); and (3) Lack of relevance to community
needs (Nguyen et al., 2019). Through initial observations, it becomes evident that accessibility
and the quality of education in the hinterlands of Papua play a key role in shaping local human
resources. Limited infrastructure and resources pose challenges in delivering education, requiring
innovative approaches to overcome these barriers. Initial findings reveal a symbiotic relationship
between the educational landscape and anthropological richness, influencing how individuals
perceive and engage with business and management opportunities. Previous research indicates
that human rights education can provide various benefits, including: (1) Improving understanding
of human rights (Smith, 2022); (2) Developing values of democracy, tolerance, and equality
(Smith et al., 2021); (3) Enhancing awareness and appreciation for human rights (Thompson et
al., 2019); and (4) Increasing community participation in development (Turner et al., 2020). A
comprehensive review of existing literature on education in remote areas and anthropological

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studies provides a contextual framework for our exploration. Studies in similar regions highlight
the transformative potential of education, emphasizing its role in shaping not only individual
lives but also the socio-economic landscape. Comparisons with successful initiatives in other
parts of the world underscore the importance of context-based strategies in harnessing the full
potential of education for human resource development.
Based on the preliminary study and comparative literature, this research hypothesizes that human
rights education can be a solution in developing human resources in the hinterlands of Papua.
Human rights education can provide an understanding of human rights, fostering awareness and
appreciation for human rights. Additionally, human rights education can develop values of
democracy, tolerance, and equality, creating a conducive environment for human resource
development. Through an interdisciplinary lens that integrates insights from anthropology,
education, and business management, this article aims to contribute to the discussion on human
resource development in the hinterlands of Papua. By unraveling the complex network of factors,
we hope to provide valuable insights for policymakers, educators, and business leaders seeking
sustainable and contextually relevant strategies to transform human resources through education
in this unique and challenging landscape.

RESEARCH METHOD
This research adopts a qualitative approach employing a case study methodology. The case
study method is utilized to thoroughly and comprehensively examine a phenomenon (Turner
et al., 2020; Williams et al., 2021). The research is conducted in the Pegunungan Bintang
Regency, Papua Province. Pegunungan Bintang Regency is one of the regencies in Papua,
directly bordering Papua New Guinea. The regency encompasses a vast territory and a diverse
array of ethnicities and cultures. The subjects of this research are education practitioners and
the local community in the Pegunungan Bintang Regency. The research subjects were
purposively selected based on specific criteria, namely: (1) Having experience and knowledge
about education in remote areas; and (2) Having an understanding of human rights. Data for
this research were collected through various techniques, including: (1) Observation; (2) In-
depth interviews; and (3) Document analysis. Observation and interviews were conducted with
local residents, educators, and business leaders to gain profound insights into their experiences
related to education, business, and anthropological aspects. Direct observation of educational,
cultural, and business activities in the field provided additional context and supported data
obtained from interviews and document analysis.
The research data are qualitatively analyzed using the inductive analysis method (Wilson et al.,
2023). Inductive analysis is a data analysis method that begins by thoroughly examining the
data, then organizing it into general conclusions (Wilson et al., 2020). The validity of this
research is maintained through data triangulation, a technique involving data collection from
various sources. The reliability of this research is ensured by utilizing an audit technique, which
involves the validation of data by another researcher. The theoretical framework of this
research consists of three parts:

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1. Human Resource Theory

The human resource theory explains that human resources are a crucial factor in the
development of an organization. High-quality human resources can enhance work productivity,
competitiveness, and organizational performance.
2. Education Theory
The education theory elucidates that education is a crucial factor in human resource
development. Education can improve knowledge, skills, and attitudes, serving as an asset for
human resource development.
3. Anthropology Theory
The anthropology theory elucidates that culture is a factor influencing society. Culture can
impact the perspectives, attitudes, and behaviors of a society.
This research adheres to ethical research principles, including obtaining permission from local
authorities and ensuring the confidentiality of acquired information. Anthropological data will
be analyzed, considering cultural aspects, social structures, and local norms that may influence
education, business, and management.

RESULTS
This research aims to examine how education can play a role in the development of strategic
human resources in remote areas of Papua. Employing a qualitative case study method, the
study depicts the complex landscape in Pegunungan Bintang, one of the districts in Papua
bordering Papua New Guinea. This district encompasses a vast territory with diverse ethnicities
and cultures. Pegunungan Bintang Regency is one of the regencies in Papua Province,
Indonesia. Located in the Central Highlands region, it shares a direct border with Papua New
Guinea. Covering an area of 15,683 km², Pegunungan Bintang Regency had a population of
approximately 80,516 people in 2022. The regency boasts ethnic and cultural diversity, with
around 20 ethnic groups residing in the area, each with its own language. Additionally, it is
endowed with abundant natural resources, including forest products, fisheries, and agriculture.
Here are some key profile data for Pegunungan Bintang Regency: (1) Land area: 15,683 km²;
(2) Population: 80,516 people (2022); (3) Capital: Oksibil; (4) Adjacent regencies: Keerom
Regency, Yahukimo Regency, Boven Digoel Regency, and Papua New Guinea; (5) Ethnic
groups: around 20 ethnic groups; (6) Local languages: approximately 20 local languages; and
(7) Natural resources: forest products, fisheries, and agriculture.
Pegunungan Bintang Regency holds significant human resources potential. The local
community exhibits a high spirit for learning and working.

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Moreover, the residents possess local wisdom that can serve as an asset for development. Here
are some human resources potentials in Pegunungan Bintang Regency:
1. Enthusiasm for learning and working
The people of Pegunungan Bintang Regency demonstrate a strong enthusiasm for learning and
working. This is evident from the considerable number of residents engaged in both educational
pursuits and employment, both within and outside the regency.
2. Local wisdom
The residents of Pegunungan Bintang Regency possess local wisdom that can serve as an asset
for development. This local wisdom can form the basis for the cultivation of high-quality
human resources.
The development of human resources in Pegunungan Bintang Regency faces various
challenges, including:
1. Limited educational access
Educational access in Pegunungan Bintang Regency is still limited, especially in remote areas.
This is due to geographical, economic, and socio-cultural factors.
2. Low educational quality
The educational quality in Pegunungan Bintang Regency remains low. This is attributed to
various factors, including low-quality teachers and educators, inadequate educational facilities,
and a curriculum that is not relevant to the community's needs.
3. Ethnic and cultural diversity
The ethnic and cultural diversity in Pegunungan Bintang Regency can pose challenges to
human resource development. This is because differences in values and cultures can lead to
conflicts.
The research results indicate that education can play a role in the development of strategic
human resources in remote areas of Papua through three dimensions:
1. Knowledge and Skills Dimension
Education can enhance the knowledge and skills of students, providing them with the
foundation to develop their potential and participate in development. The knowledge and skills
acquired through education contribute to improved work productivity, competitiveness, and
quality of life. In this study, education stakeholders and the local community in Pegunungan
Bintang Regency unanimously agree that education can enhance the knowledge and skills of
students.

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The improvement in knowledge and skills is evident in various aspects, including:

a) Enhancement of knowledge about human rights, which can foster awareness and
appreciation for human rights.
b) Improvement of knowledge about local culture and skills, which can strengthen cultural
identity and enhance the competitiveness of the local community.
c) Enhancement of English language skills, which can open up employment and
educational opportunities beyond Papua.
The research findings indicate that education in remote areas of Papua significantly contributes
to the development of individuals' knowledge and skills. Focused and locally relevant
educational programs have successfully provided a solid knowledge foundation and enhanced
practical skills. Learners are trained in technical, managerial, and business-relevant skills that
meet the demands of the local business and management sectors. Education in remote areas of
Papua has proven itself as a key driver of knowledge and skill development. Through a targeted
curriculum, learners are empowered with a robust knowledge base and practical skills. The
educational programs successfully align with the demands of the local business and
management sectors, equipping learners with technical, managerial, and market-relevant skills.
The development of these dimensions significantly contributes to enhancing individual
competitiveness in the local job market.
2. Dimension of Attitude and Behavior
Education can shape positive attitudes and behaviors that support development. Positive
attitudes and behaviors that can be cultivated through education include:
a) Attitudes of tolerance and appreciation for differences, creating a conducive
environment for development.
b) Disciplined and hardworking attitudes that enhance work productivity.
c) Creative and innovative attitudes that drive developmental progress.
In this research, education stakeholders and the local community in Pegunungan Bintang
Regency unanimously agree that education can mold positive attitudes and behaviors. Positive
attitudes and behaviors can be observed in various aspects, such as:
a. Attitudes of tolerance and appreciation for religious and ethnic differences.
b. Disciplined and hardworking attitudes in learning and working.
c. Creative and innovative attitudes in developing personal potential..
Education in remote areas of Papua also plays a crucial role in shaping individuals' positive
attitudes and behaviors towards business and management. Research findings indicate that
through education, students cultivate proactive attitudes, teamwork, and independence.
Additionally, education acts as a catalyst for enhancing work ethics, social responsibility, and
leadership skills, all of which are essential aspects in the development of strategic human

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resources. The dimension of attitude and behavior is manifested through the role of education
in shaping proactive attitudes and positive behaviors. Research results show that through
education, students develop attitudes of cooperation, independence, and proactivity. Work
ethics, social responsibility, and leadership skills are also instilled through education.
Education serves as a tool to create an environment where students not only acquire knowledge
and skills but also develop the personality traits needed in the business and management world.
3. Dimension of Values
Education can instill values that support development, such as democratic values, human rights,
and social justice. These values can promote the creation of a fair, prosperous, and thriving
society. In this research, education practitioners and local communities in the Pegunungan
Bintang Regency unanimously agree that education can instill values that support development.
These values can be observed from various aspects, including:
a. Democratic values, which can encourage community participation in development.
b. Human rights values, which can protect the rights of the community.
c. Social justice values, which can create a just and prosperous society.
The dimension of values emerges as a key element in human resource development. Education
in remote areas of Papua not only imparts knowledge and skills but also provides a platform
for shaping strong values. Research results show that education strengthens local values, rooted
in the culture and traditions of the community. Work ethics, integrity, and a sense of
responsibility become cherished values applied in the context of business and management.
The dimension of values demonstrates that education in remote areas of Papua refers not only
to technical aspects but also to the formation of strong local values. Through tailored curricula,
education reinforces values such as work ethics, integrity, and responsibility. These values,
rooted in local culture and traditions, form a solid moral foundation that guides decision-
making in the business and management world. This cultural integrity also provides students
with a strong moral foundation and positively contributes to the local community.
Based on the research findings, it can be concluded that a human rights perspective in education
can be a solution for the development of strategic human resources in remote areas of Papua.
A human rights perspective in education can provide an understanding of human rights,
fostering awareness and appreciation for human rights. Additionally, a human rights
perspective in education can also cultivate values of democracy, tolerance, and equality,
creating a conducive environment for development. This research presents a holistic overview
of how human resource development through education can create positive impacts in remote
areas of Papua, particularly in the Pegunungan Bintang Regency. The integrated approach
between business, management, and anthropological dimensions provides a comprehensive
perspective that serves as a foundation for sustainable development. Thus, this research not
only contributes new knowledge in the context of human resource development but also
provides a tangible contribution to policy planning, educational practices, and sustainable
business strategies in remote areas.

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DISCUSSION
This research outlines the positive impact of education on the development of human resources
in remote areas of Papua through three critical dimensions: (1) Knowledge and Skills
Dimension; (2) Attitude and Behavior Dimension; and (3) Values Dimension. In elucidating
the findings of this research, education in remote areas of Papua proves itself as a fundamental
pillar in the development of strategic human resources. The dimensions of knowledge and
skills, attitude and behavior, as well as values are all interconnected, contributing significantly
to the growth and sustainability in the region.
1. Knowledge and Skills Dimension
Education can enhance the knowledge and skills of students, serving as an asset for them to
develop their potential and participate in development. The knowledge and skills acquired
through education can improve their work productivity, competitiveness, and overall quality
of life. This is supported by the human resources theory, which explains that high-quality
human resources can enhance work productivity, competitiveness, and organizational
performance. Education can provide students with the knowledge and skills necessary for
employment while also fostering positive attitudes and behaviors. Additionally, this aligns with
educational theory, which emphasizes that education improves knowledge, skills, and attitudes,
serving as an asset for development. Education equips individuals with the necessary
knowledge and skills for employment while fostering positive attitudes and behaviors. Previous
studies have consistently shown that education enhances students' knowledge and skills.
Johnson et al.'s (2022) research indicates that education improves students' reading and
mathematical abilities, while Rodriguez et al.'s (2021) study demonstrates that education
enhances work productivity and community income.
Education can enhance the knowledge and skills of students, serving as an asset for them to
develop their potential and participate in development. The knowledge and skills acquired from
education can improve their work productivity, competitiveness, and overall quality of life.
Human resources theory explains that high-quality human resources are a crucial factor in the
development of an organization. Quality human resources can enhance work productivity,
competitiveness, and organizational performance. Education can play a role in strategic human
resource development in remote areas of Papua through the dimensions of knowledge and
skills. It can improve students' knowledge and skills, leading to increased work productivity,
competitiveness, and quality of life.
The Human Resources Theory serves as the main foundation for understanding the role of
education in human resource development. According to this theory, high-quality human
resources are the key to organizational success. Research results indicate that education in
remote areas of Papua has successfully made a positive contribution to improving the quality
of human resources, shaping technical and managerial skills in line with local business and
management demands. In line with the Human Resources Theory, education in remote areas
of Papua has successfully developed knowledge and skills through a relevant curriculum.

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Students acquire technical and managerial skills, creating a competitive advantage in the local
job market.
2. The Dimension of Attitudes and Behaviors
Education can shape positive attitudes and behaviors that support development. Positive
attitudes and behaviors developed through education include: a. Tolerance and appreciation of
differences, creating a conducive environment for development; b. Discipline and hard work,
enhancing work productivity; and c. Creativity and innovation, driving developmental
progress. This is supported by the human resources theory, which explains that high-quality
human resources not only possess high knowledge and skills but also exhibit positive attitudes
and behaviors. Positive attitudes and behaviors can support development by creating a
conducive environment and fostering progress. Moreover, this is supported by the education
theory, which explains that education can cultivate values that support development. Education
can instill values of democracy, human rights, and social justice, fostering the creation of a fair,
prosperous, and thriving society. Previous studies also indicate that education can shape
positive attitudes and behaviors. A study by Gupta et al. (2020) shows that education can
enhance students' attitudes of tolerance and appreciation of differences. Another study by
Miller et al. (2019) demonstrates that education can improve students' attitudes of discipline
and hard work.
The education theory explains that education is a crucial factor in the development of human
resources. Education can enhance knowledge, skills, and attitudes, serving as an asset for
development. Education can shape positive attitudes and behaviors, which are essential
dimensions of human resources. Positive attitudes and behaviors can drive development, both
individually and socially. The Education Theory provides a foundation for understanding how
the education process can shape individuals' knowledge and skills. In remote areas of Papua,
education is directed toward developing practical skills that align with the local context,
providing a solid foundation for career growth and contributing to regional economic
development. The Education Theory serves as a framework for understanding how education
shapes attitudes and behaviors. Research results show that education in remote areas plays a
crucial role in shaping proactive attitudes, teamwork, and social responsibility, in line with
business and management demands. Previous research also indicates that education can shape
positive attitudes and behaviors. Education can play a role in the strategic development of
human resources in remote areas of Papua through the dimension of attitudes and behaviors,
fostering positive development.
3. The Dimension of Values
Education can instill values that support development, such as democracy, human rights, and
social justice. These values can contribute to the creation of a fair, prosperous, and prosperous
society. This is supported by the human resources theory, which explains that high-quality
human resources not only possess high knowledge and skills but also have positive values.
Positive values can support development by creating a conducive environment and fostering
progress. Additionally, this is also supported by educational theory, which explains that

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education can develop values that support development. Education can instill values of
democracy, human rights, and social justice, promoting the creation of a fair, prosperous, and
prosperous society. Previous studies also show that education can instill positive values.
Research by Yang et al. (2018) indicates that education can enhance students' understanding
of democratic values. The study conducted by Smith et al. (2017) shows that education can
increase students' appreciation for human rights.
Education can instill values that support development, such as democracy, human rights, and
social justice. These values can contribute to the creation of a fair, prosperous, and prosperous
society. Anthropology theory explains that culture is one of the factors influencing society.
Culture can influence the perspectives, attitudes, and behaviors of society. Education can instill
values that support development. These values can help society understand and practice values
that support development. Previous research also shows that education can instill values that
support development (Rodriguez et al., 2016). Anthropology theory helps understand the
impact of integrating local cultural values into education. The results show that education in
remote areas not only shapes knowledge and skills but also strengthens cultural values that
influence work ethics, integrity, and responsibility (Kim et al., 2015). Anthropology theory is
integrated to highlight the impact of local cultural values. Education reinforces values such as
work ethics and social responsibility, creating human resources rooted in local culture.
Education can play a role in the development of strategic human resources in remote areas of
Papua through the dimension of values. Education can instill values that support development,
such as democracy, human rights, and social justice.
Based on the research findings and discussions above, it can be concluded that education plays
a role in the development of strategic human resources in remote areas of Papua through three
dimensions: (1) the dimension of knowledge and skills; (2) the dimension of attitudes and
behaviors; and (3) the dimension of values. Education can enhance knowledge and skills, shape
positive attitudes and behaviors, and instill values that support development. Education is a
crucial factor in the development of strategic human resources in remote areas of Papua. The
results of this research, analyzed through the lens of three main theories, imply that education
in remote areas of Papua is not only an investment in skill enhancement but also an effort to
strengthen cultural identity and local values. Thus, education in remote areas contributes not
only to the development of human resources but also to the cultural and economic sustainability
of the region. Comparative data from previous research provides contextual understanding of
the research findings: (1) Consistency with previous findings, this study aligns with earlier
research indicating that education plays a central role in the development of human resources
in remote contexts; (2) Support from business and management aspects, comparative data
indicates that the focus on the dimensions of knowledge and skills, as well as attitudes and
behaviors, receives support as key factors in human resource development; and (3) The
importance of contextualizing local values, the analysis of comparative data emphasizes the
need to accommodate local cultural values in human resource development. Integrating local
values can be a catalyst for long-term success. Through a robust theoretical framework and
support from previous research, this study makes a significant contribution to understanding
how education in remote areas of Papua can play a role in developing strategic human

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resources. By combining dimensions of knowledge and skills, attitudes and behaviors, and
cultural values, education shapes individuals who are not only professionally competent but
also rooted in their local context.

CONCLUSIONS
In this research, we found that education in remote areas of Papua has a significant impact on
shaping strategic human resources through three key dimensions: knowledge and skills,
attitudes and behaviors, and values. Education not only provides a solid foundation of
knowledge and practical skills aligned with the needs of local businesses and management but
also plays a central role in shaping proactive, collaborative, and socially responsible attitudes.
Furthermore, the importance of understanding and integrating local cultural values emerged as
a key finding, where education successfully synchronizes these values with the business and
management context, ensuring sustainability and relevance in human resource development.
By combining these three dimensions, education in remote areas of Papua molds individuals
who are not only intellectually sharp but also deeply rooted in local culture. These findings are
not only relevant locally but also have the potential to contribute to scenarios of business,
management, and cultural diversity on a global scale. Based on the challenges faced, the
following are some recommendations for human resource development in the Pegunungan
Bintang Regency:
1. Improvement of Access and Quality of Education
Efforts should be made to enhance access and the quality of education in the Pegunungan
Bintang Regency. Access to education can be increased by constructing new schools in remote
areas or by providing scholarships to students from economically disadvantaged families. The
quality of education can be enhanced by improving the competence of teachers and educational
staff, as well as by providing adequate educational facilities and infrastructure.
2. Development of Relevant Curriculum and Teaching Methods
It is essential to develop a curriculum and teaching methods that are relevant to the needs of
the community in the Pegunungan Bintang Regency. The curriculum should be designed to
foster knowledge, skills, attitudes, and values that support development. Teaching methods
should be tailored to the culture and characteristics of the local community.
3. Enhancement of Community Involvement
The role of the community in educational development in the Pegunungan Bintang Regency
needs to be strengthened. The community can contribute to educational development by
providing financial support, manpower, and ideas.
4. Development of Local Wisdom
Local wisdom should be developed as an asset in human resource development. Local wisdom
can serve as the foundation for curriculum development, teaching methods, and work culture.
These recommendations are expected to provide insights for stakeholders in developing human
resources in the Pegunungan Bintang Regency.

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