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All Journal International Journal of Evaluation and Research in Education (IJERE) Dinamika Pendidikan Journal EVALUASI Jurnal Riset Inspirasi Manajemen dan Kewirausahaan Dinasti International Journal of Education Management and Social Science Journal of Research in Business, Economics, and Education Dinasti International Journal of Digital Business Management EduPsyCouns: Journal of Education, Psychology and Counseling Journal of Industrial Engineering & Management Research (JIEMAR) Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran JIKEM: Jurnal Ilmu Komputer, Ekonomi dan Manajemen Edumaspul: Jurnal Pendidikan Quality
Wijayanti, Laksmi Mayesti
Universitas Pelita Harapan
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Hard Skills atau Soft Skills: Manakah yang lebih penting bagi inovasi guru Masduki Asbari; Laksmi Mayesti Wijayanti; Choi Chi Hyun; Donna Imelda; Evy yanthy; Agus Purwanto
Edumaspul: Jurnal Pendidikan Vol 4 No 1 (2020): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v4i1.333

Abstract

Penelitian ini bertujuan untuk mengukur pengaruh hard skills dan soft skills terhadap kemampuan inovasi guru di Jakarta, Bogor, Depok, Tangerang dan Bekasi (Jabodetabek) yang dimediasi oleh organizational learning. Pengumpulan data dilakukan dengan pengambilan sampel acak sederhana melalui elektronik ke populasi guru di Jabodetabek. Hasil kuesioner yang dikembalikan dan valid adalah 676 sampel. Pemrosesan data menggunakan metode SEM dengan perangkat lunak SmartPLS 3.0. Hasil penelitian ini menyimpulkan bahwa hard skills dan soft skills berpengaruh positif dan signifikan terhadap kemampuan inovasi guru, baik secara langsung maupun tidak langsung melalui mediasi organizational learning. Penelitian baru ini mengusulkan sebuah model untuk membangun kemampuan inovasi guru di antara para guru di Jabodetabek melalui peningkatan hard skills dan soft skills dengan organizational learning sebagai mediator. Penelitian ini dapat membuka jalan untuk meningkatkan kesiapan guru dalam menghadapi era pendidikan 4.0.
Pengaruh Gaya Kepemimpinan Partisipatif dan Otokratis Terhadap Kinerja Sistem Jaminan Halal HAS 23000 Pada Industri Makanan Kemasan Agus Purwanto; Masduki Asbari; Priyono Budi Santoso; Laksmi Mayesti Wijayanti; Choi Chi Hyun; Otto berman sihite; Mirza Prameswari Saifuddin
Edumaspul: Jurnal Pendidikan Vol 4 No 1 (2020): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v4i1.345

Abstract

Penelitian ini bertujuan untuk melihat analisis dari gaya kepemimpinan partisipatif dan otokratis serta pengaruhnya terhadap kinerja penerapan Sistem Jaminan Halal HAS 23000 pada industri makanan di Tangerang. Obyek dari penelitian adalah karyawan di beberapa industri makanan yang berkolasi di wilayah Kota Tangerang yang telah menerapkan Sistem Jaminan Halal HAS 23000 sebanyak 200 orang dan metode pengumpulan data dengan memberikan kuesioner elektronik kepada beberapa karyawan secara acak. Alat analisis yang digunakan dalam penelitian ini adalah SEM (Structural Equation Model) pada program LISREL versi 8.70. Penelitian ini memberikan hasil yang menunjukkan bahwa gaya kepemimpinan partisipatif terbukti berpengaruh positif dan signifikan terhadap kinerja penerapan Sistem Jaminan Halal HAS 23000 dan gaya kepemimpinan otokratis juga positif dan mempengaruhi kinerja penerapan Sistem Jaminan Halal HAS 23000d an disimpulkan bahwa kepemimpinan merupakan hal penting dalam kinerja penerapan Sistem Jaminan Halal HAS 23000
TEACHERS’ EMPOWERMENT, SELF-REGULATION AND BEING ISTIQAMAH AS KEY FEATURES OF JOB PERFORMANCE Laksmi Mayesti Wijayanti; Choi chi hyun; leo hutagalung; Masduki Asbari; Priyono Budi Santoso; Agus Purwanto
Dinasti International Journal of Education Management And Social Science Vol. 1 No. 4 (2020): Dinasti International Journal of Education Management and Social Science (April
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31933/dijemss.v1i4.94

Abstract

Non-formal education is predicted to be the future backbone in supporting the literacy in highly populated country (Ololube, 2012). Indonesia as one of the E-9 countries have acknowledged the needs to strengthen the non-formal education as one of the key supporting elements in enhancing the education index. Both government and non-government organization have participated actively in establishing the non-formal education to be more accessible and convenience. The fundamental issue is that the teacher quality in education is still below expectation (Baswedan, 2014). Moreover, non-formal education has encountered dilemma in creating optimum performance of their teacher due to its non-profit nature. Nevertheless, it is evidenced that they still manage to deliver their jobs adequately. Therefore, this paper will investigate the determining factors of such unique setting. This study’s instruments are the psychological empowerment scale used by Spreitzer (1995), The Self-Regulation Questionnaire (SRQ) (Brown, Miller, & Lawendowski, 1999), Islamic work ethic scaling (Ali, 1988) and the questionnaire teachers’ job performance self-rating questionnaire (TJPSQ) were developed to measure teachers’ job performance. The result of the study indicates that empowerment and istiqamah have significantly influenced to teachers’ job performance, while self-regulations have no significant effect on Job performance.
Teachers’ Empowerment, Self-Regulation and being Istiqamahas Key Features of Job Performance in Non-Formal Education Setting Wijayanti, Laksmi Mayesti; Hyun, Choi Chi; Hutagalung, Leo
QUALITY Vol 8, No 1 (2020): QUALITY
Publisher : Pascasarjana IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/quality.v8i1.6605

Abstract

Indonesia menyadari perlunya penguatan pendidikan nonformal sebagai salah satu elemen penting dalam meningkatkan indeks pendidikan. Baik pemerintah maupun lembaga swadaya masyarakat telah berpartisipasi aktif dalam mewujudkan pendidikan nonformal yang lebih mudah diakses dan nyaman. Persoalan mendasar adalah kualitas guru dalam pendidikan masih di bawah harapan. Selain itu, pendidikan nonformal menghadapi dilema dalam menciptakan kinerja guru yang optimal karena bersifat nonprofit. Oleh karena itu, makalah ini akan menyelidiki faktor-faktor penentu dari pengaturan unik tersebut. Instrumen penelitian ini adalah skala pemberdayaan psikologis yang digunakan oleh Spreitzer (1995), The Self-Regulation Questionnaire (SRQ) (Brown, Miller, & Lawendowski, 1999), skala etos kerja Islami (Ali, 1988) dan angket kinerja diri guru. Kuesioner penilaian (TJPSQ) digunakan sebagai ukuran kinerja guru. Hasil penelitian menunjukkan bahwa pemberdayaan dan istiqamah berpengaruh signifikan terhadap prestasi kerja guru, sedangkan regulasi diri tidak berpengaruh signifikan terhadap prestasi kerja.Indonesia have acknowledged the needs to strengthen the non-formal education as an important element in enhancing the education index. Both government and non-government organization have participated actively in establishing the non-formal education to be more accessible and convenience. Nevertheless, it is evidenced that they still manage to deliver their jobs adequately. Therefore, this paper will investigate the determining factors of such unique setting. This study’s instruments are the psychological empowerment scale used by Spreitzer (1995), The Self-Regulation Questionnaire (SRQ) (Brown, Miller, &Lawendowski, 1999), Islamic work ethic scaling (Ali, 1988) and the questionnaire teachers’ job performance self-rating questionnaire (TJPSQ) were utilized as a measurement of teachers’ job performance. The result  indicates that empowerment and istiqamah have significantly influenced to teachers’ job performance, while self-regulations have no significant effect on Job performance.
Co-Authors Agus Purwanto Agus Purwanto Agus Purwanto AGUS PURWANTO Agus Purwanto AgusHari Hadi Ahmad Yani Akhyar Zuniawan Asbari, Masduki Dhaniel Hutagalung Donna Imelda Eman Singgih Eva Agistiawati Evy Yanthy Fatrilia Rasyi Radita Firdaus Putra Firdaus Putra Francisca Sestri Goestjahjanti Gusli Chidir hutagalung, leo Hyun, Choi Chi Imelda, Donna Innocentius Bernarto, Innocentius Kotamena, Fredson Kusumaningsih, Sekundina Williana Leo Hutagalung Martinus Tukiran Masduki Asbari Masduki Asbari Masduki Asbari Masduki Asbari Miyv Fayzhall Miyv Fayzhall Mustofa Mustofa Otto Berman Sihite Prameswari, Mirza Pramono, Rudy Putra, Firdaus Rachma Nadhila Sudiyono Ramdan, Mohamad Ratna Setyowati Putri Santoso, Priyono Budi Sekundina Williana Kusumaningsih Sihite, Otto Berman Siti Maesaroh Sri Wahyuni Asnaini Sucipto Basuki Sulistiyadi, Andi Teguh Yuwono Winanti Winanti Winanti Winanti WINANTI, WINANTI Wulan Rahma Dewi yanthy, Evy