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360-Degree Feedback: An Innovative Strategy to Measure Students' Soft Skills in the “Asistensi Mengajar” Program Mentari, Sriyani; Nuraini, Umi; Fauzan, Slamet
International Journal of Essential Competencies in Education Vol. 4 No. 2 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/t4nmbg76

Assessing soft skills in Indonesia’s “Teaching Assistance/Asistensi Mengajar” (AM) program remains a challenge, as evaluations have typically focused on teaching performance and relied on self or supervising teacher assessments, overlooking the multidimensional and context-dependent nature of soft skills. This study addresses this gap by implementing a 360-degree feedback model to provide a more comprehensive evaluation of AM participants’ soft skills. Four assessor groups were involved: college students (self-assessment), peers, supervising teachers, and vocational students. Using a descriptive-analytical quantitative design, data were collected from 330 respondents and analyzed with descriptive statistics, the Kruskal–Wallis test, and Dunn’s post hoc test. The results showed that communication received the highest mean self-rating (M = 4.28, SD = 0.60), while adaptation received the lowest (M = 3.85, SD = 0.58). Significant perceptual gaps were found across assessor groups, particularly in adaptation, where students rated themselves lower than peers (Z = 5.00, p < .001, r = .43) and supervising teachers (Z = 2.83, p = .019, r = .24). Conversely, in communication, self-assessments were higher than those of vocational students (Z = 5.12, p < .001, r = .45). These findings demonstrate that assessor perspectives differ systematically, reflecting self-efficacy biases and relational expectations. Practically, the study provides empirical evidence that integrating 360-degree assessments into AM can identify hidden competency gaps and guide targeted training interventions, particularly in adaptation skills, while ensuring that student voices are formally included in program evaluation.

360-Degree Feedback: An Innovative Strategy to Measure Students' Soft Skills in the “Asistensi Mengajar” Program Mentari, Sriyani; Nuraini, Umi; Fauzan, Slamet
International Journal of Essential Competencies in Education Vol. 4 No. 2 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/t4nmbg76

Assessing soft skills in Indonesia’s “Teaching Assistance/Asistensi Mengajar” (AM) program remains a challenge, as evaluations have typically focused on teaching performance and relied on self or supervising teacher assessments, overlooking the multidimensional and context-dependent nature of soft skills. This study addresses this gap by implementing a 360-degree feedback model to provide a more comprehensive evaluation of AM participants’ soft skills. Four assessor groups were involved: college students (self-assessment), peers, supervising teachers, and vocational students. Using a descriptive-analytical quantitative design, data were collected from 330 respondents and analyzed with descriptive statistics, the Kruskal–Wallis test, and Dunn’s post hoc test. The results showed that communication received the highest mean self-rating (M = 4.28, SD = 0.60), while adaptation received the lowest (M = 3.85, SD = 0.58). Significant perceptual gaps were found across assessor groups, particularly in adaptation, where students rated themselves lower than peers (Z = 5.00, p < .001, r = .43) and supervising teachers (Z = 2.83, p = .019, r = .24). Conversely, in communication, self-assessments were higher than those of vocational students (Z = 5.12, p < .001, r = .45). These findings demonstrate that assessor perspectives differ systematically, reflecting self-efficacy biases and relational expectations. Practically, the study provides empirical evidence that integrating 360-degree assessments into AM can identify hidden competency gaps and guide targeted training interventions, particularly in adaptation skills, while ensuring that student voices are formally included in program evaluation.

EXPLORING THE SYNERGY OF GREEN INNOVATION AND DIGITAL TRANSFORMATION FOR ENHANCING SME PERFORMANCE: A SYSTEMATIC LITERATURE REVIEW Mentari, Sriyani; Sudarmiatin, Sudarmiatin; Rahayu, Wening Patmi
Jurnal Ekonomi Kreatif dan Manajemen Bisnis Digital Vol 3 No 2 (2024): NOVEMBER
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/jekombital.v3i2.809

Green innovation and digital transformation are one of the crucial components in dealing with industrial development and environmental issues for SMEs. Each has an important and interrelated role in helping the performance of SMEs. This study aims to identify how the collaboration of green innovation and digital transformation in improving the performance of SMEs with a systematic literature review technique. This research uses a systematic search strategy to collect journal articles from the Scopus and Web of Science databases for the last 5 years. The results of the systematic review revealed that green innovation and digital transformation collaborate in improving the quality of information and resources that lead to effective SME operational processes with efficient costs so to create market competitiveness and improve SME performance both financial and non-financial. The results of this study can be taken into consideration for SMEs to implement green innovation and digital transformation in their operations.

The Role of Entrepreneurial Cognition in the Internationalization of Small and Medium Enterprises: A Systematic Literature Review Mentari, Sriyani; Sudarmiatin; Pratikto, Heri
International Journal Administration, Business & Organization Vol 7 No 1 (2026): IJABO
Publisher : Asosiasi Ahli Administrasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61242/ijabo.26.740

This research utilizes a systematic literature review (SLR) to investigate the impact of entrepreneurial cognition on the international expansion of small and medium-sized enterprises (SMEs). While it is widely acknowledged that cognitive elements significantly affect how SMEs behave in foreign markets, current research remains scattered across diverse theoretical frameworks and constructs. This study analyzes 24 empirical papers from 2015 to 2025 sourced from Google Scholar and Scopus. The analysis reveals that entrepreneurial cognition is a multifaceted concept involving a global mindset, entrepreneurial orientation, managerial cognitive traits, and the ability to recognize opportunities. Furthermore, these cognitive processes are vital in driving internationalization by molding a firm's global perspective and helping leaders identify foreign market prospects. The findings also show that cognitive drivers impact international growth and export success, frequently through intermediate factors like learning orientation, innovation capacity, and decision-making frameworks. This research enhances the microfoundational perspective of SME expansion by focusing on the cognitive attributes of decision-makers rather than just structural factors.

Student Voices in Teacher Evaluation: The Role of Students in Assessing Student Teachers’ Soft Skills on Asistensi Mengajar Program Sriyani Mentari; Umi Nuraini; Rizal Palil; Virut Kitnuntaviwat
JABE (JOURNAL OF ACCOUNTING AND BUSINESS EDUCATION) Volume 10, Issue 4, June 2026
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jabe.v10i4.63594

The development of future teachers is not only determined by their mastery of pedagogical competencies, but also by soft skills. However, the evaluation of soft skills in teacher education in Indonesia is still dominated by self, peer, and supervising teacher assessment, while the voices of students are often neglected. This study aims to analyze the differences of soft skills assessment of student teachers participating in the Asistensi Mengajar (AM) program based on a 360-degree feedback approach, as well as to examine the differences between student teachers and students in each dimension of soft skills. This study uses a comparative quantitative design involving 66 student teachers, 198 students, 198 peers, and 66 supervising teachers. Data were collected using a 5-point Likert scale-based soft skills instrument that had been tested for validity and reliability. Data analysis was performed using the Kruskal-Wallis test and Dunn's post hoc test to examine differences between assessor groups (H1), as well as the Wilcoxon Signed-Rank test to compare self-student assessments (H2a–H2d). The results showed a significant difference between the groups of assessors (p < 0.05), particularly between student teachers and students, and between student teachers and their peers. In addition, all dimensions of soft skills showed significant differences between self-assessment and student assessment. Students rated student teachers' communication, problem-solving, and moral attitudes lower, but gave higher scores on adaptability. This study concludes that student voice is a valid and authentic component of evaluation that needs to be integrated into the teacher education assessment system.

The Effect of Teaching Assistance on The Hard Skills and Soft Skills of Accounting Education Students Sriyani Mentari; Dudung Ma’ruf Nuris
The Future of Education Journal Vol 3 No 4 (2024)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v3i4.168

This research aims to determine whether implementing the independent learning program through the teaching assistance program can influence the soft and hard skills of accounting education students. Teaching assistance is the Independent Campus Learning program launched by the government. Teaching assistance aims to improve the competency of college graduate students in terms of soft and hard skills. Based on the initial observations of accounting education students at the Universitas Negeri Malang, various problems were found related to students' soft and hard skills in teaching assistance. This research uses quantitative methods by collecting data through questionnaires to measure teaching assistance on students' soft and hard skills. The research sample comprised 153 students in the accounting skills program at SMKN 12 Malang. Data analysis uses simple linear regression analysis to test the effect of teaching assistance on students' soft and hard skills. The research results show that teaching assistance can positively impact students' hard and soft skills. The conclusion of this research shows that teaching assistance is a program that can help students hone soft and hard skills to prepare themselves to become teachers in the real world. The experience students gain through teaching assistance can equip them to be ready for the world of work and to face real situations and conditions in the classroom.

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