How has Japan become a major economic power, a world leader in the automotive and electronics industries? What is the secret of their success? The consensus has been that, though the Japanese are not particularly innovative, they are exceptionally skilful at imitation, at improving products that already exist. But now two leading Japanese business experts, Ikujiro Nonaka and Hiro Takeuchi, turn this conventional wisdom on its head: Japanese firms are successful, they contend, precisely because they are innovative, because they create new knowledge and use it to produce successful products and technologies. Examining case studies drawn from such firms as Honda, Canon, Matsushita, NEC, 3M, GE, and the U.S. Marines, this book reveals how Japanese companies translate tacit to explicit knowledge and use it to produce new processes, products, and services.

The knowledge-creating company : how Japanese companies create the dynamics of innovation

to many, however, it constantly appears as an instructional problem. The final two chapters serve as excellent summary statements. Chapter 13 emphasizes the application of previous text material to the classroom situation. Of great significance is the author's discussion of commonly defined independent, dependent, and moderator variables. The final chapter focuses on evaluation in the overall sense, particularly as it relates to programs of study. The principles of measurement and research design are applied to the evaluation process through several ex-

Educational Research: Competencies for Analysis and Application:

Self-Directed Learning, A Guide for Learners and Teachers

by J. Biggs and C. Tang, Maidenhead, England,
Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

Teaching for quality learning at university

It represents a universally applicable attitude and skill set everyone, not just computer scientists, would be eager to learn and use.

/pdf/computational-thinking-ji-suan-lun-de-si-kao-3qvv34ha3s.pdf

Computational Thinking 計算論的思考

Peningkatan kualitas pendidikan dapat dilakukan dengan berbagai cara. Salah satu cara yang bisa banyak membantunya adalah melakukan penilaian dan evaluasi pendidikan yang sifatnya komprehensif. Untuk itu pemodelan rasch sangat efektif digunakan. Hal ini karena pemodelan racsh mengubah data skor mentah menjadi data dengan interval yang sama sehingga menghasilkan skala pengukuran yang linier, presisi dan mempunyai satuan. Pemodelan rasch dapat digunakan untuk analisis kualitas soal, mengetahui tingkat abilitas siswa dan tingkat kesulitan soal, sampai kepada deteksi miskonsepsi, adanya bias dalam soal, ataupun kemungkinan mengetahui adanya siswa-siswa yang mencontek. Hal ini menunjukkan bahwa rasch model bisa membantu guru (ataupun dosen) untuk mengetahui kualitas pembelajaran yang dia lakukan, dimana perbaikan perlu dilakukan dan seperti apa karakteristik soal dan siswa/mahasiswa yang diajarnya. Sehingga upaya peningkatan kualitas pendidikan dapat difasilitasi dengan lebih mudah, ilmiah dan tepat.

Aplikasi pemodelan Rasch pada assessment pendidikan

Penggunaan kuesioner survei dalam penelitian kuantitatif yang dilakukan oleh mahasiswa, akademisi, dan peneliti dalam ilmu-ilmu sosial (psikologi, pendidikan, sosiologi, komunikasi, dll.) adalah sesuatu yang sudah lazim dilakukan. Di Indonesia, pengujian instrumen riset tersebut saat ini masih terbatas pada teori pengukuran klasik. Pada saat yang sama saat ini tersedia Pemodelan Rasch (Rasch Model) yang dapat menghasilkan instrumen pengukuran yang lebih baik sekaligus akurat. Sejauh ini, hanya Rasch Model yang merupakan alat analisis untuk dapat menguji validitas (kesahihan) dan reliabilitas instrumen riset, bahkan menguji kesesuaian person dan item secara simultan—sesuatu yang belum tersaingi oleh teknik analisis lain. Rasch Model juga memiliki beberapa kelebihan karena memenuhi lima prinsip model pengukuran, yaitu pertama mampu memberikan skala linier dengan interval yang sama; kedua, dapat melakukan prediksi terhadap data yang hilang; ketiga, bisa memberikan estimasi yang lebih tepat; keempat, mampu mendeteksi ketidaktepatan model: dan kelima, menghasilkan pengukuran yang replicable. Berbagai kelebihan inilah yang seharusnya dimanfaatkan oleh mahasiswa, peneliti, dan akademisi ilmu-ilmu sosial dalam penelitian mereka, untuk mendukung hasil temuan riset yang lebih berkualitas. Pengujian instrumen dan pengesahannya adalah hal yang tidak terelakkan sebagai unsur esensial sebelum melangkah ke statistik inferensial yang mencoba mendapatkan jawaban dari pertanyaan riset yang diajukan. Buku ini sebagai pemandu menjadi penting untuk dimiliki.

Aplikasi model Rasch untuk penelitian ilmu-ilmu sosial (edisi revisi)

Purpose - Blended learning is rapidly emerging as a domain for practice and research. Across disciplines and contexts, at individual instructor and institution levels, educators are experimenting with the blended learning model of instruction. The current generation of learners have been referred to as ‘digital natives’ in reflection of their apparent ease and familiarity with digital technology. However, questions remain about how ready students are for a blended learning model of instruction. The purpose of the study was to investigate students’ readiness for a blended learning model of instruction in a leading Malaysian higher education institution.
Methodology - The study employed a non-experimental quantitative research design. Data were gathered from a sample of 235 undergraduate and 131 postgraduate students using the Blended Learning Readiness Engagement Questionnaire (BLREQ). The data was analysed using the WINSTEPS Rasch model measurement software to determine the validity and reliability of the instrument. Differential Item Functioning (DIF) analysis was also used to identify responses based on students’ demographic profiles.Findings - Findings identified that students were ready for blended learning. Further analysis indicated that there were differences in students’ readiness for blended learning based on gender, age, ethnicity, field of study, and level of education. Significance - This study provides insights on students’ readiness towards blended learning, particularly in the Malaysian context, discusses implications for blended learning practices in higher education institutions, and offers recommendations for future research.

/pdf/e-learning-readiness-among-students-of-diverse-backgrounds-59ayzb234z.pdf

E-learning readiness among students of diverse backgrounds in a leading Malaysian higher education institution

A Rasch Model Analysis on Secondary Students' Statistical Reasoning Ability in Descriptive Statistics

The preparation and development of school leaders is now considered to be fundamental to school and system improvement. In the pursuit of educational change and reform, the leadership of the principal is deemed to be of critical importance. This qualitative study is part of a large scale research project that is exploring principal preparation and development in seven different countries. In particular, this article focuses on how public secondary school principals in Indonesia are prepared, developed and selected for their role. Disappointingly little is known from the empirical literature about being a principal in Indonesia or about principal preparation and development. Therefore this contemporary, descriptive, non-experimental qualitative study focused on a purposive sample of 18 public secondary school principals in four different provinces in Indonesia. The initial findings reveal that even though principal training has been standardized in Indonesia and is now a compulsory part of a principal cert...

Bambang Sumintono

Papers

Aplikasi pemodelan Rasch pada assessment pendidikan

Aplikasi model Rasch untuk penelitian ilmu-ilmu sosial (edisi revisi)

E-learning readiness among students of diverse backgrounds in a leading Malaysian higher education institution

A Rasch Model Analysis on Secondary Students' Statistical Reasoning Ability in Descriptive Statistics

Becoming a principal in Indonesia: possibility, pitfalls and potential