Masduki Asbari

Bio: Masduki Asbari is an academic researcher from University of Pelita Harapan. The author has contributed to research in topics: Population & Transformational leadership. The author has an hindex of 22, co-authored 161 publications receiving 2002 citations.

Studi Eksploratif Dampak Pandemi COVID-19 Terhadap Proses Pembelajaran Online di Sekolah Dasar

Abstract: Tujuan dari penelitian ini adalah untuk mengidentifikasi mendapatkan informasi kendala proses belajar mengajar secara online di rumah akibat dari adanya pandemic COVID-19. Penelitian menggunakan metode studi kasus eksplorasi dan pendekatan penelitiannya menggunakan metode studi kasus kualitatif yang digunakan untuk mendapatkan informasi kendala dan akibat dari pandemic COVID-19 terhadap kegiatan proses belajar mengajar di sekolah dasar. Dalam penelitian ini, responden sebanyak 6 orang guru dan orang tua murid di sebuah sekolah dasar di Tangerang. Untuk tujuan kerahasiaan, responden diberi inisial R1, R2, R3, R4, R5 dan R6. Wawancara semi-terstruktur dilakukan dan daftar pertanyaan disusun untuk wawancara dikembangkan berdasarkan literatur terkait. Responden untuk penelitian ini adalah para guru dan orang tua murid di sebuah sekolah dasar di Tangerang. Hasil dari penelitian ini yaitu terdapat beberapa kendala yang dialami oleh murid, guru dan orang tua dalam kegiatan belajar mengajar online yaitu penguasaan teknologi masih kurang, penambahan biaya kuota internet, adanya pekerjan tambahan bagi orang tua dalam mendampingi anak belajar, komunikasi dan sosialisasi antar siswa, guru dan orang tua menjadi berkurang dan Jam kerja yang menjadi tidak terbatas bagi guru karena harus berkomunikasi dan berkoordinasi dengan orang tua, guru lain, dan kepala sekolah.

Impact of the COVID-19 pandemic on online home learning: An explorative study of primary schools in Indonesia

Abstract: The purpose of this study was to identify the constraints of the online teaching and learning process at home as a result of the unprecedented situation with the pandemic COVID-19 The study used an exploratory case study, and for the research approach, a qualitative case study method was used to obtain information about the constraints and consequences of the pandemic COVID-19 on teaching and learning activities in primary schools In this study, the respondents were 15 teachers and parents of two primary schools in Tangerang, Indonesia A list of semi-structured interview questions was developed based on the related literature and was used to collect in-depth information from the respondents The findings of this research revealed some challenges and constraints experienced by students, teachers, and parents in online learning The challenges related to students were: limited communication and socializing among students, a higher challenge for students with special education needs, and longer screen time Parents saw the problem was more related to a lack of learning discipline at home, more time spent to assist their children's learning at home-especially for children below Grade 4 in Primary School, a lack of technology skills, and higher internet bills Teachers identified more challenges and constraints, including some restrictions in the choices of teaching methods normally applicable in a regular face-to-face class, less coverage of curriculum content, lack of technology skills that hinder the potential of online learning, the lacks of e-resources in Indonesian language resulting in more time needed to develop e-contents, longer screen time as a result of e-content creating and giving feedback on students' work, more intense and time-consuming communication with parents, the challenge for better coordination with colleague teachers, principals, and a higher internet bill © 2020 SERSC

Effect of Tacit and Explicit Knowledge Sharing on Teacher Innovation Capability

Abstract: This research aimed to measure the effect of tacit and explicit knowledge sharing on teacher innovation capability mediated by organizational learning. Data collection was done by simple random sampling via electronic to the teacher population in Indonesia. The returned and valid questionnaire results were 781 samples. Data processing used SEM method with SmartPLS 3.0 software. The results of this research showed that explicit knowledge sharing had a positive and significant effect on teacher innovation capability, both directly and through organizational learning mediation, while tacit knowledge sharing had a positive and significant effect on teacher innovation capability through organizational learning mediation. Novelty research was proposing a model for building teacher innovation capability through tacit and explicit knowledge sharing with organizational learning as mediation. This research can pave the way to improve teacher readiness in facing the era of education 4.0.

The effect of tansformational, transactional, authentic and authoritarian leadership style toward lecture performance of private university in tangerang

Abstract: The aim of this study is to analyze the effect of transformational, transactional, authentic and authoritarian leadership styles toward lecture performance in some private university in Tangerang. The study population are lecture of private university as many as 120 lectures from 14 of private university and data collection methods by giving an electronics questionnaire to the lectures of private university in Tangerang. The data analysis tool of this study uses SEM (Structural Equation Model) the LISREL program version 8.70. The results show that the transformational, transactional and authorian leadership style have positive and significant affected to lecture performance. Transformational leadership and authentic leadership has no significant effect to lecture performance.

Examine Relationship of Soft Skills, Hard Skills, Innovation and Performance: the Mediation Effect of Organizational Learning

Abstract: The purpose of this research was to measure the effect of hard skills and soft skills towards teachers’ innovation capability which was mediated by an organizational learning and to measure the effect of teachers’ innovation capability towards their performance. Data collection was done by simple random sampling to 251 population of the teachers in five private senior high schools di Tangerang. The returned and valid questionnaire results were 211 samples. SEM method with SmartPLS 3.0 software is used for data processing. Hard skills and soft skills are concluded as a result of research that has a positive and significant effect on the capability of teachers’ innovation, both directly and indirectly through mediation of the organizational learning. As well as the capability of teachers’ innovation has a positive and significant effect on their performance. A model for building innovation capability and teacher performance among teachers in Tangerang through enhancing hard and soft skills with organizational learning as a mediator was proposed as new research. To improve teacher readiness in facing the era of education 4.0 this study was pave.

기독교 사역과 Leadership

Abstract: Building Leadership Effectiveness This program encourages leaders to develop practices that transform values into action, vision into realities, obstacles into innovations, and risks into rewards. Participants will be introduced to the five practices of exemplary leadership: modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart Coaching & Communicating for Performance Coaching & Communicating for Performance is a highly interactive program that will give supervisors and managers the opportunity to build skills that will enable them to share expectations and set objectives for employees, provide constructive feedback, more effectively engage in learning conversations, and coaching opportunities. Skillful Conflict Management for Leaders As a leader, it is important to understand conflict and be effective at conflict management because the way conflict is resolved becomes an integral component of our university’s culture. This series of conflict management sessions help leaders learn and put into practice effective strategies for managing conflict.

The New Meaning Of Educational Change

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Business cycles: A methodological approach

Abstract: Business cycles are both less volatile and more synchronized with the world cycle in rich countries than in poor ones. We develop two alternative explanations based on the idea that comparative advantage causes rich countries to specialize in industries that use new technologies operated by skilled workers, while poor countries specialize in industries that use traditional technologies operated by unskilled workers. Since new technologies are difficult to imitate, the industries of rich countries enjoy more market power and face more inelastic product demands than those of poor countries. Since skilled workers are less likely to exit employment as a result of changes in economic conditions, industries in rich countries face more inelastic labour supplies than those of poor countries. We show that either asymmetry in industry characteristics can generate cross-country differences in business cycles that resemble those we observe in the data. We are grateful to Daron Acemoglu and Fabrizio Perri for useful comments. The views expressed here are the authors' and do not necessarily reflect those of The World Bank. Business cycles are not the same in rich and poor countries. A first difference is that fluctuations in per capita income growth are smaller in rich countries than in poor ones, in the top panel of Figure 1 , we plot the standard deviation of per capita income growth against the level of (log) per capita income for a large sample of countries. We refer to this relationship as the volatility graph and note that it slopes downwards. A second difference is that fluctuations in per capita income growth are more synchronized with the world cycle in rich countries than in poor ones. In the bottom panel of Figure 1 , we plot the correlation of per capita income growth rates with world average per capita income growth, excluding the country in question, against the level of (log) per capita income for the same set of countries. We refer to this relationship as the comovement graph and note that it slopes upwards. Table 1 , which is self-explanatory, shows that these facts apply within different sub-samples of countries and years. 1 Why are business cycles less volatile and more synchronized with the world cycle in rich countries than in poor ones? Part of the answer must be that poor countries exhibit more political and policy instability, they are less open or more distant from the geographical center, and they also have a higher share of their economy devoted to the production of agricultural products and the extraction of minerals. Table 1 shows that, in a statistical sense, these factors explain a substantial fraction of the variation in the volatility of income growth, although they do not explain much of the variation in the comovement of income growth. More important for our purposes, the strong relationship between income and the properties of business cycles reported in Table 1 is still present after we control for these variables. In short, there must be other factors behind the strong patterns depicted in Figure 1 beyond differences in political instability, remoteness and the importance of natural resources. With the exception that the comovement graph seems to be driven by differences between rich and poor countries and not within each group. Acemoglu and Zilibotti (1997) also present the volatility graph. They provide an explanation for it based on the observation that rich countries have more diversified production structures. We are unaware of any previous reference to the comovement graph. In this paper, we develop two alternative but non-competing explanations for why business cycles are less volatile and more synchronized with the world in rich countries than in poor ones. Both explanations rely on the idea that comparative advantage causes rich countries to specialize in industries that require new technologies operated by skilled workers, while poor countries specialize in industries that require traditional technologies operated by unskilled workers. This pattern of specialization opens up the possibility that cross-country differences in business cycles are the result of asymmetries between these types of industries. In particular, both of the explanations advanced here predict that industries that use traditional technologies operated by unskilled workers will be more sensitive to country-specific shocks. Ceteris paribus, these industries will not only be more volatile but also less synchronized with the world cycle since the relative importance of global shocks is lower. To the extent that the business cycles of countries reflect those of their industries, differences in industrial structure could potentially explain the patterns in Figure 1 . One explanation of why industries react differently to shocks is based on the idea that firms using new technologies face more inelastic product demands than those using traditional technologies. New technologies are difficult to imitate quickly for technical reasons and also because of legal patents. This difficulty confers a cost advantage on technological leaders that shelters them from potential entrants and gives them monopoly power in world markets. Traditional technologies are easier to imitate because enough time has passed since their adoption and also because patents have expired or have been circumvented. This implies that incumbent firms face tough competition from potential entrants and enjoy little or no monopoly power in world markets. The price-elasticity of product demand affects how industries react to shocks. Consider, for instance, the effects of country-specific shocks that encourage production in all industries. In industries that use new technologies, firms have monopoly power and face inelastic demands for their products. As a result, fluctuations in supply lead to opposing changes in prices that tend to stabilize industry income. In industries that use traditional technologies, firms face stiff competition from abroad and therefore face elastic demands for their products. As a result, fluctuations in supply have little or no effect on their prices and industry income is more volatile. To the extent that this asymmetry in the degree of product-market competition is important, incomes of industries that use new technologies are likely to be less sensitive to country-specific shocks than those of industries that use traditional technologies. Another explanation for why industries react differently to shocks is based on the idea that the supply of unskilled workers is more elastic than the supply of skilled workers. A first reason for this asymmetry is that non-market activities are relatively more attractive to unskilled workers whose market wage is lower than that of skilled ones. Changes in labour demand might induce some unskilled workers to enter or abandon the labour force, but are not likely to affect the participation of skilled workers. A second reason for the asymmetry in labour supply across skill categories is the imposition of a minimum wage. Changes in labour demand might force some unskilled workers in and out of unemployment, but are not likely to affect the employment of skilled workers. The wage-elasticity of the labour supply also has implications for how industries react to shocks. Consider again the effects of country-specific shocks that encourage production in all industries and therefore raise the labour demand. Since the supply of unskilled workers is elastic, these shocks lead to large fluctuations in employment of unskilled workers. In industries that use them, fluctuations in supply are therefore magnified by increases in employment that make industry income more volatile. Since the supply of skilled workers is inelastic, the same shocks have little or no effects on the employment of skilled workers. In industries that use them, fluctuations in supply are not magnified and industry income is less volatile. To the extent that this asymmetry in the elasticity of labour supply is important, incomes of industries that use unskilled workers are likely to be more sensitive to country-specific shocks than those of industries that use skilled workers To study these hypotheses we construct a stylized world equilibrium model of the cross-section of business cycles. Inspired by the work of Davis (1995), we consider in section one a world in which differences in both factor endowments a la Heckscher-Ohlin and industry technologies a la Ricardo combine to determine a country's comparative advantage and, therefore, the patterns of specialization and trade. To generate business cycles, we subject this world economy to the sort of productivity fluctuations that have been emphasized by Kydland and Prescott (1982). 2 In section two, we characterize the cross-section of business cycles and show how asymmetries in the elasticity of product demand and/or labour supply can be used to explain the evidence in Figure 1 . Using available microeconomic estimates of the key parameters, we calibrate the model and find that: (i) The model exhibits slightly less than two-thirds and one-third of the observed cross-country variation in volatility and comovement, respectively; and (ii) The asymmetry in the elasticity of product demand seems to have a quantitatively stronger effect on the slopes of the volatility and comovement graphs, than the elasticity in the labour supply. We explore these results further in sections three and four. In section three, we extend the model to allow for monetary shocks that have real effects since firms face cash-in-advance constraints. We use the model to study how cross-country variation in monetary policy and financial development affect the cross-section of business cycles. Once these factors are considered, the calibrated version of the model exhibits roughly the same cross-country variation in volatility and about 40 percent of the variation in comovement as the data. In section four, we show th