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.

The purpose of this study was to analyze the effect of transformational and transactional leadership style on the performance of the latest version of the FSSC 22000 (Food Safety System Certification) food safety management system, version 5 of 2019 in the food industry in Tangerang. The object of the research were employees in several food industries that worked in the Tangerang City area who had implemented FSSC 22000 version 5 2019; as many as 120 people, and data collection method was done by giving out electronic questionnaire to several employees randomly. The analysis tool in this study used SEM (Structural Equation Model) LISREL program version 8.70. The results showed that the transformational leadership style positively and significantly affected the performance of the FSSC 22000 implementation and the transactional leadership style also contributed positive effect on the performance of the FSSC 22000 food safety management system and it can be concluded that leadership was important for the implementation of the FSSC 22000 Food Safety Management System.

<p>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, &amp; 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.</p><p><em>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, &amp;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.</em></p>

This study was structured with the aim of knowing the effect of gross profit, operating profit and net profit on the prediction of future cash flows in telecommunications sub-sector companies listed on the Indonesian stock exchange. This research was conducted focused on the telecommunications sub-sector companies listed on the Indonesia Stock Exchange in 2014-2019. The sampling method used is purposive sampling. Through this sampling method, 5 companies were obtained that could be used as samples with a research period of 6 years. Therefore, in this study, the number of this study was 30 units of analysis. This study uses descriptive statistical analysis, correlation coefficient analysis, coefficient of determination analysis, simple regression analysis, and multiple regression analysis in analyzing all data. Testing the data used in this study is the partial t-significance test, the classical assumption test, and the F simulation test. From the research conducted, the results show that the gross profit and operating profit variables partially have no significant effect on future cash flows while the net income variable shows that partially significant effect on cash flows in the future. The variables of gross profit, operating profit and net profit simultaneously show a significant effect on future cash flows.

Studying abroad, including in the United Kingdom is one of the aspirations for students and parents in Indonesia. In comparison to directly continuing study overseas, the availability of BTEC UK curriculum in Indonesia allows students to study for 20 months then continued their final year in the country they are planning to go to, including in the UK. Unfortunately, there is no record of the experience of students undergoing this curriculum in Indonesia, even though the curriculum already exists in Indonesia for more than ten years. This study then explores the motivations behind the decisions of students undergoing the BTEC curriculum in Indonesia, their experiences and the outcomes that occur after. Interviews with the 7 BTEC alumni in Indonesia were conducted and analyzed using qualitative phenomenology study. The results obtained that internal motivation is the main trigger whereas external motivation also applies, which is built up through social influence. The experience felt at the beginning was generally difficult to follow because the students were not used to the system, even though some felt excited about the curriculum learning system. In the middle and end of the semester, some of them feel more accustomed to it while some still find it difficult to follow this curriculum. The results in the form of a variety of positive attitudes including courage, self-confidence, and the development of communication skills.