The purpose of this study was to determine the effect of good corporate governance and leverage on firm value with profitability as moderating variable. The sample in this study is the company of the Consumer Goods sector that is listed on the Indonesia Stock Exchange. The company samples that were successfully obtained and fulfilled the criteria were as many as 28 companies, where the research was carried out for 5 years since 2013-2017. The analysis technique used Moderated Regression Analysis (MRA). The results showed that, (1) Good corporate governance represented by audit committees and independent comissioner, had a positive effect on firm value, (2) Leverage represented by DAR, negatively not affected firm value, (3) Profitability represented by ROA, had a positive effect on firm value, (4) Good corporate governance represented by audit committees and moderated by profitability proves that profitability is able to moderate GCG and has a positive effect on company value, (5) leverage represented by DAR and moderated by profitability proves that profitability is not able to moderate leverage and negative effect on company value.

This study aimed to identify the feasibility and expediency of gamifying activities in higher education institutions, for which an original methodology was used. However, gamification is complex and carries a high degree of risk in achieving organizational efficiency. It is therefore advisable to adopt a fragmented approach and selectively gamify individual processes and features, focusing on educational and research activities. When introducing gamification, top management should provide conceptual and regulatory support and HR specialists coordination. Using a distribution model of managerial functions for gaming activities and determining priorities, taking the use of artificial intelligence into account, is shown to be expedient.Contribution/Originality: For the first time, this study is investigates the adoption of modern gamification technologies to increase the effectiveness of educational organizations. In particular, the most suitable areas of activity and management levels for gamification in higher education institutions are proposed.Recently, increasing attention has been paid to gaming technology: the use of gaming techniques in various fields and situations arising during the labor process. The problem with gamification, though, lies in the viewpoint of theorists and practitioners worldwide. analysis review of the literature reveals that researchers are not taking into account systematic studies of the gamification of activities in business and public sector organizations in general and higher education institutions in particular (Vinichenko et al., 2016b;Alvarez et al., 2017;Rogach et al., 2017). Other problems are associated with the introduction of gamification include age and gender (Martí-Parreño

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The purpose of this study was to describe the implementation of student-centered learning, to evaluate its effectiveness and to predict the possibility of success of it in a business school of the Faculty of Economics and Business of Universitas Islam Negeri (State Islamic University) Syarif Hidayatullah Jakarta. A number of questioners were distributed to lecturers and students who experienced in using this method, followed by focused group discussions and in-depth interviews. Results showed that piloting three student-centered learning methods, i.e. learning by case method, project market research, and gamification at the faculty was welcomed by both students and lecturers as they have taken many advantages from it. They gained deeper and wider knowledge. They could improve their critical and creativity thinking, be more independent, responsible, confidence, courage and had better engagement and dedication to learning process, a set of skills required to be successful after graduation. However, challenges to make this new pedagogy method to be fun, easy to understand and deliver optimum result still remained. This paper contributed to improvement of human resources in the private sector especially in emerging countries by showing that applying right pedagogical method together with multi aspects improvement from lecturers, students, and physical infrastructures will enable business school graduates to fulfill the needs and challenges of current and future business world.AbstrakTujuan dari penelitian ini adalah untuk mendeskripsikan implementasi pembelajaran yang berpusat pada siswa, mengevaluasi keefektifannya dan memprediksi kemungkinan keberhasilannya di sekolah bisnis Fakultas Ekonomi dan Bisnis Universitas Islam Negeri (UIN) Syarif. Hidayatullah Jakarta. Sejumlah kuesioner dibagikan kepada dosen dan mahasiswa yang berpengalaman menggunakan metode ini, dilanjutkan dengan diskusi kelompok terfokus dan wawancara mendalam. Hasil penelitian menunjukkan bahwa percontohan tiga metode pembelajaran yang berpusat pada siswa, yaitu pembelajaran dengan metode kasus, riset pasar proyek, dan gamifikasi di fakultas disambut baik oleh mahasiswa dan dosen karena mereka telah mengambil banyak keuntungan darinya. Mereka mendapatkan pengetahuan yang lebih dalam dan lebih luas. Mereka dapat meningkatkan pemikiran kritis dan kreativitas mereka, menjadi lebih mandiri, bertanggung jawab, percaya diri, berani dan memiliki keterlibatan dan dedikasi yang lebih baik dalam proses pembelajaran, seperangkat keterampilan yang dibutuhkan untuk sukses setelah lulus. Namun, tantangan untuk menjadikan metode pedagogi baru ini menyenangkan, mudah dipahami dan memberikan hasil yang optimal masih ada. Makalah ini berkontribusi pada peningkatan sumber daya manusia di sektor swasta terutama di negara-negara berkembang dengan menunjukkan bahwa menerapkan metode pedagogis yang tepat bersama dengan peningkatan multi aspek dari dosen, mahasiswa, dan infrastruktur fisik akan memungkinkan lulusan sekolah bisnis untuk memenuhi kebutuhan dan tantangan saat ini dan dunia bisnis masa depan How to Cite Ridho, T. K., Jalil, F. Y. (2022). An Evaluation to Predict the Probability of Success of Student-Centered Learning in Business School. TARBIYA: Journal of Education in Muslim Society, 9(2), 93-104. doi:10.15408/tjems.v9i1.23189.

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