The Center for Education and Policy Studies is an independent nonprofit research institute focusing on innovation, educational issues, and education policy, and aims at promoting policies based on data, evidence and good practices within the Indonesian educational ecosystem. We conduct research, advocacy, publications and training on various topics related to curriculum, student and teacher quality and other matters in primary and secondary education. The establishment of the center's research institute is based on the need for independent research institutions that focus on education policy. The center's research institute is committed to a comprehensive research-based approach in the planning and implementation of education policy and to collaborating with the government as an independent partner in education.Pusat Studi Pendidikan dan Kebijakan (PSPK) adalah lembaga riset non profit yang independen fokus pada inovasi, isu pendidikan, dan kebijakan pendidikan, serta bertujuan mempromosikan kebijakan berdasar data, bukti serta praktik baik di lapangan dalam ekosistem pendidikan Indonesia. Kami melakukan berbagai penelitian/riset, advokasi, publikasi, dan pelatihan dalam berbagai topik terkait kurikulum, kompetensi siswa maupun guru dan berbagai hal lain di pendidikan dasar dan menengah.Pendirian lembaga riset PSPK didasari adanya kebutuhan lembaga riset independen yang berfokus pada kebijakan pendidikan, untuk mendorong pendekatan berdasar riset yang komprehensif dalam perencanaan dan pelaksanaan kebijakan pendidikan. Lembaga riset PSPK didirikan untuk berkolaborasi menjadi mitra independen bagi pemerintah di bidang pendidikan.

I develop curriculum and teach courses in educational studies and teacher education programs, among others: Foundation of Teaching and Learning, Introduction to the Teaching Profession, Social Foundations of Education, Social Emotional Learning, Language Assessment, and Affective Education for the 21st Century Learning.

In this role I lead the Institutional Effectiveness initiative at Sampoerna University. Institutional Effectiveness is a systematic, explicit, and documented process of assessing performance against institutional mission for all programs, services, and constituencies. It is a continuous, cyclical, participative, flexible, relevant, and responsive process that is strongly linked to the decision-making process at all levels, including the budgeting process. The institutional effectiveness offers ongoing guidance for planning and budgeting, provides objective evidence for accreditation purposes, and collects useful information on what and how students are learning. The goal of institutional effectiveness at Sampoerna University is to assess the outcomes of educational programs and services and use the results to make continuous improvements.

I lead the Institutional Effectiveness team (a quality assurance team) in the university's Steering Committee for SACS-COC accreditation candidacy.

I directed the Institute for Learning, Teaching, Research and Outreach (ILTRO). ILTRO is a key academic support unit at Sampoerna University (SU) that supports and strengthens the university’s Tri Dharma obligations: teaching, research, and service. I supervised a number of units under ILTRO such as Center for Excellence in Teaching and Learning, Center for Research and Community Service, Learning Resource Center, Innovation Center for Teaching and Learning, Writing Center, Math Lab, and Special Needs Services. ILTRO also houses the Office of Institutional Research and Effectiveness (OIRE) leading the systematic and continuous institutional improvement through ongoing and collaborative institutional research.

Leading faculty professional learning, services for student academic support, and curriculum development at Sampoerna University.

I am leading the adhoc team for developing the new accreditation instruments for high school accreditation.

Developed the concept paper for SDGs Leadership Academy.

Salah satu penulis naskah akademik kompetensi kepribadian dan sosial, dan pengembang modul "Potensi Peserta Didik" dan modul "Pengembangan Keprofesian."I co-authored the academic paper on teacher competencies related to teacher disposition, and I developed two workshop modules: "Student Potentials" and "Professional Development."

I worked with Dr. Lynn Paine on a number of research and writing projects, focusing on the theme of globalization, teachers, teaching, and teacher education.

Under the supervision of Dr. Mary Kennedy, Dr. Rebecca Jacobson, and Dr. Maria Teresa Tatto, I taught two Master's level courses on teaching methods to teacher interns. The courses are: TE801 & TE803 ( Professional Roles and Teaching Practice I and II). I also taught another Master's level course, TE891B, Classroom Management in American Classrooms, which was supervised by Dr. Dongbo Zhang. I also worked as a field instructor, directly observing, supervising, and providing support for secondary teacher interns in a one-year teaching internship program. In this role, I acted as liason between the university and public secondary schools in Greater Lansing area. I worked closely with the Social Studies Team, under the leadership of Dr. Kyle Greenwalt.

Working with Dr. Mary Kennedy, I conducted an extensive literature review on teacher learning, focusing on reviewing experimental studies on teacher professional development and teacher induction.

I worked under the leadership of Dr. Courtney Bell of ETS in TALIS Video Study project, an OECD funded study with RAND, DIPF, and ETS, focusing on classroom observation videos.

Working with Dr. Maria Teresa Tatto, I provided general support to course management and coordination. My work included creating online course management system for 2 courses, meeting arrangements, and facilitating collaboration with instructors in the Secondary Teacher Preparation program.

Working on MSU-ETS Research and Development Partnership, I reviewed literature on the development of expertise across a number of fields such as sports, music, business, and teaching. Using this literature review, with Dr. Laura Goe, we co-authored a paper on teacher competence, which we presented in the American Educational Research Association (AERA) Annual Conference in April 2014 in Philadelphia, PA.

I taught courses & developed modules: Principles for Effective Teaching & Assessment, Technology in Language Learning, Social Context of Education in Indonesia, and language courses to student teachers. In addition, I provided academic advising and was actively involved in various student programs/activities. As a scholar, I conducted research about teaching, learning, and teacher education. I also coordinated a number of campus academic and non-academic programs and was assigned to develop the Internal Quality Assurance system for Sampoerna School of Education.

I coordinated regular administrative activities within the Educational Studies Department such as meetings, budgeting, scheduling, course distribution and development, curriculum review, and student admission. One of the biggest undertakings here was leading a project team to establish a new graduate study program, Educational Leadership and Management. This task included overseeing the whole program plan and implementation, conducting feasibility study, developing academic concept paper and establishment documents, preparing and implementing professional development courses, hiring and working with external consultants, and coordinating module development.

I developed curriculum and designed educational programs to enhance cross-cultural understanding, eliminate stereotypes, and emphasize the need for collaboration in solving global issues. I taught K-12 classrooms on a range of issues focusing on Southeast Asia, developing nations, and the Muslim world. Also, I developed teacher professional development course and was involved in facilitating PTA (Parent Teacher Association) programs.

I planned ESL curriculum, instruction and assessment, and worked collaboratively with other teachers in the Community English Program at Teachers College, Columbia University.

Inspired by the theory of multiple intelligences, I co-designed a K-12 school strategic plan, set up an alternative elementary school, led the school presentations, developed curricular resources, recruited teachers, and facilitated staff professional development. In addition, I created and ran educational community programs, and built contacts with international educational experts.

I designed and ran Indonesian language courses of all levels (elementary, intermediate, and advanced) for foreign expatriates in Bandung, Indonesia.

I worked as the deputy of the Director of Studies. I performed administrative duties such as scheduling, developing curriculum and resources, dealing with emergency covers, and mentoring new teachers. I also taught all types of EFL (English as a Foreign Language) courses of all age groups from very young learners to adult learners. And I led a number of teacher-training programs.

I directed the academic programs in an English language school. On top of designing curriculum and resources, I recruited teachers and taught courses of all age groups from very young learners to adult learners. I also designed and led teacher professional development programs.

I taught English as a Foreign Language (EFL) courses for students from the age of 15 to general public, and developed course assessment.

I taught general English to elementary school students from under-privileged backgrounds. I developed pen-pal program between students from this elementary school with an elementary school in Canada.

I provided special classroom management and supervision assistance to teachers from grades 1-7, and led a number of class presentations.

I ran an English language school, and taught general English courses to elementary school to university students, and facilitated in-company training.