Dinamika Pendidikan

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.

paradigm adapted from industrial revolution 4.0. Dependence on traditional productive assets such as buildings, land and other tangible assets will no longer be a major contribution to future investments. Productive and sustainable assets in the future are intangible assets in the form of knowledge inherent in the teacher. This research seeks to understand the effect of the learning process and knowledge sharing (tacit and explicit knowledge) of teachers in Indonesia that are associated with increasing teacher innovation capability.

InTrODuCTIOn
The new challenge that is currently affecting education is the dramatic change that has come from industrial revolution 4.0. This industrial revolution requires quality human resources that are more qualified, agile, adaptive and responsive to rapid change. The world of education is facing rapid economic, social, political and technological change. Therefore, schools must be flexible to be able to adapt to changing situations and contexts. Schools and other educational institutions need an environment that continues to grow positively and is conducive in global human resource competition. Therefore, it cannot be denied that schools need synergy between teachers and the work environment that is able to make continuous improvements in innovation and performance. The point is that in this era of economy knowledge, societies need innovation and flexibility as energy to survive competition. Therefore, the strategic development of educational institutions in the future is to increase knowledge resources, especially teachers, which open space for innovation and growth.
To ensure that educational institutions, especially schools can be competitive and adaptive, teachers need to be directed and involved in developing school performance. Teachers must be empowered. As a result, schools must transform into real organizational learning. Organizational learning that empowers teachers as one of the main elements of school transformation, as well as teachers as instruments of civilization. The form of schools as organizational learning is very important for educational institutions that operate in environments with rapid and unexpected changes, so that the speed of response to change becomes an absolute requirement to create human resources, students who are competitive and win global HR competition.
The knowledge of individual teachers and schools becomes intellectual capital which quickly becomes a new icon that illustrates the economic value of a school. This is the new ro, 2016 ; Norwich et al., 2016;Hodgins & Dadich, 2017;Balde et al., 2018;Okuyama, 2017;Huang et al., 2016).
Every school education institution must utilize the teacher's tacit knowledge by encouraging sharing knowledge and keeping learning. School educational institutions like this will become more creative, innovative and lead in the era of education 4.0. Schools can facilitate the management and use of tacit knowledge that is outside the awareness stored in the subconscious mind of each teacher with an embedding and sharing approach (Ma et al, 2018;Ferreira et al, 2018;Borges et al, 2019;Ferraris et al, 2018;Guo et al, 2018;Tsai & Hsu, 2019;Swierczek, 2019;Cantwell & Zaman, 2018 (Lombardi, 2019). The explicit transfer of knowledge among teachers is more easily driven by conducive school mechanisms and culture.
Good organizational learning will be more resilient to crises (Starbuck, 2017). Dimensions such as desire, discipline, decision making, and alignment are presented as important elements of organizational learning (Wetzel & Tint, 2019;Urban & Gaffurini, 2018). Organizational learning is also an important performance indicator for evaluating overall organizational performance (Qi & Chau, 2018) which is able to build the necessary knowledge resources and maintain school growth and continuity. The ability to access knowledge is a distinguishing factor between one school and another. The success of the strategy of school education institutions is very significant related to the solid knowledge base that is owned by every individual of the school education institution.
In the current industry era 4.0, it is marked by increasingly fierce competition; sustainability remains an important concern and issue. Teacher innovation capability is driver of business sustainability. This performance depends on the culture of knowledge contained in the organization. Knowledge consists of tacit and explicit knowledge. Many researchers discuss teacher innovation capability which concludes that innovation is affected by leadership (Samsir, 2018;Schuckert et al, 2018;Villaluz & Hechanova, 2019), employee involvement climate (Naqshbandi, Tabche & Choudhary, 2019) knowledge sharing (Kim & Shim, 2018) knowledge search (Wang, Chen & Chang, 2019) collaborative culture (Yang, Nguyen & Le, 2018) and knowledge process (Imran et al, 2018). This research examined the effect of tacit and explicit knowledge on teacher innovation capability in school education institutions in the context of welcoming industrial revolution 4.0. Previous researchers have proven the positive and significant effect of tacit and explicit knowledge on teacher innovation capability (Ganguly et al, 2019;Au-lawi, 2018;Rumanti et al, 2018Rumanti et al, & 2019Torres & Liang, 2016;Li et al, 2019). More specifically, many researchers concluded that tacit knowledge had a positive and significant effect on teacher innovation capability (Perez-Luno et al, 2018). All of them are within the scope of business organizations. However, there are researchers who said that formal & informal learning affected teacher innovation capability of teachers in schools (Lecat, Beausaert, & Raemdonck, 2018).
Learning organization is one of the strategies for organizations to research the dynamics of their business environment (Senge, 1990;Zhu et al., 2018;Kasim et al., 2018;Darwish et al., 2018). Schools with managed learning routines will produce a collection of knowledgeable individuals, both explicit knowledge and tacit knowledge . Some researchers concluded that organizational learning was affected by collaborative culture and knowledge sharing (Nugroho, 2018). Tacit knowledge was found to be a very significant predictor for the development of organizational learning (Muthuveloo, Shanmugam & Teoh, 2017).
Knowledge creation conditioned by organizational learning will trigger and spur teacher innovation capability and organizational performance (Asbari, Purwanto & Santoso, 2019; Vijande & Sanchez, 2017;Lin & Lee, 2017). School innovation will be sustainable when it is based on a culture of learning that gives value-added. This learning culture makes all teachers interact with each other so that their current knowledge and new knowledge acquired can be effectively transferred, exchanged and combined into school intelligence and knowledge (Lin & Lee, 2017;Lee et al, 2016;Chang & Lin, 2015). An organizational environment that provides excitement at work is an important factor in creating teacher innovation capability of organizational members (Bani-Melhem, Zeffane & Albaity, 2018).

METHODS
The method used in this research is quantitative method. Data was collected by distributing questionnaires electronically with simple random sampling technique to all teachers of school education institutions in Indonesia as the research population. The population is not surely counted. The results of the returned questionnaires were 825 and valid were 781 samples.
The instrument used to measure explicit knowledge sharing was adapted from Liebowitz & Chen (2001) and Wang & Wang (2012). Tacit knowledge sharing was adapted from Holste & Fields (2010), Lin (2006), and Wang & Wang (2012). Organizational learning was measured from instruments adapted from Jiménez-Jiménez and Sanz-Valle (2011). Teacher innovation capability was adapted from Lee & Choi (2003). The questionnaire was designed "closed-questionnaire" except for questions / statements about the identity of respondents in the form of a semi-open questionnaire. Each closed question / statement item is given five answer options, namely: Strongly Agree (SA) score 5, Agree (A) score 4, Less Agree (LA) score 3, Disagree (D) score 2, and Strongly Disagree (SD) score 1. The method for processing data was by PLS and using SmartPLS software version 3.0 as a tool.
rESuLT AnD DISCuSSIOn

Descriptive Analysis
From the incoming and valid sample data, it was concluded that the teachers who filled out the most questionnaires were 30-40 years (52.75%), and the largest span of teaching work period was 5-10 years (56.21%) and ≥ bachelor degree was 90.65%. The table of the summary description of the analysis can be seen in Table 1.

Convergent Validity
Convergent validity test was done by looking at the loading factor value of each indicator to the construct. For most references, a factor weight of 0.5 or more is considered to have validation that is strong enough to explain latent constructs (Chin, 1998;Hair et al, 2010;Ghozali, 2014). In this research the minimum limit of the size of the loading factor received was 0.5, with the requirement that the AVE value of each construct > 0.5 (Ghozali, 2014).
Based on the estimation results of the PLS model in the Figure 2, all indicators already had a loading factor value above 0.5 so that the model met the convergent validity requirements. In addition to looking at the loading factor value of each indicator, convergent validity was also assessed from the AVE value of each construct. AVE value for each contract of this research was above 0.5., so the convergent validity of this research model met the requirements. The value of loadings,  (2019) cronbach's alpha, composite reliability and AVE for each construct can be seen in Table 2.

Discriminant Validity
Discriminant validity was done to ensure that each concept of each latent variable was different from the other latent variables. The model has good discriminant validity if the AVE squared value of each exogenous construct (the value on the diagonal) exceeds the correlation between the construct and the other construct (values below the diagonal) (Ghozali, 2014). The results of discriminant validity testing using AVE squared values, namely by looking at the Fornell-Larcker Criterion Value were obtained in the Table 3.
The results of the discriminant validity test in Table 3 showed that all constructs had AVE square root values above the correlation value with other latent constructs (through the Fornell-Larcker criteria) so that it can be concluded that the model met the discriminant

Construct reliability
Construct reliability can be assessed from the value of Cronbach's alpha and composite reliability of each construct. The recommended composite reliability and Cronbach's alpha values are more than 0.7. (Ghozali, 2014). The reliability test results in table 2 above showed that all constructs had composite reliability and Cronbach's alpha values greater than 0.7 (> 0.7). In conclusion, all constructs met the required reliability.

Hypothesis Testing
Hypothesis testing in PLS is also called the inner model test. This test includes a test of the significance of direct and indirect effects and measurement of the magnitude of the effect of exogenous variables on endogenous variables. To determine the effect of tacit and explicit knowledge sharing on organizational learning and teacher innovation capability, it took a direct effect test. The direct effect test was performed by using the statistic t-test in the partial least squared (PLS) analysis model using the help of SmartPLS 3.0 software. With the boothstrapping technique, R Square values and significance test values were obtained as in Table 4.
Based on Table 4, the R Square OL value was 0.466 which means that organizational learning (OL) can be explained by the tacit knowledge (TACIT) and explicit knowledge (EXPLICIT) variables by 46.6%, while the remaining 53.4% was explained by other variables not discussed in this research. Meanwhile, the value of R Square of teacher innovation capability (INNOVATION) was 0.312, which means that the teacher innovation capability variable was able to explain the knowledge, explicit knowledge and organizational learning variables by 31.2%, while the remaining 68.8% was explained by other variables not discussed in this research. While Table 5 displays the T-Statistics and P-Values which showed the effect between the research variables that had been mentioned.  (2019) Based on the results of the research, it can be concluded that explicit knowledge sharing had a positive and significant effect on teacher innovation capability both directly and through organizational learning mediation. So, hypothesis 1 was accepted. This means that the more positive explicit knowledge sharing is carried out by the teacher, the more conducive the teacher innovation capability of the individual teacher of the school education institution will be. This finding is in line with previous research on business organizations, namely Perez-Luno et al (2018), Terhorst et al (2018), Boadu et al (2018), Che et al (2019). In contrast to explicit knowledge sharing, tacit knowledge sharing had no significant effect on teacher innovation capability (hypothesis 2 was rejected), except through mediating organizational learning. That is, organizational learning became a full mediation between tacit knowledge sharing and teacher innovation capability.
The results of this research also concluded that tacit and explicit knowledge sharing had a positive and significant effect on organizational learning (hypotheses 3 and 4 were accepted). This means that the better the tacit and explicit knowledge sharing of a teacher, the more positive the formation and development of organizational learning in school education institutions. This is in line with the conclusions of Qi & Chau (2018) research on business organizations. This implies that the rarest and most valuable resources in the digital age are not ordinary teachers and mediocre, but teachers who can create new ideas and innovations (Xu, David & Kim, 2018). Teachers play a key role in producing and reusing their knowledge and intellectual property through education and teaching (Al-Kurdi, El-Haddadeh & Eldabi, 2018). Likewise, knowledge management will run effectively in school education institutions if each teacher's individual performance is in good condition (Manaf et al, 2017). For this reason, the scarcity of teachers who have adequate and skilled tacit and explicit knowledge can stifle the power of innovation, competitiveness, growth and flexibility of school education institutions. No doubt, in the future, the talents and responses of school teachers in the process of knowledge sharing will represent an important factor for the nation's future education. School teachers with ideas and innovations will become capital luxury goods and instruments of civilization.
Based on the findings of this research also concluded that organizational learning had a positive and significant effect on teacher innovation capability (hypothesis 5 was accepted). Organizational learning also mediated the effect of tacit and explicit knowledge on teacher innovation capability (hypothesis 6 and 7 were accepted). This is consistent with the conclusion of Martinez-Costa (2018). The research also concluded that school education institutions could manage past experiences to be combined with tacit and explicit knowledge possessed by teachers today. Learning process which is a school culture can encourage innovation (Asbari, Santoso & Purwanto, 2019). In essence, team learning behavior created in the school environment will be a driving force for teacher innovation (Widmann & Mulder, 2018). So that in turn, organizational learning is able to provide positive conditions in the process of knowledge creation whereas knowledge creation and knowledge management are closely related to school performance in the current education era 4.0.

COnCLuSIOn
To add the role of tacit knowledge as a predictor of teacher innovation capability, schools need to provide autonomy and breadth to share knowledge with teachers. Therefore, schools need to create organizational learning as positive environment that drives the competence and engagement of individual teachers in school education institutions.
Researchers continue to learn about knowledge as an important school resource. It can be said that knowledge sharing, both tacit and explicit knowledge, can significantly improve school performance. Organizational learning transforms individual knowledge into school knowledge. This research concluded that organizational learning acted as a catalyst of the process of knowledge sharing among teachers in schools. This knowledge sharing culture becomes crucial in the midst of the development of the current knowledge society because in fact, the teachers carry the obligation to prepare their students to learn and work in today's knowledge society.
Based on the conclusion of this research, the management of school education institutions needs to build maximum involvement of all teachers to conduct knowledge sharing both in the form of tacit knowledge and explicit knowledge. The SECI model can be used to carry out this process. Teacher training in each section of the school is a necessity with the level of intensity, content and context tailored to the key performance indicators of each teacher.
The process of sharing knowledge to build teacher innovation capability of school education institutions should not only be limited to the internal processes of the school. However, school management needs to expand the process of building this innovation through efforts to absorb, articulate, utilize and manage knowledge sourced from external school partners such as students' parents, governments, communities, and other educational institutions. School management can activate learning from others when assigning their teachers to attend training, seminars, workshops, visits to other schools, meet with school committees and other strategic partners because external knowledge, such as those from trainers, coaches, parents of students, the government, the community, and other educational institutions supports the power of teacher innovation capability in school education institutions.
In addition, commitment to learning and seriousness to be involved in managing the learning environment is a thing that needs attention because school education institutions can become organizational learning when all members of the school educational institutions feel that they enjoy the learning process. The key factors of organizational learning are trust, open communication, high involvement, the presence of industry challenges, and a creative work atmosphere. The task of school management is to facilitate the fulfillment of these key factors.
This research has several limitations. First, this research analyzes the effect of tacit and explicit knowledge on teacher innovation capability of teachers, both directly and indirectly through variable organizational learning because there may be several other variables that affect teacher innovation capability, the authors strongly recommend finding, exploring and analyzing them. Secondly, this research is conducted in a school educational institution environment and may not be generalized to other industries. Therefore it is highly recommended that further research be carried out on this topic in other industries.