BOOK REVIEW : Contemporary Public Administration 90 6. Inclusiveness and solidarity, prioritizing the importance of opportunities for everyone to participate in influencing policies in order to maintain the principles of inclusivity and solidarity. 7. Avoidance of serious harm, prioritizing mutual safety in overcoming conflicts. 8. Sustainability, taking into account the impact of future actions. According to the authors, in order for these values to be universally accepted, they must be built from the ground up and spread out. Efforts are being made beginning at the local level (regional culture and history) and progressing to the global level. The author considers cosmopolitan governance to be a suitable notion for responding to globalization's issues in order to attain an ideal government and communal life. As a result, the author focuses on five major concerns for cosmopolitan governance: (1) information technology-based public services, (2) education-related public services, (3) digital economy-related public services, (4) social media-related public services, and (5) village structuring. C. Strengths and Weaknesses Strengths Governansi Nusantara is a work that is "out of the box" and vital for the advancement of the study of public administration and government. This book is highly recommended for public administration students and practitioners, as well as everyone interested in studying public administration and government. The methodical writing structure, as well as the writing style that flows like conversation, making this book easy to read and grasp for readers with a wide range of scientific backgrounds. The world of public administration is presented in its entirety, beginning with basic concepts and progressing to criticism of GG and NPM, which have been held as absolute truths in the world of governance; and providing alternative solutions, a new idea lifted from the history of the Indonesian nation's governance in the past. Weaknesses As a book named "Governance of the Archipelago," the author must investigate the culture and history of governance outside of Java. The cosmopolitan perspective will be richer if it is drawn not only from the history of Majapahit, but also from the histories of other Indonesian kingdoms. Furthermore, the graphics on the book's front cover can be made more
BOOK REVIEW : Contemporary Public Administration 91 "archipelagic." The dark red rear cover of the book does not contrast with the black writing, making the message on the back cover difficult to read.
BOOK REVIEW : Contemporary Public Administration 92 LEARNING 5.1 : DULUAN TIBA DI MASA DEPAN (LEARNING 5.1 : FIRST ARRIVES IN THE FUTURE) Amrillah M The Center for State Civil Apparatus Competence Development Management Innovation (Pusat Inovasi Manajemen Pengembangan Kompetensi ASN) [email protected] A. Book Identity Book Title : Learning 5.1: Duluan Tiba di Masa Depan Author : Dr. Alex Denni and Triaji Prio Pratomo, MBA. Publisher : Kepustakaan Populer Gramedia (KPG) Publication Year : 2020 Number of page : 201 pages B. Book Content The author's bravery in giving thoughts and arguments relating to visionary learning or learning far into the future is the book's initial impression. When we read carefully author’s argumentation, the discourse on revolution 4.0 seems old fashioned. At the beginning of this book, the author attempts to remind readers of the value and concept of learning. The author defines learning as "the process of acquiring new or different knowledge, behavior, abilities, or beliefs.". The term "new or different" is
BOOK REVIEW : Contemporary Public Administration 93 an interesting keyword in this definition. Learning is confronted with changing environments that "push" readers to learn new and diverse things. This is consistent with the following scenario, which states that the periodization of the Industrial Revolution Era 0.0 through Revolution 5.0 now cannot be divorced from the novelty and differences of each era due to changes in attitude, skillset, and toolset. The interesting point at the beginning is precisely the author's "cynicism" towards people who fail to learn and are still stuck with the old mindset, skillset, and toolset even though these people live in an era that is far from running fast. After a description and narration of the Revolutionary Era, the author invites the reader to enter the Revolutionary Era 5.0 by emphasizing the learning aspect. This shift in perspective, skill set, and tool set occurs in the domain of learning as well. Starting with Learning 1.0 in the context of the steam engine's discovery and early industrialization, there were still few formal educational institutions at the time, so learning was oriented at producing information to be able to work and was fairly limited. Then comes Learning 2.0, which is distinguished by the discovery of electricity. Greater efficiency necessitates the introduction of curricular standardization and equality. In the end, children who did not follow the curriculum were labeled "bad" and did not meet the requirements. Meanwhile, Learning 3.0 necessitates a high level of specialization and experience. This is actually inextricably linked to the discovery of computer technology, as the usage of e-learning and learning models is beginning to vary. However, this specialization leads to the silo mentality, in which people are overly specific, resulting in a fragmentation of knowledge. Learning 4.0 has already deconstructed the silo; with the presence of the internet, the world of learning is becoming increasingly open; the boxes appear to be absent and can be broken down because learning resources are easily accessed. Learning 5.0 is even crazier, with the presence of Artificial Intelligence (AI) and Machine Learning (ML) allowing learners to learn everything they want but only what they need. The author's bravery is demonstrated once more by the claim that in the future, Learning 5.1 is an attempt to shatter boundaries. The sum of the numbers. The number one becomes a signal for breaking over the boundary through a shift in mentality. The case for Learning 5.1 is
BOOK REVIEW : Contemporary Public Administration 94 essentially a shift in the learning mentality from training to learning. Training Learning Teacher focused Learner focused Teacher role is expert Teacher role is coach/facilitator One-way Two-way One to many Many to many Scheduled Anytime Experience (post knowledge) Experiment (future knowledge) Ad-hoc Continous Clasroom oriented Learning environment Memorised Critical thinking, problem solving creativity, innovation Test retention Test application The main conclusion that can be derived from the table is that the focus of learning has shifted from passive to active, from rigid to flexible, and from limited to free. The learning scope 5.1 not only makes use of technology, which is a result of the changing era, but it also provides a learning environment. The VUCA (Volatile, Uncertain, Complex, Ambiguous) world eventually compelled humans to quickly adapt to new patterns. According to the author, the concept of Corporate University (CorpU) has begun to be abandoned by many of the world's major corporations. The notion of CorpU has been criticized for failing to prepare not only in terms of infrastructure or resources, but also should focus more on building a learning environment. Learning institutions become absolute in order for CorpU to be more than rhetoric and symbols. The author also introduces the notion of Reverse Learning Delivery, which involves implementing learning in the workplace under the supervision of a mentor, with the primary goal of preparing learners to find sources of knowledge on their own. CorpU's role will now be to act as a guarantee as well as a provider of access to the necessary information, as well as a liaison for everyone to teach one other and share knowledge.
BOOK REVIEW : Contemporary Public Administration 95 This rapid transformation results in a competitive world. It is evident that the world's Human Capital (HC) boundaries are becoming more flexible in accepting and hiring talents from outside national borders. The key to success is speed, speed, speed! The repetition of the word speed up to three times has its own significance; the first speed is the learning speed. The second speed is the rate at which you try and test new things. The third speed is the implementation speed. Furthermore, another speed mentioned by the author is the ability to unlearn quickly. It is evident that even the slightest adjustment will cause an unpleasant reaction. letting go of perfected skills, transforming patterns achieved by experts into difficulties in order to continue to improve. The author outlines how learning works in the following section. Three strategies are discussed: 70:20:10, dynamic curriculum, and learn how to learn (BE FAST). The first is the 70:20:10 strategy, which has been extensively explored by previous writers. This method stresses 70 and 20% parts of workplace learning that are linked with daily work. The remaining 10% is a reflection of the past in the shape of formal classes. The author gives pictures in his book with a variety of various types of animals, but is required to climb a tree in the second approach, which is dynamic curriculum. We know that only monkeys, not cows or even fish, will be able to achieve this. This imagery is also a criticism of the curriculum, which should be dynamic and adapt to the requirements of the learners. The third method, the author quotes from a management expert, Peter Drucker that the only ability that can guarantee someone remains relevant is the ability to learn how to learn. While BE FAST is an acronym coined by Jim Kwik, it stands for Believe, Exercise, Forget, Active, State, and Teach. Furthermore, in the final third of the book, the author attempts to conceive it in terms of practical field settings, particularly in the business sector. The author describes a business that "cares" about the development of HC as having a balanced mindset. After that, the principle of balance is poured into a building Human Capital Architecture (HCA). Harmony between rights and obligations, goals and performance, strategy and capabilities, culture and behavior, and so on is central to the philosophy. The key
BOOK REVIEW : Contemporary Public Administration 96 element of this balancing is to prioritize trust above fear. Getting rid of fear at an institution is crucial because, for example, a student may refuse to attend school due to fear, or a child may move away from his parents due to fear. On the other hand, the trust bestowed makes students or children more accountable for their choices and aspirations. Fear in learning must be removed as far as possible. Another key consideration is learning agility, which refers to the capacity to adapt fast and the willingness to learn new things. People like this are the ones who will survive. The concept of a learning wallet is another idea that became an offer from the author. This concept is similar to what has already been articulated, in that the learner is the primary focus of learning. Finally, in the future, learning must be given confidence to each individual learner in order for them to be able to build riches of knowledge and new things in their experience. Trusting that the learner has evolved as an adult learner when there are top talents, such as Cristiano Ronaldo or Lionel Messi, who are the mainstays of their clubs, the investment to develop and the facilities supplied should be dedicated to these top talents. It is also emphasized at the end of this book that learning begins with tiny and easy things and must be consistent. Micro learning can be a daily practice solution for students, allowing them to avoid being burdened with things that are not necessarily relevant or in agreement with the learner's personality. C. Strengths and Weaknesses The author's visionary argument has succeeded in delivering an overview to the reader that the world of learning has also undergone substantial changes, which is the strength of the book's substance. The easy-tounderstand writing flow is also a plus, implying that the author can read the book's discourse to practically any group of individuals, not just those who are deeply worried about the world of learning and human capital. Furthermore, technically, this book publishing is highly engaging, with images that help readers understand more complex concepts. The presentation also makes it easier for readers who wish to learn more by scanning the QR Code to do so. It also demonstrates that the author and
BOOK REVIEW : Contemporary Public Administration 97 publisher have considered every detail in terms of reader convenience so that the author's thesis can be readily accessed. However, this book does not imply that it cannot be questioned in any way. The flow of already-completed views and arguments is still weak in contextualization with the conditions of HC or the learning environment in Indonesia. It would be preferable if the author could also provide an outline of Indonesian learners. When the context in Indonesia is linked, it is believed that readers would be able to take more urgent messages. Perhaps you can learn from established organizations' examples or best practices, or vice versa. Furthermore, if the context of HC in the government or bureaucracy can be added, it can be very relevant and interesting. Of course, the bureaucratic setting cannot be divorced from the convenience of doing business and the general learning context, which both affect one another.
BOOK REVIEW : Contemporary Public Administration 98 TRANSFORMASI MENUJU CORPORATE UNIVERSITY GENERASI BERIKUT (TRANSFORMATION TOWARD NEXT GENERATION’S CORPORATE UNIVERSITY) Amrillah M The Center for State Civil Apparatus Competence Development Management Innovation (Pusat Inovasi Manajemen Pengembangan Kompetensi ASN) [email protected] A. Book Identity Book Title : Transformasi Menuju Corporate University Generasi Berikut Author : Anna Maria, Ph.D. Publisher : Wahana Tatar Wirakelola Corporation. Publication Year : 2021 Number of page : 432 pages B. Book Content There are four jargons that are the advantages of this book, including: (1) discussing thoroughly about Corporate University in the Digital Era (NextGen CorpU), (2) describing the results of a Digital Learner Voice survey from various institutions, (3) a reference for transformation to Next-Gen CorpU, and (4) case studies of seven organizations. These four advantages
BOOK REVIEW : Contemporary Public Administration 99 are then discussed in depth in this book which is divided into seven chapters. Each chapter leads the reader to be able to understand in a coherent way CorpU and the dynamics of change, as well as shifting perspectives. In addition, this book is also very interesting to read as well as updating the reader's horizons about the development of the new CorpU. Since the beginning of this book chapter, Anna Maria has recognized as a writer that the development of human capital in the context of employee competency development is critical and continues to be dynamic. This dynamic was captured by CorpU's accurate response since its inception in the 1950s-1970s. The creation of the first generation CorpU has undoubtedly altered a lot in comparison to the current CorpU. We are all aware that changes in the social, economic, and political realms have an impact on how we learn and adapt. The setting of VUCA (Volatility, Uncertainty, Complexity, Ambiguity) is progressively pressuring CorpU to remain relevant in the field of learning. According to Anna Maria's definition in her book, CorpU is "a strategy meant to generate a strong integration between human development and the issues or problems encountered by the organization in order to minimize gaps." (Page 7). Readers can actually take two crucial parts from this definition as the main description of CorpU, namely the integration approach and the gap problem. CorpU is intended to function as a "machine" that propels organizations in the framework of human learning and growth. Knowledge and skill gaps are certain to exist and will always exist in an organization. However, closing the gap is both a challenge and a significant opportunity for organizations to fulfill their potential. CorpU as a strategy will, definitely, evolve together with the strategic environment. Learning agility culture is a concept that must be implemented in order to remain relevant. “Learning Agility = Speed x Accuracy” The formula above accurately defines what the organization should do to foster this rate of learning. Speed or speed becomes an important point that is "mated" with a learning's precision. Not only is it quick, but it is also precise. Furthermore, learning agility is inextricably linked to learn,
BOOK REVIEW : Contemporary Public Administration 100 un-learn, and re-learn. We use this word or connotation rather frequently, namely, learning must be in the context of filling an empty glass. Learning new things demands speed in order to un-learn and re-learn. It's like a never-ending circle. This later evolved into a learning agility culture within CorpU. This book is also concerned with the evolution of the strategic environment in the following sections. Anna recognized that the evolution of the digital world and industry 4.0 is in close touch with the CorpU mechanism. Level 5 transformation is now required. In brief, learning organizations must strengthen their learning value chain, beginning with admin and progressing through learning needs diagnostic, design and development, delivery, deployment, and evaluation. For example, in level 1 development, classes are solely used manually; no technology is used at all. Then, at stages 2 and 3, begin utilising the cloud in a 70:30 split. Furthermore, level 4 has made extensive use of cloud-based learning. Finally, level 5 is the STAR TREK level, which employs artificial intelligence. Following the change and utilization of digital technology, this book continues to focus on models and approaches that learning institutions might use to run CorpU. A learning institution must construct or develop its own learning journey. The learning journey is a guide that becomes a primary direction for learning institutions in reaching the business results required by stakeholders, as well as the institution's overall aims. For example, the 70:20:10 learning model, which focuses on workplace learning, becomes the focal point for achieving corporate goals. This means that current knowledge can be directly investigated and applied in the workplace. Previously, the learning journey design itself could be described as a flow, beginning with technological support, moving on to an analysis of learning material needs, stakeholder activity, participant needs, management expectations, and finally focused on business success. Essentially, CorpU's transformation has been decided upon with the use and support of information technology. Following that, an examination of material needs must be performed, which will result in a curriculum that
BOOK REVIEW : Contemporary Public Administration 101 is also tailored to the needs of the strategic environment as well as stakeholders. The execution of this learning journey design will be hampered if no one takes an active role, beginning with the senior level, moving down to the level of the employees themselves. As a result, training and education are very important. We are all aware with the term Training Need Analysis, which states that every need must be identified in order to attain the desired outcome. The important point is precisely in management's expectations. The top manager is highly interested in deciding and ensuring that this learning design is implemented. Active participation, as well as providing input and review on the design of this learning experience in CorpU. Finally, corporate performance might be expected to improve. This book concludes with a comprehensive discussion of several best practices from various learning institutions, spanning from the commercial sector, State-Owned Enterprises (BUMN), to government. The author is particularly interested in best practices for the government sector. Of course, the government sector is distinct in terms of the commercial goals that are pursued. When contrasted to the private sector or State-Owned Enterprises (BUMN) with a profit aim or an increase in business performance, service improvement is unquestionably the most important factor. The Ministry of Finance CorpU is held up as an example of CorpU success in government. The fundamental priority of the leadership, in this case Mrs. Sri Mulyani as Minister and top leadership, is the smooth operation of CorpU. The presence of an Advisory Board led directly by him can be viewed as a source of support as well as hope that can be used as management expectations and what image will be built to the community. Furthermore, increasing digital-based Knowledge Management Systems (KMS) and Learning Management Systems (LMS) enhances learning that is open and accessible at all times. C. Strengths and Weaknesses This book is highly interesting and provides a variety of perspectives on CorpU. The contents are quite thorough and informative, beginning with the origins of CorpU, progressing through steps to best practices in various institutions and companies. This book is ideal as a handbook for all learning institutions, including the business sector, State-Owned
BOOK REVIEW : Contemporary Public Administration 102 Enterprises (BUMN), and government. Very different examples from various companies in various nations give perspective and insight for readers to see trends as well as success stories behind the CorpU of wellknown companies. This book, however, is not designed for a common people that is unfamiliar with the world of CorpU or human capital development. This book, in the reader's perspective, is quite detailed and uses terms that are indeed specific using language that is not commonly used. As a result, it's a shame that this book is only available for a limited time. There should be "grounding" and easy analogies that can help readers understand and appreciate the context of CorpU in this book.
103 BOOK REVIEWERS’ PROFILES Yasniva was born on July 17, 1977, in Tangerang. She completed elementary and secondary school in Jakarta, obtained Bachelor of Education Technology Degree at the State University of Jakarta, a Master in Economics at Syiah Kuala University, and is currently pursuing a doctorate at Management Studies at Syiah Kuala University, Banda Aceh. Before joining the National Institute of Public Administration, she worked as a humanitarian volunteer, teacher, journalist, private firm employee, staff, project officer, and NGO program manager, and as the Assistant Coordinator of a division at a National Commission in Jakarta. Yasniva is currently a widyaiswara/trainer at The Center for Training and Development and Administrative Law Studies (PUSLATBANG KHAN) in Aceh. Ahmad Sukarno, S.IP, M.Adm. SDA was born on April 24, 1980 in Ujung Pandang. He finished elementary school at SD 4 Kalenrunge, Soppeng Regency, followed by secondary school at Junior High School 1 of Soppeng Regency and Senior High School 1 of Soppeng Regency. Then, he pursued higher education at Hasanuddin University, majoring in International Relations, UNHAS, and got master degree of Public Administration from The Graduate School of Public Administration (STIA LAN) Makassar. He participated in a variety of tasks while working, including institutional evaluation facilitator, innovation judge, public service evaluator, LATSAR facilitator, Apparatus HR assessor, and others. Currently, he is a researcher at the Makassar KMP Research Center. Mid Rahmalia, S.E., M.Sc. works as an Widyaiswara Coordinator of The Implementation of Cadre Development of State Civil Apparatus at The Center for Cadre Development.
104 Marsono, SE., MM, is a Researcher at the National Institute of Public Administration in Jakarta, with expertise in Public Administration and a specialization in performance management, public services, management, and State Civil Apparatus (ASN) competency standards. In Jakarta, he earned a Bachelor of Economics in Management and a Master in Financial Management. He has attended the following trainings: (1) Level IV Leadership Training, (2) Research Methodology Training, (3) Training Need Analysis (TNA) training, and (4) Government Accounting System (SAP) education and training, (5) Public Policy Analysis Training, (6) Professional Writing Education and Training, (7) Public Service Facilitator Training (TOF), (8) Education and Training on Government Procurement of Goods and Services, (9) Master Trainer Training and Kindergarten Education and Training IV, (10) Widyaiswara Certification Assessor Training, (11) Training Of Facilitator (TOF) for Minimum Service Standards (SPM), (12) Master Trainer Champion Innovation Training, (13) English Public Speaking Education and Training, and (14) e-Learning Content Development Workshop. From 2013 to 2018, he taught at The Graduate School of Public Administration (STIA LAN) Jakarta. He joined the team of Civil State Apparatus Competency Standards as a member in some ministries/agencies and local government. He was being a speaker for Management Arrangements (Business Processes), Public Service Standards, Standard Operating Procedures, Minimum Service Standards, Community Satisfaction Surveys, and State Administration Innovation Development in Ministries/Institutions/Local Governments and the Government of Timor Leste. Ilham Khalid, SH was born on May 15, 1988 in Sigli. His Law Bachelor Degree was obtained from Syiah Kuala University in Banda Aceh. He is a junior policy analyst at Puslatbang KHAN LAN RI, with the rank of First Class Junior Superintendent (Penata Muda Tingkat I)
105 Muskamal, S.Sos, M.Si was born in Ujung Lamuru on June 21, 1982. He graduated from SD Negeri Kalase'rena Kab. Gowa, SMP Negeri 1 Polombangkeng Utara, Takalar Regency and SMA 02 Tinggimoncong Kab. Gowa. After that, he continued his undergraduate education level at Hasanuddin University majoring in Public Administration, Hasanuddin University and master education in Development Administration at Hasanuddin University Postgraduate level. Currently, he is working as a researcher at The Center for Training and Development and Governmental Management Study (Puslatbang KMP) Makassar with the last rank of First Class Junior Superintendent (Penata Muda Tingkat I). Dr. Neneng Sri Rahayu, S.T., M.Sc. was born on August 8, 1971, in Garut. She finished elementary school and high school in Garut before continuing her studies at UNISBA Bandung, where she majored in Urban and Regional Planning, then Master at UNPAD Bandung, where she majored in Public Policy, and Doctoral Program at IPDN, where she majored in Government Study. Previously, she served as The Head of Academic Administration and Cooperation Sub-Division, The Head of Academic and Student Administration, The Vice Chairman III for Student Affairs, and currently Vice Director II for General Affairs. Many publications have resulted from her study, titled Transformation of Innovation Values and Culture: Innovation Analysis of Regional Planning System in Special Region of Yogyakarta, Indonesia, Power Relations in the Management of Village-Owned Enterprises in Rural Java (Case Study of Bumdes Tirta Mandiri, Ponggok Klaten), and e-Government Innovation in Regional Development Planning (Effectiveness of e-Musrenbang in the DKI Jakarta Provincial Government). Riris Elisabeth, SH., M.Hum works as the Junior Policy Analyst at The Center for LAN RI
106 Budi Fernando Tumanggor, S.S., BA is an associate professor at the Polytechnic of STIA LAN Jakarta and is currently the Secretary of the Apparatus Human Resources Management Study Program (MSDMA) field. He has specialization and competency in the topic of Apparatus Human Resource Management, as the name of the Study Program where he works. Born on January 23, 1983 in Medan, he received his Bachelor's degree in 2008 from the Faculty of Theology, Driyarkara School of Philosophy in Jakarta, and his Master in Human Resources and Organizational Management in 2011 from the Masters of Management, Gadjah Mada University in Yogyakarta. He had previously worked as an HR Manager in some commercial and state-owned enterprises (BUMN) from 2011 to 2017, before started a career as a State Civil Apparatus (ASN) at LAN RI in 2018. He has joined several trainings and competency certifications relevant to his expertise. So far, he has earned the following certifications: Certified Human Resource Manager from the National Professional Certification Agency (BNSP), Performance Management and Talent Management Training from Kedai Karir, Training to Improve Basic Skills in Instructional Techniques (PEKERTI), and others. Siti Tunsiah, SIP. works as a Senior Policy Analyst / Sub-Coordinator of Competency Development and Certification at Functional Position Development Center for State Civil Apparatus Competency Development of National Institute of Public Administration (Pusbin JF Bangkom ASN LAN RI) Amrillah M, works as a researcher at The Center for State Civil Apparatus Competence Development Management Innovation (Pimbangkom ASN) Citra Permatasari, S.IP. was born on September 14, 1989 in Surakarta. Studied at SD Marsudirini and graduated in 2001, then went on to junior high school at SMP Negeri 14 Surakarta and graduated in 2004, then on to high school at SMA Negeri 1 Surakarta and graduated in 2007. Citra graduated from high school in the same year and continued her studies at Diponegoro University, Semarang where she majored in Government Study, Faculty of Social and Political Sciences, and received a Bachelor's degree in Political Science in 2011. Working in the financial industry for almost 6 years made she learns that any information gained is valuable in all
107 domains of work later on. Currently working as state civil apparatus in the post of Junior Researcher at The Center for Training and Development and Administrative Law Studies (PUSLATBANG KHAN). Several articles on the topic of government policies play a significant influence in the welfare of the larger community. Heni Kusumaningrum, S.Sos., MPA was born in Magelang on February 28, 1992. She completed her last education at the postgraduate degree majoring in Public Policy Management. Currently, she is the Junior Trainer (Wisyaiswara Ahli Pertama) in The Center for State Civil Apparatus Technical and Sociocultural Competence Development (Pusbangkom TSK). Desy Maritha, SE, Ak, MA, MSE was born on March 28, 1987 in Banda Aceh. She got her education from SDN 04 Banda Aceh, SMPN 02 Banda Aceh, and SMUN 03 Banda Aceh. Following that, she continued her education at the University of Syiah Kuala, where she majored in Accounting Economics and received a Double degree from Bappenas as well as a Stuned Scholarship for master degree in Economics, University of Indonesia, and Development Studies ISS, Erasmus University The Hague, The Netherlands. She is currently employed in The Center for Training and Development and Administrative Law Studies (PUSLATBANG KHAN) Aceh as a senior policy analyst (Analis Kebijakan Ahli Muda)
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