Building Knowledge Sharing Intention with Interpersonal Trust as a Mediating Variable

. Knowledge sharing is a key aspect of knowledge management activities. The purpose of this study is to investigate the effect of personal competence on knowledge sharing intention which mediated by interpersonal trust. The data were collected from student's Postgraduate Program Universitas Negeri Semarang as many 146 in numbers. Analysis path was proposed for measuring effect of cultural intelligence and self-efficacy on knowledge sharing intention. The role of interpersonal trust as mediation was being measured too. The results show that the cultural intelligence which is owned by an individual will lead to trust among individuals and then to share one's knowledge, also the person who have self-efficacy will increase his desire to share knowledge with fellow students. All hypothesis supported except cultural intelligence, which was unsupported affect the willingness to share knowledge.

Here are the results of the factor analysis test after throwing such invalid indicators:

Reliability Test Results
Reliability test is done using ). Cronbach alpha (± A construct or a variable is stated to be reliable if the value of Cronbach alpha is > 0.70. Reliability test results are as follows: Based on the table above, c onbach's alpha r value of each variable is > 0.70 therefore the entire instrument is declared a reliable research.

Normality Test Results
Normality test aims to test whether the regression model or residual confounding variables have normal distribution, as it is well known that the t test and F assuming that the value of the residuals follows a normal distribution. If this assumption is violated, the statistical test is not valid for small sample quantities. The test results of normality with the Kolmogorov-Smirnov Test are as follow:  From the output on SPSS shows that all of variables ha score of 0, 05, therefore, ve e r e g r e s s i o n m o d e d o e s n o t c a r r y Heteroscedasticity.

Path Analysis
Path analysis is an extension of multiple regression analysis, which is used to measure the causal relationships between variables that have been previously defined. Path analysis can be used to determine the influence of indirect (mediation). The influence of cultural intelligence to knowledge sharing intention can be determined by multiplying the path coefficient of cultural intelligence on trust between individuals and interpersonal trust at knowledge sharing intention which is 0317 x 0569 = 0180

Sobel Test
To see the influence of mediation of path analysis is shown by multiplying coefficient by 0.180 whether significant or not in the formulae of sobel test. In sobel test, the first step needed to be done is looking for mediation standard error score. Based on the path analysis and calculation, Sobel test, it can be seen that the t statistic indirect effect (3,214) > t table (1.960). This indicates that interpersonal trust proved. It means that the cultural intelligence of Graduate student make them trust each other because both affective and cognitive aspects.
The trust in turn encourages Graduate students intentions to share lecture notes, course knowledge, completing the task, or sharing the experience and expertise they a c q u i r e d u r i n g l e c t u r e s. T h i s s t u d y complements the research conducted Chou (2012), which states the role of trust between individuals as a mediating variable only based on a brief interview. Furthermore, this study provide quantitative evidence to support Chou (2012).
The results also show that self-efficacy gives positive effect on the intention to share knowledge as indicated by the t value (4,052)> (1.97). That means self-efficacy of students in facing demands during school can increase their willingness to share knowledge both implicitly and explicitly. The results of this study are consistent with research conducted by Chou (2012) Students' self-efficacy is reflected in the confidence of their competence and knowledge, which generally can be shown in a variety of situations and cultural lectures. Selfefficacy in various situations in school for instance: demands to share the task, challenges on a variety of social and cultural conditions, or the demands of success in achieving a variety of objectives, encourages the intention of students to interact and share knowledge with friends in college.  (2015).
Results show that cultural intelligence upon knowledge sharing intentions having t calculation for (1.291) < (1.97). This says that cultural intelligence is not proven to have a positive effect on the students' knowledge sharing intentions. This simply means that even though students possess high cultural intelligence, its ability to generate knowledge sharing intentions is quite low or insignificant. This is because there is other factor which influences the knowledge sharing intentions of students in Graduate Program.
This results supported by Chou (2012), which indicates that there are other factors more influential than cultural intelligence. Based on interviews at some respondents, it is known that a high possibility that other factors contribute to the high desire to share knowledge is when someone has a high tolerance to local culture. The influence of cultural intelligence on interpersonal trust shows that the values t (4.091) > t table (1.97). This shows that the intelligence culture has a positive influence on interpersonal trust. When students have cultural intelligence both metacognitive, cognitive, motivational or Hypothesis coefficients tcalculation t-