THE IMPLEMENTATION OF THE INTERNALIZATION OF ENTREPRENEURSHIP VALUE LEARNING MODEL IN ENTREPRENEURSHIP SUBJECT IN SMK NEGERI 1 WAJO.
Sahwanto
1, Muhammad Yahya
2, Darmawang
3, Ridwan
4Automotive Engineering Education Study Program, Parang Tambung, Makassar, 90224, Indonesia E-mail: [email protected]
1,2,3 Universitas Negeri Makassar
4 Sekolah Menengah Kejuruan Negeri 1 Bungku Barat
Abstract. This study aims to determine the effectiveness of the application of a learning model to internalize entrepreneurial values in the subject of entrepreneurship. It is a quasi-experimental study aimed at determining applicability. entrepreneurship. The study population consisted of 55 students, while the class A study sample consisted of 28 students and the class B students consisted of 27 students. In the subject of entrepreneurship, types of data collection were performed using documentation, testing, questionnaires, and observations.
Collected survey data were analyzed using descriptive statistical analysis techniques and inferential statistical analysis. As a result, the application of the learning model “internalizing entrepreneurial value” was occupied by 27 students or 96% of the very high category and 1 student or 4% of the students in the high category.
However, in the control class, high ratings for applying the learning model given by the teacher belonged to the highest category of up to 22 students or 81%, indicating that if the teacher properly applied the learning model to generate enthusiasm, A maximum of 5 students or a lower category of 19%. what students learn. This means that students act creatively and innovatively when solving problems by internalizing entrepreneurial values independently in their thoughts and actions, even if the learning is not optimally realized. consistent with this study. Keywords – internalized learning model and entrepreneurial value.
Keywords— Internalization Learning Model and Entrepreneurial Values.
I. INTRODUCTION
Entrepreneurship-based education is education that fastens principles and methodologies towards the internalization of values in students through an integrated curriculum with applications that exist both in the school environment and in the community environment and the use of learning models and strategies that are applicants the learning objectives themselves. Educational institutions should not only be tasked with giving birth to many graduates but much more important how much the graduates can aid themselves in facing challenges in society or society.
In other words, schools must improve the life skills of their graduates (Anwar, 2004). If SMK graduates can optimize the knowledge they have amassed, they should be can become entrepreneurs’ case they can shorten
unemployment and increase the country's economic growth. Although SMK students have been equipped with entrepreneurial skills and knowledge, not many of them have become entrepreneurs. To achieve the goal of implementing SMK to produce a workforce that is ready to enter the world of work and capable of becoming an entrepreneur, SMK needs to develop an entrepreneurial culture. The learning model for internalizing entrepreneurial values in high school.
Vocational schools in Malang City concluded that the relevant value internalization model applied to the formation of attitudes/values includes three stages, specifically: [1] the value transformation stage, where in this stage educators simply inform good and bad values to students who solely unidirectional communication, [2] value transactions, specifically a stage of value education using two-way communication,
or interactions between students and educators that are active reciprocal interactions. In this stage, educators not only provide information about values but are also involved in the process of receiving and implementing those values, and [3] the internalization stage, at this stage is much deeper and also involves not only physical aspects but includes attitudes. mental personality for both educators and students. (Widyaningsih et al 2014:182).
An entrepreneurial person is a person with an entrepreneurial spirit, who attaches particular importance to creative actions, who likes to test himself, who is strong in various challenges, confident and self-sufficient. A person who can control decisions or focus and manage risks, where change is seen as an opportunity, tolerance for many decisions, requiring initiative and achievement, perfectionist, broad vision, viewing time as invaluable, and having strong motivation, all these characteristics are: It is internalized as a value that is believed to be true (Kuratko, 2003).
Vocational schools as one of the models of educational institutions. Its goals are to (1) prepare students to enter the world of work and develop professional attitudes, (2) prepare students to make career choices, compete and grow, (3) Prepare middle-level workers for fill the needs of the business world and industry at this time as well as in the future, and (4) prepare graduates to be productive, adaptable, and creative citizens; Institutions have a very important responsibility of training the entrepreneurial spirit of their graduates (Great Winarno, 2009). The contribution of vocational schools in this matter continues to be questioned by many parties, apart from the fact that many graduates do not meet the qualifications required by the user sector, meaning that the objectives of points 1–3 have not been achieved, especially when associated with limited job opportunities, graduates of vocational schools who should be can directly entering the world of work, is still far from expectations, therefore, this issue must be the responsibility of educational institutions as disseminators of values, specifically how the value of entrepreneurship becomes a strong interest for graduates. Students' interest in entrepreneurship arises when there is a strong belief in entrepreneurship, and the work they consider important in case they will receive adequate rewards. (Winarno, 2007).
Referring to observations in the context of a preliminary study at SMK 1 Wajo, it can be seen that the internalization of entrepreneurial values has not yet been formed integrally. The
implementation of entrepreneurial values is still carried out partially, limited to production units and entrepreneurship subjects. In entrepreneurship subject, there needs to be a review or follow-up action from subject teachers, where teachers who bring subject mostly only provide material or lecture methods from the beginning to the end of the lesson in case students mostly hear material from the teacher and that causes students to be passive, lack motivation, bored, lazy in following lessons, and students are less brave when they want to ask questions or express opinions.
Against the above background, the formulation of the research question is as follows.
• What is the application of learning models to internalize the value of entrepreneurship in entrepreneurship courses?
• How effective is the implementation of learning models for internalizing entrepreneurial values in the subject of entrepreneurship?
Found on the formulation of the problem above, it can be seen that the objectives of the research are.
• To find out the application of the learning model for internalizing entrepreneurial values in entrepreneurship subjects.
• To determine the effectiveness of the application of the learning model of internalization of entrepreneurial values on entrepreneurship subjects.
II. RESEARCHMETHODS
This research is quasi-experimental.
Experimental research is research conducted by giving certain treatment to the research subject concerned by using the Pretest-Posttest Control Group Design experimental design.
The research design used in this study is illustrated as follows (Sugiyono, 2015: 116).
Table 1 Research design
Group Pretest Treatment Posttest
KE 𝐎𝟏 X 𝐎𝟐
KK 𝐎𝟑 - 𝐎𝟒
Information:
KE: Experimental class KK: Control class O1:Experimental Class Ability Before Coping.
O2:Experimental class performance after treatment
O3:Control class performance before treatment O4:Control class performance after treatment
X:Treatment with an internalized learning model of entrepreneurial values in the subject of entrepreneurship
- :traditional learning media
Before treatment, both class groups underwent a preliminary test, after which each class underwent further treatment. After each class treatment, a post-test is administered to obtain a final learning outcome grade. This can demonstrate the process of implementing a learning model of internalizing entrepreneurial values in entrepreneurship subjects and the effectiveness of its application.
The place of data collection in this research is SMK Negeri 1 Wajo, which is located on Jl.
Latappu, Kec. Tanasitolo Kab. Wajo, South Sulawesi for students of the TBSM Department for the 2018/2019 academic year which was held from 2 March to 2 April 2020.
The subject of this study were teachers and students of the TBSM Department with students consisting of 28 students from Class XI TBSM 1 and 27 students from Class TBSM XI 2.
A research variable is an attribute or type or value of a person, thing or activity that has a specific variation determined by the researcher under study, after which conclusions are drawn (Sugishirono, 2015).
The independent variable is a variable that affects the occurrence of the dependent variable.
This study has a treatment group as the independent variable, specifically the learning model which is divided into two types, specifically using the internalization learning model of entrepreneurial values (experimental class) and conventional learning (control class).
The dependent variable is the variable that is affected or becomes the result, because of the independent variable. In this study, the dependent variable is the entrepreneurship subject.
The study consists of three phases: the preparatory phase, the implementation phase and the data collection phase. These phases are described as follows:
A. Preparatory stage
• Make observations at the school and communicate with teachers of the XI Competency Program in Motorcycle Engineering and Economics regarding classes to be used, study time, student status and materials to be studied.
• Create lesson plans (RPPs) for each meeting for both experimental and control classes.
• Perform device verification.
• Obtain approval from relevant authorities for the research to be conducted.
B. Implementation stage
This study was conducted over four sessions using an internalized learning model of entrepreneurial values.
C. Data collection phase
• The data collection phase is carried out by conducting an entrance examination (pre- test) before the implementation of the learning activities.
• The data collection phase is performed with a final test (post-test) that is run after the learning process.
The data collection techniques in this study are:
D. Documentation
Documentation is a record of past events and can take the form of text, images, or the work of a person. The purpose of this documentation is to find data or documents related to this research.
Most of the available data are in the form of letters, reports, attendance, and photos. The main nature of this data is not limited to space and time to provide opportunities for researchers to find out things that happened in the past. The documentation used in this study is the syllabus and data on the names of students of SMK 1 Wajo.
B. Test and Questionnaire 1) Initial test (Pretest).
In this study, a pretest was conducted. A pretest was conducted to measure the initial ability of the research subject before being given treatment. The test given for both sample classes must be the same. The test questions given are research instruments compiled by researchers who have gone through the process of testing the instrument with analysis of validity, reliability, discriminating power, and level of difficulty of the questions. The test provided is in the form of multiple choice.
2) Final Test (Posttest).
A final test was performed after the subjects were treated. A final test was run on both sample classes. This is to see the difference in test results that occurs between the control and experimental classes, one treated and the other not treated. Test questions in the form of multiple-choice questions on the posttest correspond to questions on the pretest. C.
Questionnaire
To obtain data about the impressions and feelings of students on the learning model of Internalization of Entrepreneurial Values in Entrepreneurship Subject. This questionnaire is
to find out students' responses and whether they are happy or not with the learning.
Data analysis techniques are methods used to process data in case the right conclusions can be drawn.
1) Descriptive Analysis
Descriptive analysis for the variables was used to determine the mean (M), standard deviation (SD), Median (Me), and Mode (Mo). Data that has been collected is then organized, sorted, and created categories. Then the assessment obtained from the questionnaire is calculated as the ideal mean (Mi) and the ideal standard deviation (SDi) which are categorized into four categories:
Mi= (Highest Score + Lowest Score) SDi= 1/6 (Highest Score – Lowest Score)
Table 2 Trend Categories
Mi + 1,5.SDi ≤ X Highest Mi ≤ x < (Mi +
1,5.SDi)
High (Mi- 1,5.SDi) ≤ x <
Mi
Low x< (Mi- 1,5.SDi) Lowest
(Azwar, 2012)
2)
Analysis Prerequisite Test a) Normality TestA normality test is used to determine whether the data being analyzed are normally distributed.
Normality tests were performed by the Kolmogorof-Smirnov test. Starting with the significance value (𝜌), the data are called normal if the significance value (𝜌) is greater than the 0.05 significance level, and the data are called normal if the significance value (𝜌) is less than the 0.05 significance level. Not normal. Data analysis was performed using Statistical Product Service Solution (SPSS) version 20.
b) homogeneity test
The purpose of the homogeneity test was to determine the balance of variance between the pretest and posttest results for control and experimental groups. The homogeneity test performed in this study is available with the help of the SPSS computer program. with statistical test (variance test)
c). Hypothesis testing
If the research data has met the requirements of the normality test and homogeneous test, then the analysis for hypothesis testing can be carried out.
To test the hypothesis, the paired-sample t- test was used to test the difference. This analysis will be used to determine the increase in student achievement due to the application of the
Entrepreneurship Values Internalized Learning Model in Entrepreneurship subjects for the Grade XI TSBM.
Department at SMK Negeri 1 Wajo. The test was carried out with the help of Statistical Product Service Solution (SPSS).
III. RESEARCHRESULT
In this study, there are two variables, specifically the learning model for internalizing entrepreneurial values and entrepreneurship subjects. To describe and test the relationship between the independent variable and the dependent variable, this section will present a description of the data obtained from the field.
The subject of this study was students of class XI TBSM 1 and XI TBSM 2 at SMK Negeri 1 Wajo, amounting to 55 people.
A. Application of the learning model of internalization of entrepreneurial values in SMK Negeri 1 Wajo which is in the very high category of as many as 27 students or 96% and the high category of as many as 1 student or 4%, so it can be concluded that the application of the learning model of internalizing entrepreneurial values at SMK Negeri 1 Wajo is in the very high category.
B. Application of Entrepreneurship Courses at SMK Negeri 1 Wajo. With a maximum of 22 or 81% of students in the high category and a maximum of 5 or 19% of students in the low category, the application of entrepreneurship subjects at SMK Negeri 1 Wagami is advanced.
C. The effectiveness of the application of the learning model of internalization of entrepreneurial values in SMK Negeri 1 Wajo.
20
Figure 4.1. Histogram of Improving Student Learning Outcomes
17.43
15 10.85
10 8.79 8.26
5
Experiment Class Control Class Pretest Posttest
Fig. 1 Histogram of Improving Student Learning Outcomes
Figure 1 clearly shows the improvement in student learning outcomes between the experimental class, which uses a learning model
that internalizes entrepreneurship, and the control class, which uses traditional learning methods. The results showed an increase of 8.64% in the experimental class and a 2.59%
increase in the control class. From this, we can conclude that the increase in learning outcomes for students in the experimental class is higher than in the control class.
IV. INFERENTIALSTATISTICALANALYSIS A. Normality test
Table 3
Summary of Normality Test Results
Class Significance Alfa
(5%) Information Experiment
Pretest 0,074 0.05 Normal
Experiment
Posttest 0,077 0.05 Normal
Control
Pretest 0,076 0,05 Normal
Control
Posttest 0,304 0,05 Normal
B. Homogeneity Test
Table 4
Summary of Homogeneity Test Results
Class Significance Alfa
(5%) Information Pretest -
Pretest 0.928 0.05 Homogen
Posttest -
Posttest 0.986 0.05 Homogen
1) Hypothesis testing
Hypothesis tests were performed after the premise tests, and the premise test results of the pre-test and post-test normality tests for the experimental and control classes indicated that the data were normally distributed. Pre-test and post-test data homogeneity tests for the experimental and control classes showed that the data were uniformly distributed. The results of the premise test are used as a reference to determine the hypothesis tests used from the premise test results in this study, using the paired-sample t-test statistical test.
Testing groups of students who receive treatment with the learning model of internalizing entrepreneurial values in the learning process will
have a higher average score than students who in the learning process still use conventional learning models. The following are the results of the different tests of the experimental class and class students’ control using the t-test.
a) Testing pretest-posttest experimental class Table 5
Paired Sample t-test Experiment Class
Variable T-Count Sig. Level of Significant
Pretest & Posttest 23.714 0,000 0,05 N: 28
Based on the paired-samples t-test table, significance = 0.000 less than significance level
= 0.05 indicates a significant difference in post- test learning outcomes between the pre- treatment test and the post-treatment mean.
Testing pretest-posttest control class Table 6
Paired Sample t-test Control Class
Variable T-count Sig. Level of Significant Pretest &
Posttest 16.903 0,000 0,05 N: 27
Based on the table with significance = 0.000 obtained in the paired-samples t-test below the significance level = 0.05, there was no significant difference between the pre-test and post-test learning outcomes, especially for the pre- and post-treatment means. there is.
2) N-Gain
The normalized gain (N-gain) is intended to determine the effectiveness of using a method (in this case the experimental and control classes). N-Gain is the difference between the pre-test and the post-test, and can be used when there is a significant difference between the mean post-test value of the experimental class and the post-test value of the control class by a paired-sample t-test.
Fig. 2 Histogram N-Gain Score
N-Gain Score
0.767
0.222
Experiment Class Control Class
Based on the results of the calculation of the N-Gain Score test, it shows that the average value of the N-Gain Score for the experimental class with the internalization learning model of entrepreneurial values is 0.767 which is included in the high N-Gain category (value (g) 0.7).
Meantime, the average N-Gain Score for the control class with the conventional model is 0.222, which is included in the low N-Gain category (value (g) < 0.3).
V. DISCUSSION
A. Application of the learning model for internalizing entrepreneurial values
The learning model for internalizing entrepreneurial values is a learning model related to the delivery strategy of entrepreneurship learning materials for the subject that are close to the competence of developing students' entrepreneurial attitudes carried out by teachers.
The role of the teacher in the learning process with the internalization learning model of entrepreneurial values is considered very important with the hope that students can absorb and understand the material that has been taught such as the nature of confidence in doing and completing a job in case the spirit of hard work can be formed in oneself, entrepreneurs or other people. Conducting assessments of active and inactive students in the form of pre-tests and post-tests, the teacher explains, does a good job of providing an example of how to be a company.
Based on the survey results, in the form of questionnaires and documents, teachers can prepare students to participate in entrepreneurship learning, teachers explain the materials applied by students, and a space for students to ask questions What I don't understand is explained clearly, adequately and accurately through oral and written discussion, provides important reinforcement, and provides verbal and moving feedback on the results of the student's work. and provide explanations and clarifications on the subject as a whole.
In any event, the results indicate that the application of learning models that internalize entrepreneurial values is in the very high category, with over 27 students, or 96% of the students, rating very high.
It has been proven to give about the application of the learning model provided by the teacher. Teachers can apply learning models
appropriately and motivate students to learn.
This reflects her Nurhamida (2018) is consistent with the study.
B. Effectiveness of Learning Models for Internalizing Entrepreneurial Values in Entrepreneurship
This study aims to determine the effectiveness of student learning outcomes by applying a learning model that internalizes entrepreneurial values. This study used two classes, Class XI TBSM I as an experimental class dealing with the Entrepreneurial Values Internalization Learning Model and Class XI TBSM 2 as a control class dealing with the traditional learning model, to measure student learning outcomes. determined the difference.
Both classes are tested.
Before the pre-test and after the post-test.
Pre-tests and post-tests were administered in experimental and control classes using the same instrument with up to 40 multiple-choice questions, 20 pre-tests and 20 post-tests. The test results show significant differences between the experimental and control classes.
From pre-test results, the experimental class gave a mean of 8.79, rising to 17.43 after treatment and one test (post-test). Similar to the control class, the pre-test mean score was 8.26 and increased to 10.85 after treatment.
From the calculation results of the N-Gain score test, the average N-Gain score of experimental lessons using the entrepreneurial internalization learning model is 0.767, indicating that the N-Gain score is high get the category. The average N-gain score for the control class using the traditional learning model is 0.222, which is in the low N-gain category. Using an entrepreneurial learning model in an experimental class and a conventional learning model in a control class can both improve learning outcomes, but there are significant differences between the learning models.
VI. CONCLUSION
Based on the research results and considerations presented in the previous chapter, the following conclusions can be drawn. The application of learning models to internalize entrepreneurial values in the very high category was occupied by at least 27 students or 96% and in the high category by 1 student or 4%.
Therefore, learning can be concluded as follows.
SMK Negeri 1 Wajo's values are in the very high category, where a model is used to internalize entrepreneurial values. The application of
conventional learning models in the high category is evidenced by as many as 22 students or 81% % and in the low category as many as 5 students or 19%, so it can be concluded that the application of entrepreneurship subject at SMK Negeri 1 Wajo is in the high category.The effectiveness of the learning model for internalizing entrepreneurial values in the experimental class and the use of conventional learning models in the control class can both improve results in learning, but there is a significant difference between the learning models, where the learning model of internalizing entrepreneurial values is considered more effective.
VII. SUGGESTION
Based on the above findings and conclusions, we can make the following suggestions. Schools need to be able to take steps to improve student learning outcomes and discipline throughout the learning process so that students reach their full potential. Achieving student learning outcomes is, of course, not only based on a learning model that embraces entrepreneurial values but is also influenced by several other factors. Therefore, it is hoped that further research will reveal more about the factors that influence student learning outcomes, in addition to those examined in this study.
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