Website: http://jonedu.org/index.php/joe
The Usage of Radio Streaming for Entrepreneurship Education
Monika Teguh1, Patrisia Amanda Pascarina2, Vincentius Jose Augusto3
1,2,3
Universitas Ciputra Surabaya, CitraLand CBD Boulevard, Made, Kec. Sambikerep, Kota SBY, Jawa Timur [email protected]
Abstract
Entrepreneurship education is needed to encourage the growth of entrepreneurship in a country. Unfortunately, the pandemic has provided its own challenges in entrepreneurship learning. Therefore innovation is needed in learning methods, so that learning material can be conveyed properly, but still pay attention to the conditions of the students. In response, lecturers from the communication science department of Universitas Ciputra Surabaya, hereinafter referred to as UCS, developed a new learning method using radio streaming. UCS is a leading university in entrepreneurship learning, so this new method can be useful in developing entrepreneurship learning. With radio streaming, students can reach lessons easily and efficiently. This study aims to describe the practice of using radio streaming as a learning tool in entrepreneuship education. The approach used is qualitative, with case study method. Data collection was carried out by participatory observation method. The results of this study describe how entrepreneurship learning is done using radio streaming. There are two main activities with this method, namely learning entrepreneurship theory in the synchronous and asynchronous way, as well as direct entrepreneurship practice with features available on radio streaming. In addition, it also explains the advantages of what the students feel from this method of learning. It is hoped that the results of this research will be a real contribution to the world of entrepreneurship education.
Keywords: Entrepreneurship Education, Communication Technology, Radio Streaming
Abstrak
Pendidikan kewirausahaan diperlukan untuk mendorong tumbuhnya kewirausahaan di suatu negara.
Sayangnya, pandemi memberikan tantangan tersendiri dalam pembelajaran kewirausahaan. Oleh karena itu diperlukan inovasi dalam metode pembelajaran, agar materi pembelajaran dapat tersampaikan dengan baik, namun tetap memperhatikan kondisi pelajar. Menanggapi hal tersebut, dosen Program Studi Ilmu Komunikasi Universitas Ciputra Surabaya yang selanjutnya disebut UCS mengembangkan metode pembelajaran baru menggunakan radio streaming. UCS merupakan universitas terkemuka dalam pembelajaran kewirausahaan, sehingga metode baru ini dapat bermanfaat dalam mengembangkan pembelajaran kewirausahaan. Dengan radio streaming, mahasiswa dapat menjangkau pelajaran dengan mudah dan efisien. Penelitian ini bertujuan untuk mendeskripsikan praktik penggunaan radio streaming sebagai sarana pembelajaran dalam pendidikan kewirausahaan. Pendekatan yang digunakan adalah kualitatif, dengan metode studi kasus. Pengumpulan data dilakukan dengan metode observasi partisipatif. Hasil penelitian ini menggambarkan bagaimana pembelajaran kewirausahaan dilakukan dengan menggunakan radio streaming. Kegiatan utama dengan metode ini ada dua, yaitu pembelajaran teori kewirausahaan secara sinkronus dan asinkronus, serta praktik kewirausahaan langsung dengan fitur-fitur yang tersedia di radio streaming. Selain itu, juga menjelaskan manfaat apa yang dirasakan mahasiswa dari metode pembelajaran ini. Diharapkan hasil penelitian ini menjadi kontribusi nyata bagi dunia pendidikan kewirausahaan.
Kata kunci: Pendidikan Kewirausahaan, Teknologi Komunikasi, Radio Streaming
Copyright (c) 2023 Monika Teguh, Patrisia Amanda Pascarina, Vincentius Jose Augusto Corresponding author: Monika Teguh
Email Address: [email protected] (CitraLand CBD Boulevard, Made, Sambikerep, Kota SBY, Jatim) Received 16 February 2023, Accepted 22 February 2023, Published 22 February 2023
INTRODUCTION
Indonesia is a country with an increasing number of productive human resources.
Unfortunately, this amount of human resources can be a double-edged sword. On the one hand, they can become a productive workforce. But on the other hand, if there are not enough jobs, they will become unemployed which is a burden to the state. One way to overcome this is to encourage the
growth of entrepreneurs. With so many people who are self-employed, it can create jobs and boost the economy. It is estimated that in 2025-2030, the dominance of the productive age population can become a great potential and opportunity for Indonesia to increase economic growth with entrepreneurship opportunities. One way that has proven effective in encouraging the number of entrepreneurs is through entrepreneurship education (Nainggolan & Harny, 2020). Entrepreneurship education has several characteristics. Teaching according to student needs. Carry out didactic methods such as lectures, readings, textbooks and seminars to impart new information. We offer active case studies, group discussions, brainstorming, and create learning activities that stimulate skill development. Solving problems in real situations and conducting consultations with SMEs so that students can gain hands-on experience (Bismala, 2021). Unfortunately, this type of education experienced a shock when the world was facing the pandemic.
The world has just been rocked by a pandemic caused by a virus known as the Coronavirus.
The disease caused by the Coronavirus is better known as COVID-19 (Coronavirus Disease 2019).
This virus has a high rate of transmission, so it infects quite a lot of people and eventually spreads to various countries in the world. In Indonesia, President Joko Widodo announced the COVID-19 case on March 2nd, 2020. At that time, two people were confirmed to have contracted the disease. Then 17 days after the announcement was made, the number of patients infected with COVID-19 continued to increase, reaching 308 people. This number was still increasing until April 28th, 2020, it had reached 9,096 people who have tested positive for COVID-19 (Teguh & Arviana, 2020). It did not stop there, even until October 3, 2020, the number had increased rapidly to 295,000 cases. In order to reduce the number of COVID-19 patients, the government issued a Large-Scale Social Restriction policy on March 31st, 2020. The meaning of Large-Scale Social Restrictions is the limitation of certain activities of residents in an area suspected of being infected with Coronavirus Disease 2019 (COVID-19) in such a way as to prevent the possible spread of Coronavirus Disease 2019. Some of the real implementations of this policy was the existence of restrictions on school activities, workplaces, religious activities, and activities in public places or facilities (Ristyawati, 2020).
One sector that has been strongly affected by the Large-Scale Social Restrictions policy is education. Due to this policy, face-to-face learning becomes difficult to implement. As an alternative, some regulations issued by the Minister of Education and Culture, among others Number 3 of 2020 concerning the prevention of Covid-19 at the Education Sector, and Number 36926 / MPK.A / HK / 2020 concerning Online Learning, which underlies the implementation of distance learning. The purpose of distance learning is to provide education services to groups of people who are unable to attend face-to-face education and expand access and facilitate education services in learning. This is an education system that has the characteristics of being open, independent learning, and thorough learning by utilizing Technology, Information and Communication (ICT) and / or using other technologies (W. Sari et al., 2020). Distance learning was deemed important to prevent crowds from gathering. This is also important to prevent possible transmission of the virus through physical
contact, both teacher and student, and between students, which can occur in the face-to-face learning process. The use of digital technology can enable students and teachers to carry out the learning process even though they are in different places. The use of the internet and multimedia technology is able to change the way of conveying knowledge and can be an alternative to learning that is carried out in traditional classrooms (Sadikin & Hamidah, 2020). In general, to implement distance learning, several things are needed such as the availability of networks, distance learning systems, distance learning tools, and applications to communicate. If this is not well prepared, distance learning activities will be difficult to implement (Garad et al., 2021).
Online learning is expected to provide benefits for both teachers and students. For students, online learning has emerged as an alternative method of learning that does not require them to attend class. Online learning will also help students establish independent learning and encourage interaction between students. Whereas for teachers, online learning methods are here to change conventional teaching styles which will indirectly have an impact on work professionalism. The online learning model also provides more opportunities for teachers to more efficiently assess and evaluate the learning progress of each student (Zhafira et al., 2020). The existence of this online learning system is also expected to be able to encourage the acceleration of society 5.0. With the formation of society 5.0, it is hoped that people will find it easier to access various things from their homes through the cyber system safely. Thus, the community can also be safer during the pandemic, which is not yet known when it will end (Haryati et al., 2021).
Although this alternative form of learning has been established, in fact there are many problems that occur in the field. Some of the problems that arise include the cost of data plan, especially for methods such as video conferencing that use up a lot of quota, limited application facilities and learning equipment such as laptops or smartphones owned by educators and students, signal interference in online classes, educators and students have not familiar with online learning methods, teacher’s limited creativity, and boredom of online classes (Indrawati, 2020). In addition, the use of video conferencing-based online learning also consumes a lot of energy. The need for electricity to ensure that video conferencing can run properly is quite large. In addition, various online learning platforms that are continuously being developed cause the processors of the gadgets used to be increased in capacity. This makes many people have to replace their gadgets with the latest gadgets, or upgrade their processors and throw out the old ones. The number of replacements for these gadgets will also cause the problem of electronic goods waste. This of course will also have a negative impact on the environment in the long run.
A study at an elementary school in Karanglo, also showed that more than 60 percent of students in a class had not met the minimum completeness criteria. The factors that influence the learning process include the less varied learning methods used by the teacher, low student enthusiasm for learning, environmental conditions that do not support students to learn, and the lack variation of learning media used (Sobron et al., 2019). In relation to entrepreneurship education, it is necessary to
understand that this type of education has distinctive characteristics. This type of education aims to form a spirit of independence, reduce the number of unemployed, and cultivate the entrepreneurial spirit of society. So that the way of learning must also be adapted to these goals (Dainuri, 2019). So that the maximum results from learning can be obtained, two types of approaches can be carried out in entrepreneurship learning. The first is to provide theoretical learning, followed by encouraging students to take part in business activities directly. The second is by providing theoretical learning, followed by entrepreneurial practice (Bismala, 2021). As previously explained, various obstacles in online education will certainly have an impact on typical entrepreneurship education.
Entrepreneurship education, which so far has been carried out mostly face-to-face to ensure that the theory is conveyed properly so that it can be put into practice, of course, can not be done anymore.
Moreover, practical processes that require direct assessment are also difficult to carry out in the pandemic.
This is what makes innovation in online learning methods for entrepreneurship education necessary. Therefore, educators also continue to strive to develop a distance learning system that is more affordable, accessible, and fun, but still effective in conveying knowledge. One of them is what is done by lecturers in the department of communication science at UCS. They developed a learning system through radio streaming that is environmentally friendly, quota friendly, easily accessible even with gadgets that have low specifications. Plus, it's a more enjoyable way to convey theory and carry out entrepreneurial practices. Not only that, this research also describes how to conduct an assessment when using radio streaming as a learning medium. So that the entrepreneurship learning process continues as a whole. This method has been implemented during the pandemic period and has received positive feedback from students.
Based on these problems, this article will describe the practice of using radio streaming as a learning tool for entrepreneurship education. Radio is one of the media that has a big role in communicating various things such as ideas, products, and also includes learning materials (Widjanarko et al., 2013). In a world that is currently filled with audio-visuals, many may feel that the role of radio has become less significant. But, radio can build intimacy that cannot be obtained through other media. The radio also has a simplicity of features that make it much more accessible, even in limited places (Todorova, 2015). The approach used is qualitative, with a case study method.
Data collection was carried out by participatory observation method. It is hoped that the results of this research will be a real contribution to the world of education, especially for entrepreneurship education in the future.
METHOD
The type of research used in this study is qualitative. This type was chosen because of its characteristics that match the research needs. Some of the characteristics of this type of qualitative research include the natural setting, the researcher as the main instrument, various data sources,
inductive and deductive data analysis, participants have an important role, the developing design, reflexivity, and a holistic picture (Creswell & Creswell, 2018). In particular, the methodology used in this research is a case study. The purpose of selecting this methodology is to develop a complete and detailed description of the phenomena in the field. These depictions can be useful in providing narratives of the real situation for policymakers, scholars, and other citizens (Denzin & Lincoln, 2018). Some of the characteristics of the case study method are placing the object of research as cases, seeing cases as contemporary phenomena, carried out in actual living conditions (Fitrah & Luthfiyah, 2018).
The data collection technique used in this research is observation. Observation is a process of systematic observation of human activities and physical arrangements in which these activities take place continuously from natural activities to produce facts. Observation is a complex process, composed of various biological and psychological processes involving observation, perception, and memory. Observation involves recording a symptom with the help of instruments and recording it for scientific or other purposes. Furthermore, it is said that observations are a collection of impressions about the world around them based on all human sensory perceptions. There are seven characteristics in the observation activity, and then it becomes the observation stage process. The stages or the observation process include selection, provocation, recording, and encoding, tests of behavior settings, in situ (observation of events in natural situations), and for empirical purposes. Specifically, in this study the researcher was involved in being a full participant in the observation. Full participation means that the researcher is totally included in the group that is observed, involved, and experiences the same impression as the research subject. The observer in this case is also called the pure observer (Hasanah, 2016). This study used five phases in data analysis and interpretation, namely data preparation and organization, preliminary deepening, coding, categorization, and interpretation. The first thing that needs to be done is to prepare the data for analysis. Depending on the type of data generated, a transcription or data scan is required. The data is then organized in a repository for easy access, with backups of all files. Researchers then digest these data and begin to develop ideas. In this process, data reduction and prioritization can also be done. The coding procedure is chosen based on what you want to learn from the data. After coding the data, it is important to look for patterns and relationships between codes. When working with data code, it is also possible to theme the data.
When studying codes and categories, it is also necessary to look for any emerging themes. To develop meaning from coded data, you can use memo notes, then look for patterns across the data, then make notes on unusual data, and look for links between categories, concepts, and / or themes (Leavy, 2017).
This research was conducted at Communication Department, Universitas Ciputra Surabaya.
With a vision to create a younger generation of graduates as entrepreneurs, UCS was founded in 2006.
The campus, which has a vision of creating world-class entrepreneurs, was founded by Ir. Ciputra who is also often known as a visionary entrepreneur in Indonesia. He aspires to establish a university based on entrepreneurship to give birth and form a young generation that has an entrepreneurial spirit.
Known as a campus with an entrepreneurial spirit, all activities carried out are focused on creating and developing the entrepreneurial spirit of its students (Hongdiyanto, 2014). In particular, the research was carried out in the communications department as this department has a radio laboratory which is fully equipped to carry out radio streaming. The research period was at the pandemic, that was the 2020-2021 school year. During this period, there was a lockdown so that learning was carried out completely remote.
In order for the rigor in this study to appear clearly, the researcher conducted data validity.
The researchers carry out three types of validity techniques, namely understanding the research setting, thick description based on rich data, and the qualifications of the researcher's experience (Budiastuti & Bandur, 2018). In the technique of understanding research settings, researchers recognize research settings well before conducting research so that the data collection process can be carried out properly. This can be done because researchers are directly involved in the learning process examined in this study. Whereas in the thick description technique based on rich data, the researcher carries out a detailed and in-depth data analysis process. This is then described in the discussion of research. Finally, in the qualifications of the researcher's experience technique, the researcher ensures that the educational background, qualifications, and experience of the researcher are in accordance with the research being carried out. The educational background of the first and second researchers is a lecturer in the field of communication science who understands the use of communication technology. The researchers have also obtained lecturer certification which shows the researcher has qualifications in the field of teaching studied in this case study. The researchers also have experience in the field of teaching entrepreneurship for 4-7 years while working as lecturers at UCS that excel in entrepreneurship learning. Other qualifications and experiences were also added by the third researcher, who is a senior student in the field of communication science at the UCS. Armed with knowledge and learning experience in the field of communication and entrepreneurship, the third researcher provided many additional insights for this research.
RESULT AND DISCUSSION
Entrepreneurship education can be interpreted as education for prospective entrepreneurs to have courage, independence, and skills so as to minimize failure in business. Entrepreneurship education is not marketing or sales education that educates someone to become a trader.
Entrepreneurship is much broader than just being a seller (Nurseto, 2010). Universities have an important role in motivating young people to become entrepreneurs. Students' interest in becoming entrepreneurs can be formed as long as they are studying at tertiary institutions. Through proper entrepreneurship-based education, students' interests can be formed so that they are able to change their mindset to become an entrepreneur, or those who already have previous interests can be more directed and equipped with knowledge and experience that can later help them after completing the education program (Hongdiyanto, 2014). This makes entrepreneurship education must be carried out
thoroughly with special characteristics to achieve learning goals. Entrepreneurial education must include creativity, starting a new business, developing business ideas, business planning, leadership, entrepreneurial marketing, entrepreneurial financial and growth management; and soft skills such as competencies, negotiations and presentations (Bismala, 2021). However, this is not easy to do during the pandemic.
The Covid-19 pandemic was unexpected in any part of the world, including in Indonesia.
Since March 2020, Indonesia has increased its awareness of the transmission of this deadly virus.
Surabaya is one of the city declared to be the red zone with the largest spread of the virus, after the capital city of Jakarta. The Surabaya Government then implemented Large-Scale Social Restrictions (PSBB) from April 22nd, 2020 and lasted for more than 2 months. The effect of this large-scale social restriction is limiting the crowd of people in one place at the same time. Several public places, such as restaurants, shopping malls, and parks were closed. Other public facilities that are prohibited from holding activities are educational facilities, from primary schools to universities. The world of education is forced to migrate from face-to-face meetings to virtual encounters.
This new habit in the world of education is sure to be a stumbling block for teachers and students alike, especially in entrepreneurship learning. The habit of meeting physically in a classroom, being able to freely interact in real time, and spending more than 8 hours outside must change during this pandemic. Schools organize their teaching and learning activities through online platforms. Meet their students via the gadget screen, provide the course materials and assignments of the day all via online platforms. This online-learning solution actually also has the potential to damage the environment in the long run. The amount of electricity consumption and also gadget waste must inevitably be considered by educators. The use of learning platforms that continue to grow and require more and larger processors will lead to continuous gadget replacement.
Another problem that arises in the online entrepreneurship learning process is entrepreneurship theory that is not easy to understand becomes more difficult to convey with mediation tools. Boredom can hit the students. In addition, practices and assessments for entrepreneurship learning become more difficult. Before the pandemic, teachers could directly practice and supervise student learning outcomes. But with the limitations during the pandemic, of course this is impossible to implement. Therefore, educators must be able to innovate in learning methods to remain environmentally friendly and learning materials are conveyed well to students. In this chapter, the researcher will explain the implementation of entrepreneuship learning using radio streaming. There are two parts in this learning method, namely the delivery of theory and direct practice of entrepreneurship. Each section will be described in separate sub-chapters.
Delivery of Entrepreneurship Theory
As stated in the introduction, entrepreneurship learning consists of two crucial parts. The first part is conveying the theory of entrepreneurship (Bismala, 2021). Entrepreneurship theories are not the kind of theory that can be learned casually. In contrast to some other theoretical learning which
only adds insight, entrepreneurship theory must underlie entrepreneurship practices that will be carried out by students. Therefore, the delivery of entrepreneurship theory cannot be done in a boring way. During a pandemic, when students couldn't leave the house, they easily got bored. Based on observations made by researchers, when theories related to entrepreneurship are delivered using the lecture method especially through video conferencing, many students have difficulty staying focused.
If they are required to sit for a long time in front of the screen listening to lectures, many of them fail to understand the theory presented. This is evident from the assessment conducted by researchers.
Researchers try to do theoretical learning using the lecture method via video conferencing, then do a quiz at the end of the lecture. As a result, students are only able to capture 40-50% of the theory presented. This made researchers try other methods using learning platforms available at UCS.
In particular, because the communications department at UCS has a radio laboratory, an idea emerged from researchers to use radio streaming as a medium for entrepreneurship learning. So far, the radio laboratory has been used for radio production classes, but during a pandemic these activities had to be stopped first. Therefore, to fill in the gaps, researchers conducted classes related to entrepreneurship using the radio streaming method. There are three entrepreneurship courses that were tried using this method, namely Consumer Behavior, Communication Venture Ideation, and Communication Venture Exploration.
In delivering theory to these courses, the use of streaming radio is also accompanied by the use of a learning platform called eLearn. Elearn is an online learning management platform available to all UCS students. This learning pattern is called blended learning. The word blended as in blended learning really defines as a combination of 2 or more things, in this case a combination of learning methods. As Littlejohn and Pegler (2007) said in their book that blended learning combines traditional approach of offline learning and also online approach. The combination in blended learning is not only in the learning approach or strategy, but also includes the use of media in learning. There are at least 3 determining factors in the implementation of blended learning, the implementation of teaching must be based on learning outcomes, the background of each teacher will affect the learning method, as well as differences in learning styles of students (MacDonald, 2008).
Before the pandemic, the implementation of blended learning could be a combination of offline classes and online classes. If in 1 semester there are 16 study materials, the teacher can design 8 study materials to be held offline and 8 study materials to be held online. The media used to conduct online learning varies. Some universities have a learning web portal where teachers can provide learning materials, such as PowerPoint presentations, videos, or discussion materials. Students can access subject matter by opening the web portal and can also collect assignments and answer quizzes given by the teacher. However, due to the pandemic, the blended learning model used is completely online using asynchronous and synchronous methods.
In conducting blended learning, as stated by MacDonald (2008), there are 3 determining factors that must be considered. The first factor is based on learning outcomes. Learning objectives
must be explained and understood by students so that they can prepare themselves better. With clearer outcomes, the entrepreneurship learning process will produce results. The second factor is the educational background of the teacher who teaches the course. In entrepreneurship learning, lecturers must have knowledge and experience in the field they teach. Lecturers need to have the latest knowledge and experience in conducting and guiding an entrepreneurial project. The last factor is the students' learning methods. By combining lecture learning methods with online methods, students can independently learn and find other references related to the subject of learning that day. The lecturers are not the only source of knowledge for them on the blended learning method. Students are free to explore learning subjects from free sources on the internet and in practical sources.
In order for the blended learning process to run optimally, the researchers implemented an asynchronous-synchronous learning method. Asynchronous learning is a type of learning that allows students to carry out independent studies outside the classroom. Lecturers act as directors and facilitators so that students know what they have to learn and achieve. In the current online learning model, classes with an asynchronous system are widely adapted to educational institutions (Parsad &
Lewis, 2008). Classes with the asynchronous model do not have a time boundary, so students can access learning material in their spare time. However, the teacher can provide a deadline for working on a forum or quiz. The way students answer discussion forums and quizzes is also different from the way they answer questions in class. In the asynchronous model, students' answers become more structured because they first read the material independently. Meanwhile, in the offline class, their answers will be more spontaneous. The asynchronous model can also support students who are embarrassed to express their opinions because there is less pressure to speak in front of their teachers and peers. They can express their opinions without having to fear being judged by their teachers and friends in a more creative and innovative way (Perveen, 2016). To complete the asynchronous method, it is also necessary to do a synchronous method. In this method, direct interaction is carried out between lecturers and students. Meeting in real time, between teachers and students using communication media is also a form of synchronous learning. The synchronous model in online learning allows teachers and students to interact directly through chat messages, voice messages, and direct interaction using a webcam. This synchronous model emphasizes the existence of togetherness through collaborative learning (Asoodar et al., 2014).
In the courses that are the subject of this study, asynchronous learning is carried out through an online learning management system that is on the elearn.uc.ac.id site. To be able to access this web page, the institution provides an email account that can be used to log in. All teachers and students have an official email account from the institution and can be used to log in to the elearn.uc.ac.id page. People outside the institution who access this page can only see what courses are offered by majors within the university without being able to see the details of each course content. The following is an example of the homepage of the elearn.uc.ac.id web portal:
Figure 1. Learning Web Portal of Universitas Ciputra Surabaya
After successfully entering the page, both teachers and students can choose what courses they will take on that day. The teacher has left some reference material to watch or read in the form of videos or electronic books. As an example of a web page from the courses studied in this research, lecturers had provided lecture material in the form of a PowerPoint presentation and also discussion material in the form of a forum which presents a case study related to the lecture topic. After students studied the case studies and read the PowerPoint presentation material, students then filled out a quiz to measure their level of understanding of this week's material. If the lecture is offline, the teacher can easily appoint students randomly to answer questions about the lecture material to measure their level of understanding of the material. The quiz feature on the elearn.uc.ac.id page helps move the interaction process in class into online interactions.
Figure 2. Class Activity Through elearn.uc.ac.id portal
In the practice of the courses, the teacher creates an independent learning environment for students by preparing materials and reference sources in advance. All learning materials are uploaded to the elearn.uc.ac.id web portal which can be accessed by students within the institution. Students who access the learning material on the web portal by downloading the material and also answering questions in the web quiz feature, which has a deadline for progress.
As in the courses, the lecturers informed his/her students to access the discussion forum from the eleran.uc.ac.id web page at least a week before. The lecturers already set a time limit for students to answer the discussion forum before they read next week study material. After they answered the discussion forum, the student could read the study material which was presented by the PowerPoint presentations file. Students could also look for another similar reading material from another source.
After understanding the subject, to accomplish the study material, students have to take the quiz. They have to answer all the questions correctly so that the lecturer can understand their level of understanding on the learning material.
Figure 3. Deadline to Students to Work on Discussion Forum and Quiz
The advantage of learning this asynchronous model is that it triggers self-reliance, self-order, and student-centered learning. Students no longer depend on writing material in notebooks, memorization skills, or centralized material from teachers. They can freely discuss with their friends to produce critical and in-depth thinking patterns on a learning material. On the other hand, the asynchronous model also has flaws. The lecturers as the initial source of information must provide clear instructions on the learning process each week. Instructional learning starts with giving the course syllabus at the beginning of the meeting so that before attending lectures students understand what they will learn while taking the course. Keep in mind that the lecturers also have to emphasize the learning outcomes of these courses so that all the final results of discussion forums, quizzes, and exams will lead to these learning outcomes.
Because interactions do not occur simultaneously (delayed response), it is a challenge for lecturers to be able to engage with students during the learning process. When conducting offline learning in class, teachers can engage with students through direct interaction and can find out the moods of students through their expressions and body language. In the asynchronous learning model, teachers must change the way they connect with their students and there are still many teachers who have not succeeded in finding the right way so that students want to participate actively in learning.
And because asynchronous models trigger students to be self-reliant and self-order, each student has to come up with their own pace to catch up with the learning process. They have to be self-disciplined to check the web page and follow all the instructions from the teacher. They have to keep themselves active to keep track of online class in order to get good grades. Some students may have also facing technological or connectivity problems, but if they are actively checking the course webpage then they can find a certain time with a more stable network and device before the deadline for discussion forums and quizzes is up.
To complete the deficiencies that exist in the asyncrhonous model, the lecturer also uses the synchronous method. Before the pandemic, blended learning could be combined with offline meetings in class. However, during the pandemic, educational institutions are still prohibited from collecting students for reasons of preventing the spread of the virus. Therefore, teachers can meet directly with students using communication media, generally video conferencing is used in this online meeting. The advantage of this synchronous model in online learning is that students can interact directly with their teachers and friends. Meeting via the internet cuts down on efforts to meet in a physical room. No more problems like being stuck in traffic or not having clothes to wear just to attend a class. Research has found that the synchronous model generates high levels of motivation from students to stay connected in an online lesson due to the presence of teachers and classmates (Yamagata-Lynch, 2014). The visualization of teachers and peers expression, the voice tones, and the direct feedback assure students to resolve their problems at learning the subject and meet their basic need of socializing.
Of course there are some disadvantages of video conferencing, and the most important thing is the capability of the internet bandwidth of each student and teacher to access the communication media online applications. Some video conference applications, such as Zoom Video Conference applications, need a medium level of hardware technology and also a stable and huge internet bandwidth. Some students feel frustrated when they have a technical error or connection failure in the middle of the interaction by video conference. Therefore, a bold meeting through a video conferencing application is not suitable for a learning process that is lecture or material delivery, especially for theories related to entrepreneurship which need effort to understand. The use of video conferencing applications is more suitable for discussion or mentoring processes with a limited duration.
The combination of asynchronous and synchronous in the blended learning method for entrepreneurship education can produce a combination of effective learning methods, if supported by the teacher's ability to provide clear instructions, prepare digital material, and the independence of students in following the learning process. The physical presence of teachers and students can be mediated by technology and the flexibility of interaction via web pages allows students to keep engaged with their teachers and peers. However, the biggest obstacle is the synchronous process which requires qualified internet technology and network devices. Delivering material by giving PowerPoint presentations alone is not sufficient for students. Sometimes they need to hear direct explanations from the teacher about the learning material, while the use of video conferencing applications to deliver learning materials requires a long duration and a stable internet connection on the part of the teacher and also students so that no messages are interrupted. There is a solution for teachers to deliver material with a conventional media that can be accessed on internet pages, namely radio streaming.
In the era of technological convergence, all conventional media have switched to internet channels. During the pandemic, cinemas are closed because they can become a new cluster for the spread of the virus. Movie lovers are starting to turn to movie streaming services that can be accessed at home. The viewers who felt that television programs were less diverse began to be abandoned by turning to the free video sharing channel, YouTube. Even the earliest mass media, namely newspapers and radio, are now not only physically accessible, but also accessible via internet pages. Print media activists have migrated to upload their newspapers and magazines into electronic versions and can be accessed from smartphones or computer devices. Radio broadcasts can now be heard without having to have a radio device. Simply enter the web address of a local radio program on your smartphone, then broadcasters' voices and melodious songs can be enjoyed anywhere in real time. Radio programs that could be access through the internet are called radio streaming.
The difficulties in obtaining licenses for new radio channels in Indonesia have made several communities turn their radios into streaming radios, including educational institutions. It is appropriate for educational institutions majoring in Communication Studies to introduce radio as one
of the pioneering forms of mass media after print media. This radio station is named UC Fikom Radio. Because it has been supported by internet technology, educational institutions wishing to have radio channels no longer need to apply for broadcasting licenses. There are many application services on the internet that make it possible to produce streaming radio programs, such as Radio King and SHOUT cast. Users must pay a certain amount of money to subscribe to the services of the website, after which they can use their platform as needed. Listeners who access the radio only need a stable internet network. Because it only produces sound, the bandwidth required is not as big as accessing a video conferencing application.
As in entrepreneurship education, the lecturers used radio streaming to deliver the learning materials for the synchronous process. The teacher also shared this info on their social media, which contains the website of the radio streaming channel ucfikom.radiowebsite.co.
Figure 4. Social Media Post Announcing Usage of Radio Streaming for Class
But before going on-air, students need to take a discussion forum at elearn.uc.ac.id as the form of asynchronous process. By doing so, they will get a glimpse of what the teacher will deliver via radio streaming. Teachers also announce the exact time he/she will go on-air, so that students prepare their device to access the radio streaming website at the same time because the main condition of a synchronous process is the interaction at the same time. If a question and answer session was needed, students could share their questions about the study material via chatting applications.
Teacher could answer the question in real time on-air by radio streaming. Therefore, a synchronous process happened.
Figure 5. The Home Page of Radio Streaming Channel
The advantage of using streaming radio in a synchronous process is the fulfillment of students' needs for understanding the material. They have gone through an asynchronous process, namely independent learning which is then reinforced by lecture material from the teacher. They are also able to clarify problems related to the learning material by asking questions through chat applications and can be answered in real time by the teacher. In contrast to meetings via video conferencing which require students to appear neat and polite when meeting in front of a screen with the teacher, by listening to learning materials via radio streaming students do not need to dress up.
They can listen to the material while doing other activities as long as it is supported by a conducive environment. As stated earlier, the use of streaming radio is also bandwidth friendly. As for the student who missed the live streaming, the teacher could record his/her lecturer via radio streaming to be then uploaded on elearn web page.
Perhaps the deficiency factor in delivering material via radio streaming is to keep students focused on listening to the teacher's explanation. Just as students' attention will be distracted in the classroom by looking at their smartphones or joking with their friends, delivering lectures by streaming radio is definitely prone to distraction and boredom. Therefore, the teacher can make an interlude in the middle of delivering the material by playing songs. This is done to maintain the enthusiasm of students in listening to the explanatory material, and to allow students to take a break from listening activities. Some students expressed satisfaction with this learning method through their social media accounts.
Figure 6. Students Review of Online Class by Radio Streaming at Social Media
On the teacher's side, the challenge that must be faced is measuring the level of understanding of the students in absorbing the learning material that day. Therefore, after the synchronous process is complete, it must be continued with an asynchronous process in the form of a quiz containing questions about the material of the day as an assessment process of today’s learning outcome.
Direct Practice of Entrepreneurship
After studying the theory, carrying out hands-on practice is also a crucial part of learning entrepreneurship. There are two types of practice that students can do. The first is joining an already running venture. Meanwhile, the second is practicing to create your own venture (Bismala, 2021). In
the courses that are the subject of this research, students are more encouraged to create their own ventures. In the Communication Venture Ideation course, students are required to create new venture ideas that they will later implement. The course is complemented by a consumer behavior course, the main purpose of which is to study the behavior of potential customers from their business. Then in the following semester, Communication Venture Exploration course is held. In this course, students are asked to run a business they have designed in the previous semester. Before the pandemic, the practice of these courses was mostly carried out offline. During the pandemic, this practice had to be changed and of course both lecturers and students experienced many difficulties. Carrying out the practice of making ventures with limited contact with other people is not an easy thing. Likewise monitoring and assessment for the practice. Therefore researchers innovate by using radio streaming features to help practice keep running with existing limitations. Even though streaming radio is not the only medium used, it has been proven to help the practice of entrepreneurship learning significantly.
In Consumer Behavior and Communication Venture Ideation classes, students need a lot of insight from other people. In the past, this could be done by directly distributing survey forms. But due to restrictions on physical contact, this is no longer possible. An alternative is to use an online survey form. But unfortunately, based on the observations of researchers, students had difficulty finding the right person to fill out the online survey. When distributed through the chat application or social media they have, often the respondents are not on target. Therefore, to help students, researchers tried a new way of using radio streaming. Lecturers allow students to make talk shows related to the ventures they want to develop. The talkshow was then recorded and broadcast via UC Fikom radio. Students are allowed to make broadcast event posters and distribute them through their social media. Thus, people who are interested in the topic will listen to their talk show. In the talk show, students can provide a link to their survey form. As a result, the respondents from their survey are more targeted and the survey results are more valid to use.
Another radio streaming feature that is also used by researchers in entrepreneurship learning practices is radio advertising. Radio advertising is not merely an entertainment or art product, but also an information medium. So advertisements will have high value in the ears of listeners if they are able to sell or have sales power and must be creative. There are several types of radio advertising. The first is Ad lib. This ad is delivered by the broadcaster directly in the form of word broadcasts only.
Generally done in a free and personal delivery style. Ad Lib is carried out by broadcasters in between broadcasts, whether delivering music shows, dialogues and so on. This script contains information about the product/service being promoted. Ad lib is usually recited several times a day for a certain period of time. Ad lib is mostly used to promote an activity/event, but not infrequently it is also used to promote products/services. The second form is spot advertising. Spot ads are delivered by pre- recording techniques. This ad is in the form of a narrative and/or dialogue with back sound (background sound) music and sound effects, with a duration of between 30-60 seconds, which contains information about the product/service being promoted, especially regarding the advantages of
the product/service. The third is the program sponsor. Program sponsorship is giving special time to sponsors to deliver messages by way of financing a radio program. This advertisement has a distinctive character, in which the entire radio program seems to be owned by the sponsor, so that the sponsor is free to convey the messages of the advertisement. Events that can be used by sponsors may vary, depending on the management of the radio. For example, it can be in the form of music shows, quizzes, talk shows, news and so on (D. F. K. Sari et al., 2017).
In the Communication Venture Exploration class, which requires students to carry out business ideas they have created before, the lecturer teaches radio advertising as a form of marketing.
The students were asked to make advertisements in the form of ad libs, spots, and program sponsors.
For ad lib and spot advertisements, they were broadcasted on the Selasar program (Sela-Sela Ngajar) which was carried out by lecturers in the UCS-communication science department. During the pandemic, this broadcast program continues to run regularly once a week. The following is an example of a poster for the Selasar program:
Figure 7. Selasar Program Poster
Each week, the Selasar program has a different theme. Students in the Communication Venture Exploration class can choose which theme their ad will be displayed according to the specifications of the product they are selling. Apart from making ad libs and advertising spots, they are also asked to make their own programs to promote their products, like program sponsors on radio in general. The programs they make can be in the form of talk shows, music, drama, comedy, quizzes, variety shows and others according to their products. Because UC Fikom Radio is learning radio, they are not charged anything when broadcasting these advertisements. It's just that they will be judged from the feedback they get based on ad impressions. Based on the results of the researchers'
observations, this learning makes a good contribution to learning entrepreneurial practices. Students get hands-on experience creating advertisements and measuring the impact of advertisements on their products. This can be used as a provision for them to develop their ventures in the future.
CONCLUSION
The outbreak of a pandemic forces the educational institutions to adapt, especially for entrepreneurship education. Meetings in classrooms should be replaced with online classes taking into account that students still have the right to gain knowledge and that teachers are obliged to provide teaching. Therefore, both parties must be familiar with non-face-to-face learning methods, namely online learning. Online learning relies heavily on technological devices and internet networks, both of which are used to access online learning that utilizes web pages and applications on hardware.
Teaching and learning methods have also changed from direct lectures to blended learning, which is a learning method that combines material delivery and student-centered independent learning. The delivery of material using real-time communication technology is called synchronous, which utilizes platforms such as chat, video conferencing, and radio streaming applications, while the student's flexible self-learning process by doing assignments, discussion forums, and quizzes is called asynchronous. Although this alternative form of learning has been established, in fact there are many problems that occur in the field. Some of the problems that arise include the limited cost of internet credit, especially for methods such as video conferencing that use up a lot of quota, limited application facilities and learning equipment such as laptops or smartphones owned by educators and students, signal interference in online classes, educators and students have not familiar with online learning methods, weak teacher creativity, and boredom of online classes. These obstacles make learning entrepreneurship which is not easy even more difficult. Therefore, educators also continue to strive to develop a distance learning system that is more affordable, accessible, and fun, but still effective in conveying knowledge. One of them is what is done by lecturers in the department of communication science, UCS. They developed a learning system through radio streaming that is quota friendly and easily accessible even with gadgets that have simple specifications. This method has been implemented during the pandemic period and has received positive feedback from students. Based on this phenomenon, a study was carried out explaining this new method.
This study used a qualitative approach, with a case study method. Data collection was carried out by participatory observation method. The result explains the observations of the online learning process with the blended learning method, where there is no longer a dominant role for the teacher as the main source of a course. The asynchronous process allows students to flexibly and independently read subject matter, express opinions in a straightforward and constructed manner, and be creative without feeling judged by their peers. The teacher can also assess students' understanding through this process. Meanwhile, through a synchronous process with radio streaming, students can feel engaged to the teacher because of direct interaction. Students' boredom and distraction can be overcome by
playing songs as an interlude in delivering material. Entrepreneurship learning practices can also be carried out with the features available on streaming radio. Some of them are gathering insights through radio programs and radio advertisements. The role of institutions is very large in providing online facilities, such as e-learning web pages and radio streaming subscription pages.
The limitation of this research is that researchers do not explore more deeply about the specifications of communication technology needed to support online learning. This is needed by institutions to analyze and choose what technology they will use to support online learning. Therefore it is good for research on online learning during the upcoming Covid-19 pandemic to be able to discuss online learning methods from practical courses and also the use of communication technology.
This can be done to enrich the field of study of entrepreneurship education, as well as new discoveries in the use of communication technology for education.
REFERENCES
Asoodar, M., Atai, M. R., Vaezi, S., & Marandi, S. S. (2014). Examining effectiveness of communities of pratice in online English for academic purposes (EAP) assessment in virtual
classes. Computer & Education, 70, 291–300.
http://dx/doi.org/10/1016/j.compedu.2020.10.18.
Bismala, L. (2021). The Role of Entrepreneurship Education in Improving Student Competency.
Jurnal Entrepreneur Dan Entrepreneurship, 10(1), 35–42.
Budiastuti, D., & Bandur, A. (2018). Validitas dan Reliabilitas Penelitian: Dilengkapi Analisis dengan NVivo, SPSS, dan AMOS. Mitra Wacana Media.
Creswell, J. W., & Creswell, J. D. (2018). Research Design Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). SAGE Publications, Inc.
Dainuri, D. (2019). Kontribusi Pendidikan Entrepreneurship: Suatu Upaya Konstruktif Menumbuhkan Jiwa Wirausaha Pada Mahasiswa. Journal of Sharia Economics, 1(1), 1–13.
https://doi.org/10.35896/jse.v1i1.54
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2018). The SAGE Handbook of Qualitative Research. SAGE Publications, Inc.
Fitrah, M., & Luthfiyah. (2018). Metodologi Penelitian: Penelitian Kualitatif, Tindakan Kelas &
Studi Kasus. CV Jejak Publisher.
Garad, A., Al-Ansi, A. M., & Qamari, I. N. (2021). The role of e-learning infrastructure and cognitive competence in distance learning effectiveness during the covid-19 pandemic. Cakrawala Pendidikan, 40(1), 81–91. https://doi.org/10.21831/cp.v40i1.33474
Haryati, S., Sukarno, S., & Purwanto, S. (2021). Implementation of Online Education During the Global Covid-19 Pandemic: Prospects and Challenges. Cakrawala Pendidikan, 40(3), 604–
612. https://doi.org/10.21831/cp.v40i3.42646
Hasanah, H. (2016). TEKNIK-TEKNIK OBSERVASI (Sebuah Alternatif Metode Pengumpulan Data
Kualitatif Ilmu-ilmu Sosial). Jurnal At-Taqaddum, 8(1), 21–46.
https://doi.org/10.21580/at.v8i1.1163
Hongdiyanto, C. (2014). Identifikasi Kepemilikan Entrepreneurial Spirit Mahasiswa. Jurnal Entrepreneur Dan Entrepreneurship, 3(1 dan 2), 105–116.
Indrawati, B. (2020). Tantangan Dan Peluang Pendidikan TinggiDalam Masa Dan Pasca Pandemi
Covid-19. Jurnal Kajian Ilmiah, Edisi Khus(1), 39–48.
http://ejurnal.ubharajaya.ac.id/index.php/JKI/article/view/261/226 Leavy, P. (2017). Research Design. The Guilford Press.
Littlejohn, A., & Pegler, C. (2007). Preparing for Blended E-Learning. Routledge.
MacDonald, J. (2008). Blended Learning and Online Tutoring. Learning and Teaching: The International Journal of Higher Education in the Social Sciences, 1(1), 188–191.
Nainggolan, R., & Harny, D. (2020). Pengaruh Pendidikan Entrepreneurship Dan Lingkungan Sosial Terhadap Minat Berwirausaha (Studi Di Universitas Ciputra). Jurnal Ekonomi Pendidikan Dan Kewirausahaan, 8(2), 183–198. https://doi.org/10.26740/jepk.v8n2.p183-198
Nurseto, T. (2010). Pendidikan Berbasis Entrepreneur. Jurnal Pendidikan Akuntansi Indonesia, VIII(2), 52–59.
Parsad, B., & Lewis, L. (2008). Distance Education at Degree-Granting Postsecondary Institutions:
2006-07 (NCES 2009-044). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
https://nces.ed.gov/pubs2009/2009044.pdf.
Perveen, A. (2016). Synchronous and Asynchronous E-Language Learning: A Case Study of Virtual University of Pakistan. Open Praxis, 8(1), 21–39.
Ristyawati, A. (2020). Efektifitas Kebijakan Pembatasan Sosial Berskala Besar Dalam Masa Pandemi Corona Virus 2019 oleh Pemerintah Sesuai Amanat UUD NRI Tahun 1945. Administrative
Law & Governance Journal, 3(2), 240–249.
https://ejournal2.undip.ac.id/index.php/alj/article/view/7989/4148
Sadikin, A., & Hamidah, A. (2020). Pembelajaran Daring di Tengah Wabah Covid-19. BIODIK:
Jurnal Ilmiah Pendidikan Biologi, 6(2), 214 –224. https://www.online- journal.unja.ac.id/biodik/article/view/9759/5665
Sari, D. F. K., Herman, A., & Kaddi, S. M. (2017). Proses Produksi Iklan Radio di LPP Radio Republik Indonesia Palu. KANAL: Jurnal Ilmu Komunikasi, 6(1), 65.
https://doi.org/10.21070/kanal.v6i1.1425
Sari, W., Rifki, A. M., & Karmila, M. (2020). Analisis Kebijakan Pendidikan Terkait Implementasi Pembelajaran Jarak Jauh Pada Masa Darurat Covid 19. Jurnal Mappesona, 2(2).
https://jurnal.iain-bone.ac.id/index.php/mappesona/article/view/830/562
Sobron, A. ., Bayu, Rani, & S, M. (2019). Persepsi Siswa Dalam Studi Pengaruh Daring Learning Terhadap Minat Belajar Ipa. SCAFFOLDING: Jurnal Pendidikan Islam Dan
Multikulturalisme, 1(2), 30–38.
https://ejournal.insuriponorogo.ac.id/index.php/scaffolding/article/view/117/107
Teguh, M., & Arviana, S. (2020). Upaya Komunikasi Kesehatan di Puskesmas Trenggalek Dalam Pencegahan Penyebaran COVID-19. In Komunikasi Empati Dalam Pandemi COVID-19 (pp.
81–88). Penerbit Litera.
Todorova, M. S. (2015). Dusty But Mighty: Using Radio in the Critical Media Literacy Classroom.
Journal of Media Literacy Education, 6(3), 46–56. www.jmle.org
Widjanarko, W., Sulthan, M., & Lusiana, Y. (2013). Radio Siaran Publik Sebagai Media Komunikasi Perguruan Tinggi Dalam Pemberdayaan Masyarakat Perdesaan. Jurnal Kajian Komunikasi, 1(2), 119–124.
Yamagata-Lynch, L. C. (2014). Blending online asynchronous and synchronous learning. The International Review of Research in Open and Distributed Learning, 15(2).
http://www.irrodl.org/index.php/irrodl/article/view/1778/2837
Zhafira, N. H., Ertika, Y., & Chairiyaton. (2020). Persepsi Mahasiswa Terhadap Perkuliahan Daring Sebagai Sarana Pembelajaran Selama Masa Karantina Covid-19. Jurnal Bisnis Dan Kajian Strategi Manajemen, 4(1), 37–45.
