Post on 06-Feb-2023
Learning Model in Entrepreneurship Training for School Dropouts
Model Development Team Dadang Wahyudi, M.M.Pd.
Sri Lilis Herlianthy, SP., M.Si. Agus Sofyan, M.Pd.
Desy Juwitaningsih, S.Si. Suwanto, M.M.Pd.
Yuyun Nurfalah, S.Sos
Translator: Edy Hardiyanto, S.Pd., M.T.
Kementrian Pendidikan dan Kebudayaan Direktorat Jenderal Pendidikan Anak Usia Dini, Nonformal
dan Informal Pusat Pengembangan Pendidikan Anak Usia Dini, Nonformal dan Informal (PP-PAUDNI) Regional I
2014
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ABSTRACT
Learning Model in Entrepreneurship Training for School Dropouts is a
systematic effort conducted to equip and strengthen the participants’ skill in
managing their potential to start a business.
This learning model is a reference for instructors and organizers of course
and training program in implementing learning in entrepreneurship learning
for school dropouts.
Learning Model in Entrepreneurship Training for School Dropouts uses
the Problem Base Learning which is a conditioned learning where problems
are the central theme developed in the learning activity consisting of the
problem identification stage, choosing a solution and applying the solution.
Problems are explored through brainstorming based on experience,
immediate practice, and discussion or through games. Therefore in this
learning model various methods are used, dominated by direct practice so
that the learning activity will be more interesting and not boring. This model
is supplemented by media and learning material as a handbook for the
learners to participate actively in following each learning activity.
The learning process using problem based learning strategy is aimed at
training and enabling the learners to resolve problems in a systematic and
logical manner by bringing the real world into the classroom. Through this
process the learners will immediately experience the problem that they are
faced with. At the end of the training session the learners are expected to be
able to plan a business, develop and take advantage of a product to start a
business and implement efforts to start a business and solve problems in a
systematic and logical manner. .
In the development of this model, the learner’s entrepreneurship skill is
still in the start-up phase, therefore a follow up plan is necessary in the form
of reinforcing the ability to conduct a business through business mentoring
and developing in order to obtains a comprehensive entrepreneurial skill.
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PROLOG
Learning Model in Entrepreneurship Training for School
Dropouts is designed with the objective of providing a reference for
educators and educational staff of the course and training program in
encouraging and guiding the participants of the entrepreneurship
training for school dropouts to be equipped with adequate insight,
knowledge and skill in business towards the development of
entrepreneurship mentality.
The learning package in this entrepreneurship training
incorporate problem base learning strategy with a multi-method of
learning to create an active, cooperative, participatory and enjoyable
learning.
We convey our appreciation to all parties who have contributed
to this model. We hope that this collaborative work will contribute
towards the quality improvement of course and training programs in
the community.
Jayagiri, September 2014
Head of PP-PAUDNI Regional I,
signed by
Ir. Djayeng Baskoro, M.Pd. NIP. 196306251990021001
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CONTENTS
ABSTRACT…………………………………………………………………………… i
PROLOG……………….……………………………………………………………… ii
CONTENTS…..……………………………………………………………………… iii
CHAPTER I INTRODUCTION………………………………………… 1
A. Background..…………………………………………… 1
B. Objective………………………………………………… 5
C. Explanation of Terms..……………………………… 6
CHAPTER II BASIC CONCEPT…………….…………………………… 7
A. Learning…………………………………………………. 7
B. Training………………………………………………….. 11
C. Entrepreneurship Development…………………. 14
D. Definition of Children……………………………….. 17
E. School Dropouts and Their Problems…..…….. 18
CHAPTER III LEARNING MODEL IN ENTREPRENEURSHIP
TRAINING FOR SCHOOL
DROPOUTS…………………………………….
22
A. Training Implementation……….………………….. 22
B. Learning…………………………………….…………… 30
C. Learning Steps………………………………………… 38
CHAPTER IV MODEL APPLICATION REQUIREMENT AND
MODEL CONSTRAINT..……………………............
A. Model Application Requirement..…………………. 46
B. Model Constraint…..………………………………….. 46
CHAPTER V EPILOG………………………………………………………... 47
BIBLIOGRAPHY……………………………………………………………………. 48
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Chapter I
Introduction
A. Background
According to Act Number 20 Year 2003 on the national
education system, education is a conscious and deliberate effort to
create an atmosphere of learning and the learning process so that
learners are actively developing the potential for him to have the
spiritual strength of religious, self-control, personality, intelligence,
noble character, and skills needed for himself, for the community, the
state and the nation.
Therefore, at any level of education, educational activities
must be recognized and planned, both at the national, regional /
provincial and district /city level, as well as institutions / schools and
operational (learning by educators). Education is the desired
patterned education development (developmental) and a humanist,
which seeks to develop the potential of all learners.
One of the functions of the Directorate General of Early
Childhood, Nonformal and Informal Education (PAUDNI) is to increase
the availability and affordability of life skills education services,
courses and training, and quality and competitive entrepreneurial
education and relevant to the needs of community development,
business and industrial world, especially for school dropouts in and
between levels, so they are able to work and/or productive,
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independent, and professional.
Education and training courses are organized non-formal
education for people who need knowledge, skills, life skills, and
attitudes for self-development, professional development, work,
independent business, and / or continue their education to a higher
level. Furthermore, in the explanation of Article 26, paragraph 5 of
Law No. 20 of 2003, states that the courses and training is a form of
continuing education to develop the learners ability with emphasis on
the mastery of skills, competency standards, the development of
entrepreneurial attitudes and developing a professional personality.
Courses and training programs are conducted to minimize the
problems of unemployment and poverty, which is still considered
high. According to the Central Statistics Agency (BPS), unemployment
rate in Indonesia as of August 2012 decreased to 6.14%, compared
to August 2011 amounted to 6.56%. Based on the above data, there
are still some 7.24 million unemployed people in Indonesia. Most of
them reside in the countryside.
One of the factors supporting the unemployment rate come
from school dropouts. This is due to the fact that school dropouts,
those who drop out or as well as those who discontinue, generally do
not have adequate skills (unskill labour) to enter the world job market
or work independently. Data on Out of School Children due to drop
outs in Indonesia is quite high. Data Center for Education Statistics,
Agency for Research and Development, Ministry of Education and
Culture in 2011 states that there were 1.7 million children / year who
dropped out of vocational school / high school / MA and junior and
senior high school graduates who did not continue their education.
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Based on the latest data of the National Family Planning Coordinating
Board (BKKBN), there are currently 13,685,324 school children aged
7-15 years. Of that amount, as many as 769 235 people, or about 6%
are in West Java. One of the causes of the high dropout rate in
Indonesia is poverty.
A variety of approaches have been taken by the government in
order to address the problems of unemployment and poverty. Among
them is the Village Instruction Program (IDT), the Social Welfare
Program for Young Independent Family Joint Business Group
(Prokesos KUBE KMM), Saving Social Welfare (Takesra), Business
Credit Welfare (Kukesra), Small and Medium Enterprise Credit
(KUKM), Social Security Net (SSN), National program for Community
Empowerment (PNPM Mandiri), as well as other programs.
Especially Ministry of National Education (MONE) has launched
programs including training courses and Entrepreneurship Education
Society (PKM), Life Skills Education (PKH) and the Development of
Vocational Village. This program aims to provide quality
entrepreneurship education provision and relevant to the needs of the
community. Graduates of courses and training are expected to work
independently or to create new jobs, produce goods and / or services
that are creative and innovative so as to empower the local potential
to improve the quality of life in order to reduce unemployment and
poverty in Indonesia.
PP-PAUDNI Regional I Bandung as extension of Directorate
General PAUDNI is fully aware that the organization of training
courses in the community is in fact still less than optimal in providing
comprehensive knowledge, attitudes and skills. Based on the results
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of the 2012 quality early childhood education, nonformal and informal
education at 47 institutions for courses and training programs, that
the implementation of training course program in the field tend to be
oriented towards vocational skill, this can be seen from the
achievements of its graduates on aspects of competency standards by
65.96% in vocational skill, while 12.35% in personal skill, 15.17% in
social skills, and 10.52% in entrepreneurial skill. As a result,
graduates of training courses tend to acquire vocational skills and are
unable to take advantage of the vocational skill to create business
opportunities. Exploratory study is also similar to the above
conditions.
Based on the results of the exploratory study conducted in two (2)
districts namely County of Ciamis and Subang, it can be concluded
that:
1. Generally entrepreneurship training events in the field tend to be
partial, only emphasize on vocational skills course, while other
skills are often overlooked, as a result after finishing the course
participants still have difficulty developing their vocational skill into
a business activity.
2. Learning process and management of a training course conducted
in the exploratory study are unattractive, monotonous, and
theoretical, very minimal implementation.
3. The majority of the people who are school dropouts in both
locations have not yet acquired the skills that can be developed
into a business activity, because their activities are generally just
helping their parents work. Meanwhile those who already have the
skills to develop the ability are still confused as how to develop
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skill into a business activity.
Therefore, through its function in nonformal and informal model
development, PP-PAUDNI Regional I Bandung in 2013 develop
entrepreneurship training model aimed at school dropouts. Through
the development of this program PP-PAUDNI is expected to help find
solutions to the problem of increasing unemployment of school
dropouts.
B. Objective
1. General Objectives
The general objective of this model is to formulate Model
Learning In Entrepreneurship Training for School Dropouts.
2. Specific Objectives
The specific objectives of this model are:
a. As reference for instructors and training courses to facilitate
learning, especially the learning process in order to
strengthen entrepreneurial skill.
b. As a reference for managers in completing and refining the
process and the organization of training courses
c. As a mentoring materials for stakeholders in improving the
quality of courses and training programs in the working
area.
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C. Explanation of Terms
1. Entrepreneurship is the process of identifying, developing, and
bringing innovative vision, opportunities, a better way of doing
things in life
2. A child is a person who has not yet mature based on real
characteristics of maturity, still under the responsibility of the
parents, and aged up to 22 years
3. A child dropout is a child who at a certain period is not
currently attending school (both elementary, junior high, or
high school) because the child is unable to complete the
course of study before the designated period (drop out), or
those who have graduated elementary school (SD) or
graduated junior high school or graduated senior high school,
who do not proceed to the next level, due to various factors.
In this model the limits of school children who become targets
of the program are at least 18 years of age
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Chapter II
Basic Concept
A. Learning
Learning is drawn from the translation of the word "Instructional".
People often distinguish between the word learning and ‘teaching’,
but frequently people give the same meaning to both words. The
word learning and teaching can be distinguished. The word teaching
is in the context of instructor-learners in formal classes, while word
learning is not only in the context of instructor-learners in formal
classes, but also includes learning activities not immediately attended
by an instructor. The word learning emphasizes in the learner’s
learning activities through planned efforts in manipulating the
learning resources to enable the learning process.
The main characteristic of a learning activity is interaction,
interactions that occur between learners with the learning
environment, be it with the instructor, friends, media, and learning
resources or the another. The role of the instructor is not only limited
as a speaker (transmitter of knowledge), but also as a facilitator,
mentor, developer, and manager of learning activities that facilitate
the learner’s learning activities in achieving its intended purpose.
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1. Learning Principles
a. Learning as an attempt to obtain a change in behavior
The main characteristic of a learning process is a change of
behavior within the individual. Changes in behavior as a result
of learning have the following characteristics:
1) Conscious change. Individuals who conduct the learning
process realize that his knowledge and skills have
increased. He is more sure of herself, and so on.
2) The change is continuous. Changes in behavior as a result
of learning will take place on an ongoing basis, meaning a
change that occurs causes other changes in behavior.
3) The change is functional. The change that is obtained as a
result of learning will benefit that person.
4) The change is positive. People who have learned will feel
something broader in himself
5) The change is active. Change does not happen by itself, but
through individual activities
6) The changes are permanent. Changes that occur as a result
of learning will eternally be within the individual, at least for
a certain period
7) The changes are aimed and directed. In the learning
process, all activities focus on achieving a specific goal
b. Learning Outcomes is marked with an overall change in
behavior
A change in behavior as a result of learning includes cognitive,
affective and psychomotor aspects.
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c. Learning is a process
Learning is a dynamic and inter-related activity with a
systematic and directed stage. Learning cannot be separated
from individual interaction with the environment.
d. Learning process occurs due to an internal drive and
goals to be achieved
Learning activity occurs due to a need that must be satisfied,
and the existence of goals to be achieved. On the basis of
these principles, then learning will occur when people feel the
urge and there is something that must be achieved to fulfill
their needs.
e. Learning is a form of experience
Experience is basically a real life situation with a particular
purpose. Learning is a form of individual interaction with the
environment so that it provides many experience in real life
situations. Changes in behavior obtained from learning is
basically an experience. This means that as long as the
individual is in a learning process, an enjoyable situation
should be created so as to provide a meaningful experience.
2. Adult Learning
The problems that often arise in the implementation of non-
formal education is learning result, output and outcome. The
participant’s inability to understand the material in the form of
knowledge, attitudes, and skills is an indication of an unsuccessful
non-formal education activity.
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The target of non-formal education has distinct characteristics,
where in learning requires approach not only in pedagogy
(children), but also in andragogy (adult). Andragogy learning
emphasizes more on guiding and helping adults to discover
knowledge, skills, and attitudes in order to solve the problems
faced in life.
Adult learning is very different from the way children learn.
Therefore, the the process of implementing adult learning must be
approached in a different way
3. Problem based learning strategy
Problem Based Learning (PBL) is a learning strategy that
emphasizes on problem solving process. The nature of the PBL is
a gap between real situation and expected conditions. The gap
can be felt with the presence of restlessness, complaints, concerns
or anxiety.
PBL is important because humans will always be faced with
various problems, whether simple or complex. Learning process is
directed so that learners are trained and able to solve problems
systematically and logically.
PBL can be interpreted as a series of learning activities that
emphasize the process of scientifically resolving problems
encountered. There are 3 main features of PBL, namely:
a. Represents a series of learning activities, meaning that there
are a number of activities that must be carried out by the
learners. PBL does not expect the learners to merely take
notes, listen, and memorize the material, but requires the
learners to actively think, communicate, find and process data,
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and finally come to a conclusion.
b. Learning activities directed at solving problem. In PBL problem
is the key word in the learning process, meaning that without a
problem there is no learning process.
c. Solving problems is carried out by using the scientific thinking
approach. The thought process is done systematically through
certain stages and empirically or based on data, facts or
experience.
Problem-based learning emphasize on the importance of
learning through experience. Children are socially active learners
who explore their environment (Dewey, 1910). In implementing
this strategy the educator does not always have to present a
problem, but the educator can also provide opportunities for
learners to determine the learning topic. Learning activities can
take advantage of the learner’s natural curiosity by bringing the
real world into the classroom by making it available and accessible
for study purposes. So that learning is not merely a process of
memorizing facts, but a conscious process of interaction between
individuals and their environment / real world. Through this
process the learner progress not only in the cognitive aspects but
also on affective and psychomotor aspects through internal
appreciation on the problems they face.
B. Training
The term "training" as defined by Poerwadarminta (1984)
means to familiarize or obtain proficiency, related to work. An
employee of an organization / institution, by train himself through
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trial and error or by just following other people, will not achieve
the expected result and quality. A well-planned and systematic
training program is the main method of familiarizing or providing
worker with the skill to do the job.
Furthermore, Filippo (1961) asserted that training is basically
an effort to increase knowledge and skills for the employee to do
a particular job.
Presidential Decree No. 15 of 1974 provides a definition of
training as education related to the learning process to acquire
and improve skills in a relatively short time by the method of
prioritizing practice rather than theory. The decree further explains
that the employee training is a part of education followed by
employees to enhance their knowledge and skills in accordance
with the requirements of the job. In this relation, Mills (1973) also
explains that training is secondary education in a broader base, so
that employees will be more skillfull in their jobs and at the same
time will be aware of the opportunity to achieve progress in
accordance with what he wanted. Furthermore, Mills states the
purpose of the training is to help participants acquire skills,
attitudes, thinking habits, and the qualities of character that
allows them to understand their job and conduct it efficiently and
satisfactorily.
Based on the above definitions, training can be defined as an
activity that is done on purpose, organized, and systematic,
outside the school system to provide and improve a certain
knowledge and skill to a particular group of workforce, in a
relatively short time using the method of prioritizing practice
rather than theory, to acquire knowledge, attitude, and skill in
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understanding and conducting a job in an efficient and effective
manner.
Based on the various definition of training described above it
can be concluded that the elements in training are as follows:
1. Training consist of objectives to be achieved;
2. Training is carried out deliberately, organized and systematic;
3. Training takes place in the community outside the school
system;
4. Training provides a certain knowledge and skill;
5. Training is given to certain group of workforce;
6. Training is held in a relatively short time;
7. Training emphasizes on practice rather than theory;
The above description shows that training is important, both
for commercial organizations, non-commercial organizations, as
well as for other institutions. In addition, training also provide
valuable benefits. Some of the valuable benefits of the training
are as follows.
1. Provide knowledge, attitudes, and skills on a certain job;
2. Provide a broader basis for further education;
3. Increase an understanding towards an insight of a job;
4. Develop a skill in a job;
5. Obtain efficiency and effectiveness in doing a job;
6. Provide complacency;
7. Gain sense of awareness towards opportunities to achieve
progress;
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8. Increase a sense of responsibility towards a job;
9. Increase ability to use human resources or materials that have
not been utilized;
10. Decrease work accident;
11. Gain skills to be able to fix something in a job;
12. Provide education to be able to do a better job;
13. Increase morale;
14. Improve the quality and quantity of labor productivity;
15. Decrease supervision of a job;
16. Gain stability and flexibility of an organization or institution;
C. Entrepreneurship Development
The definition of Entrepreneurship is the spirit, attitude,
behavior in dealing with a person's effort and or an activity
directed to seek, create, implement ways of working, new
technology and products to improve efficiency in order to provide
better service and or obtain greater profits. Entrepreneurship is a
creative process and innovation with a high risk to generate
added value for the products beneficial to the community and
bring prosperity to entrepreneurs.
Entrepreneurship can be learned, although there are certain
people who are gifted in entrepreneurship.
Drucker, 1985 (in Suryana, 2003) in his book Innovation and
Entrepreneurship suggests the development of entrepreneurial
theory into three stages: a) the theory that promotes business
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opportunities. This theory is called the theory of economics, which
entrepreneurs will emerge and flourish when there is economic
opportunity; b) The theory that prioritizes people’s respond
towards opportunities, ie, sociological theory, which tries to
explain why some social groups show different responses towards
business opportunities and psychology theories that attempt to
answer individual characteristics which distinguish entrepreneurs
and non entrepreneurs and individual characteristics that
distinguish successful entrepreneurs and unsuccessful
entrepreneurs, and c) the theory that focuses on the relationship
between entrepreneurial behavior with the results. This is called
the theory of behavior, which tries to understand the patterns of
entrepreneurial behavior. Entrepreneurship can be learned and
mastered, because entrepreneurship is an employmen or career
choice.
Characteristics of an entrepreneur include: confident and able
to be positive about themselves and their environment, leadership
behavior, has initiative, creative and innovative, hard worker,
broad minded and visionary, to take calculated risks, and
responsive to suggestions and criticism.
Characteristics can be realized in various skills such as in
choosing the type of business, manage production, develop
marketing, financial management and capital increase, organizing
and managing business groups, and develop a business
partnership.
Being an entrepreneur requires mindset and behavior
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necessary to always create value and added value, and provide
capabilities such as knowledge, skill, and entrepreneurial
mentality. Therefore entrepreneurial development is necessary
aimed at developing one's potential and self-reliance skills in
entrepreneurship. This development starts with instilling
entrepreneurship culture, awareness of the importance of
entrepreneurship, creation of entrepreneurship embryo who dare
try to become novice entrepreneurs with all the considered risks,
then grow and develop into independent entrepreneurs.
Based on policies and entrepreneurial development programs
of the Coordinating Ministry of Economic of the Republic of
Indonesia, there are three (3) stages of entrepreneurial
development, namely:
1. Entrepreneurial seeding stage
This stage emphasizes more on the cultivation of an
entrepreneurial culture and awareness efforts towards
changing mindset to always be able to develop values,
attitudes and behavior of an entrepreneur mentally.
2. Entrepreneurial forging stage
This phase is geared to equip and strengthen future
entrepreneurs or novice entrepreneurs through training,
technopreuneur, marketingpreuneur, sosiopreuneur and so
forth, to acquire practical business management skill
3. Entrepreneurial development stage
This stage is carried out to strengthen and improve business
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through processes such as incubating, mentoring,
acceleration, partnership development, etc.
D. Definition of Children
Under Indonesian law there is a difference in determining the
classification of children. According to Law No. 23 of 2002 on Child
Protection, a child is someone who has not yet reached 18 years old,
including a child who is still inside the womb. Law No. 4 1979 on
Child Welfare, Article 1, paragraph 2, the child is a person who has
not attained the age of 21 (twenty one) years old and has never been
married. Whereas a child according to Book of the Law In civil law
(Burgelijk wetboek voor Indonesia / BW) is closely related to maturity.
Article 330 states that the boundary between immature and adult is
the age of 21, unless the child is already married. Meanwhile,
according to customary law there is no provision to ascertain when a
person can be considered an adult.
Supomo’s research on civil law in West Java describes stated
that maturity is measured in terms of (1) able to work alone
(independently); (2) capable of doing what is required in society and
responsible; and (3) able to take care of their own property. Under
customary law, maturity is not based on age but on certain real
characteristics.
According to experts, child development is divided into three
(3) phases: (1) toddler/preschoolers, between the ages of 0-7 years;
(2) school age children, between the ages of 7-14 years; and (3)
adolescence, i.e. over the age of 14 years which is the liaison and the
transition period from childhood to adulthood. According to (Ingersoll,
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1989) in (Agustiani, 2006:29). in general, adolescence is divided into
three periods. First, early adolescence 12 to 15 years the period in
which the individual began to leave the role as kids and try to develop
himself as a unique individual and not dependent on the parents.
Second, mid adolescence 15 to 18 years are characterized by the
development of new thinking ability. Third, late adolescence 19 to 22
years is marked by final preparations for entering the adult role. In
this period the teenager tries to establish vocational goals and
develop a sense of personal identity and the existence of a strong
desire to become mature and accepted in a peer groups and adults.
According to the above opinions, the definition of the child in
this model is someone who has not reached maturity based on real
maturity characteristics, still under the responsibility of the parents,
and aged up to 22 years.
E. School Dropouts and Their Problems
The government implemented a 9-year compulsory education
program, and as of today has evolved into 12 years. The program is
based on the concept of basic education for all which in essence
means providing equal access to all children. Through the compulsory
education program it is expected to develop attitude, knowledge and
basic skills required by all citizens as a preparation to be able to live
in society and be able to continue their education to a higher level, in
school as well as out of school. But for many reasons a child is
unable to complete or continue their education and drop out of
school.
Child dropout is a state where the child is neglected due to the
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parent’s attitude and treatment by not paying attention towards the
child development regardless of the child's right to proper education.
The U.S. Department of Education (MC Millen Kaufman, and
Whitener, 1996) defines school dropouts as students who are unable
to completing a course of instruction or students who do not finish a
course of instruction.
Definition of school children referred to in this model is the
child who at a given moment is not currently attending school (both
elementary, junior high, or high school) because the child withdraw
before completing a course of instruction (drop out), or those who
have passed Elementary School (SD ) or pass Junior High School
(SLTP) or pass high school (SLTA) who do not proceed to the next
level, due to various factors:
Factors causing children to drop out of school includes:
1. Economic factor, namely the inability of the child's family to pay
for all the processes needed for his education.
2. The child’s lack of motivation or interest to attend school. This is
because child is insecure, low self-esteem, unable to socialize with
the school environment, or mocked by their peers for not being
able to pay school fees.
3. Lack of parental attention, due to poor economic conditions so
that parents are more concentrated on meeting the family’s basic
needs
4. Lack of availability of infrastructure, such as in remote or
disadvantaged areas
5. Inadequate learning facilities resulting in the decline of the child's
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interest to learn
6. Parents low awareness of the importance of education
Of the six factors, the economic problem is the main factor
that lead to school dropouts. In rural areas, generally parents are
unable to finance the needs of the school children due to poor
economic condition of the family, or the child is needed to help
parents make a living. This condition is exacerbated by the lack of
parental awareness of the importance of education for children. As a
result, children drop out of school because they have to work to help
their parents. Eventhough according to Labor Laws 13 Year 2003
Article 68, the government allows employing a child if the child is at
least 18 years of age. Whereas children under that age is allowed to
work as long as the job does not stunt or disrupt the physical, mental
and social development, because at that age children are expected to
complete their education.
School dropouts are generally in the adolescent age range. At
this age, children are increasingly required to be able to adjust to the
environment, able to overcome various problems due to the
interaction with the social environment, and able to present
themselves in accordance with the rules and norms prevailing in
society. Or in other words, teenagers are increasingly required to
have the social skills to be able to adapt to the surrounding
environment. Failing to adapt to the environment can lead to low self-
esteem, excluded from society, and tend to behave antisocial.
Barriers to adapt is greater for school dropouts. This is
compounded by unfavorable family conditions, low motivation and
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interest, as well as the lack of self-confidence because they feel
insecure and inferior, adding to the difficulty to adapt to their
environment.
In addition, school dropouts at the adolescence age are
generally untrained or even unskilled labor. Consequently
unemployment increases with poor quality of human resources. Risks
that are most often experienced by teenage dropouts due to lack of
activity and the absence of expertise tends to push them into
negative activities such as drug use, delinquency, fights, theft,
robbery, and so on.
In such circumstances the family plays a large and decisive
role in adolescent’s search for identity. According to Hauser et al.
(1984), parents using enabling behaviors such as explaining,
accepting, and empathizing will better facilitate adolescent identity
development than those who use constraining behavior such as
criticizing and not appreciating.
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Chapter III
Learning Model in
Entrepreneurship Training for School
Dropouts
A. Training Implementation
1. Training Objective
Learning activities in entrepreneurship training for School
Dropouts aim to equip children with knowledge, skills and
entrepreneurial attitudes according to their potential and
environment.
2. Training Organizer, Instructor, and Participants
a. Organizer
Organizers of the learning activities in entrepreneurship
training are NFE units providing independent business-
oriented courses.
The NFE units are:
1) Community Learning Center (CLC)
2) Course and Training Institute
3) District Learning Center (SKB)
4) Other Non-Formal Education Unit
The organizing team of community entrepreneurship
training learning activity comprise of at least a person in
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charge, chairman, vice chairman, secretary, and members.
Whereas the organizing team criteria is as follows:
1) Preferably high school graduate or the equivalent
2) Have the ability and experience to be an active manager
of courses and training programs
3) Have followed an orientation of community
entrepreneurship education program
b. Instructor
Instructors who facilitate learning in community
entrepreneurship training consist of at least 3 people with
the following minimum criteria:
1) Minimum high school graduate/ equivalent
2) Experience as instructor in community course and
training program
3) Able to motivate learner
4) Master substance/material that will be taught
5) Experience in entrepreneurship and is currently running
a business
Instructors who facilitate learning in this training can be
derived from practitioners / entrepreneurs, functional staff
of NFE technical units, department of industry and
commerce (Industry and Trade), cooperatives of small and
medium enterprises (KUKM) agency, or any other elements
whose profession relate to community development.
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c. Participants
Participants of entrepreneurship training for school
dropouts consist of 10 people in one learning group, with
the following requirements:
1) Drop out of elementary or junior high or high school,
2) Do not continue their school or graduate elementary
school and not continue to junior high school, or
graduate junior high school but not continue to high
school, or graduate high school but not continue college
3) Age between 18-22 years
4) Not married
5) Have an interest in implementing and developing both
individual as well as group business
6) Has the kind of skills that can be developed as a
business activity or do not have the skills at all.
7) Ready to take an active part in the training through to
completion
8) Priority for poor families
d. Training Curriculum Structure
1. Graduate Competencies Standard
Graduate Competency Standards to be achieved
through entrepreneurship training for school dropouts:
a) Provide reinforcement towards the interests and
insights on entrepreneurship
b) Equip with the ability to plan business activities
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c) Equip with the ability to develop products that can
be used for business activities
d) Equip with the ability to carry out business in
accordance with a predetermined plan
e) Train students to be able to solve the problem in a
systematic and logical manner
2. Curriculum Structures
The curriculum structure on entrepreneurship training
program for school dropouts can be seen in the
following table.
Curriculum Structure Entrepreneurship Training for School Dropouts
Competency Standard Basic Competency Time Allocation
Theory Practice
1. Participants can
understand the concept of
entrepreneurship and able
to identify the
characteristics of
entrepreneurs
1.1. Participants are able to explain
the meaning of entrepreneurship
and can identify entrepreneurial
attitudes required in conducting
business
3 4
2. Participants are able to
explore their potential so
as to have the confidence
to start a business
2.1. Participants are able to explore
their potential so as to have the
confidence to start a business
2 4
3. Participants are able to
understand the steps in
starting a business
3.1. Participants are able set a
sequence of steps to start a
business in a systematic
2
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Competency Standard Basic Competency Time Allocation
4. Participants are able to
determine the type of
business in accordance
with the existing
potential in the
environment
4.1. Participants are able to identify
the natural resources, human
resources and the environment
4 15
4.2. Participants can specify the type
of business / product to be
developed
2 5
5. Develop Business Plan
carefully and with full
consideration
5.1. Constructing Business Plan
carefully and with full
consideration
2 10
6. Participants acquire and
apply skills or develop
products made in the
course of business
according to the type of
business that is selected
6.1. Participants can identify and
prepare the tools and raw
materials production activities
2 5
6.2. Participants can practice a skill to
make or develop products and
implement them in business
activities
4 30
7. Participants are able to
understand and perform
financial accounting a
business activity
7.1. Participants understand
bookkeeping and able to keep
records of financial transactions
2 5
7.2. Participants able to determine
cost of production
2 10
7.3. Participants able to create a
business income statement
2 2
8. Participants understand
the product marketing
8.1. Participants able to explain the
concept of marketing and
determine market segments for
products made
2 5
8.2. Participants able to undertake
marketing measures
2 10
Total 31 102
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3. Learning Material
Learning materials that will be provided include:
a. Motivation, attitude and steps to start a business.
This material will encourage the learner’s interest in
becoming entrepreneurs, equip the learners with
entrepreneurial attitudes and implemented in
conducting business.
b. Business planning. This material will train and
strengthen the learner’s ability to plan business
activities include determining the type of business
and develop a business plan.
c. Product development. This material will equip the
learners with the skill to make or develop a product,
as well as to utilize the skill in a business activity.
The products are developed in accordance to the
learner’s interest with the support of local
environmental potential.
d. Business execution. This material will equip the
learners in implementing the business plan,
practicing their skill in creating a product, perform
administration operations, and marketing the
product
e. Training Implementation Steps
1) Preparation
a) Participant Recruitment
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Beginning with collecting information on prospective
targets, followed by the selection of candidate
targets in accordance with established criteria. The
last stage after trainees are determined, an
agreement is made on the readiness of the
participants to attend the training from start to
finish.
b) Instructor Recruitment
Instructors can be recruited by partnering with local
businesses and relevant government agencies on the
material to be trained. While managers may come
from village officials, CLC, functional staff in the
technical units, etc.
c) Business potential and opportunity identification
Before the learning activities begin, managers must
cooperate with the instructor to identify the
potentials to use to support learning activities, such
as the availability of market potential, local resource
person / business, operations / industries and can be
used to conduct a comparative study or internship or
practice.
d) Curriculum preparation
Prepare various necessities as a reference for the
implementation of learning, such as syllabi, lesson
plans, teaching materials, and evaluation tools.
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e) Preparation of facilities and infrastructure
(1) Infrastructure needed:
Learning venue
Workshop (in a certain place or in a
business unit)
(2) Facilities needed:
stationary
materials for practicing skills
2) Implementation
At this stage, the application of the syllabus and lesson
plans that have been designed in the form of learning
activities both in theory and practice. In the application
of learning, observation of the application of learning
model is carried out and then performed reflection.
Reflection result becomes the input for further
application improvements. In addition, throughout the
training process, monitoring and evaluation from the
development team to the organizers, from organizers to
the instructors and learning activities and the learners,
and from instructors to learners. Henceforth, the
development team can be replaced by SKB functional
staff and the local NFE supervisor.
3) Evaluation
Evaluation is conducted by measuring the organizers
and instructors performance as follow:
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a) Analyze the achievement of competence by learners.
b) Spread questionnaire to measure the performance of
instructors with regard to:
(1) Mastery of the material
(2) Systematic presentation
(3) Method
(4) Media
(5) Language
(6) Appearance
(7) Punctuality
c) Spread questionnaire to measure the performance of
providers with respect to:
(1) Training time
(2) Compliance with the requirements of material
(3) Provision of learning theory and practice
For the assessment, participants are asked to
provide assessment criteria: excellent (E), good (G),
sufficient (S), and poor (P).
B. Learning
1. Problem Based Learning
The Problem Based Learning Strategy (PBL) is important
because people will always be faced with various problems,
both simple and complex. Learning process is directed so that
learners are trained and able to solve problems systematically
and logically.
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Selection of problem-based learning strategy is based
on several considerations, among others:
a. Characteristics of learners fall into the category of
adolescent (near adulthood). This period marks the final
preparation for entering the adult role. Curiosity and
interest in various challenges motivate them to have the
courage to act. In this period the individual teenager tries
to establish vocational goals and develop a sense of
personal identity as well as a strong desire to become
mature and accepted by peer groups and adults (Ingersol,
1989). Under this condition, the learning process should
encourage the learner to participate actively by immediately
facing challenging activities through solving real problems/
real face and want to know the best solution. Problem-
based learning is expected to create an exciting and fun
atmosphere according to the learners’ needs.
b. Most of the existing target groups already have specific
technical skills (vocational) that they are already using in
their business. For those who already have the skills or own
a business, their experiences will be a source of exploring
problems faced in running a business, so that through
learning there will be a dissemination of experience and
information to all participants who have nor not yet have
business activity.
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Three main characteristics of PBL:
a. Is a series of learning activities, meaning that there are a
number of activities that must be carried out by the
learners. PBL do not expect learners to merely take notes,
listen, and memorize the material, but requires the learners
to actively think, communicate, search for and process the
data, and finally come to a conclusion.
b. The learning activity is aimed at solving problems. In PBL,
problem is the key word for the learning process; no
problem means no learning process.
c. Problem solving is conducted by using a scientific approach
to thinking. The process of thinking is done systematically
through certain stages and empirically or based on data,
facts or experience.
In the implementation of this strategy problems do not
always have to be prepared by educators, but educators
should provide opportunities for learners to determine a topic
of discussion.
Thus the learning process is not merely memorizing a
number of facts, but a conscious process of interaction
between the individual and real life / environment. Through
this process, the learners do not only develop cognitive aspect
but also develop affective and psychomotor aspects through
internal appreciation of problems that they face.
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2. Learning Principles
a. Problem solving
Problem is the key word in a problem-based learning
process. To facilitate this problem-solving, learning
activities are designed by educators. Learners are
responsible for solving the problem with the guidance of
the educators.
b. Learning from experience
Experience learning aims to facilitate the role of educators
in exploring the learner’s interests and needs as well as
identifying problems based on experience, problems,
interests and needs, the information that they possess, the
learner’s idea / notion, as well as learning activities relate
to reality or actual events. Learning from experience is
recognition of learners as adults who have experience in
the relevant activities.
c. Participatory learning
Participatory learning is defined as a procedure in the
learning process where the learner interacts and
participates actively so that change will take place
according to the desired goal (Sujarwo, 2010). Tutor
involves learners to participate actively beginning with
planning, selection of media, methods, assessment of
learning outcomes and follow-up study. According to Ach.
WazirWs., Et al. (1999: 29) participation can be defined as
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a person's conscious involvement in social interaction in a
certain situation. With that understanding, a person
participates if he finds himself with or in a group, through
various processes of sharing values, traditions, feelings,
loyalty, compliance and common responsibility with other
people.
d. Learning through work and practice
The learning process is integrated with work or direct
practice. Work or direct practice is conducted in a business
venue owned by resource persons / instructors at the local
site or in learning groups. For those who already have skills
in making a product, work or direct practice is expected to
improve their skill in developing or improving the quality of
the products.Those that do not have the skills in making a
product will acquire the skill in making a product according
to business type selected.
e. Collaboration
In this principle the learners are guided to collaborate,
share information or ideas, role sharing in implementing
solutions to run their business activities. Therefore,
categorizing similar business activity is a media designed by
the educators to develop collaborative skills.
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3. Learning Methods
Problem Base Learning uses various challenging and fun
methods with emphasis on the participation of learners in the
learning activity. The methods that can be used include:
a. Lectures mainly carried out for initial understanding of the
concepts.
b. Discussion and question and answer, is conducted in
problem exploration and formulation and determining a
solution to the problem;
c. Brainstorming, especially done at the early stage to
determine the ability of the initial participants or the
participants' experience or exploration and formulation of
the problem and solution to the the problem;
d. Practice, carried out to provide learners with direct
experience in doing something;
e. Role playing, and simulations, performed to provide the
learners with direct experience through learning activities or
games designed by educators.
4. Learning Media
Learning media is a very important component of learning in
PBL. The use of learning media is intended to create a
conducive and enjoyable learning as well as a tool to explore
the problems faced by the learners. Learning using media can
be carried out in the class or independently.
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Examples of learning media:
a. Environment and the local community
Environment and the local community is a place for
learners to explore the potential and conditions that
support the business activities that will be developed
b. Local business actors
Business actors can be a medium for students to motivate
their entrepreneurial spirit through real experiences.
Businesses actors are also a source of learning to explore
skills that interest the learner.
FigFig. 1. Participant collects information from local resources person
c. Discussion sheets
Discussion sheets can present various matters such as a
problem or activities in the business activity. This media
can be a tool to encourage the learners’ participation as
well as to explore the problems faced by the learners.
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Learning using media can be conducted by simulation,
discussion, or role playing.
d. Game
Playing a game is a fun and interesting learning tool.
Participants can freely use this media to explore their skill.
Through this exploration problems face by the learners are
explored. The "snakes and ladders" game can be used to
learn bookkeeping. Through this media participants can
learn directly how to do financial records, and can
determine directly the problems they face in conducting
financial records.
5. Learning Assessment
Assessment of learning in entrepreneurship training for School
Dropouts is a systematic activity to collect, process and
present data or information that is required as input for
decision-making on the success rate of learning. The success
rate of the participants is measured by viewing their
achievement compared to the designated competencies by
apparent skill shown by the participants in the learning process
as well as in practice.
Assessment is conducted in three aspects: cognitive, affective,
and psychomotor with greater emphasis on affective and
psychomotor aspects.
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Various methods of assessment:
a. Observation
Observation of the participants is carried out during the
learning process, both theory and practice.
b. Portfolio
Portfolio is collected based on the achievement of learning
outcomes at each stage of the activity that the learner
follows.
The assessment process uses a specific instrument.
C. Learning Steps
Problem-based learning is a key strategy in the effort to
achieve competence by learners. Problem-based learning strategy
is implemented through three (3) main steps: apperception, in-
depth of material, as well as reflection.
1. Apperception
The first step taken by the instructor is to condition the
participants to be ready to learn by:
a. Provide understanding for the participants that what will be
learned and carried out is something useful and can be
applied in business activities.
b. Measure the extent of the learners’ competence towards
the material that will be presented. This is done through
brainstorming.
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c. Come to an agreement in determining the learning
activities to be conducted in achieving the expected
competencies.
d. Motivate the learner to always think positively towards what
is learned and carried out. It also assures that to every
problem there is a way out if we are earnest in finding a
solution. Motivating the learners can also be carried out
through games / educational games, which can develop the
learner’s spirit, solidarity, and courage.
2. In Depth
a. Problem identification
Learning phase begins with the identification of a problem
by raising an issue as the topic of investigation and
exploration. Based on these issues, related learning topics
are interconnected with each other. Issues raised may
differ between groups.
Determining an issue can be explored in several ways
a. Brainstorming and discussions on the learner’s prior
experience
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Fig.2.Brainstorming experiences among learners
b. Based on direct experience / direct practice. Learners
are invited to perform activities that can provide direct
experience of such as practice identifying potential
natural resources (SDA), human resources (HR), and
environmental resources (SDL) as an initial step in
determining the type of business, or practice making a
product.
Fig.3. Discussion on field practices results
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c. Through discussion sheet. Learners are invited to
participate actively in analyzing the issues presented by
the instructor. Learning activities can be carried out
through simulation, role playing, and demonstrations.
d. Through games. Learners are encouraged to practice a
skill in carrying out a business activity through playing a
game. In example, the game "Snakes and Ladders",
invites students to practice book keeping in a fun way.
Fig. 4.Learners are learning by doing
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Fig.5.A Snakes and Ladders during learning process
When a problem has been identified, determine the
issues on a priority basis. Determining the problem can
be done in several ways including:
a. Based on the conclusions of brainstorming.
b. After the learners practice directly
c. Discussion of a case or playing a game
This main issue is agreed upon to be the central topic of
discussion. At this stage the instructor plays the role of
a guide for the learners.
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b. Choose and decide a solution
At this stage there are two objectives to be achieved, i.e.
the short term and the long term goal. Short-term goal is to
help the learners to solve the problem and able to
understand the content behind the problem. The long term
goal is to make the students understand the problem-
solving process by concretely connecting the learner’s
activity with the problem solving model. Learners are given
the opportunity to think about what they need to know and
what they need to investigate to reflect on the problem-
solving processes when learning takes place.
c. Evaluation
At this stage a result analysis is carried out on the
application of the solution by the learners.
At this stage the instructor encourages learners to:
1) Think and examine the steps that they went through in
solving problems
2) Discuss how well the implementation of the solution in
improving the results they expect
3) Propose the recommended changes
3. Reflection
The process of reflection can be done individually or in groups
or as a whole. At this stage, participants were asked to express
his experience in solving the problems faced by the application
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of direct experience. Reflection is also a media for sharing
experience between groups.
The brief sequence of learning in entrepreneurship training for
school dropouts can be seen in the following figure;
Fig. 6.Learning Diagram
Entrepreneurship Training for Dropouts children
IdentifikasiMasalah
MemilihdanMenerapkanSolusi
Evaluasi
R E F L E K S I
R E F L E K S I
Monitoring and Evaluation
Business Planning
Product Development
Business Implementation
Motivation, Attitude and Business steps
Participants: 1. Age 18-22 yo 2. Single 3. DO elementary,
junior, either high school
4. Not continue the higher education
Start
run business
Skills
1. Business planning 2. Product
development 3. Business
Implementation 4. Systematic and logic
problem solving
A P E R C E P T I o n
EVALUA-
TION
Problem Identification
Choose Solution
Apply Solution
REFLECT I ON
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BAB IV
Model Application Requirement and
Model Constraint
A. Model Application Requirement
The success of implementing the Learning Model in
Entrepreneurship Training for School Dropouts is largely
determined by the fulfillment of the prerequisites for the model
application, namely:
1. The existence of entrepreneurial training event
2. The presence of the target school dropouts who are interested
in following entrepreneurial training activities at the location in
question
3. The presence of instructors who have practical business
experience and have knowledge in accordance on the material
presented.
B. Model Constraint
The model has several constraints as follow:
1. Does not accommodate different types of skills developed, thus
adjustments are needed according to the local potential and
learner’s interest.
2. Adjustments are needed on the target characteristics beyond the
target criteria set out in this model.
3. Not effective if the instructor does not have direct business
experience.
L e a r n i n g M o d e l o f E n t r e p r e n e u r s h i p T r a i n i n g
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Chapter V
Epilog
A. Conclusion
Learning Model in Entrepreneurship Training for School
Dropouts is a systematic effort to equip and strengthen the ability
of participants in managing their own potential to start business.
The learning process using problem-based learning strategy is
to train the learners and enable them to solve problems
systematically and logically by bringing the real world into the
classroom. Through this process, learners are expected to
immediately experience the problems they will face.
Using Problem Based Learning Strategy will further optimize
the readiness of participants in starting a business.
B. Recommendation
In developing this model, the participants’ entrepreneurial skill is
only in the stage of starting a business. There should be a follow
up stage in the form of strengthening the skills in running a
business through business mentoring and business development,
so that the entrepreneurial skill will be comprehensive.
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