Learning Model in Entrepreneurship Training for School Dropouts

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

L e a r n i n g M o d e l i n E n t r e p r e n e u r s h i p T r a i n i n g

F o r S c h o o l D r o p o u t s Page i

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.


F o r S c h o o l D r o p o u t s Page ii

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


F o r S c h o o l D r o p o u t s Page iii

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


F o r S c h o o l D r o p o u t s Page 1

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,



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.



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



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



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.



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



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.



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.



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.



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,



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



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



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;



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



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



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



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,



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



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



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



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.



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



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.



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



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


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



Competency Standard Basic Competency Time Allocation


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


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



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



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.



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:



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.



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.



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.



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



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.



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.



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.



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.



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.



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



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



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



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.



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



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

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


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.



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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