The Effectiveness of Training Model of Mobile Devices to Increase

Capacity Management to Develop Bumdes Business Unit Based on

the Potential Village

Umi Hidayati

, Ery Tri Djatmika

, Mit Witjaksono

& Hari Wahyono

Doctorate Students of Economics Education, Universitas Negeri Malang, Indonesia & Teaching Staff of STKIP PGRI

Nganjuk, Indonesia

Universitas Negeri Malang, Malang, Indonesia

Keywords: Education and Training Devices, Mobile Model Training, Managers Capacity.

Abstract: This study aims to measure the effectiveness of the use of mobile model training devices in increasing

knowledge, skills (skills to complete tasks), and attitudes (behaviours possessed by managers), especially in

forming and developing BUMDes business units based on the potential of the village. This research is an

experimental quasy study on the trial of the use of mobile model training devices. The primary data in this

study were obtained from the results of the pre-test & post-test for managers who participated in the mobile

model training which were consisted of 20 managers of BUMDes in Jombang. The results showed that the

effectiveness of the use of mobile model training devices in improving the knowledge, skills and attitudes of

managers to form and develop BUMDes business units based on the potential of villages in Jombang Regency

showed effective categories.

1 INTRODUCTION

BUMDes is one of the pillars of rural development

which is defeated by the government to improve the

welfare of rural communities, this is evidenced by the

issuance of Law No. 6 of 2014 which concerns to

villages, until the funds disbursed by the government

directly to the villages in order to be able to develop

village economic independence. To achieve national

development goals, the village is the foremost

government agency that can reach real target groups

that will be prospered. Forming BUMDes is expected

to stimulate and move the wheels of the economy in

the countryside (Ramadana, Ribawanto and

Suwondo, 2013). This was also revealed by

(Prabowo, 2014) at the conclusion of his research,

about the importance of establishing BUMDes to

alleviate poverty in the area. (Sayutri, 2011) suggests

that the existence of BUMDes is needed to move the

potential of the village and can help alleviate poverty.

This is also supported by the opinion of (Hardijono,

Maryunani, Yustika and Ananda, 2014) that the

establishment of BUMDes is a way to form an

independent rural economy as an effort to increase

Village Original Revenue.

In its development the capacity of managers form

and develop the BUMDes business units in Jombang

is relatively lack, this is proved by the reports of the

development of BUMDes which are mostly (71%) the

savings and loan business units, the remaining 29%

are 17% of the production / trading business units,

11% rental business unit, 1% or 5 intermediary

service business units, and only has one holding

business unit in Galengdowo Village. This causes a

lot of village potential that has not been utilized, and

the needs of the community have not been

maximized. One of the successes of the management

of BUMDes is largely determined by the capacity

(capacity) of the management, the limited supply of

competent human resources in the village causes the

recording of managers as executors of BUMDes to

become inadequate, it means that they still lack the

criteria required in Article 14 of the Minister of

Village Regulation, Development of Disadvantaged

Areas, and Transmigration of the Republic of

Indonesia Number 4 of 2015 concerning

Establishment, Management and Management, and

Dissolution of Village-Owned Enterprises, such as

rural communities that have entrepreneurial spirit,

good personality, honesty, fairness, competency, and

308

Hidayati, U., Djatmika, E., Witjaksono, M. and Wahyono, H.

The Effectiveness of Training Model of Mobile Devices to Increase Capacity Management to Develop Bumdes Business Unit Based on the Potential Village.

DOI: 10.5220/0008411503080315

In Proceedings of the 2nd International Conference on Learning Innovation (ICLI 2018), pages 308-315

ISBN: 978-989-758-391-9

attention to the village economic business, and others

other.

It has led to the need for capacity building

activities for the managers of BUMDes through

education and training activities, because managers

are the driving force of business activities that must

work professionally. (Dublin, 2012) in his research

explained that education and training opportunities

play a key role in preparing entrepreneurs in the

future and in developing the ability of existing

entrepreneurs to develop their businesses at a greater

level.

Some of the factors that become obstacles in the

implementation of the Education and Training

program that have been carried out include: (1) the

training centre is far from the place of residence of the

manager (done outside the city); (2) the time for

implementing the training is relatively short; and (3)

the communication of the training participants with

the training instructors was minimal after the training.

The results of interviews with researchers with

BUMDes managers who have participated in training

in practice are still confused when they find

difficulties to consult with whom, so that the design

of training and training devices is needed to overcome

these problems.

Temporary solutions whose truths still have to be

proven empirically are: (1) compiling a training kit

based on the material needed by the BUMDes

management, namely the education and training

guide, the training syllabus, and training material

modules; (2) it needs to be training on mobile models.

It means that the implementation of education and

training is generally carried out by gathering training

participants to come to a place, with the time

specified by the organizer. Unlike the mobile model

education and training, the implementation of training

and training is carried out by: (b) the time and place

of the participants (BUMDes managers) who

determine; and (c) the training material is based on

the needs of the training participants.

This research was conducted with the aim to

measure the effectiveness of the use of mobile model

training devices in improving knowledge, skills

(skills to complete tasks), and attitudes (behavior

possessed by managers) especially in forming and

developing business units of BUMDes based on the

potential of villages in Jombang Regency.

1.1 Education and Training

The importance of education and training was also

expressed by, (Collett and Gale, 2009) in a study

entitled Training for Rural Development of

Agricultural and Enterprise Skills for Women

Smallholders said that integrating agricultural

training with company training could help female

farmers to manage agricultural production more

effectively so the results are better and easier to be

traded and get a lot of profits. The purpose of the

training was directed to equip, improve, and develop

work competencies to improve abilities, productivity

and welfare (Simamora, 2006). The specific

objectives of education and training are to increase

employee capacity and performance, and to eliminate

work performance gaps with the required standards,

there are three types of gaps, namely: (1) gaps caused

by ignorance of workers in terms of knowledge; (2)

gap in the ability of employees in terms of the

implementation of practices or technical skills; (3) a

gap caused by a lack of work motivation (Sugiyono,

1998).

The ideal training is carried out systematically and

sustainably. The training system is a unit consisting

of components of inputs, processes, outputs and

outcomes. Each model contains three categories: (a)

planning function; (b) implementation function; (c)

evaluation function. Examples of training models

developed by education experts include: (1) (Otto and

Glaser, 1970) model consisting of activities: (a)

analysing research problems; (b) formulating

research objectives; (c) choosing materials; (d)

compile and implement the curriculum; and (e)

assessing the results of the training; 2) (Parker, 1976)

model consisting of activities: (a) analysing training

needs; (b) developing training objectives; (c)

designing the curriculum; (d) choosing a learning

method; (e) designing approaches and assessments;

(f) carry out training; and (g) measure the results of

training; 3) Model (Blank, 1975) which is known as a

competency-based training model. In this study the

implementation of the training program uses mobile

model training, where the training providers come to

the training participants (ball pick-up training).

The education and training cycle can be explained

as follows: (1) Analysis of education and training

needs; (2) Setting goals is a change in behaviour

(ability) of employees after attending education and

training; (3) Development of training materials; (4)

Preparation for the implementation of education and

training. (5) Implementation of education and

training; and (6) Evaluation.

1.2 Mobile Model Training

In general, the implementation of the education and

training program is done by calling the training

participants to come to a place within a predetermined

The Effectiveness of Training Model of Mobile Devices to Increase Capacity Management to Develop Bumdes Business Unit Based on the

Potential Village

309

period of time to take part in the training, unlike the

mobile model training and training providers who

come to the training participants. This mobile model

education and training is carried out from village to

village, the implementation which is based on an

agreement between participants and trainers or

instructors through the BUMDes forum. Education

and training is held in the village and directly

practices at the Village Office or BUMDes office.

Some of the advantages of this mobile model training

are: (1) activities are carried out directly in the village

so participants do not have to spend transportation

cost; (2) participants who take part in the mobile

model training are not determined by the number of

people who want to participate, so that participants

can come from various elements; (3) the interaction

between participants and trainers is higher in intensity

because the trainer from the village facilitator, on

average, all already know; and (4) education and

training materials are not dominated by theoretical

studies but more examples are given in the field and

practice about how to make a trade proposal.

The purpose of the implementation of mobile

model training or known as the mobile training unit

(MTU) is to achieve the stated goals, according to

(Harnani, 2010) the purpose of training is to make the

community self-sufficient, to provide students with

new knowledge, skills and competencies so that there

will be positive behavioural changes in the future for

students. In this study the purpose of the mobile

model training is to improve the knowledge, attitudes

and skills of managers to develop BUMDes business

units.

The implementation of the Mobile training unit

(MTU) based on the results of (Alifatul Hasanah,

2017) concludes that this activity begins with: (1)

training need analysis (TNA) activities; (2) location

selection; (3) program offerings to the Village Head;

(4) meeting in preparation for implementation; and

(5) implementation. The stages of education and

training of this mobile model can be described as

follows: (1) Analysis of education and training needs;

(2) Setting goals is a change in behaviour (ability) of

employees after attending education and training; (3)

Development of training materials; (4) Preparation

for the implementation of education and training. (5)

Implementation of education and training; and (6)

Evaluation.

This Mobile Model Training is carried out in

accordance with the needs of the village, so it is

needed a training device product that matches with

the needs of the BUMDes management. The product

of this training and training kit consists of: (1)

Training manual containing the procedures for

implementing the training; (2) The training syllabus

contains the outlines of the implementation of

training and learning; and (3) Training material

module contains materials that will be delivered in

training courses that are in accordance with the needs

of participants to be able to manage the BUMDes

business units and develop them.

1.3 Manager of Village Unit Business

Entity (BUMDes)

Village Owned Business Entity (BUMDes) are

business entities formed and established by the

village government whose capital ownership and

management are carried out by the village and

community governments which are adjusted to the

village's potential and assets. (Sihabudin,

2009)explained in his research that BUMDes as rural

economic institutions are expected to be able to

strengthen the village economy. The existence of

BUMDes is needed to manage the potential of

villages and local village assets for the benefit of the

entire village community. BUMDes are those that

function as social institutions and commercial

institutions that favour the interests of the community

and seek the benefits, (Dewi and Meirinawati, 2013).

For this reason, BUMDes must be managed agile

because they are faced with conflicting conditions at

the same time, so that managers must have agility in

accommodating conflicting alignments and must be

able to develop social and professional management

patterns at the same time (Duncan, 1976).

The composition of the management of the

BUMDes management organization consists of: (1)

Adviser; (2) Operators; and (3) Supervisors. Advisers

are held up by ex officio by the relevant Village Head.

The main obligation of the Advisor is to advise the

Operational Implementers in managing the BUMDes,

to provide advice and opinions to resolve problems

deemed important for the management of BUMDes

and to control the implementation of BUMDes

management activities. While the authority of the

Advisor is to ask for an explanation from the

Operational Executors regarding issues concerning

the management of village businesses and protect the

Village business from matters that can reduce the

performance of BUMDes.

Operational Executives have the duty to manage

BUMDes in accordance with its Statutes / Articles of

Association, also have the obligation to implement

and develop BUMDes in order to become an

institution that serves the economic needs and or

public services of the Village community, explore

and utilize the economic potential of the Village to

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increase Village Original Revenue, and collaborate

with other Village economic institutions. While the

authority of the Operational Executor is: (1) to make

financial statements for all BUMDes business units

every month; (2) make progress reports on the

activities of BUMDes business units every month;

and (3) provide reports on the development of

BUMDes business units to the villagers through the

Village Conference at least twice a year.

Supervisors function to represent the interests of

the community and monitor the performance of

BUMDes which have the following management

structures: (1) Chairperson; (2) Deputy Chairperson

concurrently member; (3) Secretary concurrently

member; and (4) Members. Supervisors have an

obligation to hold a general meeting to discuss the

performance of BUMDes at least once a year. The

supervisory authority is to hold a general meeting of

supervisors to: (1) the election and appointment of the

board of directors; (2) establishment of policies for

developing business activities of BUMDes; and (3)

the implementation of monitoring and evaluation of

the performance of the Operators. Supervisory period

is regulated in the BUMDes Articles of Association

Charter / Bylaw.

The composition of the management of the

BUMDes management organization above was

chosen by the village community through the Village

Conference in accordance with the provisions in the

Permen (goverment regulation) on the rules of

procedure and the decision mechanism of the Village

Conference. Especially for BUMDes operational

implementers from rural communities who have an

entrepreneurial spirit is the number one requirement,

because the entrepreneurial spirit is the ability of

someone to see and assess business opportunities and

opportunities, utilize existing resources, and take

appropriate actions to gain profit (Suharyanto and

Hastowiyono, 2014). The hope is later that BUMDes

will have an entrepreneurial village program to

overcome unemployment, low income, and increase

the diversity of types of village businesses which of

course require people who have an entrepreneurial

spirit. (Ansari, 2013) explained that entrepreneurship

is a strategy in the development and growth of

community welfare.

(Rosmiati, Junias and Munawar, 2015) explained

in his research that many opportunities for

entrepreneurship for people who are observant see

business opportunities, so that they are able to

develop new businesses that are needed by the

community. The process of developing a new

business occurs in the entrepreneurial process which

involves more than just problem solving in a

management position. An entrepreneur must find,

evaluate, develop an opportunity, and overcome the

forces that hinder the creation of something new. This

process has four different stages: (1) identification

and evaluation of opportunities; (2) development of a

business plan; (3) determination of resources needed;

and (4) company management produced. Most good

business opportunities do not appear suddenly but are

the result of someone's business acumen seeing the

possibility in some cases, the establishment of a

mechanism that can identify potential opportunities.

(Ansari, 2013) explained that entrepreneurship is a

strategy in the development and growth of

community welfare.

2 METHOD

This research is a quasy experimental research

which is a trial of mobile model training devices in

improving the knowledge, skills, and attitude of

managers to develop BUMDes business units based

on the potential of villages in Jombang Regency. The

primary data in this study were obtained from the

results of the pre-test & post-test for managers who

participated in the training of 20 managers. Pre-test &

post-test dilakukan dengan mengukur pengetahuan,

keterampilan & sikap pengelola BUMDes.

3 RESULT AND DISCUSSION

Implementation of field trials to determine the

effectiveness of the use of mobile model training

devices in this study, begins with a pre-test to

determine the level of knowledge and skills of

BUMDes managers in developing BUMDes business

units before participating the training using a mobile

model training devices, then post-test after the

manager follows the training. The results of the pre-

test and post-test analysis will be described as

follows:

First, the results of the descriptive analysis using

the frequency distribution of the manager's

knowledge level pre-test value data with a maximum

value of 40 and a minimum value of 20, by using

qualifications that are not too much so that it is easier

to categorize 3 (three), the range for class grade

qualifications is.

Based on the tabulation of the pre-test results,

obtained knowledge of the manager's knowledge is

known from 20 managers who become respondents,

as many as 3 (three) managers (15%) assessed with

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311

less qualifications, 11 (eleven) managers (55%)

enough and the remaining 6 (six) the manager (30%)

is assessed with good qualifications.

Second, based on the tabulation of the post-test

results after the managers took part in the training and

obtained data from 20 managers who became

respondents, as many as 12 (twelve) managers (60%)

included good qualifications, 7 (seven) managers

(35%) qualified enough, while those who less than 1

(one) manager (5%). If the results of the tabulation of

the results of the pre-test and post-test of knowledge

of managers about how to develop the BUMDes

business unit can be seen in Table 1:

From Table 1 the frequency distribution of

BUMDes manager's knowledge (pre-test) is known

that out of 20 managers who are respondents, 6 (six)

managers (30%) are in good qualifications, 11

managers (55%) including enough, and 3 managers

(15%) stated with less qualifications. While the level

of knowledge of the manager after receiving

treatment by using a mobile model training devices as

a result of joint development (post-test), it is known

that out of 20 managers who became respondents, as

many as 12 managers (60%) were in good

qualifications, 7 managers (35%) included enough ,

and as many as 1 manager (5%) stated with less

qualifications.

Based on the results of the descriptive analysis

above, the level of knowledge of the manager after

given treatment by participating the training using the

mobile model training devices has increased. For a

good level of knowledge classification has increased

by 30%, and that is enough to experience a decline of

20%, while the manager who originally had a level of

knowledge that was less than 15% was reduced to

5%, which was down 10%. It means that the

implementation of education and training by using a

mobile model training devices as a result of joint

development with the managers of BUMDes, experts,

builders of district-level BUMDes can increase the

knowledge of managers to develop BUMDes

business units.

By using a mobile model training devices that

turns out to increase the manager's knowledge of how

to develop a BUMDes business unit is already in

accordance with the demands of the community

because this mobile model education and training

focuses more on the opportunity for training

participants to understand and master the basic

concepts and principles of science technology that is

applied everyday and or based on work. (Dikbud,

2012) which in the learning process applies

experiential based learning which always involves

training participants in activities / practices and then

ponders and discusses concepts that can be applied in

carrying out the tasks of managing BUMDes. (Enong,

2012).

(Peel, 2004)cin his research concluded the need of

mentoring and mentoring activities in small and

medium enterprises (SMEs) based on the

identification of problems that arise in SMEs for

further training and mentoring activities that are most

appropriate. This is because, by increasing the ability

of human resources will make the goals of an

organization will be achieved (Hilderbrand et al.,

1997).

Table1: Tabulation of result pre-test and post-test of managers’ knowledge (Source: Result of primary data computation).

No Interval Class Classification

Pre-Test Post-Test

Up/

Down

F % f % f %

1 34 - 40 Good 6 30 12 60 06 30

2 27 - 33 Enough 11 55 7 35 -04 -20

3 20 - 26 Less 03 15 01 05 -02 -10

Total 20 100 20 100 12 60

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Table 2: Tabulation of pre-test and post-test result of managers’ skills and attitudes in developing BUMDes business units.

Source: Result of primary data computation.

No Interval Class Classification

Pre-Test Post-Test

Up/

Down

f % f % F %

1 30 - 35 Good 04 20 07 35 03 15

2 25 - 29 Enough 11 55 12 60 01 5

3 19 - 24 Less 05 25 01 5 -04 -20

Total 20 100 20 100 08 40

Based on the results of the pre-test it is known that

the level of skill and attitudes of managers in

developing the BUMDes business units before

participating the training by using mobile model

training devices, skills trends and managerial

attitudes of 20 respondents are dominated by

sufficient classification, namely 11 managers (55%),

while those entering good classification is not much

only 4 (four) managers (20%), and those that include

less qualifications are 5 managers (25%) this

illustrates that the manager's skills and attitudes in

developing BUMDes business units still need to be

improved and need guidance from all parties towards

more intensive independence through various

capacity building activities. While the results of the

post-test showed that 35% of managers had good

skills and attitudes, 60% showed sufficient tendency,

while 5% of managers had less skills and attitudes.

More details can be seen in Table 2.

According to Table 2 above, before participating

the training (pre-test) of 20 respondents dominated by

sufficient classifications, namely 11 managers (55%),

while those included in the classification were good,

there were only 4 managers (20%), and those who

were included were lacking in qualifications. 5

managers (25%), this shows an increase in the

manager's skills and attitudes in developing BUMDes

business units, namely an increase of 15%, and those

who have a sufficient tendency also increase 5%,

while managers who initially have less skills and

attitudes as much as 25% are reduced to 5% which is

down 20%. Means that the use of this mobile model

training devices can effectively improve the skills and

attitudes of managers in developing BUMDes

business units.

Education and training is one of the keys to labor

management, so it cannot be carried out carelessly.

That is, in order for the effectiveness of the education

and training to be guaranteed, it needs to

be taken seriously to improve employee skills and

work performance. (Gomes, 2003) explains that

training is every effort to improve employees

performance in a particular job that is their

responsibility or a job that has a relation with their

work. It means that training is something that is

important to be given to employees (employees) in

the organization in order to improve better

performance, so as to achieve the goals and policies

that have been predetermined by the organization

itself. This understanding provides an illustration that

training has characteristics that can contribute to

training participants. Contributions expected from the

training include: (1) be able to improve attitudes and

behavior; (2) preparing promotions for more difficult

jobs; and (3) preparing workers for higher positions.

(Samsudi, 2006) concludes that: (1) training is an

activity designed to improve skills, knowledge,

experience, and attitude changes; (2) training is the

creation of an environment so that employees can

improve abilities, knowledge, and behaviors that are

specifically related to work; and (3) training

regarding the acquisition of certain skills to help

employees carry out their work better. (Hughes,

Moore and Bailey, 1999) concluded that non-

academic learning in the form of a collection of work

experience provides a strong foundation for

supporting work-based learning and improving skills.

Training has a big role in determining the

effectiveness and efficiency of the organization,

while some of the benefits of training programs

include: (1) increasing the quantity and quality of

productivity; (2) reduce the learning time needed by

employees to achieve acceptable performance

standards; (3) forming more favorable attitudes,

loyalty and cooperation; (4) meet human resource

planning needs; (5) reduce the frequency and cost of

workplace accidents; and (6) assisting employees in

enhancing and developing personal employees. An

The Effectiveness of Training Model of Mobile Devices to Increase Capacity Management to Develop Bumdes Business Unit Based on the

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313

effective training program is to provide valuable

assistance in career planning and is often regarded as

a cure for organizational diseases. If labor

productivity decreases, many managers think the

solution is training, even though the training program

does not treat all organizational problems, but

training programs have the potential to improve

certain situations if properly implemented.

(Simamora, 2006). Education and training is one of

the important aspects that must be considered in an

organization, if you want to survive in today's adult

business competition (Turere, 2013)

The results of the above research will certainly be

more interesting if it can be applied in mobile learning

based on applications, for example by using google

classroom that is installed on andoid or IOS-based

mobile phones. As the research conducted by (Ansari,

2017)found that the application of cellular learning is

very useful in the learning process, and currently the

educational environment has sufficient knowledge

and awareness to use mobile technology and the

Internet in learning. Likewise the research conducted

by (Yousuf, 2007) concluded that facilitating cellular

learning will improve the quality of learning, which

can be done remotely, which improves

communication effectiveness between students and

tutors, with excellence can be used anywhere and

anytime. In further research, researchers will develop

an internet-based mobile model training to increase

the capacity of BUMDes managers.

4 CONCLUSION

Based on the above description, it can be

concluded that the level of knowledge of the manager

after being given treatment by following the

education and training that uses the framework of the

mobile model training has increased. Good

classification of knowledge level has increased by

30%, and that has experienced a decline of 20%,

while managers who originally had a level of

knowledge that was as low as 15% were reduced to

5%, which was down 10%. The data shows that the

implementation of education and training by using a

mobile model training devices as a result of joint

development with BUMDes managers, experts, and

district-level BUMDes builders can improve the

knowledge of managers to develop business units

BUMDes.

With regard to the skills and attitudes of

BUMDes managers, it was shown that after the

training, there was an increase in the skills and

attitudes of managers in developing the BUMDes

business units which increased by 15%, and those

who had sufficient tendencies also rose 5%, while the

managers who had skills and attitudes the less as

much as 25% is reduced to 5% which is down 20%.

The data shows that the use of this mobile model

training tool can effectively improve the skills and

attitudes of managers in developing BUMDes

business units.

ACKNOWLEDGMENTS

This research was funded by the Directorate of

Higher Education and was part of a doctoral

dissertation at the State University of Malang,

Indonesia. For this reason, thanks and appreciation

were conveyed to the Directorate of Higher Education

for the funding. Thanks are also conveyed to

informants who have provided meaningful

information to researchers.

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