Improving the Enterpreneurship Competence of Pre-service

Elementary Teachers on Professional Education Program through

the Skills of Disruptive Innovators

Idam Ragil Widianto Atmojo

, Ryzal Perdana

, Sajidan

, Widha Sunarno

and Ashadi

Doctoral Program of Natural Science Education, Sebelas Maret University, Surakarta, Jl. Ir. Sutami No. 36A, Kentingan ,

Surakarta 57126, Indonesia.

Doctoral Program of Educational Science, Sebelas Maret University, Surakarta, Jl. Ir. Sutami No. 36A, Kentingan ,

Surakarta 57126, Indonesia

Keywords: Improving the Entrepreneurship Competence, Elementary Teachers, Professional Education, Skills of

Disruptive Innovators

Abstract: The main objective of this research was to describe the effectiveness of Science learning based on the Skills

of Disruptive Innovators (SDI) to improve the entrepreneurship skills of Pre-Service Elementary Teachers

(PETs) on Professional Education Program (PEP). Entrepreneurship competence is essential for PETs

because it includes the skills that must be possessed in the 21st century, preparing them on PEP in the

ASEAN Economic Community (AEC) to become job creators. The design of this research was an

experiment involving one-group pretest-posttest design. The data were analyzed using N-Gain score. This

research involved 40 PETs on PEP at UniversitasSebelasMaret. The results of the research showed that (1)

the entrepreneurship competence of PETS on PEP can be improved through the SDI implementation in

Science learning; (2) the component of entrepreneurship competence with the highest N-Gain was making

observations and inferences by 0.74; the N-Gains of association through analysing and designing an

experiment were in moderate criterion (0.52 and 0.43); the N-Gains of networking with oral presentations

and questioning were in the lowest criterion (0.29 and 0.27).

1 INTRODUCTION

Competence is a set of knowledge, skills, and

behaviors that teachers need to possess, live, and

master in performing their professional duties

(Memduhoğlu, 2017; Chalkiadaki, 2018; Don,

2018). The meaning of teachers' competencies is the

wholeness of knowledge, skills, and attitudes in the

form of knowledgeable and competent actions in

carrying out the tasks as the agents of learning (Uerz

et al., 2018; Zlatić et al., 2014

).

Based on the Government Regulation No. 19

2017, professional teachers have four competencies;

they are pedagogic, personality, social, and

professional competencies. In addition, every

teacher who is assigned as the head of an education

unit is required to perform managerial tasks,

entrepreneurship skills, and supervisions to teachers

and educational personnel. Based on this regulation,

entrepreneurship competence is needed and needs to

be empowered to the pre-service teachers, especially

elementary school teachers with the aim of more

optimal entrepreneurship competence development

in elementary schools (Aslan, 2010; Sutiadiningsih

et al., 2016; Paiva et al., 2015)

Entrepreneurship can be developed through the

learning process in accordance with Law No. 20

2003 on Indonesia's National Education System

which states that one of the goals of education is to

form independent human beings. Universities is an

educational institution through which the learning

process is expected to achieve the goal of education.

The policy of the Ministry of Research, Technology

and Higher Education on the curriculum in the

digital age, 21st-century skills, and industrial

revolution 4.0 has been directed at the obligation of

entrepreneurship in universities.

Entrepreneurs are actors while entrepreneurship

is a process, and enterprise is the impact of activities

(Ismail et al., 2015; Jati et al., 2015). There is a

difference between inventors and entrepreneurs. An

Widianto Atmojo, I., Perdana, R., Sajidan, ., Sunarno, W. and Ashadi, .

Improving the Enterpreneurship Competence of Pre-service Elementary Teachers on Professional Education Program through the Skills of Disruptive Innovators.

DOI: 10.5220/0010024000002917

In Proceedings of the 3rd International Conference on Social Sciences, Laws, Arts and Humanities (BINUS-JIC 2018), pages 545-550

ISBN: 978-989-758-515-9

545

inventor creates a new thing while an entrepreneur

assembles and integrates the resources to add the

value of the inventor (Saputra, 2015; Bakar et al.,

2015). Entrepreneurship has two skills; a) creating

new and different things which have the elements of

creativity and innovation, and b) organizing, taking

risks, yield-orientation, opportunities, personal

satisfaction, and freedom with risk-taking. The

natures of entrepreneurship are creativity,

innovation, and risk-taking (Saputra, 2015);

Moutinho et al., 2015;

Improving entrepreneurship competence is done

by integrating the skills of entrepreneurs in the

course. One of the courses that can be integrated

with entrepreneurship aspect is Science (Scipreneur)

(Kyndt & Baert, 2015; Erkoc & Kert, 2013)

. The

integration of entrepreneurship competence in the

Science course is based on the similarity between

scientific attitudes in Science and the aspects of

entrepreneurship such as problem-solving,

creativity, critical-thinking, innovation, persistence,

risk-taking, and open-mindedness (Ismail, 2015;

Heilbrunn & Hefer, 2008; Polat, 2018). The

implementation of Science learning integrated with

entrepreneurship requires a learning model that has

the characteristics that can facilitate

entrepreneurship and scientific attitudes (Rehmat &

Baily 2014; Kartashova et al., 2015; Olofson et al;

2016). Skills of Disruptive Innovators (SDI) based

learning through the empowerment of associating,

observing, questioning, experimenting, and

networking skills can facilitate to improve the

entrepreneurship competence of elementary school

teachers (Dyer, 2011; Thompson & Miller, 2017;

Esturgó-Deu& Sola-Roca, 2010).

The first skill of SDI is associating. In this

activity, the skills empowered are critical-thinking,

creativity, and open-mindedness of Pre-Service

Elementary Teachers (PETs) by searching for

research articles and studies related the problem

given by their lecturer (Sumen & Calisici, 2016;

Svensberg et al., 2018). The problem given is in the

form of producing new products that will be made

by PETs in accordance with the learning material of

food technology. Articles and information collected

by the students are used as reference materials to

create new food products. The second activity is

observing. The activity at this stage is observing the

product plan to be made (Kalthoff, 2016; Castro-

Alonso, 2014). The observation is made through

internet and visiting traditional and modern markets

to find out whether the product to be made is

available or not in the market, so students can

determine the modification or development that can

be done on their product plans. The second stage is

empowering the skills of persistence, problem-

solving, and critical and creative thinking. The third

stage is questioning. Students ask each other and

provide suggestions among groups to make better

products (Merisier et al., 2018; Yesil & Korkmaz,

2010). The third stage empowers critical thinking

and open-mindedness. The fourth stage is

experimenting. In this activity, each group makes a

product about food technology previously designed

to which feedbacks and suggestions are given by

other groups (Timostsuk, 2015; Mynbayeva et al.,

2016). In the fourth stage, the students' creativity,

risk-taking, and innovation are improved. The last

stage is communicating. At this stage, students do

marketing activities of the products they made by

communicating how to create, the materials, and the

excellence of the products (Zlatić et al., 2014;

Svensberg et al., 2018; Grenci, 2010). In this fifth

stage, the students' persistence, risk-taking, and

innovation are enhanced. The five SDIs are

expected to enhance the entrepreneurship

competence: (a) creativity, (b) innovation, (c)

critical-thinking (d) open-mindedness (e)

persistence, (f) problem-solving (g) risk-taking.

Table 1 shows the relationship between

entrepreneurship competence and SDI components.

Table 1: The Roles of SDI components.

SDI Entrepreneurship

Associatin

(a)(c)(d)

Questionin

(e)(f)

Observin

(c)(d)

Experimenting

etworkin

(a)(b)(g)

(b)(e)(

)

2 METHODS

The method utilized in this research was a pre-

experimental research. The research design was one

group pretest-posttest. In this study, PETs on PEP

were given a pre-test in the form of performance

assessment using an observation sheet in accordance

with the aspects of entrepreneurship competence on

food technology material. Having implemented the

learning using SDI, and the final performance

assessment test was conducted. The research design

is shown in Figure 1 as follows:

BINUS-JIC 2018 - BINUS Joint International Conference

546

Figure 1: One-group pretest-posttest research design.

The data obtained in this study were quantitative

data of pre-test and post-test results in the form of

students’ performance assessment scores. The

population of this research was all PETs who

followed the PEP of elementary school teacher

education program at UniversitasSebelasMaret,

consisting of four classes. The average number of

students in each class was 30. The sample used was

PEP participants of the second semester which

amounted to 40 people. The data processing in this

research began with calculating the scores of pre-test

and post-test. Subsequently, the effect of

implementing SDI on PETs following PEP was

determined by using normalized gain analysis. The

improvement before and after SDI implementation

was calculated by computing the normalized gain

equation <g> as follows.

The data obtained in this study were quantitative

data of pre-test and post-test results in the form of

students’ performance assessment scores. The

population of this research was all PETs who

followed the PEP of elementary school teacher

education program at UniversitasSebelasMaret,

consisting of four classes. The average number of

students in each class was 30. The sample used was

PEP participants of the second semester which

amounted to 40 people. The data processing in this

research began with calculating the scores of pre-test

and post-test. Subsequently, the effect of

implementing SDI on PETs following PEP was

determined by using normalized gain analysis. The

improvement before and after SDI implementation

was calculated by computing the normalized gain

equation <g> as follows.

𝑔

𝑃𝑜𝑠𝑡  𝑡𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒  𝑃𝑟𝑒  𝑡𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒

𝐼𝑑𝑒𝑎𝑙 𝑠𝑐𝑜𝑟𝑒𝑃𝑟𝑒𝑡𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒

Normalized gain criteria proposed by Hake, 2002

and Hibbard, 1995 can be seen in Table 2.

Table 2: Normalized-gain criteria

> Criteria

≥ 0.7 Hi

0.3 < (<

>) < 0.7 Moderate

>) < 0.3 Low

The data from the performance assessment were

collected, encoded, and tabulated to make the

analysis. In Table 3, we can see the detailed

description of the performance assessment to

measure entrepreneurship competence with the

assessment rubric shown in Table 4. The number

performance-assessment items was 50 with point

assessment and earned assessment (self or lecture).

Table 3: The description of performance assessment

instrument

Skills of Disruptive Innovators Integrated with

Entrepreneurship Competence

Association throu

h data anal

sis 3

Askin

questions 10

Makin

observations and inferences 9

Desi

nin

an experiment 17

Networking with oral presentations 11

Total Items 50

Table 4: Performance-assessment rubric and its scales

Decision Rubric

Excellent (T) Unusuall

Excellen

Evenl

Excellen

Mostl

Excellen

Poor (W) Evenl

Poo

Mostl

Poo

VeryPoorornotdone

3 FINDINGS AND DISCUSSION

Science learning integrated with entrepreneurship

using SDI is able to empower the five components

of competence; they are (a) Association through data

analysis (b) Asking questions, (c) Making

observations and inferences (d) Designing an

Experiment (e) Networking with oral presentations

[33]. The results of the normalized gain analysis of

each component are presented in Table 5

Improving the Enterpreneurship Competence of Pre-service Elementary Teachers on Professional Education Program through the Skills of

Disruptive Innovators

547

Table 5: The normalized gain recapitulation in each

component of entrepreneurship competence

Components Average

scores

<g> Criteria

Pre-

Tes

Post-

Tes

Association

through data

anal

sis

3.8 4.7 0.52 Moderate

Asking

questions

3.8 4.4 0.27 Low

Making

observations

and

inferences

3.3 5.3 0.74 High

Designing

Experimen

3.7 4.7 0.43 Moderate

Networking

with oral

resentations

3.2 4 0.29 Low

The improvement of entrepreneurship competence

varied on each component. The component that had

a high N-Gain (<g>) criterion was making

observation and inferences (0.74). The components

of association through data analysis (0.52) and

designing an experiment were in moderate criterion

(0.43). Of the five components of entrepreneurship

competence, the components that had the lowest N-

Gains (<g>) were asking questions (0.27) and

networking with oral presentations (0.29). Based on

the random interviews with five PETs and the

observations made during the learning process, PETs

can do a good observation because observation

activities can be done by utilizing the human senses

such as sight, smell, touch, taste, and hearing so N-

Gain becomes higher (Kolthoff, 2016; Hibbard,

1995; Taut & Rokoczy, 2016). The components of

asking questions and networking with oral

presentations were included in the low criterion

because PETs had difficulty in generating questions.

There are several causes of PETs having difficulty in

making questions, one which is the questions made

are not in accordance with the learning materials so

that if they do not understand the learning materials

then there is difficulty in making questions

(Zolfaghari et al., 2011; Magas et al., 2017). The

competence of networking with oral presentation

was also in the low criterion because networking

conducted through the activities of communicating

the experimental results orally has not been mastered

well by PETs (Kruijf, 2015; Carvalho & Goodyear,

2018).Communicating the experimental results

through oral presentations requires courage

(confidence), material mastery, implementation, and

the experimental results. If PETs have not mastered

the capabilities that support networking with oral

presentations, it causes N-Gain to be low. The

average N-Gain of each component of the

entrepreneurship competence is presented in Figure

Figure 2: The development of each creativity indicator

category 1. Association through data analysis, 2. Asking

questions, 3. Making observation and inferences, 4.

Designing an Experiment, 5. Networking with oral

presentation.

Based on Figure 2, it can be seen that the lowest

pretest score was in the category of networking with

oral presentations. This was because PETs

dominantly used PowerPoint slides in making

presentations on PEP. Besides, the technique in

making the presentation did not consider the

material content, volume, articulation, and body-

language. The questioning category had the highest

pre-test score because PETs have started to show

insight on PEP by compiling good and coherent

questions and entered into the high-order thinking

questions (Magas et al.,2017; kruijf & Stobbelaar,

2015; Carvalho & Goodyear, 2018; Peters et al.,

2016) .

The category that had the highest post-test score

after being given treatment using discovery skills

learning was making observations and inferences

with N-Gain of 0.74 which falls into the high

criterion. In this category, it has begun to show the

detailed observation sheets accompanied by clear

pictures to complete the data in accordance with the

content of the material being studied. The category

of networking with oral presentation had a low post-

test score even though it has been given treatment

using discovery skills learning with N-Gain of 0.29

BINUS-JIC 2018 - BINUS Joint International Conference

548

included in the low criterion. There were several

elements in the category of networking with oral

presentations that were still low, including the

ability to create media for PETs' presentations

(picture, diagrams, photographs, videos, and flow-

charts) on PEP using only one teaching-aid only.

The use of multimedia (merging two or more media)

in the presentation can help transfer the information

better. In addition, the other element that was still

low in the third category was body-language such as

eye contact, posture, and body movements. Many

PETs who made presentations were in sitting

position and did not make eye-contact with the

participants so that they were less enthusiastic in

receiving the information. Based on the results of

research, the appropriate use of body-language such

as eye contact and body movements plus positive

humor doing the presentations can increase the

enthusiasm of the participants in listening the

presentations so that information can be delivered to

the participants well (Kolthoff, 2016; Hibbard,

1995).

Despite the given treatment using discovery

skills learning, the low criterion of networking with

oral presentations allows this skill to be modified or

developed in terms of learning activities that pay

more attention to the elements of networking with

oral presentation skills (Dyer et al., 2011). In

addition to the modification of networking with oral

presentations, another way to improve the ability of

PETs is to add other skills or divide this category

into two specific skills: networking with written

presentations (posters, diagrams, graphs) and with

oral presentations (Kruijf & Stobbelarr, 2015; Natale

& Lubniewski, 2017).

4 CONCLUSIONS

Based on the results of the research, it can be

concluded that (1) the entrepreneurship competence

of PETs on PEP can be improved through the

implementation of SDI on Science learning, (2) the

highest N-Gain of the entrepreneurship components

is making observations and inferences of 0.74; the

component of entrepreneurship competence with

moderate N-Gain criterion was is found in the

association through data analysis (0.52) and

designing an experiment (0.43); the component with

the lowest criterion is in networking with oral

presentations (0.29) and asking questions (0.27).

ACKNOWLEDGEMENT

First and foremost, we full thankful to Allah SWT

and Whole heartedly, we thank our college

Universitas Sebelas Maret through LPPM provided

founding for PNBP research under contract No.

543/UN27.21/PP/2018.

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