Development of A Self-Directed Learning Model in Entrepreneurship

Courses to Develop Problem-Solving Ability Among Students

Sumanti

, Yesmira Syamra

, Zahara

, Desri Nora

and Mira Chairani

Geography Education, Al-Muslim University, Almuslim street, Aceh, Indonesia

Economic Education, UPGRISBA, Gunung Pangilun Street, Padang, Indonesia

Economic Education, Al-Muslim University, Almuslim Street, Aceh, Indonesia

Sociology Education, Universitas Negeri Padang, Prof. Dr. Hamka Street, Padang, Indonesia

Keywords: Entrepreneurship, Learning Model, Self-Directed Learning, Problem-Solving.

Abstract: According to preliminary research conducted at Al-Muslim University's Geography Study Program, there are

numerous issues with Entrepreneurship education, including the poor development of problem-solving skills

in student entrepreneurship courses. Participation in learning activities has not increased due to problem-

solving student activities. There are insufficient learning materials, and the paradigms used in education do

not enable students to develop their knowledge. Based on these conditions, this type of study is considered

Research and Development (R&D). The employed model of development is the Plomp Model (2013). The

stages of development are as follows: preliminary/initial research, product design, and assessment/evaluation.

The validity and usability of product design are measured via formative evaluation, including self-evaluation

and one-on-one. A summative evaluation is conducted at the assessment stage to establish the product's

effectiveness. In addition to conversation, observation, interviews, questionnaires, and learning achievement

exams, focus group discussions were used to obtain research data (FGD). The gathered information was

examined using descriptive and inferential statistics.

1 INTRODUCTION

National Education seeks to explore and develop the

potential and skills of students for them to become

people who have faith, are devoted to God Almighty,

have a noble character, are healthy, knowledgeable,

capable of creative, and independent, as well as

democratic and responsible citizens. (Ministry of

National Education, 2003). In line with the 21

century educational framework, students must have

skills and abilities, namely the ability to communicate

well (communicative), be creative (creativity), the

ability to work with other parties (collaborative), and

have high creativity (BSNP, 2010). The realization of

these hopes is manifested in the form of the K22

curriculum or what is known as the Independent

Campus Learning Curriculum (MBKM). Freedom to

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https://orcid.org/0009-0001-7183-1085

https://orcid.org/0000-0003-4343-854X

learn. The independent campus is a government

policy to encourage students to master various

knowledge that can be useful for entering the world

of work.

Learning activities are not material-intensive but

essential. Students can take credits outside the study

program at other tertiary or higher education

institutions in the independent learning program. The

aim is to gain experience or new knowledge in

developing students' insights. One of the activities

outside of higher education is entrepreneurial

activities. The competency achievements of

independent learning independent campuses in this

entrepreneurship course are producing goods and

services and formulating policy objectives and

strategies in entrepreneurship. It is a critical learning

system based on analysis, reasoning, and

224

Sumanti, ., Syamra, Y., Zahara, ., Nora, D. and Chairani, M.

Development of A Self-Directed Learning Model in Entrepreneurship Courses to Develop Problem-Solving Ability Among Students.

DOI: 10.5220/0012198900003738

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Innovation in Education (ICoIE 4 2022) - Digital Era Education After the Pandemic, pages 224-229

ISBN: 978-989-758-669-9; ISSN: 2975-9676

interpretation, not memorization, to achieve the

curriculum's and educational goals' expectations. It

aims to change the way students think. That is, they

always desire to find out and make observations.

Students are also directed to formulate problems, not

only solve problems. Learners are trained to sharpen

their reasoning power by thinking analytically. So the

Geography Study Program sets entrepreneurship

courses with a weight of 2 credits. The expected

learning outcomes are that students can interpret the

role of entrepreneurs in the country and apply the

skills that an entrepreneur must have to develop

entrepreneurial attitudes and profiles that become a

true entrepreneur (Indonesian National Qualification-

Based Curriculum, 2020).

However, based on searches on Geography study

programs, especially fifth semester (V) students in

entrepreneurship courses, students attending lectures

is still like lecturing pulpit. Students silently listen as

if only the lecturer is the only source of learning, so

learning is monotonous and boring. Students are only

passive. Inactive, unable to think critically. In

response to the facts and phenomena above, it is

necessary to find learning solutions, namely changing

learning models and strategies. One of the learning

models considered appropriate is the Self-Directed

Learning (SDL) learning model. This learning model

is innovative. This SDL mode provides opportunities

for students to create and diagnose, formulate

learning objectives, select and implement learning

strategies, and evaluate learning outcomes (Pluskwik

et al., 2018; Ramadhan & Jalinus, 2021; Scroccaro &

Rossi, 2021; Silamut & Petsangsri, 2020). As for the

syntax or steps of the SDL model, there are three

kinds: planning, students planning learning locations,

and times when students feel comfortable.

Furthermore, students determine the learning

components and determine achievement targets. Then

the next step is to monitor. Namely, students observe

learning so that learning activities will be more

meaningful and then carry out evaluations. The Self

Directed Learning model ignores religious or

religious values in students according to national

education goals (Beach, 2017; LaTour & Noel, 2021;

Silamut & Petsangsri, 2020). So this model only

emphasizes knowledge alone. Religion. The model

developed is called Insert Self-Directed Learning

(ISDL). This study aims to develop a self-directed

learning model that is valid, practical, and effective in

the Entrepreneurship course at the teaching and

educational faculty of the geography study program.

The philosophical foundation used in the Insert

Self Directed Learning (ISDL) Learning model is the

educational philosophy that Ki Hajar Dewantara put

forward. This philosophy is a convergence of the

philosophy of progressivism regarding the natural

ability of students to overcome the problems they face

by providing the broadest possible freedom of

thought (Wichadee, 2011). Meanwhile, the learning

theory used relies on constructivist learning theory,

which reveals that knowledge is the result of human

constructs, meaning that here students, through their

interactions with objects, the environment,

phenomena, and experiences, will construct

knowledge (Jonassen et al., 1995; Joyce et al., 2015).

Learning is processed and where activities

originate or are transformed through training

procedures (whether in the laboratory or a natural

environment). Good learning embraces learning

without boundaries (Joyce et al., 2015; Kurniati et al.,

2020; Pateliya, 2013; Szmidt & Majewska-

Owczarek, 2020). To embrace diverse students, you

have to use a suitable model. The model can be a

guideline explaining what the teacher must do to help

students achieve learning goals (Schiering et al.,

2012). The Learning Model is a framework of

reference for learning that is carried out based on

patterns that have been systematically designed. So

that learning is carried out effectively and efficiently

(Mousoulides, 2011).

Learning Model Self Directed Learning (SDL) is

a learning process that is carried out based on one's

desires and initiative. Essentially, this model is

independent learning (Beach, 2017; Deng et al., 2022;

Mamun et al., 2020; Ramadhan & Jalinus, 2021).In

line with the opinion above, the direct instruction

learning model is specifically designed to support

student learning related to well-structured declarative

and procedural knowledge that can be taught with a

gradual pattern of activities step by step. The Self-

Directed Learning model will increase students'

problem-solving abilities. Problem-solving ability is

a thought or ability to find a solution or way out of a

problem or problem with very mature and reasonable

considerations. (Koh et al., 2010).

2 METHOD

This study involves both research and development

(Research and Development). This research has

generated a learning model titled Insert Self-Directed

Learning (SDL). This learning paradigm enhances

students' capacity to solve valid, practical, and

efficient problems. The development design

employed is Plomp, which comprises many stages: 1)

preliminary study, 2) prototype phase, and 3)

evaluation stage. (Plomp, 2013). Data analysis was

Development of A Self-Directed Learning Model in Entrepreneurship Courses to Develop Problem-Solving Ability Among Students

225

carried out in a qualitative and quantitative

descriptive manner. The test of the model's validity

uses experts' opinions (judgment experts). The

validators/experts were asked for their opinions about

the models and products being developed. The

validation developed includes constructing validity

and content validity. The practicality test of the model

is determined from the results of assessments by

observers and practitioners. Practicality regarding the

product's ease of use and understanding in learning.

In order to determine the validity and applicability

of the results provided by the validator, practitioner,

or assessor, an intraclass correlation test was

conducted with the SPSS program's Intraclass

Correlation Coefficient (ICC). An analysis of the

effectiveness of the Insert Self-directed Learning

learning model was derived from a problem-solving

ability test and a learning achievement test

administered to students in entrepreneurship courses.

The evaluation uses a rubric that is evaluated from

three perspectives: 1) identifying what is known

about a problem; 2) formulating the problem,

followed by determining the best approach and being

able to interpret the problem; and 3) solving the

problem analytically and methodically. Exam

questions are in essay format. The product's

effectiveness was evaluated using a t-test. This

study's participants were fifth-semester students in

unit C of the geography study program. The trial

group was randomly selected from the entire research

subject population. This study's participants were

fifth-semester students from five classes. They

gathered information through observation,

interviews, and focus group discussions (FGD).

3 RESULTS AND DISCUSSION

This research was carried out referring to the

development of Plomp, which includes:1)

Preliminary research (preliminary research);2)

Prototype Phase (Prototyping phase); 3) Assessment

stage (Plomp & Nienke, 2013; Van den Akker, 2006).

The results of the study are as follows:

3.1 Preliminary Research

In the needs analysis stage, the importance of the self-

directed learning (SDL) model is analyzed in

entrepreneurial learning. Needs analysis includes a)

problem analysis during learning activities. b)

curriculum analysis. The curriculum analysis that is

carried out is the application of the curriculum, the

scope of material and learning methods, and the goals

and strategies for achieving this are carried out to

know the problems in the field. This data is intended

as a basis for the development of learning models.

Based on preliminary research results, it was found

that entrepreneurship learning was carried out in the

form of pulpit lectures, and monotonous learning was

still rote. No lecturers in the learning process use the

self-directed learning model because it takes a long

time and disrupts the previously prepared lesson

plans. From a curriculum point of view, when viewed

from the scope of the material, it is generally in the

form of a collection of theories and concepts so that

learning cannot make students think analytically. The

critical and reasoning power of students is weak. Seen

from the lecturers generally do not prepare learning

tools properly, such as semester learning plans (RPS)

media and other learning resources. At the same time,

the analysis of students (students) reveals a feeling of

boredom when attending entrepreneurship lectures

because learning is monotonous and does not involve

students actively in the learning process. A design or

learning model is prepared as a book based on

searches and information obtained from lecturers,

students, and related parties. The self-directed

learning model book is designed to contain four parts,

namely: first, the rational model contains the critical

background and urgency of developing the self-

directed learning model; secondly, supporting

theories contain learning theories put forward by

several experts, the third model component contains

philosophical and theoretical foundations model, and

the fourth implementation of the problem-based self-

directed learning model contains the syntax of the

social system and the principle of reaction to

instructional impact and accompanying impact.

Learning components according to the existing

problems

Insert Self Directed Learning learning is based on

the results of preliminary research conducted and

studies of learning theories and learning models

equipped with syntax where the syntax is one part of

the learning model that contains references to models

in actions or activities that are arranged based on clear

stages of the entire activity. Moreover, the stages are

carried out by the teacher in learning. The results of

these studies can be guidelines for compiling the

syntax of the developed model. The syntax of the

model is designed to pay attention to how to invite

students to be actively involved and feel directly as

part of the learning process. The model syntax was

developed from the Self-directed Learning model

proposed by. Song & Hill as for the syntax of the

Insert Self Directed Learning (ISDL) learning model.

(1) the activity starts before the students read the

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Asmaul husnah together, (2) the lecturer divides the

student groups consisting of 3-4 students to make

plans about the desired learning components, (4)

students carry out learning in a place where preferred.

(5) students with their groups carry out the discussion.

To identify learning activities (6), further class

meetings are held, and the teacher gives feedback and

evaluates learning to know how far students have

mastered the learning components that have been

implemented.

Table 1: Theory Analysis Results in the Development of

Investigation-Based Learning Models.

Theory, Concept, and

Material

Role

1 Model Construct By

Joyce & Well (1992,

2000), Personal,

Benny A (2011),

Rusman(2012), Kemp

et al. (1994)

For the preparation of

model components

(syntax, reaction

principles, social

systems, model impacts,

and model support

systems

2 Model development by

Chandra 2014 and

Pum

(

2013

)

Guide to model

development stages

3 Philosophy of learning

(constructivist theory)

initiated by Mark

Baldwin

The basic concepts of

developing knowledge

underlie model

development and

uildin

model s

ntax

4 theoretical basis

Cognitive learning

theory-

Constructivism

Problem-Solving

Theory

Learning model Self-

directed Learning

Santrock (2010), Slavin

(2011)

Gredler (2011), Suparno

(1997)

Jonassen (1997), Kapur

(2015)

Carin (1997) Cindy &

hamello

David Johnson &

Johnson

Richard I. Arend (2008)

5 perspective(learning

theories: Educational

Perspective) by Dale H

(2012), Learning and

Learning by Dimyati

(2009), E-Learning

theory. Hartley

[Hartley, 2001and

Communications

Hovland in Mulyana

(2007:68)Darmansyah

(

2011

)

To construct self-

directed learning

(ISDL), insert model

syntax.

6 The cooperative

learning model by

Robert E. Slavin

(2008), active learning

y Mel Silberman

For reference

comparison of model

development

Theory, Concept, and

Material

Role

(2002), and CTL by

Elaine Jhonson (2010),

7 Analysis of

Approaches, Methods,

Strategies, and

Learning Models by

(Iru & La Ode 2012).

Designing Effective

Instruction by Kemp et

al. (1994)

Teaching and Learning

Interaction and

Motivation by

Sardiman (2011)

(

Russman, 2012

)

To devise social

systems, reaction

principles, and impact

models

3.2 Prototype Stage

The development of the self-directed learning model

is based on the Self-directed Learning model

proposed in the model book consisting of several

structures as shown below.

The structure is contained in the model book.

Table 2: Model’s Book Component.

Model Boo

Foreword

List of contents

Introduction

Rational Learning Model Self-Directed Learning

Philosophical Foundation and theoretical models

Implementation of models

Model syntax

Social system

Reaction system

Instructional impact

Companion impact

Supporting products

References

Author Profile

3.3 Product Validation

The results of product validation carried out by five

experts/validators showed that the insert self-directed

learning (SDl) model proved valid, as data processing

results showed that the result was > 3.20. The model

book's scoreIntraclass Correlation Coefficient (ICC)

amounted to 0.885.

Development of A Self-Directed Learning Model in Entrepreneurship Courses to Develop Problem-Solving Ability Among Students

227

Table 3: Summary of Book Validation Results Insert Self-

Directed Learning Model.

No Assessment Aspect

Categor

1 Book Construct 0.85 Very vali

2 Rational Model 0.87 Very vali

3 Su

ortin

Theor

0.82 Ver

vali

4 Model Structure Self-

Directed Learning

a. Syntax

b. Social system

c. Reaction Principle

d. Support System

e. Instructional and

Accompaniment Impact

0.79

0.84

0.87

0.89

0.87

Valid

Very valid

5 Model Implementation

in Learning

0.89 Very valid

Source: Processed Primary Data

The model book was valid and could be continued

at other stages. However, there were several essential

suggestions from the validator for improving the

model book, especially the use of grammatical words,

letters, and coloring and the structure of the model.

Then the next step is product revision in the form of

a model book.

3.4 Practicality

3.4.1 Practicality of the Self-Directed

Learning Insert Learning Model in the

Entrepreneurship Course to Improve

Geography Problem-Solving Skills

Al-Muslim University's analysis of implementing the

learning model Insert Self-Directed Learning in

entrepreneurship courses. Data collected from three

observers showed that the average score for all

aspects was 4.75. Thus, implementing the learning

model Self Directed Learning in entrepreneurship

courses to enhance problem-solving skills is

conducted in particular categories. The intraclass

correlation test for the model implementation yields a

value of 0.186. It indicates a slight correlation

between assessors in determining the feasibility of the

model, i.e., the value of the learning model itself.

Experts/validators have provided well-executed

Directed Learning in Entrepreneurship courses to

enhance problem-solving skills. There is only enough

correlation between validators to determine the

practicability of the model. Observer observation

revealed that using learning models, Self-Directed

Learning in Entrepreneurship courses to enhance

problem-solving skills, and using teacher books and

student books in the learning process conforms to the

established criteria in terms of practicality.

3.4.2 Stage Focus Group Discussion (Focus

Group Discussion/ FGD)

The results of the Focus Group Discussion included

critiques and recommendations from FGD U

participants. Participants in the FGD suggested using

grammar and spelling consistent with Indonesian

spelling. As with student textbooks, the front cover

must be revised, but the images used in model

textbooks already support the description. The results

of this FGD indicate that the problem-based learning

model, supported by Facebook, teacher's books, and

student books, is reasonable and practicable. The

results of product revisions are known as prototype

products.

Figure 1: Model Book Cover before and after Revision.

3.4.3 Effectiveness Test

Effectiveness in terms of development, activity,

observation sheets, and the development of

entrepreneurial problem-solving skills is obtained

through learning achievement tests in the form of

assessment essays carried out from the learning

rubric. Using t-test analysis obtained a significance

level of 0.01.

4 CONCLUSIONS

Based on the results of field research regarding the

development of the Self-Directed Learning model,

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the Insert Self Directed Learning model using the

development steps proposed by Plump are as follows.

1. The Insert Self Directed Learning model book,

after being validated by experts consisting of

discussion experts, material experts, and design

experts, is declared valid and suitable for use.

2. Based on the assessment of observers,

practitioners, and users, the Self-Directed

Learning book states that the model book is

convenient because learning is carried out well

without any obstacles, and students enjoy the

process of learning.

3. When observing the learning activities, learning

motivation, and problem-solving abilities, data

was obtained on students' problem-solving

abilities development, as evidenced by very

satisfying learning outcomes.

4. The self-directed learning model was developed

and called Insert Self Directed Learning (ISDL)

so that lecturers can apply it in entrepreneurship

courses because this ISDl learning model has been

proven to be valid, practical, and effective in the

learning process, and students can use this model

and make a reference in subsequent research.

The development of the self-directed learning model

has produced a product or Novelty in the form of a

valid, practical, and influential Insert Self Directed

Learning (ISDL) model book for students in

Entrepreneurship courses.

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