Elite Journal, Volume 2 Number 1, February 2017
ENTREPRENEURSHIP EDUCATION TO IMPROVE THE QUALITY OF HIGH SCHOOLS Nuurus Sa’aadah, Prisca Kurniawati & Sulistiyani
Abstract: Aims of this research is education should not merely to produce skilled generation and high competence, but also to be able to produce entrepreneurial generation Parents need to be provided with information in choosing quality schools for their children, at least parents need to know about how a school is being managed properly. An interesting study has been done by experts in the field of education to test the relationships and contributions of successful entrepreneurship practices in developing effective schools. There are traits of successful entrepreneurs, including the desire for superiority, strong determination, good self-control, and high innovative power. While the meaning of the characteristics of an effective school includes commitment, academic achievement, community support, and the quality of its graduates. Respondents surveyed were the administrators who played a key role in management to establish effective schools. This research uses survey method by using questionnaire. The study sample involved 180 randomly selected school administrators from 72 schools. The results show that there is a significant relationship between management based on successful entrepreneurial characteristics with effective school formation. Meanwhile, the features of entrepreneurial management make a significant contribution to the development of an effective school. The implications of this study show that successful entrepreneurship management practices can be integrated into the style and culture of management in a school. Keywords: entrepreneurship, education, quality, high school Efforts to improve the quality of education in Indonesia has long been done by the government. Educational programs and innovations, such as textbook procurement and other reference books, improving the quality of teachers through various trainings and improving their educational qualifications, improving education management and providing support facilities are always underway. But until now the quality of education is still far from expectations. The world of education must be able to play an active role in preparing human resources capable of facing the challenges of life both locally, regionally, nationally and internationally. They are not enough to master the theories, but also willing and able to apply them in social life and able to solve the problems faced in everyday life. Education that is able to overcome the above, the most appropriate is entrepreneurship-oriented education, the brave soul and able to face the problems of life and life naturally, the creative soul to find solutions and overcome the problem, independent and independent of other people. One of the entrepreneurial spirit that needs to be developed through education is life skills. Nuurus Sa’aadah and Sulistiyani are English lecturers in STKIP BIM Surabaya Prisca Kurniawati is an elementary school teacher
Sa’aadah, Kurniawati & Sulistiyani, Entrepreneurship Education
Entrepreneurial education is an education that applies principles and methodology to the formation of life skills to students through a curriculum developed in schools. The framework of entrepreneurship development among educators is very important because educators are "agents of change" that are expected to inculcate the characteristics, traits and character and entrepreneurial spirit for their students. In addition, the entrepreneurial spirit is also indispensable for an educator, because through this soul the educators will have a work orientation that is more efficient, creative, innovative, productive and independent (Kompri, 2015). David Mc. Celland argues that a country can prosper if it has at least two percent of the entrepreneur's population. Meanwhile, according to statistics BPS (2007), Indonesia has only 400,000 entrepreneurs or 0.18 percent of the population. For that, Indonesia needs to seriously prepare the generation of entrepreneurs to achieve rapid economic progress. Education can be a factor driving success for entrepreneurship, a person does not need to predicate a bachelor to become an entrepreneur, but with a background of academic education, it means that there will be many open opportunities, because of his broader perspective in looking at business opportunities. Thus, the main problem in building the entrepreneurial spirit is the lack of awareness of the importance and urgency of becoming an independent and entrepreneurial youth. In this context, education should not merely to produce skilled generation and high competence, but also to be able to produce entrepreneurial generation (Sukristin, 2010). Parents need to be provided with information in choosing quality schools for their children, at least parents need to know about how a school is being managed properly. In choosing a school for their children, parents are not expected to follow the growing fashion in the community. If parents want their children to become smart and independent students, one of the things to note is what managementadministration practices are and how they are developed in schools. An interesting study has been done by experts in the field of education to test the relationships and contributions of successful entrepreneurship practices in developing effective schools. There are traits of successful entrepreneurs, including the desire for superiority, strong determination, good self-control, and high innovative power. While the meaning of the characteristics of an effective school includes commitment, academic achievement, community support, and the quality of its 43
Elite Journal, Volume 2 Number 1, February 2017
graduates. Respondents surveyed were the administrators who played a key role in management to establish effective schools. This research uses survey method by using questionnaire. The study sample involved 180 randomly selected school administrators from 72 schools. The results show that there is a significant relationship between management based on successful entrepreneurial characteristics with effective school formation. Meanwhile, the features of entrepreneurial management make a significant contribution to the development of an effective school. The implications of this study show that successful entrepreneurship management practices can be integrated into the style and culture of management in a school (Kompri, 2015). Referring to the results of this study, schools need to learn from the world of entrepreneurship to improve the spirit in planning and implementing educational programs, this means with entrepreneurial spirit, achievement of principals and teachers performance can be realized. School is a place where knowledge is transferred formally between teacher and student. To make the transfer process go smoothly, there are several elements to consider, including good syllabi curriculum, adequate staffing, building, equipment and supporting equipment. Effective schools are needed by every component of the community, both community components of the school, such as students, teachers, principals, representatives and the whole community in a broad sense. Nowadays, people are paying great attention to the quantity and quality of school graduates, they hope that graduates can open new business and not always be a monthly wage labor. Of course, as an educational institution, schools are a place to carry out the teaching and learning process. However, the school's vision and mission can encourage learning activities aimed at producing graduates of exceptional and high quality (Afiff, 2011). Icon that the school is just looking for science, then looking for a job, must be changed to seek knowledge and apply it in the field. Thus, national education should be able to bring the educated generation to create jobs. Entrepreneurship education taught in high school can change the type of national education that has already become a bureaucracy because it is only focused to produce a new generation that just to fill the offices only. With the fact that the educated unemployment rate is increasing from year to year, now the type of educational bureaucratic education is not worth continuing. It is now time for high school students to be taught to recognize
Nuurus Sa’aadah and Sulistiyani are English lecturers in STKIP BIM Surabaya Prisca Kurniawati is an elementary school teacher
Sa’aadah, Kurniawati & Sulistiyani, Entrepreneurship Education
different types of entrepreneurship, as an alternative to face the future beyond the ideals of being an office employee. According to Raymond quoted Lupiyodi and Wacik (in Suhardan, et al., (2008) states that entrepreneurship is the process of creating something new or innovation in order to obtain the welfare or wealth of individuals and get added value for the community. Welfare or added value for the community as the goal of entrepreneurship it is done through the disclosure of new ideas, the extracting of resources, and realizing the idea becomes a profitable fact. According to Akhmad Sudrajat (2011), until now the concept of entrepreneurship is still growing. Entrepreneurship is an attitude, the soul and the ability to create something New, very valuable and useful for themselves and others. An entrepreneur is always not satisfied with his success, they will always improve their performance in terms of quality and quantity and outperform the ability and work of others (Buang dan Murni, 2006). The entrepreneurial process includes all function, activity and actions related to the acquisition of opportunities and the creation of business organizations (Suryana, 2001). The term entrepreneurship in entrepreneurial management according to Thompshon and Riccuci, as quoted by Fadel Muhammad shows the meaning of management based on enterprise culture, or which is based on the character of "risk culture" (Muhammad, 2008: 24). In its development, the meaning of entrepreneurship is not only applied to the private sector but also to the public sector and education sector. According to Sulthon (in Imron, 2003: 233), entrepreneurial management in educational institutions is the substance of management of extension education which has an important role to jointly substance the management of core education to realize the desired educational objectives. Entrepreneurship in educational institutions contains two understandings and applications, namely (1) efforts to apply entrepreneurial values in managing educational institutions; (2) exploit the potentials owned / can be pursued by an educational institution into an economic activity so as to generate profits that can be used to advance the educational institution concerned. Lupriyono and Wacik (in Suhardan, et al., 2008) state that entrepreneurial strategies include the development of vision, innovation drive, entrepreneurship climate ctrability, and entrepreneurial spirit motivation. 1. Development of Vision / Mission 45
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The first step in entrepreneurship is to formulate a vision / mission. Vision or mission is a picture of the ideals or wishes of schools that want to be realized in the future. The vision of the school should be formulated clearly, briefly and contains real support for realizing entrepreneurial change or innovation. 2. Encouragement Innovation With regard to the entrepreneurial spirit of the school, this strategy means to grow and develop original and innovative ideas. Therefore, every school principal in entrepreneurship is required to have an innovation agenda. This innovation agenda becomes the primary and specific tool in the strategy of enriching a school. The innovation agenda necessarily refers to a quality tool or quality criteria that reflects the needs and expectations of school education from all interested parties. Alternatively, there are two key elements that can be considered for the innovation agenda. First the internal elements of the school institution and the two external elements of the school.The internal elements of school institutions that can be reviewed, including (a) the learning experienced by learners, (b) curriculum development / educational programs, (c) teacher professional competence and development of teaching systems; (d) pre-facilities and development of educational facilities; (e) education financing; (f) development of school cultures; (g) Behavior management itself. External elements of the school's institutions can be assessed include (1) parent / community concerns and participation, and (2) natural and socio-cultural conditions of society. Agenda of innovation as examples of programs that reveal the entrepreneurship of both elements of the school. 3. Entrepreneurial Climate Entrepreneur This strategic step is the process of forming elements and atmosphere that support the implementation of innovation agenda. In this case, the commitment and leadership of the principal and the professionalism of the staff / teachers are needed. The pressure of entrepreneurial climate regulation lies in the refinement of efforts for the implementation of innovation projects. This means that this strategy emphasizes the internal process of the organization, namely efforts made by the school in establishing its management system. This can not be separated from the demands of change entrepreneurial management itself. The ability to describe the prevailing regional education policy, transformational leadership and visionary, the ability to manage change and decision-making capabilities, and the Nuurus Sa’aadah and Sulistiyani are English lecturers in STKIP BIM Surabaya Prisca Kurniawati is an elementary school teacher
Sa’aadah, Kurniawati & Sulistiyani, Entrepreneurship Education
ability to develop a profitable network, are a number of demands that principals should meet in developing their intended strategy. 4. Motivating the Soul of Entrepreneurship Motivation is the process of generating, directing and consolidating the direction behavior of a goal. Motivation is the thing behind the individual do to achieve a certain goal. Motivation is the individual's willingness to make various efforts to meet his needs. Motivation can be observed from the tension experienced by individuals, the greater the tension, the higher the level of effort indicated by individuals in achieving their goals. The importance of motivation is because motivation is the cause, channel and support the human behavior, so willing to work hard and enthusiastically achieve optimal results (Hasibuan, 2005). Entrepreneurship education aims to form human as a whole (holistic), as a person who has the character, understanding and skills as an entrepreneur. Basically entrepreneurship education can be implemented in an integrated manner with educational activities in schools. The implementation of entrepreneurship education is done by principals, teachers, education personnel (counselors), students together as an educational community. Entrepreneurship education is applied into the curriculum by identifying the types of activities in schools that can realize entrepreneurship education and be realized by students in everyday life. According to Akhmad Sudrajat (2011), entrepreneurship education programs in schools can be realized and neutralized through various aspects, among others (1) Entrepreneurship Education integrated into all subjects; (2) Integrated entrepreneurship education to extracurricular activities; (3) entrepreneurship education through self-development; (4) The change in the implementation of entrepreneurial learning from theory to practice; (5) Integrating entrepreneurship education into teaching materials / textbooks; (6) Integration of entrepreneurship education through school culture; and (7) Integration of entrepreneurship education through local content. An explanation of the realization of entrepreneurship education programs through various aspects can be described as follows. 1. Entrepreneurship education is integrated into all subjects. What is meant by integrated entrepreneurship education in the learning process is the internalization of entrepreneurial values into learning so that the results obtained awareness of 47
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the importance of values, the formation of entrepreneurial character and the habituation of entrepreneurial values into the behavior of everyday students through a good learning process Which takes place inside or outside the classroom on all subjects. Basically the learning activities, in addition to making the students master the targeted competencies, are also designed and done to get students to know, care about, and internalize entrepreneurial values and make them behavioral. This step is done by internalizing the values of entrepreneurship into learning in all subjects in school. This integration step can be done when delivering the material, through the learning method or through the scoring system. The principle of learning used in the development of entrepreneurship education seeks to enable students to recognize and accept entrepreneurial values as their own and be responsible for the decisions they make through the stages of knowing choices, assessing choices, determining stance, and then making a value according to self-belief. With this principle, students learn through the process of thinking, acting, and doing. These three processes are intended to develop students' ability to engage in activities related to entrepreneurial values. 2. Entrepreneurship education can also be integrated with extra-curricular activities, that is outside educational activities and counseling services to assist student development according to their needs, potentials, talents and interests through activities that are specifically organized by qualified and competent educators in school. The vision of extra-curricular activities is the development of potential, talent and interest optimally, as well as the growth of students' self-reliance and happiness that are useful for themselves, families and communities. The mission of extra-curricular activities is (1) providing a number of activities that students can choose according to their needs, potential, talents and interests; (2) organizing activities that give students the opportunity to express themselves freely through independent or group activities. 3. Entrepreneurship education can also be realized through self-development, ie education activities outside the subject as an integral part of the school curriculum. Self-development activities are character building efforts including entrepreneurial character and student personality through counseling activities related to personal and social life issues, learning activities, and career development, and extra-curricular activities. Self-development is specifically aimed at supporting students' education in developing talent, interest, creativity, Nuurus Sa’aadah and Sulistiyani are English lecturers in STKIP BIM Surabaya Prisca Kurniawati is an elementary school teacher
Sa’aadah, Kurniawati & Sulistiyani, Entrepreneurship Education
competence, and habits in life, religious life skills, social skills, learning ability, insight and career planning, problem-solving skills, and independence. Selfdevelopment includes programmed and non-programmed activities. Programmed activities are planned specifically and followed by the students according to their personal needs and conditions. Non-programmed activities are conducted directly by teachers at school, followed by all students. In the self-development program, the planning and implementation of entrepreneurship education can be done through integration into the daily activities of the school such as business day activities (bazaar, student work, etc.). 4. With the change of the implementation of entrepreneurship learning from theory to practice, entrepreneurial learning is directed to the achievement of three competencies that include entrepreneurship character cultivation, conceptual and skill understanding, with greater weight on achieving competence of entrepreneurial spirit and skill compared with concept comprehension. 5. Internalization of entrepreneurship values can be done into the teaching materials both in the exposure of material, task and evaluation, because the material / textbook is the most influential learning component of what really happened in the learning process. Many teachers teach by simply following the order of presentation and learning activities that have been designed by the author of the textbook, without making meaningful adaptations. 6. Culture / school culture is the atmosphere of school life where students interact with each other, teachers with teachers, counselors with each other, administrative staff with each other, and among members of school community groups. The development of values in entrepreneurship education in school cultures includes activities by principals, teachers, counselors, administrative staff when communicating with students and using school facilities, such as honesty, responsibility, discipline, commitment and entrepreneurial culture in the school environment (all school residents undertake entrepreneurship activities in the school environment). 7. Integration of entrepreneurship education through local content provides opportunities for students to develop their capabilities deemed necessary by the region concerned. Therefore local content subjects should contain local cultural characteristics, skills, noble values of local culture and raised social and 49
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environmental issues that ultimately are able to equip students with basic skills (life skill) as stock in life so as to create jobs. The principle of learning used in the development of entrepreneurship education seeks to enable students to recognize and accept entrepreneurial values as their own and be responsible for decisions made through the stages of knowing choices, assessing choices, determining stance, and then making a value according to self-belief. With this principle students learn through the process of thinking, acting, and doing. These three processes are intended to develop the ability of learners in conducting activities related to entrepreneurial values. According to Mastuhu (2004), quality is a dynamic term that continues to move; If moving forward it is said the quality is getting better, otherwise if moving backward it said the quality declined. Quality can be interpreted as superiority or excellence that exceeds the prevailing general standards. Something is said to be of quality if there is a match between the conditions possessed by the desired object and the intent of the one who wants it. For example the quality of the learning process matches what students expect; More far beyond what is expected to be more qualified, if the opposite happens, the less the quality. Slavin (1995) defines learning as a change in individual behavior caused by experience. In the learning cycle theory, Munford (1995) states that learning is gained from the learning process of experience gained in daily activities which is then inferred and become the concept and value system used for future success. Jamal (2011) said that an interactive-applicative learning model should be applied to encourage students to entrepreneurship learning spirit. In the implementation of learning, there is a learning innovation strategy known as SPICES, which is short for student-centered, problem-based, integrated caching, community-oriented, early clinical exposure, and self-directed learning. This strategy is most appropriate for the entrepreneurial model of learning. Meanwhile, Hosnan (2014) suggests the characteristics of learning the 21st century, among others (1) student centered learning; (2) develop the creativity of learners; (3) create an interesting, fun, and meaningful atmosphere; (4) developing a variety of capabilities that are of value and meaning; (5) learning through doing that is students actively doing; (6) emphasizes the excavation, invention, and creation; And (7) create learning in real situations and actual contexts through a contextual approach. Learning models that are expected to be developed for the 21st century are Nuurus Sa’aadah and Sulistiyani are English lecturers in STKIP BIM Surabaya Prisca Kurniawati is an elementary school teacher
Sa’aadah, Kurniawati & Sulistiyani, Entrepreneurship Education
(a) communication skill; (b) collaboration skill; (c) critical thinking and problem solving skills; (d) creativity and innovation skills. In relation to the above, Sudrajat (2010) argued that the ability of entrepreneurial headmaster in innovation will determine the success of the school he leads because the principal is able to address the needs, wishes, and expectations of the community for education services for their children. Some things that should be applied by the principal include: (1) creative-innovative thinking; (2) able to read the direction of educational development; (3) may show more than some or all elements of the school system owned; (4) need to cultivate teamwork, leadership attitudes, solidarity and solid relationships with all the citizens of the school; (5) able to build a good personal approach with the surrounding environment and not quickly complacent with what has been achieved; (6) always improve the knowledge possessed and the technology used to improve the quality of science; And (7) can respond to future challenges by reflecting on the past and present to be able to apply the concept of management and information technology. The ability of the entrepreneurial headmaster in innovation is crucial to the success of the school he leads because the principal is able to address the needs, wishes and expectations of the community for education services for his children. Joyce Wycoff (in Sudrajat, 2008) presents about 10 practical steps to maintain the life of innovation in an organization, as follows: 1. Eliminate fear within the organization. Innovation means doing something new and something new may fail, if people are always overwhelmed with fear of failure. 2. Make innovation a part of every performance appraisal system. Ask them what they will create or improve in the future, then follow the progress. 3. Document each innovation process and make sure everyone can understand the role in it as well as possible. 4. Extend everyone to explore new possibilities and collaborate with others, both within the organization and outside the organization. 5. Make sure everyone can understand the organization's strategy and make sure that all innovation efforts are completely aligned with the existing strategy. 6. Teach everyone to be able to scan the environment, such as about new trends, technology or customer mindset changes. 51
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7. Teach everyone to appreciate diversity, both in the style of thinking, perspective, experience and expertise, because the diversity of all these activities is an important and inseparable part of the process towards innovation. 8. Determine measurable criteria with a focus on the organization's future goals. Strict criteria will only hinder the achievement of ideals and preserve the assumptions and mindsets of the past. Devote time to the development and success that the organization will achieve in the future. 9. Innovation Team is different from regular project team. Therefore, different tools and mindsets are required. Provide enough training so everyone can work in successful innovation. 10. Develop a management system and capture every idea to develop and evaluate its possibilities. Murphy & Peck (in Sudrajat, 2010) described the eight steps to reach the peak of a career. Eight steps can also be used by a principal as an entrepreneur in developing his profession, namely: (1) willing to work hard, (2) working with others, (3) good appearance, (4) confident, (5) ) Good at making decisions, (6) willing to increase knowledge, (7) ambition to move forward, and (8) good at communicating. The most obvious challenge is the era of globalization. Globalization has already had a double impact, on the one hand it provides the widest possible cooperation between countries, but on the other hand it brings a very tight competition. Therefore, the key competitive challenges in all service sectors are relying on the capabilities of human resources, technology and management. Teacher as the spearhead has an important role in counteracting the adverse effects of globalization, through the learning process it does. Quality learning process will arise from qualified teachers, so as to produce quality students as well. The demand for professionalism of teachers is not negotiable, if you want to improve the quality of education in this country. Increasing the professionalism of teachers is not only the responsibility of teachers, but also the responsibility of government, society, schools and organizations related to education. The criteria of a professional teacher include: having commitment to the students and the learning process, deeply mastering the teaching materials and how to teach them to the students, responsible for monitoring the students' learning ability through various evaluation techniques, being able to think systematically in performing the tasks, and becoming part of learning community in his professional environment. To streamline the function and Nuurus Sa’aadah and Sulistiyani are English lecturers in STKIP BIM Surabaya Prisca Kurniawati is an elementary school teacher
Sa’aadah, Kurniawati & Sulistiyani, Entrepreneurship Education
role of teachers, it is not enough to increase the number and qualifications of teachers' education and training institutions, but the most prominent thing to be made into policy is the aspect of entrepreneurial development of the managers of educational institutions and teacher training so that prospective teachers have Adequate entrepreneurial spirit. Ownership of entrepreneurial spirit for prospective teachers is very important because teachers have a strategic role in the process of entrepreneurship culture transformation to their students, which in the end entrepreneurial spirit of the teacher will always flow from generation to generation. In theoretical discourse, the entrepreneurial spirit will affect the behavior of others, because teacher leadership is a phenomenon in influencing pupils. Quality leadership behaviors for teachers are indicated by the description of the personal characteristics of teachers who have: (1) social maturity, (2) intelligence, (3) the need for achievement and (4) attitudes in human relations. The manifestations of these behaviors in fact tend to form distinctive personality traits or dominant behaviors that are shown in the context of interaction with their students. Such behavioral tendencies become prototypes of behavior often called teacher leadership styles. Formally, a teacher is a leader for all the activities that his students must do. Thus, the achievement of learning goals is much influenced by the skills, insights, and souls that teachers have in carrying out the learning tasks. If the teacher has all three skills before in the field of entrepreneurship, it is possible that the learning process has a high effectiveness. The function of teachers as the most important educational leaders is as the reformer manager of learning through the transformation processes of learning and work culture. The process of cultural transformation can take place by people who are entrepreneurial spirit. As an educational institution, the school is a formal organizational unit that has its own organizational structure with the work procedures and special personnel involved in it. Teachers are leaders who are responsible for organizing and managing all learning activities, so that learning goals can be effectively achieved. One of the benefits to the entrepreneurial spirit is to form the image of the teacher as a charismatic teacher. The entrepreneurial spirit can be transmitted through the transformational leadership process, as this process focuses specifically on the creation and maintenance of a change. Such changes are needed when organizations 53
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are facing threats. Therefore, the inculcation of entrepreneurship spirit is very relevant to the condition of the nation which is experiencing a downturn in various sectors. The charismatic behavior of the teacher, often causes the student to identify and bind himself with the leader. This usually involves an intriguing vision, composing the required behavior (eg the spirit of sacrifice) and using symbols to focus on the student's tasks in learning. The entrepreneurial teacher also tries to provide intellectual stimulation by challenging the people he leads to think in an entirely new way. Although behavior is obviously important, entrepreneurial leadership can also be viewed as a process, both transactions and transformational (Dharmanto, 2012). Jamal Ma'mur (2011) provides some tips on applying entrepreneurship education for students, as follows: 1.
There is life skills education. Life skills education is an absolute necessity in the present era. Life skills education in the form of education that equips students with the ability to maintain the existence, identity, and actualization, so as to survive anywhere with the ability possessed. This ability is related to social, intellectual, spiritual, sociable, thought-out, and self-coherent aspects with strong religious motivations and filters. Life Skills education should be intensified, included in the intracurricular and extracurricular curriculum.
2.
Increase the practice of theory. Entrepreneurship takes hours of high flying. The school should multiply the practice rather than the theory. With the practice of selling at school, raising fish in a pond, or cultivating goats, students will increasingly know how to master a life skills that can be developed after graduating from school. An interactiveapplicative learning model should be applied to encourage students to entrepreneurial spirit of learning. Do not let the centralized educational model weaken the students' learning spirit and kill their creativity. Learning models do not focus in the classroom continuously, precisely in entrepreneurship education, students are more effective if often invited to the outside environment, learning with nature and society. Students are once assigned interviews with successful entrepreneurs, deepen the results of interviews, and try to display through the presentation with the best ability. Students get rich insight, experience, and point
Nuurus Sa’aadah and Sulistiyani are English lecturers in STKIP BIM Surabaya Prisca Kurniawati is an elementary school teacher
Sa’aadah, Kurniawati & Sulistiyani, Entrepreneurship Education
of view in seeing things. The inspiration and motivation of successful entrepreneurs will awaken the entrepreneurial spirit of the students. 3. Establish an education and training center Entrepreneurship has increased rapidly over time. This science continues to move fast in various parts of the world. Educational institutions should establish entrepreneurship education and training centers that follow the various developments of insight, discourse, thought, and ideas about entrepreneurship from different parts of the world. More great if the educational and training institutions publish their own newsletters, magazines, journals, and websites that showcase students' activities and achievements about entrepreneurship. 4. Develop teaching methodologies The entrepreneurial virus in educational institutions requires an aplicative, motivative, creative, and inspirational teaching strategy. This is where an effective methodology alternative is needed in encouraging students' enthusiasm in learning and practicing entrepreneurship. In the implementation of learning known learning innovation strategies, such as: student-centered, problem-based, integrated caching, community-oriented, early clinical exposure, and self-directed learning. Any innovation or change of teaching-learning method should be designed, implemented, monitored, and evaluated by the manager consistently. 5. Working with companies. Educational institutions should work with other sectors to mature their students' entrepreneurial skills. By cooperating with the company, students are more adaptable and actualize in real conditions. With such a system, students will be increasingly engrossed in receiving entrepreneurial learning and understand the prospects of the company in question. Students learn by theory and practice at the same time, students have comprehensive insight, and this will create a brave mental in opening a business. 6. Synergize with the government The government is responsible for the future of its people. All efforts are made to advance the nation. Of course the government is very competent to provide entrepreneurship education in future generations of the nation so that in the future they appear as an independent figure, as the locomotive changes toward a more dynamic, progressive, and competitive. Welfare is a leading indicator of the 55
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progress of a nation. The education institutions should work with the government in the development of entrepreneurship. The government can help maximally in terms of funding, faculty, infrastructure, curriculum, and relationships at home and abroad. As for some policies that need to be made to apply entrepreneurship education, among others: (a) the policy of implementation of entrepreneurshiporiented education; (b) an entrepreneurial curriculum development policy; (c) teacher training policies develop an adequate entrepreneurial spirit; (d) the policy of integrating entrepreneurship education into all subjects; (e) the policy of integrating entrepreneurship education into extra-curricular activities; (f) policies integrating entrepreneurship education through self-development; (g) policies integrating entrepreneurship education into materials / textbooks; (h) policies integrating entrepreneurship education through school culture; And (i) policies to integrate entrepreneurship education through local content.
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Muhammad, Fadel. (2008). Reinventing Local Government Pengalaman dari Daerah. Jakarta: PT Elex Media Computindo. Munrod, A. (1995). Learning Style and Mentoring. Diakses melalui alamat http://gstandi.myflexiland.com 1995, 9 Mei 2012. Slavin, R.E. (1995). Cooperative Learning Theory, Research and Practice, 2nd Edition. Boston: Allyn and Bacon. Sudrajat, Akhmad. (2008). Sepuluh langkah Menjaga Inovasi dalam Organisasi. Diakses melalui alamat: http://akhmadsudrajat. Wordpress.com/2008, 4-082014. Suhardan Dadang, dkk. (2008). Manajemen Pendidikan. Bandung: Alfabeta. Sukristin. (2010). Pendidikan Kewirausahaan Sejak Usia Dini. Diakses melalui alamat http://stkip.wordpress.com/2010, 4-08-2014. Suryana. (2001). Konsep Kewirausahaan dalam Mengembangkan ide-ide Usaha, Diakses melalui alamat: http://www.blogekonomi.com,2001, 8 Mei 2012.
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