Suchergebnisse

This study aims to identify value chain models in vocational education in developing entrepreneurship. The research method used in this study uses a qualitative approach. The results of the performance of value chain activities that provide added value in developing entrepreneurship are operating activities and marketing activities. Operational activities include curriculum development activities, teaching and learning activities, student self-development and assessment standards. While marketing activities include professional certification institutions and school collaboration with DUDI. There are several activities that can improve the performance of the value chain in developing entrepreneurship, including: (1) Joint commitment to internalize the values of entrepreneurship in each learning activity. (2) Making the development of entrepreneurial learning models based on Contextual Teaching Learning. (3) Optimizing and developing entrepreneurial classes that have been carried out on a massive scale to evaluation and follow-up. (4) Testing of professional certification is carried out in stages with the unit competency scheme. (5) Making production units based on expertise competencies and other relevant competencies. (6) Developing teaching factories both in schools and other institutions that can become facilities for students improve their competence. (7) Creating a small business assistance program for students and graduates through a project work business. (8) Open a new network of cooperation with government agencies or private institutions that focus on the creation of small businesses for students and graduates.

The purpose of this study is to see the impact of the elementary school teacher self-training program on the teaching independence platform seen from the Behavior dimension and the outcome dimension. The research methodology uses quantitative with comparative statistics. The evaluation model used is the Kirck Patrick evaluation model which includes 4 levels of evaluation, namely reaction, learning, behavior, and result levels. However, in this study only focused on levels 3 and 4 because they wanted to see the impact of teacher self-training and the results felt directly by schools. the research sample was 30 elementary school teachers. Data collection used questionnaires. The results of the research at the behavior level there is a significant difference in the average score after teacher self-training. The group of teachers who participated in the training program had a greater average than the teachers who did not participate in the training program. In addition, a positive impact also occurs at the result level in the form of an impact felt directly by the school where teaching is the quality of digitization-based learning and adapting to 21st century needs.