The results provide some overviews as follows:
Students’ Activities During Learning. The observation on students’ activities during learning provides some overviews as follows: Student Participation in Group Work. The results of observation on the participation of 42 students in group work; high category (T) = 12 students (28,58%), moderate category (S) = 15 students (35,71), and low category (R) = 15 students (35,71). The indicators of student participation in the group include; (a) organize the group, (b) direct the group, (c) prepare the learning equipment for group work needs, (d) prepare the draft of final group assignment, (e) provide input for the finalization of the final group assignment, and (f) determine/distribute the role of group members for the presentation of group discussion.
The Quality of Presentation of Discussion Results, The results of the analysis for the presentation of the group discussion results in the classroom showed; high category (T) = 10 students (23,81%), moderate category (S) = 18 students (42,87%), and low category (R) = 14 students (33,32%). The indicators assessed include; (a) the quality of assignment is suited to the predetermined substance/format, (b) the quality of material contents (c) the quality of the presentation, (d) equal distribution of roles in giving responses, (e) the ability to effectively control the discussion, and (f) the liveliness and compactness of the group in giving responses.
Student Participation in Classroom Discussion. The results of the analysis for the student participation in group discussion in the classroom showed that the high category (T) = 20 students (47,62%), moderate category (S) 12 students (28,57%) and low category (R) = 10 (23,81%). The indicators include; (a) textless questions, with good reasoning and effective language use, (b) textless questions, with moderate reasoning and effective language use, (c) text questions, with low reasoning and less effective language use.
Students’ Verbal Presentation of the Reviews Description. The verbal presentation of a description review in the classroom discussion is based on the following criteria; (a) courage, (b) enthusiasm, and (c) self-confidence in presenting his or her opinion. high category (T) = 21 students (50,00%), moderate category (S) 11 students (26,19%) and low category (R) = 10 students (23,81%).
The Ability to Construct Meaning. The ability to construct meaning was assessed from the results of group assignment submitted by the students to analyze entrepreneurial knowledge, questions about entrepreneurial attitudes, and questions related to entrepreneurship skills. Based on the observation results, the data obtained as follows: high category (T) = 12 students (28,57%), moderate category (S) = 9 students (21,43%) and low category (R) = 21 students (50,00 %).
Students’ Responses to Learning Activities. Students’ responses to learning activities and the developed learning tools filled by the students after the learning activities finished. The data of students’ responses to the learning components showed that 90,48% of the students were satisfied on each component of learning activities, 85,71% of the students said that the components of learning activities are new to them, while 95,24% of the students stated that the learning model applied by lecturers helped them in mastering the Entrepreneurship materials. While there is no perceived obstacles relatively.
Students' learning outcomes. The Depth of Students’ Comprehension. The results of the test for each domains are as follows: Cognitive Domain (Entrepreneurial Knowledge) Comprehension. The results of the research related to the cogative domain had been formulated in the form of questions for 60 pieces in the form of 5 choices which include the ingenuity in mastering the entrepreneurial theories and knowledge, gave the following overview; high category (T) was for those who were able to answer > 35 questions, with a percentage of 71,43%, moderate category (S) was for those who were able to answer 34-20 questions, 23,81%, and low category (R) was for those who were able to answer < 20 questions, with a percentage of 4,76%. Based on these results it can be said that most of the students have a good comprehension on the cognitive domain. It was only 4,76% for those who have less comprehension on the cognitive domain. Entrepreneurial theories were given starting from; (a) have ever known and read 5 required literatures about entrepreneurship, (b) the importance of entrepreneurship, (c) the definition, function and role of entrepreneurship, (d) the characteristics of entrepreneurs, (e) fields of entrepreneurship, (f) supporting and inhibiting factors of entrepreneurship, and (g) entrepreneurial motivation.
Affective Domain (Entrepreneurial Attitude) Comprehension. The affective domain comprehension has also been formulated into 60 questions in the form of 5 choices that include the ability to assess and to be positive in entrepreneurship. Otherwise, those who did not have a positive attitude provided incorrect answers which gives the following overviews; high category (T) was for those who were able to answer > 35 questions, with a percentage of 59,52%, moderate category (S) was for those who were able to answer 34-20 questions, with a percentage of 23,81%, and low category (R) was for those who were able to answer < 40 questions, with a percentage of 16,67%. Based on the data, it can be said that most students have a positive attitude on entrepreneurship. It was only a small percentage of 16,67% who have negative attitude on entrepreneurship.
Psychomotor Domain (Entrepreneurial Skills) Comprehension. The psychomotor domain (entrepreneurial skills) comprehension has also been formulated into 60 questions in the form of 5 choices that include the followings; (a) the ability to determine the fields of entrepreneurship available in society, (b) provide solutions to business risks, (c) capital solutions, (d) marketing networks, (e) Partnerships and cooperation, (f) face the competitive business conditions, and (g) Efficient resource options. The results of the research provided some overviews, as follows; high category (T) was for those who were able to answer > 35 questions, with a percentage of 76,19%, moderate category (S) was for those who were able to answer 34-20 questions, with a percentage of 14,29%, and low category (R) was for those who were able to answer < 40 questions, with a percentage of 47,62%. Based on the data, it can be said it was only a small percentage of students of 9,52% who have less mastery on the psychomotor domain. The observation showed that the students have obtained the practical knowledge in the field of entrepreneurship, although the intensity of practice was very limited considering that the practical/workshop facility available in previous education level was also very limited.
Decision to be Entrepreneur. The variable decision to be entrepreneur was measured with an indicator of interest on entrepreneurship. Although this study was conducted on the students of economics education (obtain teching educations to work as teachers), but it was assumed that even though they would be teachers they still have an option to be entrepreneur. Moreover, it is very limited for teacher positions, especially for civil servant teachers, so that it is inevitable for the students to be enthusiastic to be entrepreneurs.
The results of the study on the decision to be entrepreneur provided an overview that from 42 students observed, 35 students (83,34%) have high motivation (T) to be entrepreneurs, 5 students (11,90%) have moderate motivation (S) to be entrepreneurs, and 2 students (4,76%) have low motivation (R) to be entrepreneurs.
The Effect of Depth of Comprehension on Cognitive, Affective, and Psychomotoric Domains on the Decision to be Entrepreneur. The analysis of the effect of three independent variables, namely cognitive domain comprehension (X1), affective domain comprehension (X2), and psychomotor domain comprehension (X3), on the dependent variable, namely decision to be entrepreneur (Y) showed a significant effect. The results of regression calculation obtained a coefficient of determination of 0,72 (72%). It means that if the knowledge (cognitive), values (attitude) and skills variables increased by 1%, the variable decision to be entrepreneur will increase by 72%. While the remaining 28% is still affected by other variables other than the three variables. While the correlation coefficient of these three variables simultaneously showed a strong relationship between the cognitive, affective and psychomotor variables and the decision to be entrepreneur, with a correlation coefficient of 0,85.
The results of the calculations by using IBM-SPSS Statistic version 20 can be seen in the following table;
Model Summary
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Model
|
R
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R Square
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Adjusted R Square
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Std. Error of the Estimate
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1
|
,852a
|
,726
|
,704
|
,28271
|
a. Predictors: (Constant), VAR00003, VAR00001, VAR00002
|