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Procedia - Social and Behavioral Sciences 177 (2015) 459 463

Global Conference on Contemporary Issues in Education, GLOBE-EDU 2014, 12-14 July 2014,
Las Vegas, USA

Entrepreneurship and Education:

Creating Business Awareness for Students in East Java Indonesia
Cholichul Hadia, Ismail Suardi Wekkeb*, Andi Cahayac
a
University of Airlangga, Jl. Darmawangsa Dalam Selatan, Surabaya 60286, Indonesia
b
Islamic College (STAIN) of Sorong, Jl. Klamono-Sorong, KM. 17 Klablim, Sorong 98417, Indonesia
c
College of Adminsitration Studies (STIA) of Puangrimaggalatung, Jl. Jend. Urip Sumoharjo, KM. 1,5, Watampone 92713, Indonesia

Abstract

For long time in educational system of Indonesia, it tends to create education is only to transfer of knowledge. Students only have
dynamics in teaching and learning. In addition, they didnt take any opportunity to construct business orientation. Therefore, this
paper will explore activities were created to raise students awareness in business. The research was conducted in Surabaya, East
Java, Indonesia. There are 9 chapters as a handbook for students that discussed on the training. Those papers stimulate discussion
and understanding in high school to accelerate their potentials in commerce behaviour. This study was implemented during 2011
to 2013 academic year. In depth interview and participant observation were employed in collecting data. Grounded theory
method was applied during investigation. Moreover, qualitative approach was carried in completing this study. This research
findings show that programs elaborate students need in participating in business and commerce. It can create opportunities to
enhance students interest. During the program, students tried to collect data and read information as much as possible in
extending the conversation. They have chance to perform their abilities and show it on the course after completing assignment.
After series meetings students show their attention in entrepreneurship not only in the classroom but also in internship actions.
Finally, students need educational program include syllabus and curriculum that integrate entrepreneurships on those classes.
2015
2014The
TheAuthors.
Authors. Published
Published by by Elsevier
Elsevier Ltd.Ltd.
This is an open access article under the CC BY-NC-ND license
Peer-review under responsibility of the Scientific Committee of GLOBE-EDU 2014.
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of the Scientific Committee of GLOBE-EDU 2014.
Keywords: Entrepreneurship, high school, education, business awareness.

1. Introduction

Human resource (HR) is the driving force of a nations development and is an important factor in facing the era
of globalization. An increase in HR quality means an increase in a nations competitive edge, which in turn will

* Ismail Suardi Wekke. Tel.: 62-951-322-133

E-mail address: iswekke@gmail.com

1877-0428 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of the Scientific Committee of GLOBE-EDU 2014.
doi:10.1016/j.sbspro.2015.02.396
460 Cholichul Hadi et al. / Procedia - Social and Behavioral Sciences 177 (2015) 459 463

bring about the betterment of various strategic values such as politics, economy, social and culture in the
international arena (Tan and Ng, 2006). The quality (HR) is very much needed in driving the development of a
district or region (Wekke and Hamid, 2013). A nations HR quality can be measured internationally by the Human
Development Index (HDI). The United Nation Development Program assesses three aspects of human resource in
determining the HDI value, namely average life expectancy as health index, literacy rate and education as education
index, and family income as economy index (Jones and Iredale, 2009).
The national development in term of education faces all sorts of problems that include: (1) the lack of equal
chances of obtaining education; (2) low quality and relevance of education in the job industries; and (3) poor
management of education implementation, apart from the fact that there has yet to be a sense of self-sufficience and
excellence of knowledge and technology among the academicians (Jones, 2010). Therefore, this research will
explore the education and training in enhancing entrepreneur program in East Java.

2. Theoretical Framework

Potential is the basic ability to do something that is still hidden, which is waiting to be developed and become an
apparent strength. In addition, individual potential in human is the basic strength or ability of a person that is
intrinsic, waiting to be realized and become a strength and obvious benefit in human life on earth, thus fitting the
purpose of human creation (Li and Liu, 2011). The term skill in Skill Learning is taken from the term skilful, which
includes the ability to perform and complete a task efficiently, quickly and accurately. The word efficient covers the
perception of a problem faced from various angles such as the character, form, system and behaviour of the object
being perceived. In it lies the element of creativity and tenacity to change failure and adversity into triumph, as well
as the ability to overcome a problem comprehensively (Chung, 2010).
The Potency and Entrepreneurship Program (PEP), with its animation design, is a learning media developed in
development world as an application in the form a Tutorial CD. The PEP is an alternative learning media that aims
to provide a more interesting lesson in entrepreneurship (Gordon and Jack, 2012). Indeed, with PEP, it is hoped that
the process of learning entrepreneurship is not limited to the classroom but can also be done outside of class,
whenever and wherever. The PEP requires a supporting device, namely a computer. The computer has various
functions in education and training. It acts as the manager in the learning process known as Computer Managed
Instructions (CMI). CMI is used as an aid to educators in performing the ever increasing number of administrative
tasks such as summarization of students performance data, book database/e-library, school administrative activities
such as payment records, receipts etc. (Lubis and Wekke, 2009). In addition, the computer also acts as a
supplementary aid in learning known as Computer Assisted Instructions. It involves the direct use of computers by
students to learn the contents of a lesson, to do exercises and test to keep track of their progress.
Animated design of learning is one of the developments of software that profited from computer based media.
The forms of interaction that can be applied are drill and practice, tutorials, games, simulations, discovery and
problem solving. For this particular animation design, the applied interaction is drill and practice, tutorial and
simulation. In relation to children and their scope of learning according to constructivism, Fayolle (2013) presented
the following characteristics: (1) learners are not to be perceived as something that is passive but with a purpose
instead, (2) learn to consider as much as possible the involvement of learners, (3) knowledge is not something that
comes from outside but it is constructed personally, (4) learning is not a transmission of knowledge but it involves
the organization of situations in class, (5) the curriculum is not just for learning but it comes together in a set of
learning, materials and resource. The view of children among the constructivist is more expressively developed from
Piaget cognitive learning theory, whereby it cites that knowledge is developed in the minds of children through
assimilation and accommodation fitting the schematics they possess. Learning is an active process to expand the
schematics until all related knowledge is liken to a spiders web and not just organized in a hierarchy (Rizo, Iesta
and Lemstrm, 2011).
Discoveries in learning are more easily obtained in ones sociocultural context (Mosey, Noke and Binks, 2012).
In another discussion, Pao and Palinhas (2011) mentioned that the content of constructivism is that the interaction
between internal and external aspects is emphasized on the social environment of learning. Implications of the
constructivist learning theory in childrens education (Grner and Neuberger, 2006) are as the following: (1) the
purpose of education according to constructivism is to produce individuals or children that possess the ability to
 Cholichul Hadi et al. / Procedia - Social and Behavioral Sciences 177 (2015) 459 463 461

solve every problem presented, (2) the curriculum is planned so that it can produce a situation that makes it possible
for knowledge and skill to be constructed by those involved in learning.

3. Research Setting

These are the challenges in education that has to be overcome by the government, which obviously affects the
nations workforce. The current limited job opportunities have caused the unemployment rate to hit the roof. Based
on data provided by Central Bureau of Statistics in 2008, the open unemployment rate has reached a straggering
number of 11.1 million. In the meantime, unemployment that involved graduate and non-graduate of elementary
school (SD) were at 3.5 million, junior high school (SMP) consisted of 2.9 million, senior high school (SMA) at 4
million, academy/diploma level at 297 thousand and university level at 376 The poor ability to adapt of formal
school graduates in satisfying the job market demands is increasingly coming into question in the effort to overcome
unemployment. Furthermore, out of 220 million of the Indonesian population, only about 450 thousand or 0.2% are
entrepreneurs. The biggest concern is that the highest percentage of the unemployed belongs to the category of SMA
graduates. We are well aware that SMA students are not provided with special skills to survive or be self-sufficient
in entrepreneurship. Moreover, MA and private SMA students have no clear direction of their future. Even more
troubling is that the SMK students are not produced well enough to be creators of jobs but they are job seekers
instead. Is it not ironic? These are todays challenges that we need to overcome and solve. From one perspective,
there has yet to be equality in education, while from another, the rise of unemployment instigated by questionable
quality of school graduates.
Additionally, it has been cited that the minimum percentage of entrepreneurs in a country should be 2% of the
entire population. As for Indonesia, the percentage barely reaches 0.08%, which means that Indonesia still requires
more than 4 million entrepreneurs, compared to Singapore with a percentage of 7% from its 4 million population
(Jones and Matlay, 2011). Furthermore, challenges related to unemployment and entrepreneurial skill improvement
(creating job disciplines), the author would like to propose an alternative solution by developing an applicative
program that is easy to learn by the name of Potency and Entrepreneurship Program (PEP). The PEP application
includes several levels, namely planning, organization, implementation and evaluation. The Potency and
Entrepreneurship Program is a program to identify the potential of SMA students in entrepreneurship, which starts
from initial mapping of entrepreneurial potential, entrepreneurship training, continuous development of students that
is geared toward entrepreneuring activities with a creative and innovative learning pattern, and suitable with local
potentials, in the form of practical Tutorial CD so that it can serve as an easy guide for students to benefit from.

4. Findings and Discussion

Indonesia is among the developing countries with a relatively large population. Every year there is an increase in
the workforce by new graduates from educational institutions such as SMA, SMK and even Colleges. These
graduates await job vacancies suitable with their skills. However, a problem arises that is the staggering number of
unemployment due to the majority of these graduates failing to secure a job. Ironically, just when SMA graduates
are at a productive age, they have no idea what they are capable of doing with the potential that they possess. They
will, in turn, feel insecure and unappreciated that even after passing SMA, they just follow their peers without even
knowing their direction in life. Another worrying matter is the role of parents in laying expectations for their
children after SMA expecting them to do this and that, to become that and this. There have just been too many
cases where parents expectations are not the same with their childrens expectations. The child may know
him/herself best but their parents surely wants the best for them, even if they do not share the same interest or aware
of their childs ability.
In addition to the cluelessness of SMA students of what they can do with the potential they possess because of
having followed the governments education program and ideals set by parents, a SMA student may just surrender
and just be going through the motions that it is truly rare to find an extraordinary SMA graduate, who is fully aware
of his/her potential and develops it, and later becoming a true entrepreneur. Even rarer is to find a student still in
SMA being aware of their potentials and developing it to the point they will become an independent, self-sufficient
student.
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All this while, some of us may feel that by attending formal education, we will undoubtedly obtain better jobs
(compared to no jobs). The reality, however, is different. The younger generation between the age of 15 and 24
years represents the largest group of unemployed workforce in Indonesia. In Addition, we attempt to come up with
an alternative solution as an effort to lessen the percentage of unemployment. The solution is the Potency and
Entrepreneurship Program (PEP), which provides training to develop entrepreneurial potential among SMA
students. The program comes in a practical Tutorial CD that includes comprehensive explanation and method of
PEP application.
It is the authors hope that the Potency and Entrepreneurship Program (PEP) can be realized and implemented in
SMA students learning, which will become catalytic in generating outstanding skills based on entrepreneurship will
ultimately improve the quality of SMA graduates and give an added value to SMA itself, whereby it is not merely
theory-oriented but lessons learnt at SMA are practical. With that, society will no longer look down upon graduates
of the school. No less important is that SMA graduates will no longer be just aiming to further their studies in
college but to find a job upon graduating. With the application of PEP at this school, questions regarding the
effectiveness and competency of Indonesian education will be answered, and also the possibility to produce more
new entrepreneurs and lessen the unemployment rate will be wide opened.

5. Theoritical Construction

In the working world, training is an activity that is planned by the company or institution to facilitate the learning
process of their employees, in order to achieve their job competency (Ismail, and Ahmad, 2013). Competency
includes knowledge, skills and behavior deemed important to achieve high job performance. The purpose of training
is so that employees can master the knowledge, skills and behavior provided in the training program, so much so
that it can be applied in their daily work activities. This means that training is, in actual fact, a learning process
(Kabir, 2012).
According to Cornwall, and Dennis Jr, (2012), the training philosophy covers: (1) Strategic approach to training.
The training strategy is a long term perspective related to skills, knowledge and level of employees competency
required by the company/organization. (2) Integrated. Training programs planned should be integrated with all
departments of the organization. As such, the effectiveness of training can be used to not only support one
department or between departments but also all departments in the organization. (3) Relevant. Training should be
relevant to the problems identified and to the organizations requirements, as well as those involved. (4) Problem
based. Training should be based on the effort to solve a problem within the organization (Johansen, 2013). In other
words, it is an effort to fill in the gap between what an employee can do and what they can do in the future. A
problem can be in a negative form such as a weakness that needs to be improved or it can be in a positive form such
as a requirement to expand new skills or knowledge to fulfill future demands (Wekke, and Lubis, 2008). (5) Action-
oriented. Ideally, training should emphasize on programs that encourage people to take action. Skills obtained from
training should be feasible in everyday task. (6) Performance-related. (7) The philosophy on performance-related
training includes the relevance of training in specific performance demands. (8) Continuous (Marques, Ferreira,
Gomes, and Rodrigues, 2012). The philosophy on continuity states hat training is not only aimed at occasional
points in the career of an employee. Training is a continuous process, with an emphasis that an employee should
always be required to learn.

6. Conclusion

What can be concluded here is that: (1).The quality of Senior High School (SMA) students, especially those that
do not further their studies, came into question and ultimately, is looked down upon by society and affects equality
in job opportunity. (2). The application of Potency and Entrepreneurship Program (PEP) consisted of several levels
including planning, organization, implementation and evaluation. The PEP is a program to identify SMA students
entrepreneurial potential, which comprises of mapping entrepreneurship potential, entrepreneurship training,
continuous student development geared toward entrepreneurial activities with a creative and innovative learning
pattern, and suitable with local potentials, presented in the form of a practical Tutorial CD.
 Cholichul Hadi et al. / Procedia - Social and Behavioral Sciences 177 (2015) 459 463 463

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