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Judul Artikel :

The Effect of Teacher's Ability of student Attitude on the Subject of Craft

Entrepreneurship to the development of Entrepreneurship Spirit in the
Implementation of Authentic Problem Based Learning

Nama Penulis :

Munawaroh, STKIP PGRI Jombang, Telp/HP: (0321) 868343/08155040565, Email:

munawarohw@yaho o.co.id

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International Education Studies; Vol. 10, No. 8; 2017 ISSN 1913-9020 E-ISSN 1913-9039
Published by Canadian Center of Science and Education
The Effect of Teacher’s Ability and Student’s Attitude on the Subject of
Craft and Entrepreneurship to the Development of Entrepreneurship
Spirit in the Implementation of Authentic Problem Based Learning Munawaroh1
1 Economic Education Department of STKIP PGRI Jombang, Jombang East Java, Indonesi
a
Correspondence: Munawaroh, Economic Education Department of STKIP PGRI Jombang,
Jombang, East Java,
Indonesia. Tel: 62-815-504-0565. E-mail: munawarohw@yahoo.co.id
Received: November 21, 2016 Accepted: March 12, 2017 Online Published: July 29, 2017
doi:10.5539/ies.v10n8p88 URL: https://doi.org/10.5539/ies.v10n8p88 Abstract
Vocational high school must change student‘s mind set in order to be sure that they bec
ome entrepreneurs who
will be better and nobler than become employees. This research aimed to determine the
effect of teacher’s ability
in practicing the method of Authentic Problem Based Learning (APBL) and student’s attit
ude to the development
of entrepreneurship spirit based on the result of data processing that was obtain
ed that teacher‘s ability in
practicing the method of APBL significantly influenced the development of student’s ent
repreneurship spirit with
coefficient as big as 0.366. Student‘s attitude influenced to the development of entrepre
neurship spirit, with the
coefficient as big as 0.179. R2 as big as 0.208 it meant that the development of student’s
entrepreneurship spirit
could be explained by teacher’s ability variable in practicing the method of APBL and stu
dent’s attitude as big as
20.8% whereas the rest was influenced by another variable which was not entered in this
research.

Keywords: APBL, entrepreneurship spirit, teacher‘s ability, student’s attitude

1. Introduction
Educational reform is always done to improve the quality of national education. The pro
gress of a nation can be
achieved through the reform of education both education and industry observers
expressed that the quality of
graduates at Vocational High Schools in Indonesia are generally still low. Being pro
ved from the mindset and
attitude of the most Vocational High School graduates still expects to work in governme
nt agencies or private,
and they have not been able to or have not been dare to create jobs, at least to themsel
ves. This case was one
indicator of learning process at Vocational High School has not still been optimal. The hi
gher the competitions
are, the narrower the opportunities of Vocational High School graduates to get a job are
. Paradigm of autonomy
schools to implement a management of School Based Quality is one of solutions to achi
eve school quality targets.

In this term of implementing the curriculum in 2013 and improving the quality of school
s, sharing through this
dialogue can provide motivation and effective innovation for teachers to create t
he conditions to learn a fun
jointly, exciting, and educating (Enjoyable Learning) with using the learning strategies of
Contextual Teaching and Learning.
Learning was able to reveal the problems and gaps of theory integration with the practic
e of learning evaluation
(Beveridge, 2006). A lot of learning methods could be used in the learning proce
ss of Entrepreneurship. The
learning methods mentioned started from the fewest students involved (Exp
ository=exposition=lecturing
teacher) up the method of the most students involved (Discovery=Inquiry=students fou
nd by themselves) among
the methods of Problem Based Learning (PBL). Problem Based Learning (PBL) was an inst
ructional approach
that exemplified student centered learning. It emphasized solving complex proble
ms in riching Contexts and
aimed at developing higher order thinking skills (Savery & Duffy, 1995; Barrows,
1996). PBL had these
characteristics: (a) learning was student centered; (b) authentic problems formed t
he organizing focus for
learning; (c) new information was acquired through self-directed learning; (d) learning fo
cused in small groups; and (e) teachers aced as facilitators.

The successful use of Problem Based Learning (PBL) in education has sparked the
interests of educators in
different fields. PBL has been shown to be more effective than some traditional
classroom instruction in
providing opportunities for transferring knowledge and skills from the classroom to t
he workplace (Stepien & 88
 ies.ccsenet.org International Education Studies Vol. 10, No. 8; 2017
Gallagher, 1993; Stepien, Gallagher, & Workman, 1993). It results in better long-te
rm content retention than
traditional instruction (Norman & Schmidt, 1992), and it supported the development o
f problem-solving skills
(Gallagher, Stepien, & Rosenthal, 1994; Hmelo & Ferrari, 1997). Reviews these were prim
arily successful uses
of non-technology based. In addition to methods of PBL there were also the me
thods of Authentic Problem
Based Learning (APBL), a method of learning that involved the active participation
of students (divided into
small groups) to solve actual problems in the business world (authentic problem)
which has been prepared
carefully by a tutor (teacher) and providing opportunities for students to find the
ir own answers to issues and
present them in the classroom so that students found the concept of learning experienc
es (Neo & Chyn, 2005).

The problems in the school environment were very complex, including the learning of cr
aft and entrepreneurial
subjects. The most of teachers have not provided the teaching patterns of authentic pro
blem based learning so
that they have not touched the sides of entrepreneurship and skill of an entrepreneur. E
ntrepreneurial spirit was
expected to be a pattern of thinking (mindset) for younger generation in the middle of j
ob limited supply. In the
past time people assumed that entrepreneurship was an inborn talent (entreprene
urship was born, it was not
made), it meant that entrepreneurship was not talent since it was born or business exper
ience field but it could be learned and taught. Nowadays entrepreneurship is a discipline
that could be learned and taught.

"Entrepreneurship was not only born but it was also made", it means that entrep
reneurship is not only inborn
talent or business experience field, but could also be learned and taught. Each peo
ple who had the courage to
make decisions could learn to be entrepreneurs, and behave like entrepreneurs. Entrepr
eneurship was a behavior
that could ultimately be realized to be the form of concepts and theories and it
was not entirely intuitive.
Enhancing its role as a facilitator, motivator and aspirator has become the duty of teach
ers. So that students had
the independence in solving problems in business. As a facilitator, teacher of craft and e
ntrepreneurship should
also have adequate ability about entrepreneurship and have the experience of en
trepreneurship, so that it was
easier to inculcate entrepreneurship spirit to students, therefore ideally teachers could n
ot only give an example, but also become an example for their students.

The purpose of this research activity was to clarify whether the teacher’s ability to be abl
e to influence me and
foster entrepreneurial spirit to students and whether student’s attitudes affect thei
r entrepreneurial spirit after
being implemented Authentic Problem Based Learning (APBL) as a learning method at V
ocational High School.
According to the results of research that was conducted by Yuliati (2012) learnin
g by APBL could improve
learning outcomes in the cognitive, affective, and psychomotor. The increase mentioned
was happened because
APBL facilitate students to learn actively, independently with using physical phenomena
directly. The research
of Susiana (2012) stated that the teaching science by using APBL could enhance
creativity, interpersonal
relationship and concept mastery. Through reflection of their learning experience
was motivated to produce
higher quality work, with the hope of increasing learning outcomes which is not
only in terms of cognitive
knowledge, but also the improve of student’s motivation and life skills such as personal
skills, ability to gather
information, ability to communicate orally and in writing as well as problem solvi
ng skills, responding to the
challenges above, so that methods APBL for subjects of craft and entrepreneurship is d
eveloped at Vocational
High School, it is expected to be able to be used to help students to make probl
em-solving on the subjects of
craft and entrepreneurship at Vocational High School in Jombang.

2. Method
Research was a kind of quantitative research, which aimed to explain the influenc
e of teacher’s ability and
student’s attitude on the subjects of craft and entrepreneurship to the developme
nt of entrepreneurship in
practicing Authentic Problem Based Learning (APBL). The subjects of research were stud
ents of SMK Negeri 1
Jombang. The total number of them data based on the majoring of Finance with the co
mpetence of Accounting
Skills that were netted was 102 students. Data collection method was as observat
ion and interviews, and
questionnaires to both students and teachers. Colleced data which was analyzed
by using the technique of
multiple linear regression analysis to analyze the influence of teacher’s ability in practicin
g the method of APBL
on the subject craft and entrepreneurship and student’s attitude to the development of
entrepreneurial spirit with the following design: 89
ies.ccsenet.org _ Internationnal Education Stuudies _ Vol. 10, No. 8; 2017
 Figure 1. The design of multiple linear regression ressearch
The formuulation of Reseearch designs multiple linear regression as follow: Y
= a + b1 X1 + b2X2 ((Priyatno, 20099) Y
= deppendent variabbel (entrepreneuurship spirit)
X1 = inddependent variaabel (teacher‘s ability in praacticing the meethod of APBL
X2 = inddependent variaabel (student’ss attitude) a
= Koonstanta (Y value, if X1 and X2 = 0)
With using the analysis of multiple linear regression which was proocessed by the progr
am of SPSS, Version 20. 3. Results 3.1 Classiccal Assumptionn Test Analysiss
3.1.1 Normmality Test
The normaality test of ddata was intendded to show tthat the samplle data cam
e from distributted populationn was
normal. Noormality test used one Kolmmogorov-Smirnnov Test to gennerate a level of c
onfidence (significance evel),
the signifiicance criteria is > 0.05 whiich means the normal distribbution for all variables
in his research Amir,
2006). Norrmality test ressults were pressented in the following table
Table 1. Thhe result of noormality test
Independent Variable Ability Attitude Spirit _Sig 0.898 0.918 0.945 _Critical SScores 0.05
0.05 0.05 _Explanationn Normal Distribuution Normal Distribuution
Normal Distribuution
In the Tabble 1 showed tthat all the scoores of the varriable had signnificance scorees >
0.05 so thhat the data inn this
research had normal disttributions and they were connsidered to be rrepresentativess of
research population. 3.1.2 The Test of Heterocedasticity
Heteroceddasticity test aiimed to test whether the reggression mode occurred th
e inequality of residual variiance
from one observation too another observation. If thhe variance off the residualss
from the obsservations to other
observatioons that remaain, it was caalled homoskeedastisitas and if it was
different so that it was called
heterocedaasticity. A goood regression model was hheterocedasticiity. The methho
d that was uused to detect the
presence oof symptoms oof heterocedassticity was Spearman rank ttest. And resu
ults showed that all the variables
were indeppendent to the absolute resiidual symptom did not occu heterocedassticit
y because each indepenndent variable haad a probabilitty value > 0.055.
3.1.3 Test Multicolineariity Multicolinnearity test
med to test whhether the regrression model was found a correlation beetween ind
epenndent variables.

A good reegression moddel should nnot happen correlation bbetween indeppendent

variaables. 90
ies.ccsenet.org _ Internationnal Education Stuudies _ Vol. 10, No. 8; 2017
Multicolinnearity test was done by lookking at the vallue of tolerancce and variancce infl
ation facctor (VIF) from the
results of analysis by uusing SPSS. IIf the value oof tolerance > 0.10 or VIFF <1
0 meant it did not haappen
multicolinnearity (Santosoo, 2004). The vvalue of VIF inn this researchh could be seenn i
n table 2. Table 2. Th results of multicolinearity test
Independdent Variable Model 1 Model 2 _Tolerance 0.284 0.159 _Crritical Value 0.10
0.10
In Table 2 showed that tthe symptoms of multicollinnearity betweeen independentt vari
ables didd not occur beccause
each variaable had a value of tolerancce> 0.10. It coould be concluuded that it
diid not occur tthe irregularities of
classical assumptions muulticollinearityy between indeependent variabbles.
3.2 Multipple Linear Regrression Analyssis
Multiple liinear regressioon analysis waas to analyze tthe influence oof teacher’s abbility
in practiccing the methood of
Authentic Problem Baseed Learning APBL) on the subject of craf and entreprenneursh
ip and student’s attitude to
entrepreneeurship spirit. Multiple linear regression nalysis that wa used to test this res
earch hypothesis was test t and mulltiple linear
egression F. The results of multiple lineear regression analysis in this research we
re presented in table below Table 3. Thhe conclusion of regression aanalysis resultts
Moddel _Koef. Regression _ F _ T _ Sig. _ R²
Moddel1:X1X2 to Y1 _0.353 _0.0486
X1:b1Y1X1 X2:b2Y1X2 _0.366 0.179 _0.597 0.291 _0.003 0.001 _0.208
 Model 1:
The equatiion of multiplee linear regresssion analysis inn this researchh as follow:
Equation: Y= 0.366X1++0.179X2
The influeence of Compeetence towards entrepreneursship spirit as biig as 0.366.

The influeence of attitudee towards entreepreneurship spirit as big as 0.179.

The influeence of compettence and attituude towards enntrepreneurshipp spirit as big a
s 0.208.
Based on tthe statistical taables that havee been previously listed, it coould be concludd
ed that when the overall of F test
model 1 haas been carriedd out, it was clearly seen thaat, overall, independent variaable
s that weree used significantly
with a = 55%. The table aabove showedd that this model had a probaability of F Staatisti
cs as big aas 0.366 meant that
models tha were used ould be said to have been relaatively good. The picture of comp
lete structtural relationshhip as follows: Figgure 2. Compleete structural relationships 91
 ies.ccsenet.org International Education Studies Vol. 10, No. 8; 2017 Model 2: Equation:
The influence of ability towards entrepreneurial spirit as big as 0.366.

X1?Y = 0.366. The influence of attitudes towards entrepreneurial spirit as big as 0.179.
X2?Y = 0.179.
The influence of total ability variables and attitude towards entrepreneurial spirit.
R² = 1 - {(1-0108)} = 1 - {(0893)} = 0.108.
The variables that influenced the most to the entrepreneurial spirit was a variable
that was teacher’s variable ability as big as 0.366. Regression 1: v = v = 0.995
It meant that the diversity of data that could be explained by linear regression model m
entioned it was amounted
to 0.995 or 99.5%, or in other words, the information that was contained in the data of 9
9.5% could be explained
by the model mentioned. Whereas 0.5% was explained by other variables that ha
ve not been included in this research. 3.3 Hypothesis Test 3.3.1 Partial Test (t-test)
Partial test results were t-test. Where the partial test was used to see the influence of all
independent variables
(Teacher‘s ability, student’s attitudes) individually (partially) to the dependent variable (e
ntrepreneur spirit). The
test results could be seen in count. Ho was accepted if count t < t table and Ho hypothe
sis was rejected if count >
t table at the confidence level 95% or error rate a = 0.05. Principal problems that were di
scussed in the research,
the researcher made several hypotheses to know how big the influence of variables in th
e research. T test was
used to determine whether a significant difference between the independent variable (Y)
. Based on the multiple
linear regression analysis on the table was. Obtained by regression analysis as follows:
1) The influence of teacher’s ability in practicing the method of Authentic Problem Base
d Learning (APBL) to entrepreneurship spirit.
The results of multiple linear regression analysis on the table, the variable ability of teac
hers as big as 0.366, it
meant that if the ability of teachers increased as big as one unit so that the entrepreneur
ial spirit rose as big as
0.366 with assuming other variables remained. At the significance level 5%, so that resea
rch sig value (0.003)
<0.05 so that research hypothesis was accepted, hypothesis test result indicated t
hat the ability of teachers
effected on entrepreneurial spirit positively and significantly. The better the ability of the
students were positive
and significant to the development of entrepreneurial spirit. The better the teach
er‘s ability was the more development of student’s entrepreneurship spirit.

2) The effect of students' attitude partially to the development of entrepreneurial spirit.

The results of multiple linear regression analysis on the tables, student’s variable
attitudes as big as 0.179, it
meant that if the attitude of entrepreneurs increased as big as one unit so that the entre
preneurial spirit rose as big
as 0.179 with assuming other variables remained. At a significance level 5%, with signific
ant value of research
(0.001) < 0.05 so that the research hypothesis was accepted. Hypothesis test resu
lts showed that student’s
attitudes impacted on positive and significant to the student’s entrepreneurial spir
it, The better the student’s attitude was, the better the entrepreneurial spirit was.

3.3.2 Test of F
Test that was conducted to determine the effect of teacher’s ability and entrepre
neurial attitude towards
entrepreneurial spirit by using The Statistical test of F. Criteria that was established for e
xpressing the linearity of
regression line, namely if the value of F statistic test, count <F table, so that Ho
was accepted and Ha was
rejected. Or on the contrary, if the result of F statistical test, Count > F table, so that Ho
was rejected and Ha was accepted. The results of F test could be seen in table 4. 92
 ies.ccsenet.org International Education Studies Vol. 10, No. 8; 2017
Table 4. The result of F test
Sum of square df _Mean Square F _ Sig.
Regression 0.040 2 .020 0.179 .846 Residual 0.334 3 .111 Total 0.373 5
The results of count F test as big as 0,179 with the sig. as big as 0,846, with using a trust
level as big as 95% or a
= 0.05. So that from F distribution table showed that sig value (0,846) > a (0.05). From th
ese results mentioned,
so that it could be taken an analysis decision that the linear regression model, which me
ant simultaneously that
the variables of teacher’s ability and attitudes impacted to the growth of an entrepreneu
rial spirit.

3.4 The Result of Interview with Teacher Who Educated the Subjects of Craft and Entrepr
eneurship
The results of interviews with teachers who educated the subject of craft and entreprene
urial as follows:
The learning materials of craft and entrepreneurial followed the syllabus and less
on plans that have been
established by the institutions and the government, where learning the craft and entrepr
eneurship was not only a
theory, but should be able to marry between theory and practical world business.

There were several stages in the process of learning the craft and entrepreneursh
ip that have implemented
Authentic Problem Based on Learning, namely, included: (a) changing the st
udent’s cerebration about
entrepreneurship; (b) basic concepts and theories of entrepreneurship; (c) seeking
and studying the success
stories of entrepreneurs especially those people who still started entrepreneurship since
they were in the school it
is intended that the students could imitate their trail; (d) making a simple business plan;
(e) trying both group and
individual entrepreneurship; and (f) interviewing with successful entrepreneurs in a
group, then presenting, as
well as following up for students after studying with successful entrepreneurs.

1)
The methods of entrepreneurial learning that have been done: discussion, case studies, i
ndividual and group assignments, presentations and simulations. 2)
Learning media include: LCD Projector, tools and whiteboards, internet, movies m
otivation and success
stories, slide presentations (power point), product sampling, success stories were record
ed. 4. Discussion
The results of research showed that the teacher’s ability practiced the method of
Authentic Problem Based
Learning (APBL) to take more influences to be proved by the value of coefficient as big a
s 0.366 was compared
by student’s attitude with value as big as 0.179 in growing entrepreneurship spiri
t. Therefore preneuriel
education at High Vocational School had to be taught by professional teacher who have
learning ability about a craft and entrepreneurship both theory and filed practice.

Whereas the value of R2 as big as 0.208, it meant that the development of R2 student‘s
entrepreneour spirit can be explained by teacher’s abiliyty variable in practicing.
The method of Authentic Problem Based Learning (APBL) and student’s attitude as big a
s 20.8% whereas the
rest was influenced by another variable that was not entered in this research. This resear
ch was suitable with the
result of research from Alafiatayo, Anyanwu, and Salau (2016) that indicated significant r
elationships between
the teacher variables and students’ academic achievement in Biology. Also 64.5%
of the variance observed in
students’ achievement in biology was explained by linier combination of the five-predict
or variables. Students’
attitude was the most potent contributor while teachers’ workload was the least c
ontributor to the prediction.

Whereas the result of research according to Etherington (2011) with the title of “Investig
ative Primary Science”:
A Problem-based learning Approach who stated that the PBL course had a positiv
e impact on the pre-service
teachers’ motivation to teach science ideas within a real world context.
The subject of craft and entrepreneurship was vocational lesson, namely subject that wa
s used to give knowledge,
attitude and job skills for student. Competence that was expected could do econ
omic productive activity after
they get in to job world. The success of business depended on market. Market consists o
f internal market namely
employee, organization, and external market, namely product buyer that we sold.
Therefore in learning the
subject of craft and entrepreneurship must pay attention on characteristic as follow: (1) l
earning by doing meant
that the learning principle of craft and entrepreneurship was learning by doing, so that s
tudents had a practical
learning experience; (2) As far as possible what was learned in the same school that woul
d be performed in the
job world, so that the knowledge, attitude and practice skills that were learned were not
different from something 93
 ies.ccsenet.org International Education Studies Vol. 10, No. 8; 2017
that was performed in real terms in the community; and (3) operational practice experie
nce that was learned was greater portion than the conceptual cognitive knowledge.

As subjects that had the characteristics that emphasized on social needs and psyche of t
he human psyche, so that
learning the craft and ideally entrepreneurship ideally also used the humanist app
roach. Namely learning that
puts students as human beings that were composed of body and soul. The goal
was in order that the learning
process became a vehicle for appreciating human by humanist, because in the entrepren
eurship in the future they
will be dealing directly with other people as job partners. The approach of humanist was
a method that was able to meet the needs of students as human beings.
Whereas the approach which was used had to be different from traditional approach (te
acher style teaching) and
had to be changed with action learning approach. One of methods that could be used in
learning the subject of
craft and entrepreneurship was the method of Authentic Problem Based Learning (APBL)
. The steps in APBL
method as follows: (1) forming a group. Teachers formed groups and defined roles, each
member of the group was
divided by the discussion leader, secretary and members; (2) forming tutor. Teach
ers formed tutor (who has
understood correctly about the problem which would be studied) to assist in info
rmal discussion groups; (3)
Problem Submission. Teachers delivered "business problems" that should be discussed
by each group as a focus
for student’s learning; (4) investigation. Students conducted an investigation
(searching for information,
exploration, experiment, and choosing approach to solve the problem that they t
alked over; (5) clarifying the
problem. Tutor guided the group for doing reflection (contemplation) on an action plan
that would be done to solve
the problem; (6) identifying the problem. Students summarized related problems and de
termined the main cause of
the problem; (7) diagnostics discussion. Students discussed the findings of the strategy a
nd resources information
that must be searched to find the facts. To tutor, students reported actual sources that t
hey used to solve the problem;
(8) decision-making. Students made the final decision about solving the problem. Tutor
constantly checked and
tested the decisions that were taken by the students; (9) production. Students wrote do
wn solutions to the problems
that have been solved together; (10) presentations. Students made presentations in plen
ary to convey the idea of
solving the problems that they have generated in group discussions; (11) arranging a co
ncept map. Having been
presented the students put the integrative overview of steps and results of problem solv
ing in the form of schematic
drawings or charts; and (12) assessment. Students assessed their own learning success. I
n addition the group also
got an appraisal as well as criticism from other groups and from tutors.

Education with the method of Authentic Problem Based Learning (APBL) had to use a va
riety of real problems
so that students learned to think critically and skillfully to solve problems and to
support the development of
technical skills and also got deep knowledge acquisition. On the learning method of Aut
hentic Problem Based
Learning focused on: (1) delivering problem (2) solving real problems, (3) working group
, (3) investigation, (4)
clarification of problem (5) identify the problem (6) discussion (7 ) presentation, (8) devel
oping a concept map, and (9) ratings.
The main goal of this method was not only to find solutions, but also aimed in order tha
t students learned the
concepts and the way to make problem solving and developed critical thinking abilities.
In studying the concepts
and the capabilities of critical thinking mentioned, they worked together in the groups t
o assess the real problems
in the real business activities. In the mechanism of this group would occur dialogue of gi
ve and take among the
group's members in order to obtain a realistic and adequate understanding so that it co
uld be applied in the field. 5. Conclusion
There was Influence either partially or simultaneously teacher’s ability in practicing the
methods of APBL and
student’s attitude to the development of entrepreneurship spirit that was demonstrated
by sig t as big as 0.003 and 0.001 <0.05 and sig. F as big as 0.0486 <0.05.
Teacher’s ability was very influential on the growth of student’s entrepreneurial spirit. It i
s quite possible that the
emergence of a right thinking way about entrepreneurship for students and the emerge
nce of students' attitudes
towards entrepreneurship were also caused by teacher’s ability that were professi
onals in the art. Therefore it could be studied in the future studies. 6. Suggestions
A teacher of craft and entrepreneurship had better as business conductors, so that they
had the abilities in theory and practice and they were able to combine both of them.

The orientation learning of craft and entrepreneurial subjects could be able to gr

ow the way of thinking and
entrepreneur spirit for the students, so that students consciously had the courage
to try entrepreneurship.
Therefore, the approach must not only theory but also with case study and pract
ice (learning by doing), with 94
 ies.ccsenet.org International Education Studies Vol. 10, No. 8; 2017
teacher or mentor‘s guidance that was innovative in learning and taught the subjects of
craft and entrepreneurial
one of them was with practicing the method of Authentic Problem Based Learning (APB
L).

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