Today the Industrial Revolution has reached its peak where technology is the basis of human life. The Indonesian government has launched Making Indonesia 4.0 that grown massively. One sector that must be prepared in achieving Making Indonesia is the Education Sector which can be done by improving the human resources The readiness of Future Economics Teachers spearheaded the improvement of human resources quality. Therefore, it is necessary to conduct research that focuses on analyzing the readiness of Future Economics Teachers to face the Industrial Revolution 4.0. This study uses descriptive qualitative methods with a type of case study research. Primary data obtained from in-depth interview together with respondents and secondary data obtained from the document that shows the result of educational subject. Data collection is done by the method of observation, interview, and documentation that using source triangulation and method triangulation. The indicators used to analyze the readiness of these Future Economics Teachers are (1) Educational Competence, (2) Competence for Technological Commercialization, (3) Competence of Globalization, (4) Competence in the Future Strategies, and (5) Conselor Competence Based on the results of this study, it can be concluded that; (1) Educational Competence possessed by Future Economics Teacher from the two ex-IKIP state university in East Java is sufficiently capable in dealing with the Industrial Revolution 4.0; (2) Competence for Technological Commercialization of the Future Economics Teachers is not too good to face the Industrial Revolution 4.0; (3) Competence of Globalization that is owned cannot be maximized in facing the Industrial Revolution 4.0;(4) Competence in the Future Strategy shows that this Future Economics Teacher does not have a definite strategy to predict what will happen in the Industrial Revolution 4.0; and (5) Conselor Competence shows good but still not enough to face the Industrial Revolution 4.0. Keywords: Education Sector, Ex-IKIP State University, The Industrial Revolution 4.0, The Readiness of Future Economics Teachers.

Digital technology-based learning media has not been widely used yet in SMA Negeri 1 Singosari. The economic subject learning process used by the teachers in SMA Negeri 1 Singosari, in textbooks and PowerPoint, does not maximize the facilities and potential available in this digital era, hindering students' capability in learning well. The school rules that do not prohibit students from bringing smartphones to school and the development of media and technology can minimize the obstacle. This research and development aim to develop an android game-based learning media called "Economic Monopoly (Ecopoly)" for 10th grader economic subject of SMA Negeri 1 Singosari in some chapters such as Sentral Bank, Payment Method, and Payment Tool. The study design for this research is the R&D method that refers to the ADDIE model. The developed media later will be validated by the subject expert, media expert, and the users. The final expert validation result show that Economic Monopoly (Ecopoly), referred to as "Very Worthy, " is used as an economic subject learning media for sentral bank, payment method, and payment tool.

Education need to have the ability to improve students' potentials, namely religion spiritual power, self-management, personality, intelligence, virtuous morals, as well as skills needed by learners and society. Teachers carry an important role to resolve problems related to learning difficulties. The result of the research that was done through interview shows that the types of learning difficulties found in students of favored state senior high schools in the City of Malang are the lack of understanding in receiving information and concept understanding problem. Hence, the solution suggested to solve the problems are: collecting materials taken from compulsory economics textbook and electronic books; asking the teacher regarding the materials that are not yet fully understood; increasing the frequency of exercises in LKS (School's Exercise Book), or other sources; making summaries, schemes, and notes to ease the comprehension of economics materials' basic concept; and scheduling studying time outside the school, and at home as well as providing more studying media at home.

No abstract

This article aims to identify how entrepreneurship literacy could trigger the emergence of potential entrepreneurs from students. This paper presented a case study of the implementation of learning innovations for entrepreneurship courses using the project-based learning (PjBL) models. The implementation of PjBL on entrepreneurship subjects aims to instill an entrepreneurial spirit in students and motivate them to become entrepreneurs. This phenomenology research uses primary data through observation and interview with respondents that attended entrepreneur courses. The result of the business plan arranged by the student was analyzed and the internalization measurement of entrepreneurial spirit was conducted through student activities in class. This study has identified the criteria such as discipline, creativity, responsibility, leadership, decision-making, learning motivation, and communication skill through classes. Based on the in-depth interviews with eight students of entrepreneurship courses, the PjBL could stimulate students to improve entrepreneurial character, mindset, and skill to support participation and performance in a range of entrepreneurial activities. The entrepreneurial spirit showed a significant difference between before and after class which can see not only in the business plan and student’s presentation skills, also in their dream to continue the business there has been started. Furthermore, this study alternated formulation for entrepreneur courses in higher education.