A Framework of Science Based Entrepreneurship Through Innovative Learning Model Toward Indonesia in Society 5.0

Sajidan,; Atmojo, Idam Ragil Widianto; Febriansari, Devie; Suranto, Suranto

doi:10.1088/1742-6596/1842/1/012039

Cited by 7 publications

(9 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Proses belajar mengajar dapat terjadi dimana saja dan kapan saja, baik ada guru maupun tidak. Society 5.0 bertujuan untuk menciptakan konsep masyarakat yang peduli pada kemanusiaan, melalui pertumbuhan ekonomi dan penyelesaian masyarakat, semua tantangan diharapkan dapat diatasi, sehingga setiap fase masyarakat dapat menikmati kualitas hidup yang aktif dan nyaman (Sajidan et al, 2021).…”

Section: Relevansi Industry 40 Dan Society 50 Terhadap Pendidikan DI Indonesiaunclassified

“…Gambar 3. Model Pembelajaran 5.0 Sumber :(Sajidan et al, 2021) Kompetensi society 5.0 menjadi 6 indikator kompetensi akan diterapkan pada konsep pendidikan. Fleksibilitas kognitif dan indikator verifikasi informasi akan menghasilkan kompetensi keterampilan berpikir kritis; indikator penilaian dan pengambilan keputusan akan menghasilkan kompetensi keterampilan pemecahan masalah…”

unclassified

See 1 more Smart Citation

Relevansi Industri 4.0 dan Society 5.0 Terhadap Pendidikan Di Indonesia

Teknowijoyo

2022

Edc

View full text Add to dashboard Cite

This research aims to analyze the industrial revolution 4.0 and 5.0 and its relevance to education in Indonesia. Research methods using literature studies that review or critically review the knowledge, ideas, or findings contained in journals, books, and other scientific works The results of research show that the presence of the industrial revolution 4.0 and 5.0 contributed significantly to Indonesian education. One of them is the existence of technology-based learning innovations that make it easier for students to learn without knowing space, time, and place. Industry 4.0 is technology-driven, society 5.0, however, is value-driven. The former requires the latter to remind society's essential needs, values, and responsibilities as the primary target; The latter requires the former for a technological push and solution. Therefore, the development of the Industrial Revolution 4.0 and 5.0 is expected to bring progress to the development of education, especially in Indonesia, by creating change and preparing superior and innovative graduates with skills that have been prepared in advance.

show abstract

Section: Relevansi Industry 40 Dan Society 50 Terhadap Pendidikan DI Indonesiaunclassified

unclassified

Relevansi Industri 4.0 dan Society 5.0 Terhadap Pendidikan Di Indonesia

Teknowijoyo

2022

Edc

View full text Add to dashboard Cite

show abstract

“…SciPreneur data were attained from a questionnaire instrument, which was compiled based on six SciPreneur aspect indicators: critical thinking skills, communication skills, problem-solving skills, observational skills, collaborative skills, and creativity and innovation (Sajidan et al, 2021). The instruments utilized had been expert validated, encompassing experts in education and evaluation, an expert in biotechnology, as well as a certified biology lecturer.…”

Section: Research Instrumentsmentioning

confidence: 99%

“…In this case, science-based learning entrepreneurship is learning by applying natural science concepts into everyday life through designing and manufacturing products that have economic value and are in accordance with environmental developments (Martin, 2012;Sajidan et al, 2021). The essence of entrepreneurship-based learning is that students make a product with economic value by applying the natural science concept.…”

Section: Introductionmentioning

confidence: 99%

“…In this case, the creative entrepreneurshipbased discovery skills (CEL-BaDiS Up) model is one that may be applied. According to Dyer et al (2011), the CEL-BaDiS Up model is a learning model that is innovative, focused on discovery skills built on a literature study and learning theories that underpin how to teach and empower SciPreneur abilities (Sajidan et al, 2021). The initial learning model of CEL-BaDiS Up is accomplished this through six activities of syntactic: associating, questioning, analyzing, creating, communication and persuasion, and networking entrepreneurship (Istiqomah, 2018;Rafida & Permana, 2020;Wahyudi et al, 2019), which is modified by following the development of science and research results, including skills in the industrial revolution era 4.0 and the era of society 5.0.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Empowering Science-Based Entrepreneurship (SciPreneur) Skills through CEL-BaDiS Up Learning Model on Food Biotechnology Materials

Atmojo¹,

Ardiansyah²,

Saputri³

2022

INT J INSTRUCTION

Self Cite

View full text Add to dashboard Cite

Entrepreneurship skills are part of the essential skills in facing 21st-century challenges and demands. Therefore, this study aims to analyze the extent to which the empowerment of the creative entrepreneurship learning-based discovery skills (CEL-BaDiS Up) learning model can improve university students' science-based entrepreneurship (SciPreneur) skills on the topic of food biotechnology. This quasi-experimental research study employed a pretest-posttest control group design at a public university in Surakarta, Indonesia, in the 2020/2021 academic year, in which one class was as an experimental class using the CEL-BaDiS Up model, while the other class was an existing class utilizing a project-based learning (PjBL) model. Data were obtained through test instruments in the form of a performance assessment to measure SciPreneur skills, which had gone through expert validation, encompassing validation from education and evaluation experts, biotechnology experts, and certified natural science lecturers, and empirical validation tests had also been carried out. The results revealed that the effectiveness test score utilizing SEM from PLS software showed the effect of CEL-BaDiS Up (X1) on the SciPreneur skills (Y) variable of 2.105 > T-table (1.976). In addition, the original sample estimate value exhibited a positive value of 0.199, signifying the direction of the relationship between the CEL-BaDiS Up (X1) variable and the SciPreneur Skills (Y) variable was positive. Based on this study's results, it could be denoted that SciPreneur skills in the aspects of critical thinking skills, problem-solving skills, communication skills, collaborative skills, observational skills, and creativity and innovation could be improved effectively through the CEL-BaDiS Up model activities.

show abstract

How Prospective Mathematics Teachers Do Computational Thinking (CT) Task? : An Analysis Of CT Prior Knowledge

Sari,

Suhendra,

Elah Nurlaelah

2024

hipotenusa

View full text Add to dashboard Cite

The purpose of writing this article is to find out about the initial Computational Thinking ability of prospective mathematics teacher students. This is because the 21st century demands changes in human resources (HR) to be more superior and competitive. Excellent and competitive human resources require the ability of Computational Thinking (CT), because it can help a person develop critical, creative, and analytical thinking skills in solving complex problems, both in the context of computing and everyday life. Improving the quality of human resources cannot be separated from the implementation of education in preparing this requires an educator who has the capability to be able to provide good and effective learning. Students that are expected to become professional teachers in the field of mathematics education in the future must have good CT ability. So, the condition of prior CT ability of Tadris Mathematics Education students as mathematics teacher candidates needs to be investigated. The method used in this article is qualitative research with a descriptive approach, with the aim of describing the prior CT abilities of prospective mathematics teachers, namely Tadris Mathematics Education students. Based on the analysis of the answers and further interviews of students which are prospective mathematics teachers, it is concluded that the CT ability is still low and not good, especially in the indicators of pattern recognition, algorithms, abstraction and generalization. So it is necessary to develop a learning or approach that can improve the CT ability of prospective mathematics teachers.

show abstract

A Framework of Science Based Entrepreneurship Through Innovative Learning Model Toward Indonesia in Society 5.0

Cited by 7 publications

References 11 publications

Relevansi Industri 4.0 dan Society 5.0 Terhadap Pendidikan Di Indonesia

Relevansi Industri 4.0 dan Society 5.0 Terhadap Pendidikan Di Indonesia

Empowering Science-Based Entrepreneurship (SciPreneur) Skills through CEL-BaDiS Up Learning Model on Food Biotechnology Materials

How Prospective Mathematics Teachers Do Computational Thinking (CT) Task? : An Analysis Of CT Prior Knowledge

Contact Info

Product

Resources

About