Chemoentrepreneurship with Cooperative Integrated Process Inquiry Strategy to Increase Students' Entrepreneurial Interest and Learning Motivation

Abstract

Colloid chemistry learning at SMAN 1 Mijen Demak had a less useful impact as it has not integrated the process of making with the products needed in everyday life. The lesson also did not equip students with the skills in entering the entrepreneurship world. The observation results indicated that the XI IPA1 grade students in SMAN 1 Mijen Demak had low entrepreneurial interest and motivation. This was due to the tedious and lessmotivated chemistry learning. Therefore, this study aimed to increase the students' entrepreneurial interest and learning motivation on colloid materials through Integrated Cooperative Inquiry Process strategy. A classroom action research applied in this research consisted of three cycles. Each cycle had several stages which were planning, implementation, observation, and reflection. The data on the students' entrepreneurial interest and learning motivation were collected through observation and questionnaire. The descriptive analysis was adopted in this research. The data were analysed using the average mastery and proportion. Based on the analysis of cycles I, II and III, the percentage of the students' entrepreneurship interest increased from 47.64% to 51.17%; 72,16% and 81,10% having 38 students achieved the mastery learning. While the learning motivation increased from 49.55% to 56.08%; 68.21% and 76.32% having 37 students reached the mastery learning. It concluded that the CIPI (Cooperative Integrated Process Inquiry) with CEP (Chemo entrepreneurship) approach could increase the students' entrepreneurial interest and learning motivation.

The Role of Collaborative Learning Based STSE in Acid Base Chemistry: Effects on Students’ Motivation

“…Using group collaboration, it brings students' willingness in performing all of teaching instruction. The collaborative learning increases meaningful relationship among students in small groups in practicing and experiencing teaching learning [28,42]. Thus, the presence of well managed group discussion with their peers, boosts students' motivation in learning chemistry.…”

“…This interaction could be facilitated using collaborative learning method that enables students to work in heterogeneous small group. The collaborative learning increases meaningful relationship among students in small groups in practicing and experiencing teaching learning [28]. The role of the teacher in this occasion act as facilitator [35].…”

“…In addition, students' motivation had been developed through various pedagogies focused on student centred learning paradigm such as contextbased learning [19][20]; socio-scientific issues from societal view [21]; guided inquiry learning with socio-scientific issues context [22]; 5E learning cycle [23]; case-based instruction [24][25] and inquirybased teaching [26]. In another perspective, the interaction among students brings significant effects on students' motivation i.e., cooperative learning instruction for conceptual change [27] and cooperative integrated process inquiry [28]. As a conclusion the prominent opportunity to increase students' motivation is by providing students' engagement in learning activities through student centred learning [29].…”

The Development of STEM-E based Biology Learning Tools to Train Students’ Scientific Literacy and Entrepreneurial Interest

“…For self-interest forms of entrepreneurship, the learning tools were made to adjust the local potential of the school is in processing coconut products. The advantage of this local potential gives a positive value to the validity of the learning tools [18].…”

“…Furthermore, the score of students' entrepreneurial interest can increase high because the STEM-E learning tools are made to train students to independently make each product in the form of Nata and virgin coconut oil (VCO) innovations. By making this product, the independent innovation has a contribution on fostering students' interest in conducting entrepreneurial activities as well as other positive forms of learning experiences that become a positive provision when graduating [18] [22].…”