Developing Entrepreneurship Education Model in Improving the Skills of Recycling of Elementary School Students

This study was about developing an entrepreneurial education model in improving the recycling skills of elementary school students as well as to find out the improvement of aspects of knowledge, aspects of attitudes, and aspects of student skills through the entrepreneurship education model. This development research adopted the development design of Borg & Gall. Model validation is done through expert judgment. Model trials were conducted in class V (five) in three elementary schools. Research data obtained through observation, questionnaires, and interviews. The results of this study indicate that the development of entrepreneurship education models in improving students' recycling crafts skills in primary schools based on the results of expert validation by 66.94% with a high category. The entrepreneurship education model developed can also increase the entrepreneurial knowledge aspect by 76.16%, the attitude aspect by 79.84%, and the entrepreneurial skills aspect by 82.64%. This means that the increase in all three aspects is in the high category. Therefore, this entrepreneurship education model can be an alternative in developing entrepreneurship education in elementary schools.


INTRODUCTION
Entrepreneurship education as part of the national education system function to develop the ability and character and civilization of the nation's dignity in the context of national life.
The entrepreneurship education is aim to form the whole person (holistic) namely as a person who has the character, understanding and skills as an entrepreneur (Siwiyanti & Uswatun, 2016). Tanan (2010) explained that in communities, ingrained false paradigm regarding entrepreneurship education, first, assume that if you want to include entrepreneurship education, and must create a new curriculum. This assumption is clearly erroneous. Because entrepreneurship education is not the form itself or independently (autonomy), but rather a unified (integrated), enrich and sharpen the existing curriculum. Putra & Yuriandala (2010) in their research revealed that the development of student skills in elementary schools can be integrated with subjects related to environmentally friendly utilization of plastic waste into creative products that are useful for the nation.
Second, the assumption that teaches entrepreneurship education as well as to teach students to trade. This assumption is too narrow and clearly erroneous. Entrepreneurship education is not just shaping a person being an entrepreneur, but equip the person with mental entrepreneurship, whose scope is broader and complex. Third, the assumption that entrepreneurship education study after college or universities only. Assumption was wrong.
The entrepreneurship education should begin from childhood, so that entrepreneurship is ingrained or become a cultural character of the child, not just a practical science (Usman, 2010). This is in line with research conducted by Robert (2019) that the introduction of entrepreneurship education bring positive effects on students if it starts from elementary school. The entrepreneurial spirit will be stronger and they already have a shadow or wishful, so that when you graduate can be independent by creating jobs themselves, without idle to others. Hassi (2016) stated that late childhood (11-12 years old) seems to be the adequate period in order to develop self-efficacy, a non-cognitive skill required to become an entrepreneur. However, content of entrepreneurship education should be consistent with students' needs and capability (Bahmani, Arasti, & Hosseini, 2018); (Huber, Sloof, & Van Praag, 2014).
The development of entrepreneurship education is directed at achieving economic growth that is supported by harmony between the availability of skilled manpower with the ability to create jobs or entrepreneurship, responding to the challenges of the labor requirements, and restructuring the school curriculum. The fact in the field show that current students is lack to be creative and less motivated in learning creative skills craft. This is because students overly increase the quality and the target in the learning process in the classroom. Besides that learning happens in the classroom, the teacher is not linking the material presented by everyday life, and students are given less opportunity from teachers to build their own and regain creative ideas (Shakir, 2017). Learning is now always the teacher guided the existing teaching material without applying to the state of the environment, so students are less friendly to the environment, the current situation and relate the needs of society, which has been established in primary schools. The results obtained merely numbers without producing any real creativity of the students' work.
Based on the above issues, one alternative solution in effort to repair the economy is with increase in the number of entrepreneurs need for introduction of entrepreneurship education in primary school, which aims to establish entrepreneurial character of children, that is to foster an attitude, skills, and knowledge a creative, optimistic self, brave, and skilled in every gesture. This is in line with whatever researched by Yohanna (2018)

METHODS
This study adopts research and development (R & D) which refers to Borg and Gall.
Step-by-step development of entrepreneurial education model use the ten stages, namely 1) research and information gathering early; 2) planning learning; 3) model development; 4) validation and testing of the initial stage; 5) field trials; 6) revision of the product; 7) conduct field tests of the operational data were collected through observations and questionnaires; 8) improvements to the final product, based on suggestions in field trials; 9) to revise the main products, based on input and advice from the initial field test results; and 10) dissemination products.
The number of respondent of this research are 50 students from 3 elementary school in Jakarta. The model was developed and validated learning device by experts and practitioners.
Entrepreneurship education model validation and test questions in this study conducted by seven validator comprising 3 validator experts and 4 practitioners are considered competent in the field of research that researchers discussed. Data collection technique in this research are questionnaires, observations, and interviews. This study uses two data analysis techniques, namely qualitative descriptive analysis techniques and descriptive statistics. This qualitative descriptive analysis technique is used to process observational data and interviews, while descriptive statistical analysis techniques are used to process data obtained through a questionnaire and data validation of experts and practitioners in the form of descriptive percentages.

Developing Steps of Entrepreneurship Education Models to Improve Skills of Recycling of Elementary School Students.
As for the steps to develop entrepreneurship education models to improve elementary school students' recycling skills can be explained: First, preliminary study and information collection. In this step, researchers develop entrepreneurial education model with reference to the standards of competence and basic competence for developing subject matter, learning activities, and indicators of achievements to enhance the craft skills of elementary school students. The entrepreneurial education model was developed based on the results of preliminary observations made against school includes students, teachers, curriculum and resources to support. Based on the results of preliminary observations above is known to students are very pleased with the activity of recycling craft skills, it becomes its own motivation for students and teachers in the learning of entrepreneurship education. However, from the aspect of teacher, curriculum and another resources lack play a role in the collaborative implementation of student learning in entrepreneurship education activities and skills of weaving. Based on that, researchers are trying to develop entrepreneurship education model and skills of the craft in which all aspects can play a role in conducting entrepreneurial activity in the form of group work.
Second, planning development of entrepreneurship education model in recycling skills.
As for the planning development of entrepreneurship education models in recycling skills is as follows:  For that, to measure the results of the assessment of the 3 expert validators used the formula: , , AP = 67% Based on the scores obtained indicate that the assessment of 3 expert validators of the products developed is classified as high category, because it is at an interval of 61% to 80%.
Although the product developed is included in the high category, it still needs to be refined   In terms of language use language effectively.
In terms of the choice of language, this textbook has been good.
In terms of the language already repaired suit a child's age in SD 2 The use of language rules The use of language rules are good enough, but too high for SD.
It has been fixed by the rules of elementary school age children 3 Motivating and provide meaningful messages and information Pretty good, but it has motivated when plus the use of pictures and illustrations.
Illustrations have been repaired, to motivate students to read primary school children (SD) 4 The use of language in primary schools can adapt to the intellectual development of students.
Selection of the grammar and content of the material is still too high for elementary students.
Grammar and content of the material has been revised to adjust to the age of elementary school children 5 The message can be read properly The message conveyed is good, but still there is a revision accordance with age elementary school students Message communication has been revised to adjust elementary school children 6 The use of the term consistent The use of the term consistently been good, but the power suit a student in elementary school reading The term has been replaced with a sentence consistent intention to focus 7 Exposure of the material Already Well, cascading still adjust the reading ability of students in primary Exposure of the material is fixed, material exposure more pictures 8 Adjust teaching materials with natural conditions and the age of its readers We recommend this textbook more rendered images that elementary school students interested in reading and display of images made as attractive as possible Textbooks have been repaired with a lot of give illustrations than the material Ninth, revisions to main products. Based on input and suggestions from experts and practitioners provide some input as the following table.

Entrepreneurship Education Model.
Based on descriptive analysis of the ability of grade 5 students as many as 50 students on aspects of knowledge, aspects of attitude, and aspects of skills can be presented as the diagram 1.  (Mulyani, 2011) and is associated with the context of everyday life, so that creative ideas emerge in students (Khayati, 2009). And here the teacher's role is very important in instilling an entrepreneurial spirit in students (Baek, Kang, & Yi, 2017). In entrepreneurship education, teachers can also provide lessons through skills and creativity that can change the character of students for the better (Aslan, 2010). impact on the knowledge, attitudes and skills of students in grade 5A and grade 5B at SD Muhammadiyah 5, South Jakarta. This is in accordance with the results of his research de Lourdes Cárcamo-Solís, del Pilar Arroyo-López, del Carmen Alvarez-Castañón, & García-López, (2017) which revealed that the application of entrepreneurship education can improve students' entrepreneurial skills. And according to Irawan & Mulyadi (2016), entrepreneurial skills will have a positive influence on business success. In addition, entrepreneurship education can also change students' entrepreneurial attitudes for the better (Kirkley, 2017).