The Entrepreneurship Skills Education Program (ESE) has been held since 2016 in Indonesia. The focus of this training is the change in knowledge, skills and attitudes of entrepreneurs with the main target of people who are weak in the economic and educational side. This program is an effort to expand access to education and employment opportunities through the creation of new entrepreneurs. The Course and Training Institute (CTI) has a role in organizing the ESE program. Considering its strategic position in community economic empowerment, this study aims to 1) describe the evaluation model used by CTI in the ESE Program and 2) describe the follow-up of the ESE program evaluation results. This research uses a descriptive qualitative approach. The sample was chosen based on purposive sampling, namely 1) CTI has conducted at least two years programs, 2) the type of bridal makeup training, 3) CTI is in West Java. From the determination of the sample, CTI were selected in Cimahi, Cianjur, and Bekasi. Data were collected through interviews with 3 managers from June to August 2019. Data were analysed using qualitative methods of the Milles and Huberman models. The results showed that: 1) the evaluation model of the Entrepreneurship Skills Education Program uses CIPP (Context, Input, Process, and Product). Context shows the goals of the program, the input shows the changes needed to improve the program, the process shows the suitability of the plan with the implementation of the program, and the product shows the measurement of program achievements. 2) the follow-up of the evaluation results carried out by CTI regarding the ESE Program has an effect on the improvement of the program in the following year. This is indicated by a change in the indicators of success in the 2019 ESE program. The implications of this study as material for developing an entrepreneurship education evaluation model in non-formal institutions and the basis for decision making. Keywords: Entrepreneurial Education, CIPP, Evaluation Model, Course and Training Institution, Government Funded.
The Entrepreneurship Skills Education Program (ESE) has been held since 2016 in Indonesia. The focus of this training is the change in knowledge, skills and attitudes of entrepreneurs with the main target of people who are weak in the economic and educational side. This program is an effort to expand access to education and employment opportunities through the creation of new entrepreneurs. The Course and Training Institute (CTI) has a role in organizing the ESE program. Considering its strategic position in community economic empowerment, this study aims to 1) describe the evaluation model used by CTI in the ESE Program and 2) describe the follow-up of the ESE program evaluation results. This research uses a descriptive qualitative approach. The sample was chosen based on purposive sampling, namely 1) CTI has conducted at least two years programs, 2) the type of bridal makeup training, 3) CTI is in West Java. From the determination of the sample, CTI were selected in Cimahi, Cianjur, and Bekasi. Data were collected through interviews with 3 managers from June to August 2019. Data were analysed using qualitative methods of the Milles and Huberman models. The results showed that: 1) the evaluation model of the Entrepreneurship Skills Education Program uses CIPP (Context, Input, Process, and Product). Context shows the goals of the program, the input shows the changes needed to improve the program, the process shows the suitability of the plan with the implementation of the program, and the product shows the measurement of program achievements. 2) the follow-up of the evaluation results carried out by CTI regarding the ESE Program has an effect on the improvement of the program in the following year. This is indicated by a change in the indicators of success in the 2019 ESE program. The implications of this study as material for developing an entrepreneurship education evaluation model in non-formal institutions and the basis for decision making. Keywords: Entrepreneurial Education, CIPP, Evaluation Model, Course and Training Institution, Government Funded.
The Sunda Siger Bride is a traditional bridal style from West Java which use a siger, a crown symbolizing wisdom, honor, and discretion to live in household. Traditional Sunda Siger Bridal contains cultural values, prayers, and discourses that are reflected in all applications of makeup, accessories, flowers, and wedding dress. On the other hand, as world beauty trends, the Traditional Sunda Siger Bride market has tended to decline. The Bridal makeup instructor must rethink a way to introduce the Sunda Siger Bride. The innovative learning must be seen as fulfilling the market, besides preserve of Sundanese culture. The purpose of this study is to determine the learning strategy in Sunda Siger Bride Makeup. The method used is a qualitative descriptive by conducting interviews with three Vocational Education in West Java, namely LKP Retno, LKP Nuning, and LKP Lucky Ariel. This study revealed: 1) the values contained in Sunda Siger Bride and 2) Innovative learning to preserving Sunda Siger Bride values. The results of the study can be adapted by other vocational education in learning innovation to maintain, respect, and pass down the cultural values of Sunda Siger Bride in West Java.
Changes in the situation, a health pandemic, and the low level of innovation among the youths threaten the sustainable development of the Subang Batik Tourism Village. Youth personality variables have a different impact on innovation adoption which can be used as a reference in designing innovative attitude training. Literature review is seen from the personality variables which include demographic, social, and economic characteristics of innovation adoption. This study identifies with the Kruskall Wallis significance test approach to see the differences in personality variables on the characteristics of innovation adoption. In addition, this study uses an exploratory approach from interview results to map the causes of the low adoption of innovation. The results showed that education from the social side and income from the economic side had differences in innovation adoption. Education provides two important roles. First, related to expertise in launching different ideas. Second, related to one's ability to cope with environmental changes and competition. From the income side, income expectations are one of the reasons someone makes an innovation to solve problems. This study also found that limited access to capital had a significant impact on the low launch of new ideas in the development of the Subang Batik Tourism Village. This research can be used as initial research to develop innovative youth training designs. This is important considering that innovation and youth are part of education for adults.
Adolescence is a transition from childhood to adulthood accompanied by biological, psychological, and sociological changes. One of the biological changes in adolescent girls is menstruation. Menstruation is a sign of femininity for women, but menstruation often experiences disorders, one of which is menstrual cycle disorders that are influenced by several factors. This study aims to look at the determinants associated with the menstrual cycle. Factors to be investigated are stress, Body Mass Index (BMI), and physical activity. This research was conducted at Madrasah Aliyah Ar-Rahman Palembang with a cross-sectional approach. The sampling technique used in this study is total sampling with 102 respondents, conducted in March 2020. The statistical test of this study uses Chi-square and multiple logistic regression. Bivariate analysis results show that there is a relationship between stress (p-value 0.000, OR = 7.879, BMI (p-value 0.008, OR = 3.321), and physical activity (p-value 0.006, OR = 3.525) with menstrual cycle. Results of multivariate analysis of stress variables (p-value 0.000, Exp (B) = 6.960) and physical activity (p-value 0.033, Exp (B) = 2.805) with the menstrual cycle so that the determinant of this research factor is stress.
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