The Comparison Analysis of Teacher's Learning Effectiveness in Realizing Entrepreneurship Skills of Students

Abstract

Learning effectiveness is one of the critical issues in the success of an educational process. Effective means that learning objectives and targets can be achieved so that it has an impact on improving students' learning outcomes. One learning outcome that is very important for students to have as a provision to live in society is the realization of entrepreneurial skills. This study aims to analyze the differences in the effectiveness of teacher learning in realizing entrepreneurial skills of Senior High School (SMA), Vocational High Schools (SMK), and Madrasah Aliyah (MA) students of the academic year 2021/2022, both public and private in Pekanbaru City. Data were collected by using one observation sheet and questionnaires of 25 questions. The number of schools covered was 18 (eighteen) schools, and each school took a maximum of 3 parallel classes, of which each consisted of up to 30 students. The collected data were analyzed using descriptive and comparative analysis techniques. The results showed that entrepreneurship learning scores ranging from planning, implementation, and assessment of the learning process and including student entrepreneurship skills showed significant differences between public and private schools. The average planning, implementation, and evaluation of learning entrepreneurship subjects in public or private schools are classified as good since the average scores are 3.29, 3.02, and 2.89. At the same time, the average value of entrepreneurship skills is 81 for public schools and 69 for private schools.

The analysis of the RBL-STEM application in improving student financial literacy in controlling consumptive behavior

“…Each step of the syntax will motivate students to be active in the learning process [ 24 ]. Students are actively involved in the learning process to collect information related to financial literacy and student consumptive behavior [ [25] , [26] , [27] ]. The RBL model syntax can be seen in Fig.…”