Analisis dampak implementasi kurikulum pendidikan kewirausahaan sekolah kebutuhan khusus untuk keberlanjutan lembaga
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File Repositori
Subyek : Social responsibility of business
Penerbit : FEB - Usakti
Kota Terbit : Jakarta
Tahun Terbit : 2023
Pembimbing 1 : Maria R. Nindita Radyati
Kata Kunci : children with special needs; social impact; implementation of the entrepreneurship education curricu
Status Posting : Published
Status : Lengkap
File Repositori
| No. | Nama File | Hal. | Link |
|---|---|---|---|
| 1. | 2023_TS_MMJ_122012016009_Halaman-Judul.pdf | 12 | |
| 2. | 2023_TS_MMJ_122012016009_Lembar-Pengesahan.pdf | 5 | |
| 3. | 2023_TS_MMJ_122012016009_Bab-1-Pendahuluan.pdf | 13 | |
| 4. | 2023_TS_MMJ_122012016009_Bab-2-Kajian-Teori.pdf | 24 |
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| 5. | 2023_TS_MMJ_122012016009_Bab-3-Metodologi-Penelitian.pdf | 12 |
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| 6. | 2023_TS_MMJ_122012016009_Bab-4-Hasil-dan-Pembahasan.pdf | 70 |
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| 7. | 2023_TS_MMJ_122012016009_Bab-5-Kesimpulan.pdf | 13 | |
| 8. | 2023_TS_MMJ_122012016009_Daftar-Pustaka.pdf | 8 | |
| 9. | 2023_TS_MMJ_122012016009_Lampiran.pdf |
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T Tujuan penelitian ini untuk menganalisis Tata Kelola, Pengembangan Kurikulum,Kemitraan Sekolah, Dampak Sosial dan keterkaitan Implementasi KurikulumPendidikan Kewirausahaan Sekolah di SKh. pada SDGs. No. 1, 4,8,9,10,12,16.Obyek penelitian: SKh. Sang Timur Karang Tengah dan SKh. Bhakti LuhurPamulang. Metode penelitian: kuantitaif deskriptif (Gigauri & Bogacz-Wojtanowska, 2022). Sampel sebanyak 34 terdiri dari 17 stakeholder setiap unit.Teknik penentuan sampel purposive sampling (Goli et al., 2022). Metodepengumpulan data dengan Google Form (Iqbal et al., 2022b) dan wawancaraterstruktur (Gigauri & Bogacz-Wojtanowska, 2022). Metode analisismenggunakan content analysis (Gigauri & Bogacz-Wojtanowska, 2022).Pelaksanaan September - November 2022. Penggunaan data sekunder (Gigauri &Bogacz-Wojtanowska, 2022) adalah DAPODIK, RKAS, KTSP/KOSP, artikeljurnal ilmiah. Analisa hasil penelitian menggunakan konten analisis dari artikeljurnal terkait dan statistik deskriptif dari DAPODIK. Hasil Penelitian: Impact dariImplementasi Kurikulum Pendidikan Kewirausahaan di kedua SKh. sangatberdampak positif terhadap keberlanjutan Lembaga. Maka implementasikurikulum kewirausahaan di sekolah ini harus berlanjut dengan meningkatkanproduktifitas dan kemitraan dengan masyarakat untuk membangun ekosistempembelajaran inklusif dan ekosistem kewirausahaan. Implementasi KurikulumPendidikan Kewirausahaan SKh. juga sangat erat berkaitan dengan SDGs. No.1,4, 8, 9, 10, 12, 16. Implikasi untuk sekolah: Project Based Learning yangkemudian membentuk ekosistem pembelajaan, meningkatkan produktivitas danketerampilan siswa sebagaimana pendapat Krüger (Krüger & David, 2020)mengenai co-production dan Co-innovation. Kerjasama “daur ulang/rantaipasokâ€(Slavec Gomezel & Stritar, 2022) kewirausahaan antara masyarakat –sekolah – dunia usaha-pemerintah akan mengembangkan perekonomianmasyarakat, meningkatkan pendapatan untuk keberlangsungan lembaga denganmengembangkan UMKM bagi penyandang disabilitas. Keterbatasan:Penelitian ini masih sebatas penelitian awal. Variabel penelitian terbatas padaimplementasi kurikulum Pendidikan kewirausahaan di SKh. Penggunaan duasampel penelitian sangat kurang untuk melihat dampak sosial belum menganalisadampak sosial dari kewirausahaan sekolah secara detail. Saran: Penelitianselanjutnya diharapkan menggunakan variabel penelitian lebih spesifik dansampel lebih besar dan variative. Analisa SROI sebagai prediksi dampak sosialkegiatan kewirausahaan yang dilaksanakan oleh sekolah.
T The purpose of this study is to analyze governance, curriculum implementationdevelopment, school partnerships, social impacts and linkages of SchoolEntrepreneurship Education Curriculum Implementation in SKh on SDGs no 1,4, 8, 9,10,12,16. The objects of this study are SKh. Sang Timur Karang Tengahand SKh. Bhakti Luhur Pamulang. The research method uses descriptivequantifies (Gigauri & Bogacz-Wojtanowska, 2022). The sample of 34 consistedof 17 stakeholders per unit. The technique for determining the sample ispurposive sampling (Goli et al., 2022). The data collection methods used theGoogle Form (Iqbal et al., 2022b) and structured interviews (Gigauri & Bogacz-Wojtanowska, 2022). The analysis method uses content analysis (Gigauri &Bogacz-Wojtanowska, 2022). The research was conducted in September -November 2022. Secondary data usage (Gigauri & Bogacz-Wojtanowska, 2022)are DAPODIK, RKAS, KTSP/KOSP, scientific journal articles. Analysis ofresearch results used analytical content from related journal articles anddescriptive statistics from DAPODIK. The result shows that the impact of theimplementation of the Entrepreneurship Education Curriculum in both SKh has avery positive impact on the sustainability of the Institution. Therefore, theimplementation of the entrepreneurship curriculum in this school must continueby increasing productivity and partnership with the community to build aninclusive learning ecosystem and an entrepreneurial ecosystem. Theimplementation of the SKh Entrepreneurship Education Curriculum is also veryclosely related to SDGs no. 1,4, 8, 9, 10, 12, 16. Implications For Schools:Project Based Learning, which then shapes the learning ecosystem, increasesstudent productivity and skills as Krüger (Krüger & David, 2020) argues aboutco-production and Co-innovation. Entrepreneurial "recycling/supply chain"(Slavec Gomezel & Stritar, 2022) cooperation between communities – schools –businesses-governments will develop the community's economy, increase incomefor the sustainability of the institution by developing MSMEs for people withdisabilities. The limitation of this research is that it is still limited to preliminaryresearch. Research variables are limited to the implementation of the curriculumEntrepreneurship education in schools. The use of two research samples islacking to see the social impact of not analyzing the social impact of schoolentrepreneurship in detail. Suggestion: Subsequent studies are expected to usemore specific research variables and larger and varied samples. SROI analysis asa predictio
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