The Application of APBL (Authentic Problem-Based Learning) to Enhance Generic Entrepreneurial Competencies in a Basic Chemistry Course

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1 US-China Education Review B 4 (2012) Earlier title: US-China Education Review, ISSN D DAVID PUBLISHING The Application of APBL (Authentic Problem-Based Learning) to Enhance Generic Entrepreneurial Competencies in a Basic Chemistry Course Nancy Susianna Universitas Pelita Harapan, Tangerang, Indonesia The purpose of this research is to investigate the level of creativity, interpersonal relationships and chemistry concept mastery. This course uses an APBL (authentic problem-based learning) approach focusing on generic entrepreneurial competencies of teacher education students. The research method used in this research is an experiment, using the one group pre-test and post-test design. The subjects of this research are 38 teacher students. The instrument employed to investigate creativity is a rubric consisting of seven indicators by using four grading scales with a maximum grade of 100. The average grade according to the rubric was 82, meaning that the products and concept maps made by the students were quite creative. The instrument employed to investigate interpersonal relationship improvement is a rubric consisting of five indicators using three assessment scales. Based on a data process by using Wilcoxon, the value obtained for self-assessment and peer assessment is p = at a significant level of 0.05, which means that there are significant differences between the interpersonal relationships before classes and after classes. The instrument used to investigate improvement of chemistry concept mastery is a written test comprised of 20 multiple-choice questions. Based on a data process by using Wilcoxon, the value obtained is p = at a significant level of 0.05, which means that there is a significant difference between the pre-test grade and the post-test grade. Normalization gain for the mastery of this concept is 0.37, meaning that it is included in a moderate category. Keywords: APBL (authentic problem-based learning), generic entrepreneurial competencies, basic chemistry Introduction At this time, Indonesia still has problems related to unemployment. Based on the data from Statistic Central Agency in February 2011, an open unemployment rate in Indonesia is as much as 6.08%. Limited employment opportunities and incapability of the community to create unemployment opportunities become the cause of the unemployment. According to these phenomena, it significantly appears that the community should have capability to do its own business. According to David McClelland, a country will achieve a level of prosperity, if the number of entrepreneurs achieves 2% of total population (Suherman, 2008). This means that if the number of population of Indonesia is around 240 million, then the people entrepreneurs needed are more than four million. Nowadays, only 0.18% of the total Indonesian population does own business (Suherman, 2008). Further data were obtained that elementary school graduates who worked are as much as 49.53%, but only Nancy Susianna, Ph.D., lecturer, Faculty of Education, Universitas Pelita Harapan.

2 384 APPLICATION OF APBL TO ENHANCE GENERIC ENTREPRENEURIAL 4.98% graduates of bachelor degree who are employed (BPS (Badan Pusat Statistik), 2011). As a matter of fact, the skill and capability of thought owned by graduates of bachelor degree are expected to be able to see the opportunity to create work opportunity. Therefore, the competency of Indonesian education should be added that the bachelor degree graduates have capability for entrepreneurship. This matter is in line with the opinion of Darusman (2004) who said that the fulfillment of the need for entrepreneurship in Indonesia would be most effective through an educational agency. President Susilo Bambang Yudhoyono in his speech at the program of the National Summit 2009 also stressed the significance of entrepreneurial education for Indonesian nation. According to NCERT (National Council of Educational Research and Training) (2005), the competency which must be possessed by an entrepreneur is generic entrepreneurial competencies. There are three dimensions of generic entrepreneurial competencies, namely, basic competencies, systemic competencies and interpersonal competencies. Therefore, it is necessary to think about learning which may improve generic entrepreneurial competencies of the students. A teacher constitutes a spearhead of an education, so that a prospective teacher on the contrary should also have generic entrepreneurial competencies. Further, the prospective teacher is expected to have learning experience that may improve generic entrepreneurial competencies, which is useful as an example, when they have become teachers. The biology education program in one of a private university in Indonesia is called upon to provide prospective teachers in order to be able to answer the challenge of the age. Therefore, a preliminary investigation is undertaken on lectures in biological education. Based on documents of Unit Outline, it is found that the lectures do not emphasize on the generic entrepreneurial competencies so much. This is confirmed from interviews with several lecturers who teach science, such as basic chemistry and basic biology which tells that it has never been linked to any entrepreneurial learning. An entrepreneur is expected to be able to make a product which has an economic grade. The making of the product needs knowledge on chemistry in order to be able to produce good quality product. Basic Chemistry 2 composes one of the subjects of the lecture with biological educational program which constitutes continuation of the subject of Basic Chemistry 1. The Basic Chemistry 1 stresses more on chemical concepts, while Basic Chemistry 2 stresses more on soft skills, such as generic entrepreneurial competencies through activities of product making. Based on interview with chemistry lecturers, it is also found that they have never applied an approach of APBL (authentic problem-based learning). The stages of APBL are: (1) undertaking the problem; (2) client interface or simulated client; (3) problem identification; (4) commitment; (5) self-directed learning; (6) diagnostic discussion; (7) self-directed learning (optional); (8) decision; (9) production; (10) presentation (tutor, client and student); (11) concept map/mind map/picture; and (12) self-, peer- and tutor- assessment (Neo & Lynda, 2002). The stages of APBL approach, such as there is an interaction with the client in accordance with the competency, must be owned by an entrepreneur. Based on the background of the problem above, the problem formulation in this research is How does a basic chemistry course improve teacher students generic entrepreneurial competencies?. Based on the problem above, the purpose of this research is to investigate the level of creativity, interpersonal relationships and chemistry concept mastery. This course uses an APBL approach to focus on generic entrepreneurial competencies of teacher students.

3 APPLICATION OF APBL TO ENHANCEE GENERIC ENTREPRENEURIAL 385 Research Methodology The research method is a quantitative research using the one group pre-test and post-test design. The subjects of this research are 38 teacher students. Figure 1. Research flow. Research instruments consist of rubrics and written tests. The instrument used to investigate creativity is a rubric of four indicators by using four grading scales with a maximumm grade of 100. These indicators are fluency, flexibility, originality and elaboration. The instrument employed to investigate interpersonal relationship improvement is a rubric consisting of five indicators by using three assessment scales. These indicators respectively are empathetic processing, giving back, listening to others, team building and inquiry and questioning. The assessment scales are higher orderr thinking and reasoning, information analysis processing and gathering basic knowledge. The instrumentt used to investigate improvement of chemistry concept mastery is a written test comprised of 20 multiple questions. After research instrumentss have been arranged, they are validated using internal and external validation and the reliability coefficient is calculated. Specially for written tests, it is conducted by using analysis of problems covering, analysis of distinguish ability, analysis of difficulty level, problem destructor analysis and analysis of homogeneity of every problem. Research flow is described in Figure 1.

4 386 APPLICATION OF APBL TO ENHANCE GENERIC ENTREPRENEURIAL The data analysis techniques used are descriptive statistics and inferential statistics. The descriptive statistics will be used to analysze creativity. The inferential statistics will be used to analyze interpersonal relationships improvement and chemistry concept mastery. Interpersonal relationships data will be analyzed by using Wilcoxon. Data Analyses and Discussions Data analyses, findings and discussions refer to research questions. Creativity The instrument used to assess mind map and product is a rubric. This rubric consists of seven criteria by using four assessment scales. The criteria are association of core, association of a branch, key word, uniqueness of an idea, uniqueness of a picture, composition of color and originality of product generated. The criteria used constitute a formulation of an indicator of creativity. There are four indicators of creativity. These indicators are fluency, flexibility, originality and elaboration. Maximum grade of 100 is obtainable. Average grade of creativity is 82 including category of good. Interpersonal Relationship The instrument used to find out whether there is an interpersonal improvement or not is a rubric. The rubric is used for a self-assessment and peer-assessment consisting of five criteria by using three assessment scales. The maximum grade obtainable is 15. The data analysis techniques used are descriptive statistics and inferential statistics. The minimum, maximum, average scores of pre-test and post-test and gain normalization can be seen in Table 1. Table 1 The Minimum, Maximum, Average Scores of Pre-test, Post-test and Gain Normalization Assessment Test Minimum score Maximum score Average score N-gain Pre-test Self-assessment 0.50 Post-test Pre-test Peer-assessment 0.25 Post-test Average grade of self-assessment at the pre-test is 12.38, at the post-test is Average grade of peer-assessment at the pre-test is 11.97, at the post-test is Gain normalization for self-assessment is 0.50, including category of medium, while for the assessment of friends is 0.25 including category of low. Further, it is analyzed by using inferential statistics to find out whether there is significant interpersonal difference before and after it has treatment, both from self-assessment as well as assessment of friends. Based on the data processing of the self-assessment by using Wilcoxon, it obtains a grade of p = at a significant level of 0.05, meaning that there is a significant difference between interpersonal relationship before and after the learning, likewise base on the data processing of friends assessment by using Wilcoxon it obtains the grade of p = at a significant level of 0.05, meaning that there is a significant difference between interpersonal relationship before and after the learning. The supporting data used to find out the competency of interpersonal relationship is collected by a

5 APPLICATION OF APBL TO ENHANCE GENERIC ENTREPRENEURIAL 387 questioner. There are 56% of students who choose to agree to the point of the eighth inquiry, which means that they do not encounter any difficulty, when they interacted with their group friends. The environment of the campus highly supports students to interact with their friends, because they stay in one boarding house in the environment of the campus for approximately 3.5 years. There are 53% students who choose to agree to the point of the ninth inquiry, which means that they do not encounter any difficulty when they interacted with the clients. The activities in the campus highly support students to interact with the clients, because each time there are activities in the university, the students are always involved in the committee affairs, so that they have opportunities to interact with the community in the environment of the campus. Mastery of Basic Chemistry Concept The instrument used to find out whether there is any improvement in the basic chemistry concept mastery is a written test. This written test comprises 20 multiple-choice questions by means of five options for its answer. Among 20 multiple-choice questions, three questions include question of understanding, nine include question of application and eight include question of analysis. Based on the analysis of point test, there are 10% questions that are very difficult questions, 15% difficult questions, 50% medium questions, 10% easy questions and 15% very easy questions. This written test measures stoichiometry, reaction rate, balance, ph solution and solubility. Maximum grade of 100 is obtainable. The data analysis techniques used are descriptive statistics and inferential statistics. The minimum, maximum and average score of pre-test and post-test and gain normalization can be seen in Table 2. Table 2 The Minimum, Maximum, Average Scores of Pre-test, Post-test and Gain Normalization Test Minimum score Maximum score Average score N-gain Pre-test Post-test The average grade at the pre-test is 28.11, while at the post-test is Normalization gain is as much as 0.37 including category of medium. The highest grade at the pre-test and post-test is obtained by the student named X. The student X has grade A for Basic Chemistry 1. In the subject of the lectures, the student X always sits in the front row of the class. He is diligent, willing to raise questions to lecturers, and is always ready to help other students who have not understood the concept. There are four students who obtained the lowest grade at the pre-test. Three students obtained the grade of normalization gain for the category of medium and one student obtained grade of normalization gain for the category of high. The average normalization grade of the four students is 0.54 including the category of medium. During the lectures, the students showed a will to learn seriously, which appears when they faced a concept which had not been mastered, for they were not reluctant to raise questions to other students as well as to the lecturers. There are two students who obtained the lowest grade at the pre-test, namely, students Y and Z. During the hours of lectures, both students kept showing their will to study seriously, although when attending the subject of Basic Chemistry 1 both students did not pass, so that they had to repeat in the short semester. The easiest concept is the concept of reaction rate, because 79% students may answer the question about

6 388 APPLICATION OF APBL TO ENHANCE GENERIC ENTREPRENEURIAL the reaction rate. The most difficult concept is the concept of solubility, because only 21% of the students may answer questions about the solubility. Further, the written test data is analyzed by using inferential statistics to find out whether there is a significance difference in the concept mastery between before and after getting treatment. Pre-test data as well as post-test data distribute in a normal way, because they have p-value at pre-test and p at post-test at a significant level of Pre-test data and post-test data are not homogenous, as they have value of p = at the significant level of Therefore, it is continued with statistic processing by using Wilcoxon, and is obtained value of p = at the significant level of 0.05, meaning that there is significant difference between pre-test grade and post-test grade. Supporting data used to find out the concept mastery of Basic Chemistry 2 is collected by inquiry. There are 50% student teachers who choose to agree to the point of the second inquiry, which means that they like dlearning by using APBL approach and were motivated to learn chemistry. Other supporting data used to find out the opinions of the students on the lectures that use APBL approach is collected by inquiry. There are 61% students who choose to agree to the point of the fourth inquiry, which means that they are getting more and more aware of the relatedness between chemistry concept and the products existing in the market. Further, there are 61% students who choose to agree to the point of the sixth inquiry, which means that they felt that APBL approach could enhances them to think more profoundly. Further, it was found that there are 56% of the students who applied APBL approach when they had become teachers. Conclusions Based on the result of data analysis, findings and discussion, the conclusions of this research are as follows: (1) Teaching and learning of basic chemistry course by using APBL can improve creativity; (2) Teaching and learning of basic chemistry course by using APBL can improve interpersonal relationships; (3) Teaching and learning of basic chemistry course by using APBL can improve the concept mastery. References BPS (Badan Pusat Statistik). (2011). Survei Angkatan Kerja Nasional (SAKERNAS): Jakarta. Darusman. (2004). Nilai Tradisional Kewiraswastaan dalam Pendidikan Keluarga pada Masyarakat Pengrajin di Tasikmalaya. Jurnal Pendidikan dan Kebudayaan, 047, Neo, & Lynda. (2002). Authentic problem-based learning. Singapore: Pearson Prentice Hall. Suherman, Eman. (2008). Desain pembelajaran kewirausahaan. Bandung: Alfabeta. prelims.pdf

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