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dc.contributor.authorPrihaswati, Martyana
dc.contributor.authorAstuti, Andari Puji
dc.date.accessioned2016-10-22T09:20:03Z
dc.date.available2016-10-22T09:20:03Z
dc.date.issued2016-08-27
dc.identifier.citationAtweh, B. dan Heirdsfiled, A. 2003. The Use Action Research for Professionalisation of Beginning Women Teachers as They Learn About Inclusive Mathematics. Dipublikasikan dalam Journal Mathematics Teacher Education and Development. Volume 5: 55- 69. Berry, Bennet. 2011. Teaching 2030: What We Must Do for Our Students and Our Public Schools — Now and in the Future. New York: Teachers College Press. Binadja, A. 2005c. Pedoman Praktis Pengembangan Rencana Pembelajaran Berdasar Kurikulum 2004 Bervisi dan Berpendekatan SETS (Science, Environment, Technology, Society) atau (Sains, Lingkungan, Teknologi, dan Masyarakat). Semarang: Laboratorium SETS UNNES Semarang. Boyles, T. dan College, M. 2012. 21st century knowledge, skills, and abilities and entrepreneurialcompetencies : A model for undergraduate entrepreneurship education. Journal of Entrepreneurship Education. Volume 15: 41- 55. Gafar, M., Kasim, R., Martin,,D. 2013. Development entrepreneurial assessment model to examine effect of entrepreneurship education on the real estate management students. Makalah ini dipresentasikan pada ICTMBE 2013 2nd International Conference on Technology Management , Business and Entrepreneurship, Malaysia, 05 Desember 2013. Ispal, M., Jabor, M. 2014. Entrepreneurial Measurement Modelfor Teacher Education. Dipublikasikan dalam IOSR Journal of Research & Method in Education (IOSR- JRME) Volume 4 : 21-25. Kuratko, D.F. 2003. Entrepreneurship Education: Emerging Trends and Challenges for the 21st Century. Coleman Foundation White Paper Series for the US Association of Small Business and Entrepreneurship. Lee, S.M., Chang, D., Lim, S. 2005. Impact of Entrepreneurship Education: A Comparative Study of the U.S and Korea. Dipublikasikan dalam International Entrepreneurship and Management Journal. Volume 1: 27- 43. Miles, B.B dan Huberman, A.M. 1992. Analisa Data Kualitatif. UI Press: Jakarta. Moberg, K. dkk. 2014. How to assess and evaluate the influence of entrepreneurship education. Ireland: ASTEE Project. Park, S., dan Chen, Y. 2012. Mapping Out the Integration of the Components of Pedagogical Content Knowledge (PCK): Examples From High School Biology Classroms. Dipublikasikan dalam Journal Of Research In Science Teaching. Volume 49: 922– 941. Raposo, M., Paço, A. 2011. Entrepreneurship education: Relationship between education and entrepreneurial activity. Dipublikasikan dalam Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal. vol. 23: 453-457. Wiriaatmadja, R. 2008. Metodologi Penelitian Tindakan Kelas. Bandung: Remaja Rosdakarya. Zaidatol Akmaliah, L.P., dan Bagheri, A. 2011. Teachers’ and students’ entrepreneurial self- efficacy: Implication for effective teaching practice. Procedia-Social and Behavioral Sciences. 29. 1071- 1in_ID
dc.identifier.issn2407-9189
dc.identifier.urihttp://hdl.handle.net/11617/7823
dc.description.abstractTo create students who are ready to face the challenges of the future, it is necessary to prepare teachers who are also prepared for the future. To that end, in 2030, the teaching profession must be filled by skilled personnel who are able to combine pedagogical capabilities with the ability entrepreneurship. The general objective of this study was to explore and evaluate entrepreneurship education that have been developed within the education department of the faculty of Mathematics UNIMUS. Specifically, the purpose of this activity is to implement a program of learning teacherpreneur cyclical. Characteristics of the study focused on the development and repair or improvement, so criticalism an appropriate paradigm for use as a research paradigm. The methodology of this study is action research model PDSA Cycle. PDSA Cycle consists of Plan, Do, Study, Act and sustainable. The results showed (1) Improving the quality of education department of entrepreneurial learning as a printer of student teachers; (2) The positive response from both students and faculty in the implementation of the program through learning teacherpreneur cyclical; (3) There was an entrepreneurial character shifts and strengthening student teachers to a better direction.in_ID
dc.language.isoidin_ID
dc.publisherSTIKES Muhammadiyah Pakijanganin_ID
dc.subjectteacherpreneur programmein_ID
dc.subjectentrepreneurship educationin_ID
dc.titleTeacherpreneur Programme, Membentuk Calon Guru Era MEAin_ID
dc.typeArticlein_ID


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