SUMATRA JOURNAL OF DISASTER, GEOGRAPHY AND GEOGRAPHY EDUCATION, MONTH, YEAR VOL.

00, ISSUE 00,

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DISASTER, GEOGRAPHY, GEOGRAPHY EDUCATION http://sjdgge.ppj.unp.ac.id/index.php/Sjdgge
ISSN : 2580 - 4030 ( Print ) 2580 - 1775 ( Online), Indonesia

APPLICATION OF CONTEXTUAL LEARNING IN

INSTRUDING ENTREPRENEURSHIP VALUES AT SMK 3
PADANG
1
Jessica Aulia Putri, 2Dilla Engla Sari, 3Rosalina, 4Monica Ihsan Almauiza, 5Susi Evanita ,
1,2,3,4,5
Magister Pendidikan Ekonomi Universitas Negeri Padang

ABSTRACT: This study aims to describe contextual learning and entrepreneurial values at SMK
3 Padang. Through this research, it was concluded that by applying contextual learning at SMK 3
Padang in entrepreneurship learning, it is hoped that students can better understand the basic
concepts of entrepreneurship and be able to identify business opportunities that exist around them.
In addition, contextual learning can also help students develop the skills needed in
entrepreneurship. Entrepreneurial values that are instilled in students at SMK 3 Padang are by
highlighting a work ethic, high discipline, and being ready to work hard. With this independence
value, SMK graduates have quality knowledge and the world of entrepreneurship.
Keywords: Contextual Learning, Entrepreneurship Values, SMK.

Introduction community environment as well as the use of

The teacher's teaching and learning
process must have a strategy so that students
can learn effectively, efficiently and hit the
expected goals. One of the steps to having this
strategy is having to master presentation
techniques, or what is commonly called
teaching methods. The learning presentation
technique is a knowledge of the learning
methods used by the teacher or instructor. [1]
that as a presentation technique that is
mastered by the teacher for teaching or
presenting lesson material to students in the
classroom so that the lesson can be captured,
understood, and used by students properly.
The fact is that the method or teaching method
or presentation technique used by the teacher
to convey information to students is different
from the method used to strengthen students in
mastering knowledge, skills and attitudes. The
method used to motivate students to be able to
use their knowledge in solving a problem they
face or to answer a question will be different
from the method used for the purpose of
making students able to think and express their
own opinion in dealing with all problems [2]
Entrepreneurship-based education is
education that applies principles and
methodologies towards internalizing values in
students through a curriculum that is
integrated with implementation that occurs
both in the school environment and the
learning models and strategies that are relevant
to the learning objectives themselves.
Educational institutions should not only be
tasked with producing many graduates, but far
more important is how much these graduates
can help themselves in facing challenges in
society or in other words schools must
improve the life skills of their graduates[3] .
Contextual learning is a learning
concept that assumes that children will learn
better if the environment is created
scientifically, meaning that learning will be
more meaningful if children work and
experience what they learn for themselves, not
just knowing it. Learning is not just an activity
of transferring knowledge from the teacher to
students, but how students are able to interpret
what is learned. [4] Learning strategies are
more important than just results. In this case
students need to understand what learning
means, what are the benefits, in what status are
they, and how to achieve it. They realized that
what is learned will be useful for his life later.
Thus, they will learn more enthusiastically and
mindfully.
There are many learning applications,
one of which is a contextual learning strategy.
The application of this learning is appropriate
for use by teachers in SMK. Actually, before
students take part in learning activities and
learn a material, they already have at least a
Sumatra Journal of Disaster, Geography and Geography Education, Month, Year, Vol (Issue), pp. 000-000
little knowledge about the material to be
delivered. That is what is called
'constructivism [5]. If SMK graduates are able
to optimize the knowledge they have acquired,
they should be able to become entrepreneurs
so that they can reduce unemployment and
increase the country's economic growth.
Although SMK students have been equipped
with entrepreneurial skills and knowledge, not
many of them have gone into
entrepreneurship. To achieve the goal of
implementing Vocational Schools in order to
create a workforce that is ready to enter the
world of work and is able to become
entrepreneurs, Vocational Schools need to
develop an entrepreneurial culture.
The inculcation of entrepreneurial
values in learning in Vocational Schools
emphasizes the values of discipline,
responsibility, collaborative, creative and
communicative. The cultivation of
entrepreneurial values is carried out to provide
students with an understanding of the
importance of entrepreneurial values
possessed by an entrepreneur and it is hoped
that students will be interested in becoming an
entrepreneur [6].
The phenomenon of contextual
learning strategy research in instilling
entrepreneurial values in Vocational High
Schools has been studied by [7] with the title
"Entrepreneurship Education at Batik Perbaik
Purworejo Vocational School" stating that the
learning model uses discovery learning and
project based learning [7]. This is in
accordance with this study, namely the
learning model used in instilling
entrepreneurial values at SMK Negeri 4
Klaten in the subject of creative and
entrepreneurial products, namely the discovery
learning model and project based learning.
The problem is, entrepreneurship
education in schools so far has only been able
to touch the level of introduction of values
such as entrepreneurship education which has
only been limited to studying books without
doing practice. Vocational High Schools
(SMK) are educational institutions that have
the potential to prepare human resources to be
absorbed by the world of work and to open
their own businesses as entrepreneurs. This
goal means that SMK must provide
competence and entrepreneurial values to
students. This will certainly support the
current direction of the economy, where the
demands of the era of globalization, 21st
century free trade, and national development
will require creative and innovative
individuals who are ready to compete with
human resources around the world.
Method
The research method used is a
qualitative descriptive approach which aims to
systematically describe the facts and
characteristics of objects and subjects that are
observed precisely, with a focus on a variety
of problems related to the application of
contextual learning in instilling entrepreneurial
values. This research will describe a
phenomenon as it is by examining it regularly
strictly by prioritizing objectivity and doing it
carefully, under control, and without testing
hypotheses. In this study, a contextual learning
design will be studied and developed to
improve entrepreneurship learning in
vocational schools, so that it is hoped that it
can improve students' skills and abilities in
preparing themselves as successful
entrepreneurs.
Results and Discussion
Contextual Learning
Conceptual learning in instilling
entrepreneurial values at SMK 3 Padang for
students is implementing training that takes
place in the field. Practicing directly in the
field, this is considered more effective because
students face real situations directly. The
training mode is to carry out the program's
educational process, including: a) Natural,
namely through livestock training, business,
selling stationery. In this training program,
students' position is very important, because it
is through this program that students gain
knowledge and expertise, such as in
agriculture and business ventures. b)
Expressing, that is, if students experience
something or a case, they can directly ask the
teacher about something they don't understand
or things they don't understand. Pengjenang
can immediately explain the procedures and
things that are not yet understood by students.
c) Processing, namely when students don't
Sumatra Journal of Disaster, Geography and Geography Education, Month, Year, Vol (Issue), pp. 000-000
need to use a lot of thinking when digesting
the modules distributed by the participants. All
the knowledge and expertise shared by the
teachers can be directly used at that time and
at that time. d) In conclusion, that is, after
students have practiced the things that have
been shared by the teacher, they can then
formulate the income they get after practicing
whether it is good or not good.
The praxis of strengthening economic
civics developed by SMK 3 Padang is based
on agriculture. The goal in carrying out
agricultural activities is to share energy with
students so that these students have
knowledge, ability, attitude, and skills.
Students can gain knowledge and expertise
about the management of natural energy
sources from creation, packaging, and
marketing. So that when they graduate, these
students can be independent in balancing what
they need, because they have experience and
expertise in managing agriculture.
The entrepreneurial contextual
learning design emphasizes the role of schools
in motivating students to become young
entrepreneurs to grow the number of
entrepreneurs. With the increase in
entrepreneurs from among the graduates will
reduce the increase in the number of
unemployed and even increase the number of
jobs. The question is how the school can
produce young entrepreneurs. [16] Contextual
learning consists of seven main components,
namely; constructivism (constructivism),
finding (inquiry), asking (question),
community learning (learning community),
modeling (modeling), reflection, actual
assessment (authentic assessment).
Entrepreneurship lessons conducted
by teachers at SMK 3 Padang to facilitate and
improve learning processes and outcomes. For
every teacher the application of learning is not
something new, because they are used to
making teaching preparations in the form of
Lesson Plans and Syllabuses. Contextual is a
learning design that emphasizes full student
activity, both physically and mentally to create
a meaningful learning atmosphere. [8] broadly
speaking, the purpose of contextual learning:
1) to make learning more effective and
meaningful, 2) to meet the demands of the
needs of students in a natural society.
Substantially the contextual design of
entrepreneurial learning is a learning design
that is developed in the form of elaborating a
written (ideal) curriculum into a real (actual)
form, namely as a general guideline and at the
same time as a means of control for teachers to
carry out the teaching and learning process in
class and outside the classroom. The
application of entrepreneurial contextual
learning at SMK 3 Padang not only receives
knowledge but students are encouraged to seek
and investigate systematically, critically,
logically and analytically every problem to
find (Inquiry) something and formulate their
own findings in the real world that is useful for
him through the development of new ideas and
innovations.
[9] Contextual learning of
entrepreneurship learning must integrate
various learning characteristics through active
learning to encourage students' interest in
entrepreneurship by opening an understanding
of the close relationship between the
classroom atmosphere and real life through the
development of significant new
entrepreneurial activities with the aim of
productivity and real results and strengthening
knowledge collaboration between teachers and
students to achieve high intellectual standards.
[4] Contextual design of entrepreneurship
learning can be meaningful for students is the
main way by drawing context from the real
world. Not infrequently the context of the real
world is used as an example or even the core
of learning. Thus, students do not only gain
knowledge, but gain real-world skills that are
presented in learning. Contextual design at
SMK3 Padang in entrepreneurship learning
can reflect a critical way of thinking about the
competency demands of students on newly
received events, activities or knowledge for
the development of true independence.
Entrepreneurial Values
Discipline
One of the entrepreneurial values is having a
disciplined soul. [10] Discipline is an attitude
and behavior that is orderly and obedient to
various existing rules and regulations, in this
case the efforts of the entrepreneurship teacher
Sumatra Journal of Disaster, Geography and Geography Education, Month, Year, Vol (Issue), pp. 000-000
at SMK 3 Padang direct students to enter on
time, prepare students in learning, invite
students to study in an orderly manner as if not
chatting in class, and checking student tidiness
such as using school attributes properly. This
is supported by research [11] The integration
of learning local wisdom values in
entrepreneurship learning found factors
driving the integration of local wisdom values,
namely the factor of emotional closeness
between teachers and students and coming to
school on time and always being orderly in
learning.
Responsibility
The integration of entrepreneurial
values is carried out, namely in each learning
material the teacher directly integrates
entrepreneurial values such as being trained to
be responsible and able to work together,
besides that students at SMK 3 Padang are
given motivation so that students can be more
independent and enthusiastic in learning. In
integrating entrepreneurial values also use
appropriate learning methods so that students
can more easily understand them. In this way,
efforts to integrate entrepreneurial values
carried out by entrepreneurship teachers at
SMK 3 Padang to create a classroom
atmosphere with the right method means that
integrating entrepreneurial values is always
integrated with various things in order to
create students who have an entrepreneurial
spirit as well as become a generation that can
build the economy nation. The findings are
supported by research [12] creativity that has
been created during learning takes place and
even students can give opinions when asked
by the teacher and prioritize accountability for
all their assignments. Directly integrated
entrepreneurial values in learning.
Collaborative
Entrepreneurial values in
entrepreneurship learning at SMK 3 Padang
one of which integrates the value of
cooperation in learning such as doing group
assignments, working together when
conducting group discussions, working
together during group presentations, working
together in carrying out class pickets, helping
each other when there are learning difficulties
by helping friends who have difficulty in
doing assignments. The value of cooperation
that is instilled is one of the main capital to be
able to collaborate in the business world later.
In learning the value of cooperation it is often
said that cooperative learning [14] in
achieving maximum results is by developing
cooperation including interdependence and
having responsibility for individuals and
establishing communication between members
and even groups. [14] cooperation has the
principle that students can exchange all
thoughts and maintain an attitude of helping
each other in the learning process, thus a sense
of cooperation can be maintained and well
established between one another creative
The results of the study show that the
application of entrepreneurship learning at
SMK 3 Padang is integrated into the learning
process which is internalized into creative
values and will form entrepreneurial character
and habituation of entrepreneurial values into
the daily behavior of students through a good
learning process that takes place in in class
and outside the class in all subjects. This
internalization step can be seen when the
teacher delivers the material, through learning
methods or through an assessment system.
Schools should also provide other practical
tools, so that when the teacher teaches specific
material, practices using tools do not
experience difficulties, apart from what
students have made themselves from the
results of their creativity. [13] means for
learning, through this program we also want to
provide knowledge about the importance of
entrepreneurship with the aim of providing
knowledge about entrepreneurship and
creating economic independence for students
through training and entrepreneurship learning
modules.
Communicative
Efforts made by entrepreneurship
teachers at SMK 3 Padang in integrating
entrepreneurial values in classroom learning
are by using learning methods that train
Sumatra Journal of Disaster, Geography and Geography Education, Month, Year, Vol (Issue), pp. 000-000

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