Learning Managementlife Skills in Growing the Entrepreneurship Soul of MAN's Students: Case Study of MAN 1 Pulang Pisau and MAN Kapuas, Central Kalimantan Province
DOI:
https://doi.org/10.1229/tecempresarialjournal.v18i2.291Keywords:
Learning Management, Life Skills, Entrepreneurial Spirit.Abstract
Life skills learning management plays an important role in preparing individuals to face challenges in everyday life and developing their potential to achieve personal and professional success. Life skills learning management problems, including planning management that is not well coordinated, learning implementation that is still faced with limited infrastructure, funds, learning resources, instructors, and life skills learning assessment models in fostering the entrepreneurial spirit of students at State Madrasah Aliyah (MAN). This research aims to analyze information on planning, organizing, implementing, and evaluating obstacles, solutions and the impact of life skills learning management in cultivating the entrepreneurial spirit of students at MAN 1 Pulang Pisau and MAN Kapuas. The research approach uses a qualitative case study approach to reveal life skills learning management in fostering the entrepreneurial spirit of students at MAN 1 Pulang Pisau and MAN Kapuas, Central Kalimantan Province. The selection of research locations, because they both have State Madrasah status and have high interest in their area, is also based on determination. The results of this research found that (1) Life skills learning planning was carried out involving various parties such as supervisors, Madrasah heads, Deputy Curriculum Section, and teacher councils, which were guided by the Regulation of the Minister of Religion (PMA) of the Republic of Indonesia (RI) No. 184 of 2019. (2) The organization of life skills learning is structured by dividing tasks, and the need for organizing the MA curriculum is carried out on the basis of the Madrasah Principal's decision as a result of deliberations regarding teacher workload instructions. (3) The implementation of life skills learning is carried out using a scheme of preliminary, core and closing activities. There are distortions in the implementation of life skills learning, especially in terms of the availability of teaching staff. (4) Evaluation of life skills learning is carried out normatively, including assessment of mid-semester exams (UTS) and final semester exams (UAS). (5) Constraints in the management of life skills learning. MAN still needs to be faced with constraints regarding resource specifications for life skills teachers who lack proportion in the division of work. (6) The solution to overcome life skills learning management obstacles can be done by structuring life skills learning, which focuses more on MAN's local resources. (7) The impact of life skills learning management can be seen in students' persistence in participating in life skills learning.
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