Empowering entrepreneurship competences through socialization of educational entrepreneurship for elementary school teachers in Jakarta

The socialization of educational entrepreneurship for elementary school teachers was done to develop entrepreneurship competences of elementary school teachers in the Province of Jakarta Indonesia, the solution undertaken was socialization of educational entrepreneurship. The methods used in conducting this international collaboration of community service were cooperative learning, problem-based learning, and giving assignments. This socialization was conducted through video conferences in the form of learning activities to improve the competence in educational entrepreneurship for elementary school teachers in the province of Jakarta Indonesia. The socialization of educational entrepreneurship given is related to developing entrepreneurial interest with appropriate learning activity programs. This international collaboration of community service was conducted at elementary schools in the Province of Jakarta Indonesia because those elementary schools are regularly empowered by Universitas Negeri Based on evaluation measurement, teachers’ interest in entrepreneurship education 86,75 % and the average satisfaction level of participants were 94%.


INTRODUCTION
The fact shows that there are still low interests in entrepreneurship among elementary school teachers in Jakarta. The entrepreneurial potential of elementary school teachers in Jakarta has not been managed properly so far. This is because educational system in Indonesia does not encourage entrepreneurship interests (Abidah et al., 2020). Consequently, those teachers cannot be trained to take advantage of various opportunities. Solution offered is to empower elementary school teacher groups to encourage the development of elementary school teacher entrepreneurial interest with appropriate learning activity programs (AACTE, 2010;Darling-Hammond et al., 2020;Dhawan, 2020;Trust et al., 2016). In addition to this, this empowerment is also useful for developing elementary school teacher competences in entrepreneurship and developing entrepreneurship activities independently or in groups. Elementary school teachers should have optimal competences related to educational entrepreneurship so that it can promote their innovative and creative thinking (Boldureanu et al., 2020;Cárcamo-Solís et al., 2017;Dhawan, 2020;Lynch et al., 2021;Malik, 2018). Based on background stated and observation conducted at those twelve elementary schools, the statements of problems based on the questionnaires responded are as follows. Problem 1, as many of 90% of elementary school teachers in Jakarta have a lack of knowledge about educational entrepreneurship; problem 2, as many of 95% of elementary school teachers in Jakarta have a lack of skills about educational entrepreneurship; lastly problem 3, as many of 90 % elementary school teachers in Jakarta have a low interest in educational entrepreneurship.
Based on situation analysis and problems of target audiences, there are 90%, 95%, and 90% of the teachers lack in knowledge, skills, and interests in educational entrepreneurship. Thus, solution offered is to give socialization about educational entrepreneurship for elementary school teacher groups to encourage the development of their entrepreneurial interest with appropriate learning activity programs through socialization. This solution is congruent to one of the 17 Sustainable Development Goals (SDGs) promoted by the UN (Hák et al., 2016), it is decent work and economic growth. By achieving this goal, elementary school teachers will be resources in their environment in building a better future for themselves, family, and community as a whole related to job creation. In addition to this, the socialization is also useful for developing elementary school teacher competences in entrepreneurship and developing entrepreneurship activities independently or in groups.
Some of those formulations are expected to provide solutions to the following teacher groups as follows: Solution (1) Improving minimum of 80% elementary school teacher knowledge about educational entrepreneurship; Solution (2) Improving minimum of 80% elementary school teacher skill about educational entrepreneurship; Solution (3) Improving minimum of 80% elementary school teacher interest in educational entrepreneurship Based on solutions offered, the output of this program is be formulated as follows: Output (1) Improvement of elementary school teacher knowledge about educational entrepreneurship shown by at least they can answer 80 % of post-test correctly after training activity is carried out; Output (2) Improvement of elementary school teacher skill about educational entrepreneurship shown by at least 80% of elementary school teachers can write a proposal about educational entrepreneurship after training activity is carried out; Output (3)Improvement of elementary school teacher interests in educational entrepreneurship shown by at least their interest scores achieve 80% compared with the maximum scores of interest questionnaires after training activity is carried out; Output (4) Certificates of educational entrepreneurship socialization shown that this community service is done completely; Output (5) Video showing recording of community service activities has been completely conducted; Output (6) Articles in journal of community service shown by article about the activities of this community service has already been published in journal of community service and empowerment; Output (7) Publication in mass media shown by article about the activities of this community service has already been published in Kompas mass media; Output (8) Intellectual Property Right (IPR) about educational entrepreneurship; Output (9) Report of community service activities indicated that this report has been done completely Objectives of this community service activities are as follows: (a) Improvement of knowledge about educational entrepreneurship for 85% of elementary school teachers in the Province of Jakarta; (b) Improvement of skill about educational entrepreneurship for 80% of elementary school teachers in the Province of Jakarta; (c) Improvement of interests in educational entrepreneurship for 85% of elementary school teachers in the Province of Jakarta.
Benefits of this community service activities are as follows: (a) Elementary school teachers in the Province of Jakarta have mastery about educational entrepreneurship; (b) Elementary school teachers in the Province of Jakarta can create educational entrepreneurship; (c) Elementary school teachers in the Province of Jakarta have high interests in educational entrepreneurship.

Plan for the output achievement
Based on the output target, the plan for the output achievement is shown in Table 1. The implementation method used in this community service activities was run systematically, structured, and directed through interactive discussions, demonstrations, simulations, and filling out questionnaires (pre-test and post-test). Each participant receives e-pocket book in the socialization of educational entrepreneurship. The learning system in this community service used mentoring and guidance from partner mentors from Konstanz University of Applied Sciences in Germany, Prof. Dr. Christian von Luebke.

Steps of problem solving
The steps in solving problems faced by elementary school teachers can be shown in Table 2. Vol. 3, No. 1, April 2022, pp. 38-44  The steps taken in solving problems were as follows: (1) field observation; (2) problem and weakness identification of target audiences; (3) offering solutions; (4) system design; (5) system implementation; (6) additional system integration in existing system in target audiences; (7) evaluation system; and (8)  The steps of problem solving in this community service were designed with attention to partner involvement and needs, starting with the following steps: (1) Preparing for program implementation, discussion was conducted to related parties including principal and representative of the curriculum division in the two schools. It is expected that all related parties will fully support this program both institutionally and morally; (2) Implementing steps of the programs to improve solution to problems related to educational entrepreneurship arranged collaboratively with partner from Konstanz University of Applied Sciences in Germany carried out in elementary school teacher groups can be seen in Table 3; and (3) Evaluating the steps of achievement and sustainability of the activity program for socializing educational entrepreneurship. Each socialization process completed is followed by evaluation as a feedback reference to ensure the effectiveness of this community service activities. Table 4 shows an evaluation and steps of program achievement.

Journal of Community Service and Empowerment
Tabel 3. Steps of Implementation Activities No.
Giving some explanations together with technical guidelines for learning activities through entrepreneurship Improvement of knowledge about educational entrepreneurship for 85 % of elementary school teachers in the Province of Jakarta based on the result of presentation on action plan made about educational entrepreneurship 2.
Giving entrepreneurial learning system integrated with hands-on practice Improvement of skill about educational entrepreneurship for 80 % of elementary school teachers in the Province of Jakarta based on the result of mind-mapping created about educational entrepreneurship 3.
Encouraging the development of elementary school teacher entrepreneurial interests with appropriate learning activity programs Improvement of interests in educational entrepreneurship for 85 % of elementary school teachers in the Province of Jakarta based on the result of teachers' participation in this community service activities

4.
Guiding community service activities Supervising the progress of this community service activities until the end with observation, interactive question and answer, discussion, demonstration, simulation, and practice; and Improving ability to find, analyze, and provide solutions to problems arising in carrying out this community service activities 5.
Reporting and Publication (Pocket book, certificates, videos on YouTube, articles in journal of community service, publications in mass media, Intellectual Property Rights (IPR), seminar, report. Table 4. Evaluation and Steps of Activities Achievement No.
Step I recognizing and classifying the types of educational entrepreneurship 2.
Step II Solving the problems of educational entrepreneurship given 3.
Step III The existence of new knowledge about educational entrepreneurship being motivating for improvement of understanding comprehensively 4.
Step IV Planning to make a proposal about educational entrepreneurship Partner participation In this community service activities, partner from Konstanz University of Applied Sciences in Germany are expected to give socialization on educational entrepreneurship collaboratively about integrated entrepreneurial learning system with hands-on practice.

RESULTS AND DISCUSSION
The implementation of this community service activities was evaluated by looking at the enthusiasm of the teachers in participating in these activities. In addition to this, evaluation of problem solving given will be considered. For the assessment of entrepreneurship program, an assessment rubric or a measure of success of learning outcomes can be prepared. In this community service activities, elementary school teacher interest in educational entrepreneurship will be measured by questionnaires of interest made collaboratively with partner from Konstanz University of Applied Sciences in Germany. Sustainability of this program will be continued by operational cost allocated in the annual school program.
Activities of international collaboration in community services conducted for 12  Implementation of the socialization of educational entrepreneurship on 12 Juli 2021 was about "Entrepreneurship and Education". The contents of the first session consisted of the definition of entrepreneurship, its importance in elementary school teaching, nurturing an entrepreneurial mindset, challenges in the Indonesian context, discussion about teachers' experiences related to educational entrepreneurship, prospects and way forward of educational entrepreneurship. In this socialization, the speaker used mentimeter as a learning media to facilitate the teachers to understand the educational entrepreneurship. He also discussed about entrepreneur creating new business and find new solutions to a problem/need, innovators, sources of new ideas, goods, services, and creator of new procedures and business models. In addition, he also examined about entrepreneurs of the 21st century.
Implementation of the socialization of educational entrepreneurship on 19 Juli 2021 was about methods and tools for the entrepreneurial mindset consisting of mind maps by creative visual, radiant ideas, six hats by critical/ multidimensional thinking, spaghetti towers with teambuilding and problem solving, egg-drop challenge with creativity, innovation, problem solving, and risk-taking game by assessing risks and teamwork. The speaker also reviewed some key issues in educational entrepreneurship and the use of mentimeter to facilitate the teachers' understanding on the topic.
The implementation of the socialization of educational entrepreneurship on 26 July 2021 explored the entrepreneurial mindsets into action consisting of generating action plans with groupwork presentation of their mind maps in respective groups, joint discussion, exchange of thoughts, small presentation; looking ahead to ask about next step for enhancing entrepreneurial mindsets, the challenges likely arising, and moving forward.
Documentations of the socialization about education entrepreneurship for the teachers are shown in Figure 1.

Figure. 1 Socialization process in virtual meeting
Upon the completion of the program, an evaluation was done to measure the effectiveness of these three socializations. Based on the evaluation measurement, the teachers interest in educational entrepreneurship reached 86.75 % and they would like to implement educational entrepreneurship for elementary school students in order to improve their creativity and critical thinking. This result has supported the idea of creativity and critical thinking were the two essential skills that a teacher and students should master in this 21st Century (Astuti et al., 2019). Also, the result of this training is in line with the study conducted by Haryani et al (2021) suggesting that teachers should use multiple sources to integrate the 4C's of 21st century skill that involves teacher collaboration as one of the indicators.

CONCLUSION
Socialization in this international collaboration in community services can improve the teachers' knowledge, skills, and interests in educational entrepreneurships. The implication of this community services is that the elementary school teachers in the province of Jakarta are able and willing to implement their knowledge and skills for their students in order that they can improve their critical thinking and creativity.