EMPOWERMENT; Jurnal Ilmiah Program Studi Pendidikan Luar SekolahVolume 9, Nomor 2 September 2020,p-ISSN No. 2252-4738 e-ISSN : 2580-7692

177

THE EFFORT OF LIFE SKILL PROGRAMS IN GROWING
THE DEVELOPMENT OF CITIZEN ENTREPRENEURS,

LEARNING CIVILITY PAKET C PKBM AZ-ZAHRA
Juju Juariah

TK Az-Zahra Bandung, Jawa Barat Indonesia

juariahjuju1975@gmail.com

Received: Juni, 2020; Accepted: September, 2020

Abstract
The background of this research is the low data for entrepreneurs in Indonesia reaching 3.1 percent of
the population of around 260 million people or around 8.06 million people, so that the PKBM
management seeks to improve through entrepreneurship programs as an alternative towards self-reliant
learning citizens. The purpose of this research is to find out how the efforts of life skill programs in
developing the entrepreneurial spirit of citizens learn the equality of the Paket C PKBM Az-Zahra. The
theory used in this research is the theory of life skills, entrepreneurship, equality, and PKBM theory.
Researchers used interview and observation techniques with qualitative descriptive methods with
qualitative approaches to obtain information from informants. The sample in this study was a PKBM
manager, one tutor, and five students of the Az-Zahra PKBM Paket C was randomly selected. The
results of the research are the efforts of the program to grow and develop the spirit of entrepreneurship
already running, but it still needs to be developed in accordance with existing theories. The conclusion
is that the life skill program is already running, but to foster an entrepreneurial spirit an innovative
learning process needs to be carried out and it provides motivation so that students can become
entrepreneurs after graduation instead of being employees in factories.
Keywords: Entrepreneurship, Equality, Life skills, and PKBM

Abstrak
Latarbelakang penelitian ini adalah adalah masih rendahnya data untuk wirausaha di Indonesia
mencapai 3,1 persen dari jumlah penduduk sekitar 260 juta jiwa atau sekitar 8,06 juta jiwa, sehingga
pengelola PKBM berupaya melakukan  peningkatan melalui program kewirausahaan sebagai salah satu
alternative kearah kemandiriaan warga belajar. Tujuan penelitian adalah untuk mengetahui bagaimana
upaya program life skill dalam menumbuh kembangkan jiwa kewirausahaan warga belajar kesetraaan
paket C PKBM Az-Zahra. Teori yang digunakan dalam penelitian ini adalah teori life skill,
kewirausahaan, kesetaraan, dan teori PKBM. Peneliti menggunakan teknik wawancara dan observasi
dengan metode deskriptif kualitatif dengan pendekatan kualitatif untuk mendapatkan informasi dari
narasumber. Sampel dalam penelitian ini adalah seorang pengelola PKBM, Satu orang tutor, dan lima
orang peserta didik paket C PKBM Az-Zahra yang dipilih secara random. Hasil penelitian adalah upaya
program untuk menumbuh dan mengembangkan jiwa wirausaha sudah berjalan, namun masih perlu di
kembangkan sesuai dengan teori yang ada. Kesimpulannya adalah Program life skill sudah berjalan,
namun untuk menumbuhkan jiwa kewirausahaan perlu dilakukan proses pembelajaran yang inovatif
serta memberikan motivasi agar peserta didik dapat menjadi seorang wirausaha setelah lulus bukan
menjadi pegawai di pabrik
Kata Kunci: Kewirausahaan, Kesetaraan, Life skill, dan PKBM.

How to Cite: Juariyah, J. (2020). The Effort Of Life Skill Programs In Growing The
Development Of Citizen Entrepreneurs, Learning Civility Paket C PKBM Az-Zahra.
EMPOWERMENT: Jurnal Ilmiah Program Studi Pendidikan Luar Sekolah, 9 (2), 177-182.



Juariah. The Effort Of Life Skill Programs In Growing The Development Of Citizen Entrepreneurs, LearningCivility Paket C PKBM Az-Zahra

178

INTRODUCTION

Education has a very important role in helping to reduce unemployment and poverty in
Indonesia. The role is carried out through one of the national education channels, namely non-
formal education. Non-formal education is an educational channel that has a role to facilitate
the community that cannot be handled by formal education or people who have dropped out of
school. Non-formal education units are very diverse, ranging from Community Learning
Activity Centers (PKBM), Course and Training Institutions (LKP), Taklim Assembly, Training
Institutions, and Similar Education units.

The Center for Community Learning Activities (PKBM) (Irmawati, 2017) is a non-formal
education unit that has a variety of programs to meet the needs of the community on the basis
of, by and for the community. PKBM has an important goal for development, according to
Sihombing and Gutama (Irmawati, 2017) PKBM's goals are 1) to build the community to be
empowered or in other words, to become an independent community; 2) the creation of a
society that can live well from an economic and social perspective; 3) the community has a
high social concern for the surrounding environment, especially the environment in which they
live and the community can solve the social problems it faces. Residents studying in non-formal
education programs can benefit from each program provided and can create learning citizens
who have the knowledge and skills to use in meeting their needs. Through the paket C PKBM's
Silence program, it carries out its objectives.

Equality education (Irmawati, 2017) is a non-formal education program that organizes
elementary, junior and senior high school equivalents that cover paket A, B and paket C.
Equivalence education has an influence on learning citizens, this influence can be social and
also influence the economy. Residents learn in paket C equivalence not only provided the
general lessons obtained from formal schools, but residents learn to be equipped with life skills.
Life’s kill according to Darwyansyah et al (Nurdin, 2016) is the development of one's skills in
order to survive to live, develop, and grow and have the ability to communicate well between
other communities both individually and in groups in dealing with certain problems. Life skills
developed at PKBM Az-Zahra are entrepreneurship. Data for entrepreneurs in Indonesia
reached 3.1 percent of the population of around 260 million people or around 8.06 million
people, according to Endang Suwartini as director of the LMEA claiming entrepreneurship in
Indonesia will increase to reach 5 percent or the same as Malaysia at this time. (Siregar, 2019).
Entrepreneurship or entrepreneur (Krisdayanthi, 2018) in Indonesian can be interpreted as an
entrepreneur or an entrepreneur. Entrepreneurs have the understanding that someone who has
the ability to see and assess opportunities, manage the resources needed and can make
appropriate decisions in order to be able to be sustainable successful. The characteristics of
someone having an entrepreneurial spirit can be seen from: 1) self confidence; 2) task and
outcome oriented; 3) can make decisions; 4) spirited leader; 5) thinks of the future; 6) creative
soul; 7) innovative; 8) be honest. PKBM Az-Zahra has a life skill program aimed at all students
in paket C equality as one of the development of students' abilities and provisioning for them
after graduating from paket C.

Life Skill
According to Ahmadi (2013, p. 129) life skill is an education that gives every student the
opportunity to increase their potential and provide opportunities so that they can gain expertise
to become an income. Life skills are divided into five types, namely self-knowledge, thinking
skills, social skills, science skills and vocational skills. (Auliah & Husain, 2015, p. 64)
According to Slamet (Wahyuni & Indrasari, 2017) life skills in education can be carried out by
referring to two main types of skills namely:



Juariah. The Effort Of Life Skill Programs In Growing The Development Of Citizen Entrepreneurs, LearningCivility Paket C PKBM Az-Zahra

179

1) Generic Life Skills which consist of personal skills (self-awareness skills and thinking
skills) and social skills (communication skills with empathy and cooperation skills).

2) Life Skill Specific Skills, namely: a) Academic Skills and b) Vocational Skills.

Entrepreneurship
Entrepreneurship or entrepreneur (Krisdayanthi, 2018) in Indonesian can be interpreted as an
entrepreneur or an entrepreneur. Entrepreneurs have the understanding that someone who has
the ability to see and assess opportunities, manage the resources needed and can make
appropriate decisions in order to be able to be sustainable successful.

According to Gordon (Kaswan & Akhyadi, 2017) entrepreneurship has an understanding that
entrepreneurship is making a profit by starting and managing a business on an initiative and
high risk basis. The elements of entrepreneurship (Kaswan & Akhyadi, 2017) include: 1) the
courage to start, is the most important thing an entrepreneur must have to be able to start
because entrepreneurs need responsibility, hard work, facing problems, all things needed to
start a business . 2) Management, an entrepreneur must understand and master the functions of
management starting from planning, organizing, leading and controlling. 3) Initiative,
entrepreneurs must be able to take the initiative even though their plans are not yet perfect for
starting a business. 4) Risk, every entrepreneur is required to be ready to dare to bear the risk
of capital when starting a business. 5) Profit is the most important line in a business.

Equality
Equality education (Irmawati, 2017) is a non-formal education program that organizes
elementary, junior and senior high school equivalents that cover paket A, B and paket C. The
objectives of the equality education according to the Ministry of National Education (Rachman,
2009) are:
1) As a self-actualization of students so that it can be used to solve problems faced.
2) Providing opportunities for educational institutions to develop learning that is appropriate

and broad.
3) Optimizing the existing human resources in the institution, and the community in

accordance with school-based management.

Community Learning Activity Center (PKBM)
The Center for Community Learning Activities (PKBM) (Irmawati, 2017) is a non-formal
education unit that has a variety of programs to meet the needs of the community on the basis
of, by and for the community. PKBM has an important goal for development, according to
Sihombing and Gutama (Irmawati, 2017) PKBM's goals are 1) to build the community to be
empowered or in other words to become an independent community; 2) the creation of a society
that can live well from an economic and social perspective; 3) the community has a high social
concern for the surrounding environment, especially the environment in which they live and
the community can solve the social problems it faces.

METHOD

For the research method, researchers used a qualitative descriptive method with a qualitative
approach. According to (Sugiyono, 2014) research methods based on the philosophy of post
positivism, which are used to examine natural objects (as opposed to experiments) where the
researcher is a key instrument, for data collection techniques carried out in triangulation or
combination and data analysis techniques are inductive / qualitative so the results of qualitative
research emphasize more on meaning than generalization.



Juariah. The Effort Of Life Skill Programs In Growing The Development Of Citizen Entrepreneurs, LearningCivility Paket C PKBM Az-Zahra

180

Sources of data can be done in a purposive way, is a selection with specific considerations and
goals (Sugiyono, 2014). Whereas the selection of samples is done randomly or on the grounds
that the representative sample selected are competent people and can assist in this research.
The research sample was one person, one PKBM tutor and five students. Researchers used data
collection techniques in the form of interviews and observations. By selecting the sample, the
researcher can find out how the life skill program efforts in fostering the entrepreneurial spirit
of citizens learning equality Paket C. The place of research is conducted at PKBM Az-Zahra
Kp. Garung RT 01 RW 08 Laksana Village, Ibun District, Bandung Regency.

RESULTS AND DISCUSSION

Results
The results of interviews about how the life skills program in fostering an entrepreneurial spirit
of citizens learning the equality of paket C is as follows:

The interview for the manager of the PKBM initials As is "the life skill program process is
carried out after the students have finished participating in the subject learning, students are
given skills regarding sewing and also catering." "Students are enthusiastic every time they
follow the skills even though they have to go home late in the evening and the tutors who teach
are also happy." "After graduating, many worked in factories using sewing skills or even
opened their own businesses like baking cakes." "The perceived obstacle is to motivate them
to be able to open their own business, but they still do not have confidence." "In addition to
providing practical and theory, we usually also bring speakers to provide motivation to students
to start their own businesses after graduation".

The second interview was conducted to the tutor with the initials S, with the following
researchers describing the results of the interview: "The skills program is conducted when the
students have finished learning the subjects, they are equipped with sewing skills and also
hopeful." "The response from students is very good." "After completing education in PKBM,
there are students who work according to their diplomas and also with the skills they have, but
there are also those who open their own businesses." "The obstacle is the difficulty in providing
motivation so that they are ready to become entrepreneurs". "Other efforts we have made at
PKBM to help foster their entrepreneurial spirit, one of which is to bring in speakers to provide
motivation as another way".

After conducting interviews with tutors or educators, researchers continued interviews with
five students as follows
The first student initials Ud, following the results of his interview "the learning process of life
skills in class are very interesting for me who still doesn't know computer training". "The
method provided is good and not saturated, tutors usually provide more practical methods than
the theories presented". "The thing that makes me want to take part in this training is the
learning atmosphere." "After participating I can operate computer training and also learn
cooking".

The second student had the initials, the results of the interview were "the learning was good
and relaxed, so I was interested in participating and learning". "More practice than theory."
"The reason I participated is my need, computer training as a provision for me to apply for a
job later." "After following we can use a computer and also get a new recipe because here is
not just computer training but there are also obedient caterers".



Juariah. The Effort Of Life Skill Programs In Growing The Development Of Citizen Entrepreneurs, LearningCivility Paket C PKBM Az-Zahra

181

Interviewing the three students with the initial D, the researcher explained the results of his
research as follows "the training provided was interesting and suited my needs". "Given the
good and not saturated, tutors usually provide more practical methods than the theory
presented". "The reason I participated was the training that was given and also the tutors". "The
results obtained are the ability to cook and also the computer as a capability after graduating
from paket C".

The four students with the initials W gave the following interview results "The learning is good
and relaxed, so I am interested in participating and learning". "More practice than theory." "My
motivation or reason to be involved in this training is my need to prepare after graduating from
PKBM". "After joining, I was able to master computer skills and also catering".

The fifth student initials Cp, following the results of an interview with researchers "the learning
process are very relaxed and interesting and not saturated". "The theory given is very minimal
but practice is very often". "According to my training needs". "After joining, I was able to
master computer skills and also catering".

Discussion
From the results of interviews and observations in the field, it can be concluded that life skill
activities as a way to foster the entrepreneurial spirit of students or learning residents are
already running. However, it is necessary to have the will and to start a business from oneself
besides the skills obtained to work. Entrepreneurial spirit (Sukirman, 2017) is a strong trust
and acceptance of entrepreneurial behavior, willingness to work hard, and maintain
relationships between members, which means there is a strong desire from members to remain
in psycholos ties to the company.

In addition, in the learning process that is already done well, but it is better if in the
implementation of the learning process the tutors provide motivation so that students are
motivated to open their own businesses with the capabilities they have after attending the
training. In other words, students must be motivated to become entrepreneurs rather than
workers. In order to produce a good generation of entrepreneurs, it is in accordance with the
opinion (Kaswan & Akhyadi, 2017) that the elements of entrepreneurship must be considered.
The elements of entrepreneurship include: 1) courage to start, is the most important thing an
entrepreneur must have in order to start because entrepreneurship requires responsibility, hard
work, facing problems, all things needed to start a business. 2) Management, an entrepreneur
must understand and master the functions of management starting from planning, organizing,
leading and controlling. 3) Initiative, entrepreneurs must be able to take the initiative even
though their plans are not yet perfect for starting a business. 4) Risk, every entrepreneur is
required to be ready to dare to bear the risk of capital when starting a business. 5) Profit is the
most important line in a business.

CONCLUSION

The life skill program has been running seen from PKBM graduates. PKBM graduates use the
skills acquired while studying to apply for jobs. But to foster an entrepreneurial spirit
innovative learning processes need to be carried out and provide motivation so that students
can become an entrepreneur after graduation rather than being an employee in the factory. The
entrepreneurial spirit grows through the elements of entrepreneurship that starts from the
courage to start, manage, initiative, risk and profit. After that, PKBM managers and tutors
should continue to control all graduates.



Juariah. The Effort Of Life Skill Programs In Growing The Development Of Citizen Entrepreneurs, LearningCivility Paket C PKBM Az-Zahra

182

REFERENCES

Ahmadi. (2013). Manajemen Kurikulum Pendidikan Kecakapan Hidup. Yogyakarta : Pustaka
Ivada.

Auliah, A., & Husain, H. (2015). Pengembangan Model Perkuliahan Berwawasan
Kewirausahaan untuk Meningkatkan Kecakapan Hidup (Life Skill) Mahsiswa Calon
Guru. Jurnal Chemica, Vol 16 No.1, hal.61-71 .

Irmawati, A. (2017 ). PERAN PUSAT KEGIATAN BELAJAR MASYARAKAT (PKBM)
DALAM MENGURANGI BUTA AKSARA DI KABUPATEN KARIMUN. Jurnal
Pendidikan dan Kebudayaan, Vol 2 No.1, hal.81-98.

Kaswan, & Akhyadi, A. S. (2017). Social Entrepreneurship Mengubah Masalah Sosial Menjadi
Peluang Usaha. Bandung: Alfabeta.

Krisdayanthi, A. (2018). Menumbuhkan Jiwa Kewirausahaan Pada AUD Sebagai Bekal
Keacakapan Hidup. Pratama Widya, Vol 3 No. 2, hal.20-27.

Nurdin, A. (2016). Pendidkan Life Skill Dalam Menumbuhkan Kewirausahaan Pada Peserta
Didik Pendidkan Nonformal Paket C. Tarbawi, Vol 2 No.2, hal.109-118.

Rachman, H. A. (2009). Dimensi Kecakapan Hidup (Life Skill) Dalam Pembelajaran
Pendidikan Jasmani. Jurnal Pendidikan Jasmani Indonesia, Vol 6 No. 2, hal.19-26.

Siregar, T. (2019, Maret 21). Jumlah Wirausaha di Indonesia Tembus 8 Juta Jiwa. Retrieved
from rri.co.id: http://m.rri.co.id/
post/berita/651422/ekonomi/jumlah_wiusaha_di_indonesia_tembus_8_juta_jiwa.html

Sugiyono. (2014). Metode Penelitian Kuantitatif Kualitatif dan R&D. Candung: Alfabeta.

Sukirman. (2017). Jiwa Kewirausahaan Dan Nilai Kewirausahaan Meningkatkan Kemandirian
Usaha Melalui Perilaku Kewirausahaan. Jurnal Ekonomi dan Bisnis, Vol 20 No. 1,
hal.113-132.

Wahyuni, S., & Indrasari, D. Y. (2017). Implementasi Pendidikan Life Skill di SMK Negeri 1
Bondowoso . Jurnal Edukasi, Vol 4 No. 1, hal. 24-29