Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 239 EVALUATING ENTREPRENEURSHIP TRAINING PROGRAM FOR KEAKSARAAN FUNGSIONAL PROGRAM AT KECAMATAN GUNUNGHALU NurlaeniSMK Putra Gunung Halunurlaeni1708@gmail.com ABSTRACT Keaksaraan Fungional (KF) program faces challenges for its participants stillface issues post-program, specifically economic welfare related issues.Various programs have been organised to supplement KF. Among them, isentrepreneurship training and life skills training. This research attempts toevaluate such program held at Desa Pandansari, Kecamatan Gununghalu,specifically at the community of Karya Lestari Community Learning Center(CLC) using the responsive evaluation model. Generally, the program showedpositive results and have been successful in engaging its participants to bemore responsive when facing economic challenges in daily life. Keywords: Keaksaraan Fungsional, Entrepeneurship, Bakery, Sewing,Training INTRODUCTION Keaksaraan Fungsional (further referred to as KF) is a program for remedying readingincapability organised by a Community Learning Centre (CLC/PKBM) and ran by FamilyWelfare Program Team (PKK Team) and Community Education (CE/PLS/PM)(Irmawati, 2015). The program runs for six months, two classes in a week. The durationof a class adapts with learners’ condition, considering the majority of them working asfarmers.In Kecamatan Gununghalu, there are six learning groups, each consisting of an averageof 10 people varying by age. Among them are a majority of productive age learners,ranging from 30 years old to 45 years old. The program’s history records graduatingmany learners. The problem is that they remain unemployed, unskilful, and powerlessin facing present age economic challenges. Their knowledge remains limited to thecapability of reading letters, rendering them impossible to establish new jobopportunities. For those who are farmers, they can still do daily work at the field.However, their sales remain low due to low selling power from the farmers’ side.Such condition urges for a third party who facilitates necessary knowledge and skills toempower them. They need a program that may encourage them to bolster theirentrepreneurship motivation and spirit, making full use of all resources at their disposalfor their own welfare. For that purpose, KF incorporates the bolstering ofentrepreneurship motivation and spirit in its program.This research aims to evaluate the newly reinforced KF program. Whether the programsucceeds in achieving its intended goal or not might have an impact on the future of the Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 240 program, as well as the community itself. By pointing out the strengths and weaknessesof the program, the organiser may conduct necessary actions to improve the program,thus indirectly affecting their community of learners as well. Similar PapersSeveral researchers have conducted similar researches regarding entreprenurshipprogram. In addition, some of them have even conducted similar trainings themselves tovarious communities throughout the country.Juwono, Kurniawan and Supriyana (2017) organised their own training for acommunity at Desa Klampok, Kecamatan Purworejo Klampok, Kabupaten Banjarnegara.The training enables the community to create herbal medicines and package them intosachettes. They concluded their discussion about the tranining in three statements.First, boiled herb prescriptions for cronic diseases and herbal ointments are new fortheir target community. They are used to creating boiled herb prescriptions for staminaenhancement. They need further guidance to further their products into the commercialmarket. Second, they will use e-commerce websites to promote their products, makinguse of the popular online shopping app Tokopedia to facilitate transactions. Third, andlast, business management trainings, marketing strategy trainings, and capital accessknowledges opens new opportunities and knowledge for the community, motivatesthem to develop their business, and enables access to business capitals.Hapsari, et al. (2017) organised an entreprenrurship training targeted at women in PKKBibis Luhur RW 22. They concluded, in the discussion, that their program works asintended. Their participants can understand the importance of having their ownbusiness to improve their economic welfare. As an addition, they now have enough skillacquisition to bake their own cakes, enabling an opportunity to create small-scale bakestores in their own community.Considering the above findings, we may conclude that various entrepreneurshiptrainings benefit the target community. It enables them access to various business-related knowledges, such as business management, market strategy, and businesscapital access. In addition, it appears as a trend that a training of skills usually followsentrepreneurship trainings. Our first finding incorporates e-commerce and herbalmedicine creation skills, while our second finding incorporates small-scale business andbakery skills. METHODThis section consists of two subsections. The first subsection will discuss the methodimplemented in the training, while the second subsection will discuss the methodimplemented in evaluating the training. Training MethodThere are three phases of the training program. Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 241 Figure 1. Three Phases of the ProgramThe first phase is the preparation phase. Organisers establish cooperation withpartners, draft and finish program proposal, and create operational design and trainingmaterials. The second phase is the procurement phase. Organisers purchase necessarytools and materials for training purposes. The final phase is the execution phase. Beforefacilitating skills training, organisers attempt to strengthen participants’entrepreneurship motivation and encourage them for creative ideas.There are twenty participants of this program; all of them are from Ciimbang CLC. Thereare two separate skills trained in the program: bakery (10 participants) and sewing (10participants). Despite the small number, the organisers expect the participants tospread their knowledge to people they know after the training.The program uses interactive-applicative method, involving the participants in varioustraining activities. It uses theoretical test and practice tests to assess and evaluatetraining performance. Evaluated aspects include preparation, process (workflow andsystematics), result, attitude and spent time. Theoretical tests are tests with answerkeys as a comparer. To identify the program’s effects on their knowledge ofentrepreneurships, the organisers use one group pretest-posttest method. Research/Evaluation MethodThis research is a program evaluation research; drawing from an educational program,the research attempts to evaluate the program’s performance using a specified model.In this case, we use Robert Stake’s Responsive Evaluation model. This model isappropriate because it evaluates an educational program by comparing the programactivity, the program uniqueness, and the social diversity of its participants.For the reason specified above, this research uses qualitative approach and descriptivemethod. We use both primary and secondary data. We gather primary data fromobservation results, while the secondary data is from the program’s performance datathat includes participants’ data, program description, supporting infrastructures,program curriculum, and participants’ evaluation data. Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 242 Robert Stake’s Responsive Evaluation Model (Stake, 2003)This approach enables evaluation of a specific education program by comparing theprogram activity, the program uniqueness, and the social diversity of its people. Themost important feature of this model is the participants’ responsiveness to main issuesand problems (Stake, 2014). In our case, we attempt to see how responsive theparticipants are to the economic issues they face in daily life settings.This model emphasises (Sanders & Miller, 2010):1. Educational problem over objectives or hypotheses2. Program participation, direct or indirect (in this case, direct program participantion)3. Continuous attention to information needs of the participants and media forreportingTo further fit the model with our context, we modified the model design, being asfollows (Stake, 2003). First, we identify the scope of our training program (Cameron,2014; Judith, 2015; Ngwiri, 2016). From it we draw an overview of the activities theprogram will do (Kurniawati & Zulfiati, 2018). We will then discover the purpose of theprogram and its concerns toward the well-being of its participants. Next, we attempt todescribe (‘conceptualise’) issues and problems the participants face, being specifictoward economic issues and problems. We identify what form of data we will need toenable program evaluation. If we deem plausible, we handpick observers, judges, andinstruments to use in evaluating the program. In addition, we place the researcher asthe observer, judge, and instrument of evaluation. The observer observes experiences,transactions and outcomes the program produces. Finally, we thematise and preparedescriptions about the program and its performance, drawing from the data we obtainthrough observation and necessary secondary data. RESULTS AND DISCUSSION ResultsIn this section, we will present descriptions regarding all forms of findings throughoutthe program. We will present both primary and secondary data in a contextual format. Program OverviewThe training program enables participants to bolster their entrepreneurship motivationand spirit through trainings in various fields. In addition to entrepreneurship-relatedskills, the program also involves training its participants in bakery skills and sewingskills. This program is a supplementary addition to the traditional Keaksaraan Fungsional (KF) program, enabling its participants to further their skills and expertise.This is in to prevent them from being unemployed and struggling against dailyeconomic issues through skills and self-reliance, making use of all sorts of resourcesavailable to the participant. Supporting InfrastructuresBefore the program started, the organiser paid a visit to the chief of Desa Pandansariand the head of Karya Lestari CLC, both situated in Kecamatan Gununghalu. In the visit,the organisers introduce themselves and presents the program to the villagers. Both thevillage and the CLC agree to support this program by providing them with participants. Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 243 In addition, in the program, specifically in both the bakery training skill and the sewingtraining skill, there are several tools needed for it to succeed. The organiser purchasedbakery-related tools and sewing-related tools before the program begins. Participants ProfileThere are twenty participants of the program. Ten of them specialises themselves inbakery, while ten others focuses on sewing skills. The following table presents thecomposition of participants grouped by their age groups.Table 1. Program participants grouped by age No. Age Group Bakery Sewing 1 20 – 30 1 3 2 31 – 40 4 6 3 41 – 50 4 1 4 > 50 1 -Total 10 10 A majority of participants in both skill groups come from the second age group, 31 – 40years old, being 10 participants in total. Following this is the 41 – 50 years old agegroup, being five participants in total. The 20 – 30 years old age group has fourparticipants, one in the bakery skill group while the rest is in the sewing skill group.Finally, there is one bakery skill participant aged older than 50 years old. Interestinglyenough, there are no participants aged younger than 20 years old. Program GoalsThe ultimate goal of the program is to bolster the participants’ motivation and spirit inentrepreneurship. Specifically, there are eight expected behaviours for the participantsto show after the program:a. ConfidenceThe participants are to show behaviours that indicate their assurance and optimismto start something new.b. Basic Business KnowledgeIn order to support the participants in their entrepreneurship experience, they areto show their knowing in basic business.c. Risk-takingA common perception among the participants is that they are afraid to take risks.This training attempts to remove such perception and encourage them to take risksand love facing and overcoming challenges.d. LeadershipThe participants are to show qualities of a leader. Specifically, they are to behavelike a leader expected by the community they live in. Among all the qualities, themost important ones, according to the organiser, is that they are able to socialisewith their surroundings and accept criticisms from others.e. Innovation and CreativityParticipants are to show creativity and the power of innovation, creating somethingnew by fully making use of all available resources for their own benefit. This furtherenables them to open job opportunities for others. Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 244 f. Future-orientedThe organisers expect participants to think and consider their future when makingdecisions especially those related to the business they will hold.g. HonestyThe values of telling something as is, or the value of being truthful, is among theexpected values the participants must show after the program.h. Thorough planningThe participants are to show their qualities in making and deciding plans. Thisinvolves creating detailed plans before deciding any action, especially thoseregarding the business they will own. Bakery and Sewing CurriculumIt is worth mentioning that the two programs above are, if not the only, main supportingskills trained in the program. As such, it is important to describe their curriculum.The bakery skill training attempts to enrich participants’ knowledge and improve theirskills in baking various cakes using available farm resources. By mastering bakery skillstrained in the program, the participants are to use it in opening their own small-scalebakery business. The materials are theory and practice sessions, 10% and 90% of themrespectively. The theory sessions implements classical lectures, while the practicesessions enables participants to try the skills themselves with in-between questions. Inaddition, the produced cakes are apple pies, basil sticks, banana crackers and cassavacrackers.The sewing skill attempts to further participants’ knowledge and bolster their skills insewing various products, including (but not limited to) fashion, bed linen, mukena(Muslim women prayer dresses), and accessories. By mastering the skill, they are to useit in opening their own small-scale clothing and/or accessory store. The materials’composition are similar to that of the bakery skill; the difference is that this is 30% and70% instead of 10% and 90%. The methods used in each session is the same: lecturesfor theory sessions and live practice with in-between questions for practice sessions.The theory sessions cover knowledge related to introduction to sewing tools, operatingsewing tools, knowledge of textile materials, making patterns, sewing by patterns andembedded entrepreneur skills. The practice sessions cover the following aspects:1. Body measurement practiceTo obtain best sewing results, they need fine sewing patterns. To achieve such levelof fineness, the participants must measure the target body thoroughly.2. Basic pattern creationSewing patterns are fabric or paper cuts used as an example to sew clothings. Thecuts follow clothing design size, body shape and specified models. In sewing,patterns are especially important. Whether the fashion product fits or not ultimatelydepends on the rightness of the pattern. Without patterns, they can create clothingproducts but with undesirable results. In training sessions, participants learn tocreate basic sewing patterns for shirts and trousers they wear themselves.3. Cutting materialsCutting sewing materials aims to separate fabric parts based on created pattern. Agood cut is a clean one, where the edges separates from one another and it fits withthe previously created pattern (Ernawati, 2008, in Sunyoto & Sutjahjanti, 2015). Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 245 Failure in cutting may result in material and time losses, and there are no undoingsin cutting failures.4. Sewing materialsParticipants sew materials by joining fabric cuts based on specified pattern. Thetechnique used in sewing must abide by the fabric material used. Inappropriatetechnique may result in unrepairable loss and less-quality sewings, at its least. Program AchievementsThe organizer has conducted necessary phases to evaluate the program results. Thereare two kinds of evaluation done by the organiser: theory and practice. Theoryevaluation involves a set of paper questions that participants must answer. Theorganisers compare the participants’ anwers to a predefined answer key and gradethem accordingly. Practice evaluation involves participants working on a project,assessing their preparation, process (work systematics and work steps), result, attitude,and time spent on the project. The organiser scores each aspect according to apredefined set of criterions printed and available in a scoring sheet.There is a formula used by the organisers to grade the performance of each participant.The organiser use the same formula in both sewing and bakery. The formula considersboth practice and theory, weighing them 60% and 40% each, and is as follows. where Final is the final score of a participant PS is the score of a participant’s practice performance TS is the score of a participant’s performance in the theory evaluationAccording to the above formula, the scale of the final score is from zero to 100. Aparticipant passes the training if they achieve score higher than 50. The following tablelists each participant and their performance scores. Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 246 Table 2. Participants Performance, Graded Name Skill Group Score Final TS PSLaila Bakery 70 74 72,40Yayuk Bakery 75 70 72,00Anik Bakery 74 76 75,20Luluk Bakery 78 79 78,60Sayidah Bakery 78 79 78,60Masruhah Bakery 75 77 76,20Kholifah Bakery 70 78 74,00Niamah Bakery 75 76 76,00Tatik Bakery 75 78 76,80Sri Bakery 79 79 79,00Zunik Sewing 70 74 72,40Utaruila Sewing 75 70 72,00Eni Sewing 74 76 75,20Suyatmi Sewing 78 79 78,60Kurnia Sewing 78 79 78,60Murjiati Sewing 75 77 76,20Lutfiana Sewing 77 80 78,50Ima Sewing 75 80 77,50Tita Sewing 75 80 77,50Nafi’ah Sewing 79 79 79,00Average 72,59 From the above table, we can conclude that all of the participants pass the trainingabove the predefined passing score criteria. In addition, according to the organisers’statement and their internal evaluation results, they have reached the followingconclusions.Before the training program, there were only 5% of the participants showingexceptionally high level of confidence. The remaining 45% of them showed high level ofconfidence, while 50% of them showed an average level. After the program, there are15% of the participants showing exceptionally high level of confidence, 75% showinghigh level, and the remaining 10% of them showed average level. We may conclude thatthe program has been generally successful in improving the participants’ self-esteemlevel. Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 247 Before the training program, there were only 25% of the participants showing high levelof basic business knowledge understanding, 60% showing average level and 15%showing relatively low level. After the program, there are 15% of the participantsshowing exceptionally high level of basic business knowledge understandimg, 60%showing high level, and 25% showing average level. We may conclude that the programhas generally been successful in enriching the participants’ understanding of basicbusiness knowledge.Prior to the program, there were only 5% of the participants showing very high level ofrisk-taking behaviour (willing to take risks). Forty percent of them showed high leveland 55% of them in average level. After the program, there are 25% of the participantsshowing very high level of risk-taking behaviour and 75% of them showing high level.We may conclude, from the provided numbers, that the program has generally beensuccessful in empowering its participants to be more willing to take risks.Prior to the program, there were only 20% of the participants showing high level ofleadership behaviour. Seventy percent of them showed average level and 10% of themin relatively low level. After the program, there are 15% of the participants showingvery high level of leadership behaviour and 85% of them showing high level. We mayconclude, from the provided numbers, that the program has generally been successful instrengthening its participants’ qualities in leadership.Before the training program, there were only 20% of the participants showing high levelof creativity and innovation. The remaining 60% of them showed average level, while20% of them showed relatively low level. After the program, there are 5% of theparticipants showing exceptionally high level of creativity and innovation, 70% showinghigh level, and the remaining 25% of them showed average level. We may conclude thatthe program has been generally successful in enriching participants’ creativity andinnovation power.Before the training program, there were only 15% of the participants showing very highlevel of future-oriented behaviour, 35% showing high level and 50% showing averagelevel. After the program, there are 20% of the participants showing exceptionally highlevel of future-oriented behaviour, 70% showing high level, and 10% showing averagelevel. We may conclude that the program has generally been successful in engaging theparticipants to consider their future in decision-making considerations.Prior to the program, there were 90% of the participants showing very high level ofhonesty. The remaining 10% of them showed average level. After the program, there are30% of the participants showing very high level of honesty, 65% of them showing highlevel and 5% of them showing average. We may conclude, from the provided numbers,that there is a decline in the honesty behaviour level shown by the participants afterparticipating the program.Before the training program, there were only 20% of the participants showing high levelof planning. The remaining 65% of them showed average level, while 15% of themshowed relatively low level. After the program, there are 15% of the participantsshowing exceptionally high level of planning, 75% showing high level, and theremaining 10% of them showed average level. We may conclude that the program has Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 248 been generally successful in engaging its participants in planning before taking anyaction. DiscussionIn this section, we will analyse our findings and relate them with the responsiveevaluation model design.The responsive evaluation model emphasises educational problem over objectives orhypotheses. From the above data, we may see that the program did not emphasiseeducational problem. Instead, it focuses on how participants show expected behavioursafter participating in the program. There are no stages of improvement in the trainingprocess that tries to solve participants’ problems while performing various activities. Byanalysing it with Robert Stake’s Responsive Evaluation Model, we can define the scopeof the training program. The program limits itself to economic issues the participantsface.Participants participate the program directly, adding a point to program participationaspect of the emphasised points. The organiser engage them in various activities,ranging from classical theory lectures to live demonstrations of taught skills. Thisenables the participants to involve themselves in learning, providing the much-neededfield experience in skill mastery. According to Robert Stake’s Responsive EvaluationModel, this program values direct participation over indirect ones.The program provided continuous attention to information needs of the participantsand media for reporting. They have been cooperative with the researcher in providingdata and explanations regarding the program. In addition, participants’ need ofinformation has been extensive; they were providing them with post-program career orjob opportunities, or further supported in running their own small-scale business.Furthering our statement at the first paragraph of this section about the scope of theprogram, we state that the organiser has defined the scope of the program clearly. Itlimits the program to two specific supplementary skills—bakery and sewing—andincorporate entrepeneurship knowledge and attitude in between. According to RobertStake’s Responsive Evaluation Model, the program runs this activity overview. Inaddition, they have also limited the participants to twenty people. This is becauseovernumbered participants may hinder the organisers to run the training programeffectively. In addition, they are also running the program specifically in DesaPandansari and Karya Lestari CLC community.We have discussed the overview of program activities in the previous section. Inaddition, the program’s purposes and concerns have been specific—that is, to improvethe economic welfare condition of its participants through entrepeneurship and lifeskillutilisation by making use of available resources fully. The program has also addressedissues and problems faced by the participant—being mostly economic welfare-relatedissues.The researcher acts as the observer, judge, and research instrument. To evaluate theprogram, the researcher gathers both primary data by interviewing organisers andsecondary data by utilising the data provided in the program’s public report. Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 249 By identifying the data we need, we discovered that we need descriptive data regardingthe participants’ experiences to enable evaluation of the program. We have obtained itby observing their activities and act as a research instrument to interview theparticipants and the organiser. The participants experience both theoretical learningand live-practice learning. The organiser have theories presented in classical lecturesand grade them through classical paper-based test. In addition, to apply learnedtheories, they also organise live-practice sessions where participants may directlyinvolve themselves in activities that uses their skills. They bake and create cakes or sewclothing products systematically until they made a product meaningful for themselves.From the eight points presented in the previous section, as well as the internal scoringresults, we may conlude that the participants generally experience learning benefitsfrom the training. In general, they show changing attitudes regarding to eight aspectsmeasured by the program. In addition, they also showed knowledge and skilfulness ineither bakery or sewing, compared to prior experiences. The outcome of this programhas generally been positive, since it achieves what it intends to do. CONCLUSIONThis conclusion draws from Robert Stake’s Responsive Evaluation Model. The scope ofthis program limits its intention to addressing only economic-related issues itsparticipants face. As such, the purpose of this program solely aims to help solveparticipants’ economic issues and problems, at the same time improving their economicwell-being. The issues and problems participants face mostly relates to economic issues:poverty and unemployment are two among the commons. The form of data we need willbe a description of participants’ experiences during the program, as well as additionaldescriptive and statistical data from the organisers. In addition to handpickedobservers, judges, and evaluation instruments, we place the researcher as observers,judges, and evaluation instruments. From the generally positive remarks from theparticipants and organisers, we conclude that the program has been successful toachieve its intended goal. REFERENCESCameron, B. (2014). 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