P-ISSN: 2827-9832
E-ISSN: 2828-335x
http://ijsr.internationaljournallabs.com/index.php/ijsr
865
ANALYSIS OF THE IMPACT OF THE IMPLEMENTATION OF
SPECIAL NEEDS SCHOOL ENTREPRENEURSHIP EDUCATION ON
INSTITUTIONAL SUSTAINABILITY
Caecilia Winarni, Maria R. Nindita Radyati, Maria Ariesta Utha
Universitas Trisakti
Mariska.mariapij@gmail.com, mariaradyati@gmail.com, maria.utha@mmsustainability.ac.id
ABSTRACT
The COVID-19 pandemic has changed the world and affected world economic growth which has caused a
world economic crisis that has caused an increase in the level of extreme poverty in the world. Efforts to
restore world economic growth and sustainability by implementing an action plan with world leaders on the
Sustainable Development Goals (SDGs) as a global agreement for sustainability. Special attention to the
poor, vulnerable, marginalized and persons with disabilities (SDGs no. 1) which includes all areas of life
both in the field of Health (SDGs no.3), the field of continuing education (SDGs no. 4), employment
opportunities (SDGs no. 8) as well as the use of public facilities and services and the internet for the
sustainability of their lives. The purpose of this study is to analyze, the social impact and linkage of School
Entrepreneurship Implementation in SKh on SDGs no1, 4,8,9,10,12,16. The research method used in this
study is the descriptive quantifier method). The sample of 34 consisted of 17 stakeholders for each unit.
Purposive sampling techniques Data collection methods with Google Forms and structured interviews with
principals, parents and school partners to get in-depth information from stakeholders. The analysis method
using content analysis is strengthened by SROI analysis. Implementation in December 2022. Based on the
SROI Analysis and respondents' answers the impact of the Implementation of the Entrepreneurship
Education Curriculum in SKh is very large on the sustainability of the Institution. The implementation of the
entrepreneurship curriculum in this school increases productivity and partnership with the community to
build an inclusive learning ecosystem and an entrepreneurial ecosystem. Project Based Learning allows
teachers and students to develop together and form a learning ecosystem. Group activities improve student
productivity and skills as Krüger argues about co-production and Co-innovation. Schools need to establish
communication and partnerships with the community and the business world to improve the quality
competence of graduates and the competence of human resources in the institution, school promotion,
product marketing and fundraising.
Keywords: Social Impact, School Entrepreneurship, Sustainability, Special Needs Schools
This article is licensed under CC BY-SA 4.0
INTRODUCTION
UN General Assembly Resolution No. A/61/106 on the Convention on the Rights of
Persons with Gde Wiryawan (2022), Disabilities has again become a special concern of the
world due to the covid-19 pandemic that has changed the world and impacted world economic
growth which has caused a world economic crisis that has led to an increase in the level of
extreme poverty in the world (Kholaif et al., 2022).
Special attention to the poor (Rachmawati et al., 2022), vulnerable, marginalized and
persons with disabilities (SDGs no.1) covering all areas of life, both in the field of health (SDGs
no.3), the field of continuing education (SDGs no.4), employment opportunities (SDGs no.8)
as well as the utilization of public and internet facilities and services for their survival
(Bappenas, 2020). Economic recovery and sustainability efforts outlined in the Sustainable
Development Goals (SDGs) as a global agreement for sustainability state that by 2030 extreme
poverty will be eradicated worldwide (SDGs no 1) with efforts to reduce extreme poverty by
half the population by gender for all dimensions of poverty (SDGs. No 1.2). This confirms that
Analysis of the Impact of the Implementation of Special Needs School Entrepreneurship Education on
Institutional Sustainability
866 2., 3., February 2023
the state must have a system and social protection efforts for all its citizens, especially for the
poorest and most vulnerable groups and persons with disabilities (SDGs no 1.3). The
involvement of the community, the business world, academia, public authorities, and social
partners is the focus of these economic recovery and sustainability efforts which are very
important in implementing the action plans in these SDGs. The high level of poverty in the
world is strongly influenced by the unemployment rate due to the low level of education and
skills of people, especially in marginalized communities and the lack of creativity of the
population of productive age (Krüger & David, 2020). Various factors such as parent’s
education level, gender, income level, and the family economy, as well as social environment,
have a high influence (Arim et al., 2016). Seeing this phenomenon, it is necessary to develop
good education through lifelong learning (Life Skills), namely continuous education and
training which is not only understood as science but can also be analyzed with an economic
approach (Iswadi, 2016; Manurung Hendra, 2013). The policy of implementing the
Entrepreneurship Education Curriculum in the scope of Education, including in Extraordinary
Schools with Disabilities (SKh) is an effort to instill entrepreneurial character in students so
that they can be formed from an early age (Gedeon, 2017; Kim, 2022; Krüger & David, 2020).
To provide skills and increase the creativity and innovation power of people of productive age
by implementing social entrepreneurship programs in schools (Endang Mulyani, 2011;
Manurung Hendra, 2013; Meilina Priyanti Mega et al., 2016; Sudaryani & Sadjad, 2020).
METHOD
Research design and types of research: This study aims to analyze the social impact of the
implementation of the Entrepreneurship Education curriculum, the relationship between the
Implementation of the School Entrepreneurship Education Curriculum on SKh on SDGs no. 1,
4,8,9,10,12,16.
Population and Sample: The object of this study is SKh. Sang Timur. Based on the
Dapodik of the Ministry of Education and Culture, SKh educates people with mental
disabilities, mental disabilities and autism. The study population is the entire SKh. Sang Timur
school residents consisting of the principal, sections related to School Entrepreneurship,
parents and the general public involved in the Implementation of the School Entrepreneurship
Curriculum. The analysis to answer the purpose of the study used is a sample. The number of
samples consists of 17 samples.
Sampling Technique: The sampling technique uses a sample selection technique based on
purposive sampling technique with maximum variation with the following criteria (Goli et al.,
2022).
Variables and Measurements: The variables of this study consist of school partnerships,
the impact of the implementation of the School Entrepreneurship Education curriculum, the
linkage of the application of the SKh Entrepreneurship Education curriculum on ISO and SDGs
No. 1, 4, 8, 9, 10, 12, 16. The research variables used are the type of activity, the social impact
of the application of entrepreneurship, SDGs, and ISO.
Research methods: Qualitative research. related to the Application of the School of
Entrepreneurship (Gigauri & Bogacz-Wojtanowska, 2022). Data collection methods: Google
Forms, structured interviews. while the impact analysis is strengthened by the SROI analysis
method (Durie et al., 2012). This study was conducted in December 2022. Analysis Methods:
Analysis of the Impact of the Implementation of Special Needs School Entrepreneurship Education
on Institutional Sustainability
867 2., 3., February 2023
To analyze the results of research findings related to the topic, this study uses content analysis
of related journal articles as supporting articles and descriptive statistics from the Dapodik of
the Ministry of Education and Culture (Gigauri & Bogacz-Wojtanowska, 2022).
RESULTS AND DISCUSSION
SROI Analysis of the Implementation of the Entrepreneurship Education Curriculum
SKh. Sang Timur
1. SROI Calculation Objective: Calculating the impact of therapy cost subsidies on tuition
payments for East SKh Sang students in 2022
No.
Stakeholders
Role In
Programs/Methods
of Engagement
Reasons for Inclusion
1
GTK SKh Sang Timur
Therapist
Beneficiaries
2
Students of SKh Sang Timur
Patients/students
Beneficiaries
3
School
Manager
Managing funds
4
Parents of students
Person in charge
of students
Fund providers
5
Yayasan Karya Sang Timur
Funders
Fund providers
Total Impact
2.484.400.000,00
PVIF (Disc. Value (5%): Bank Indonesia Average
Interest Rate)
1,0500
Investment Value
IDR 1,849,200,000
SROI Ratio
1,279523707
SKh. Sang Timur by integrating therapeutic activities in regular learning. Dapodik data
from this school shows that 67 students come from families whose income is below Rp. 5 000
000.00 / month. The cost of education and therapy for abk in this school is around Rp. 3 000
000.00 / month. When viewed from the data above, many parents of students cannot afford
education and children are threatened with dropping out of school. So the school invests
Rp1,849,200,000 per year as a subsidy for therapy money to students by integrating therapeutic
activities with learning. Of these investments, it has a total impact of 2,484,400,000.00. With
PVIF (Disc. Value (5%): Bank Indonesia Average Interest Rate) of 1.0500 and Total PV
Impact of 2,366,095,238, it gets an SROI Ratio of 1.279523707. This states that every
investment of Rp.1.00 produces an impact of 1.279523707. It can be concluded that SKh. Sang
Timur's efforts to subsidize therapy costs by integrating therapeutic activities into learning have
a positive impact on the sustainability of the Institution even though the short-term impact is
Analysis of the Impact of the Implementation of Special Needs School Entrepreneurship Education on
Institutional Sustainability
868 2., 3., February 2023
still very small. This activity is very helpful for parents of students in saving therapy costs and
education costs. These savings can be used to improve the quality of life of abk and their
families, which will then also improve people's lives. The low cost of education in SKh. Sang
Timur is also expected to attract parents of students to send abk to SKh. Sang Timur, it will
increase the number of students in SKh. Sang Timur, thereby reducing the number of abk
dropping out of school.
SROI Calculation Objective: Calculating the impact of sales income for the school's
entrepreneurial products SKh. Sang Timur
No.
Stakeholders
Role In
Programs/Metho
ds of Engagement
Reasons for
Inclusion
1
GTK SKh Sang Timur
Teacher
Beneficiaries
2
Students of SKh Sang
Timur
Executor of
activities
Beneficiaries
3
School cafeteria
Manager
Sales
4
Grocery store
Raw material
providers
Raw material
providers
Total Impact
219.600.000,00
PVIF (Disc. Value (5%): Bank Indonesia
Average Interest Rate)
1,0500
Investment Value
IDR 147,600,000
SROI Ratio
1,416957027
The results of interviews with school financial managers stated that the Implementation of
the Entrepreneurship Education Curriculum in SKh. Sang Timur through the practice of food
and sewing skills and fashion increased the average school income by Rp. 400,000.00 / day.
The investment value generated in this activity is IDR 147,600,000 per year. Of these
investments, it has a total impact of 219,600,000.00. With PVIF (Disc. Value (5%): Bank
Indonesia Average Interest Rate) of 1.0500, and Total PV Impact of 209,142,857, it gets an
SROI Ratio of 1.41695702. This states that every investment of Rp.1.00 produces an impact
of 1.416957027. The impact of this activity is still small. The direct impact of the sale of food
and abk production in SKh. Sang Timur has not been widely used by the community is still
limited to school residents in the Sang Timur Karang Tengah complex and observers. The
implementation of the entrepreneurship curriculum in this school must continue by increasing
productivity and networking with the community and increasing promotion both online
and in person so that the more people involved in this activity, the impact of the activity will
be higher.
SROI Analysis of Kuriculum implementation of Entrepreneurship education in SKh
From the SROI Analysis of the implementation of the SKh entrepreneurship education
curriculum, it is determined that the Implementation of Entrepreneurship Education
Analysis of the Impact of the Implementation of Special Needs School Entrepreneurship Education
on Institutional Sustainability
869 2., 3., February 2023
Curriculum in SKh has a positive impact on the sustainability of the Institution, improving the
quality of graduates and improving the community's economy even though in the short term
the impact is still very small. The most prominent impact of this activity is as a means of
developing students' skills and independence which then has an indirect impact in the form of
products that can be sold to increase school income. Community involvement is very
influential in this activity. It is very important for the Institution to establish partnerships and
networks with the community and the business world to increase the impact of school
entrepreneurship education curriculum implementation activities. This reality shows that the
level of SKh's dependence on external factors is very high.
Impact on learning (SDGs no 1 & SDGs no 4)
Impact of Entrepreneurship Education Curriculum Implementation on Student Learning
and Graduate Competencies (BSN, 2020; Hw et al., 2012; Javanisa et al., 2022): Improving
the quality of learning even though it is limited to training children to be more independent
(Sofianto, 2019). Meanwhile, children with better abilities contribute to producing products
Meilina Priyanti Mega et al (2016) that are of selling value (Sofianto, 2019). The main purpose
of implementing the Entrepreneurship Education curriculum is to increase children's
independence (Ji & Li, 2021; Krüger & David, 2020a) and become a plus Chumaceiro
Hernandez et al (2022) for parents who expect their children to be independent and have skills
(Suwandi et al., 2018), so that parents are interested in sending abk to school. The next impact
is that the child can meet his basic needs and perform light tasks to take care of himself.
Impact on improving school quality (SDGs no 1 & SDGs no 4)
According to respondents from SKh, the impact of implementing school entrepreneurship
has not been felt significantly. The visible impact is to foster parents' interest in sending their
sons/daughters to school (Hodgson et al., 2022). Good school entrepreneurship can attract
PPDB candidates so that there is an interest in attending school (Algethami, 2022), and is an
added value for parents who expect their children to be independent in the future Barnard et al
(2019) and have skills (Rachwał, 2017), so that parents are interested in attending SKh
(Bappenas, 2020). Increase public or parents' trust in the potential of the school (BSN, 2020).
Further advancing the enthusiasm and motivation of children in entrepreneurship (Ji & Li,
2021), as a means of promotion so that new people are interested in introducing SKh Sang
Timur because the attractiveness of the school increases (Chumaceiro Hernandez et al., 2022).
From the school's accreditation, SKh. Sang Timur received an increase in grades from B to A,
and in December 2022 SKh. Sang Timur received a School Operating Permit after struggling
for 2 years.
Impacton community income (Tenrinippi, 2019) (SDGs no 8 & SDGs no 10)
There are still many people who do not understand and do not accept or understand abk
(Septiana Ayu Esti Maharani, n.d.). The general public can recognize and use it and appreciate
the work of ABK (Hodgson et al., 2022), as well as actively participate in buying ABK products
(Lu et al., n.d.) so as to increase people's purchasing power Rachmawati et al (2022) and
increase the level of economic life Manurung Hendra (2013) in society (Brundtland, 1987).
Benefits for students (SDGs no 1 SDGs no 4):
Providing experiences and provisions for children to be more independent and active
Sofianto (2019) in groups (Krüger & David, 2020). Early training allows children's abilities to
develop more optimally (Meilina Priyanti Mega et al., 2016). Improving students' life skills
Analysis of the Impact of the Implementation of Special Needs School Entrepreneurship Education on
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both in terms of motor skills Eng (2015), social Ramón Sanabria Navarro et al (2021), and
work experience. Children can focus more on Algethami (2022), and children can concentrate
on learning (Meilina Priyanti Mega et al., 2016). Further advancing the enthusiasm and
motivation of children in entrepreneurship (Kemendikbud, 2022). Based on the results of
interviews with parents of students, an independent child can then be given the responsibility
to do activities at home take care of himself, carry out household tasks assigned to him and
being able to get along with peers around his home. There are no specific guidelines regarding
the level of independence of students given that children's basic abilities vary widely.
Benefits for teachers (SDGs no 1 & 4):
Teachers can prepare for learning in a designed and measurable way (Algethami, 2022),
adding experience Goli et al (2022) and knowledge Cansoy & Parlar (2018). Teachers are more
creative in developing methods
Impact on school income (SDGs no 1, 4, 8,10, 16)
Schools can market their products and can increase school income (Bappenas, 2020),
further help funding in certain activities (Arenas, 2008), can reduce expenses from schools
Dalvi et al (2019) although not yet optimal. The implementation of school entrepreneurship
education in SKh Sang Timur increases school income through canteens managed by children
around Rp. 400,000.00 per day. Innovation with Reuse and Recycle, Packaging (Krüger &
David, 2020), as well as materials from donations and looking for interesting new models from
the internet, as well as variations in shapes and flavors for culinary to make their products
attractive to the market (Rahmana & Bawono, 2021).
Benefits received by the environment around the school for the Sustainability of the
Linkage of the SKh Entrepreneurship Curriculum (SDGs no 8, 9, 10, 12, 16)
The establishment of cooperation between schools and the community and improving the
quality of schools characterized by improving the quality of products produced by students and
increasing student independence where students are able to socialize with communities outside
of school, improving the quality of work skills, collaborating to improve the quality of products
made by ABK and sales continuity to increase community income and schools so that abk have
better learning opportunities (Slavec Gomel & Stritar, 2022).
Analysis of the linkage of the Implementation of the SKh Entrepreneurship
Education Curriculum on SDGs No. 1, 4, 8, 9, 10, 12, 16 and ISO 21001, ISO 26000 In
SDGs no 1. No Poverty: Ending poverty in all forms everywhere (SDGs 1.3.1; 1.3.1.(c);
1.4.1; 1.4.1.(i))
The existence of SKh seeks to serve abk, especially from the lower middle class. whose
mission to nurture displaced and wasted abk provides a high opportunity for abk to get a decent
livelihood, protection and education for their future. SKh also provides life skills to abk so that
they can work according to their abilities for the sustainability of their lives and reduce their
dependence on others by taking care of themselves.
SDGs no. 4. Quality education and lifelong learning (SDGs no. 4.5; 4.7)
SDGs no 4.5: The continuous education system implemented in schools ranging from
early childhood to high school allows abk to get sufficient education and intensive assistance
for their future. The views of people who still do not appreciate the existence of ABK make it
difficult for abk to get an education. Many families who have abk are reluctant to send their
children to school because they think abk education is not important and have to spend a lot of
Analysis of the Impact of the Implementation of Special Needs School Entrepreneurship Education
on Institutional Sustainability
871 2., 3., February 2023
money. SKh Sang Timur seeks to reduce the cost of ABK Education by integrating ABK
therapy with other Entrepreneurship and extracurricular learning so that parents do not have to
spend extra on ABK therapy and reduce the number of out-of-school children.
It still does not have sufficient infrastructure for all forms of hospitality as required by the
regulations due to limited funding owned by the school. The adequacy of the infrastructure
owned by SKh Sang Timur for the deafness (Mental retardation – mentally impaired – autistic)
served is very high and adequate. SDGs no. 4.7: The existence of Special Needs Schools (SKh)
is to provide access to formal education for abk so that they get an education that is equivalent
to normal community members. This is in accordance with the UN Constitution on the Human
Rights of persons with disabilities to have access to proper education (Gde Wiryawan, 2022).
In addition, this activity is also a means of school promotion and becomes a plus for schools
by increasing the quality competence of graduates with their skills so as to allow the general
public who have abk to know SKh and increase public trust in the importance of education for
abk. The hope is to increase the number of new students in SKh.
SDGs no. 8.5: Economic growth and the opportunity to get decent jobs, including for
people with disabilities.
Increase income by selling and selling products that lead to the occurrence of a school
entrepreneurship ecosystem and school partnership networks with the community and
economic actors. In addition, it also increases student independence and skills so as to allow
students to be creative and work according to their skills. Statistical data shows that the majority
of people with disabilities work in the informal sector such as buskers, shopkeepers, artisans,
and hawkers. This SKh provides Arts-Culture-Skills Education to equip abk to enter and
develop in the world of work, especially in the informal sector.
SDGs no. 9. Industry, innovation and infrastructure by improving internet access and
universal communication.
The use of online media by SKh for learning and school promotion facilities as well as
product sales promotion has a positive effect on improving the quality and these two schools,
especially during the pandemic. ABK is taught to be technologically literate with online
learning and ICT. The community also knows the school and the benefits of education for abk
so that it fosters the trust of the community and parents to dare to send abk to school. This can
be seen from the increase in prospective new students in these two SKh.
SDGs no. 10.2: Reducing international economic inequality by increasing an inclusive
economy for all communities including persons with disabilities regardless of race, ethnicity,
religion and economic level.
Entrepreneurship Education in SKh has an effect on increasing the income of the
Institution. Sales to donors and outside communities affect the business recycling chain, thus
affecting people's income. Recycling these entrepreneurial activities then grows and develops
the school's entrepreneurial ecosystem. In addition, it can also increase public understanding
of ABK & appreciate the work of ABK so that the products produced by ABK can be utilized.
SDGs no. 12.5: Responsible for sustainable production and consumption by reducing
waste products through the 3R (Reduce-Reuse-Recycle) Program and prevention of waste
production.
This SKh utilizes school land as a means of agricultural practice, fisheries, plantations and
skills. In addition, they use recycled materials for skill learning. The production of traditional
Analysis of the Impact of the Implementation of Special Needs School Entrepreneurship Education on
Institutional Sustainability
872 2., 3., February 2023
food from natural ingredients carried out by these two SKh is an effort to utilize nature and
reduce waste. Many donors make donations in the form of materials that can be recycled as
abk practice materials. Recycle product development business from used goods, patchwork,
food wrap. Utilization of agricultural land, maintenance of ornamental plants, animal
husbandry and fisheries.
SDGs no. 16.2: Peace, justice, and resilient, effective, accountable, and inclusive
institutions.
Curriculum management Entrepreneurship education carried out by SKh Sang Timur
shows a good level of accountability with the use of online school administration, Dapodik
Application and online BOS, social media as a means of promotion and learning. is pioneering
the use of online media and the use of Dapodik and BOS online applications. The innovation
efforts carried out by these two schools are intended to maintain the existence of the Institution
so that education services for abk continue to run and be affordable by the community,
especially the lower middle class.
CONCLUSION
The implementation of the School Entrepreneurship Education Curriculum implemented
by SKh. Sang Timur has a positive impact on the sustainability of the institution although it is
still very low. Innovation and development of curriculum implementation encourages schools
to establish partnerships with other communities and institutions including the business world.
The main objective of school partnerships with the community and other institutions is to
improve the quality of education by improving the quality of educators, fulfilling the adequacy
of infrastructure and school operational costs. To realize the objectives of this school
partnership, it is necessary to build awareness and positive opinions from the community and
the business world so as to increase their role in the human rights and sustainability of the lives
of people with disabilities, especially in efforts to alleviate poverty through decent and quality
education. This effort can be carried out by collaborating to build an inclusive learning
ecosystem and an entrepreneurial ecosystem in which there is a process of co-creation and co-
production between people with disabilities and other communities that allows both groups to
get a positive impact by increasing job opportunities both in the world of education for people
with disabilities (Inclusive learning ecosystem) and the world of entrepreneurship
(entrepreneurial ecosystem). Efforts to lead public opinion cannot be spared from how the
promotion carried out by schools to introduce school programs, especially SKh, to the
community. Limited costs and infrastructure and human resources in schools are very big
obstacles, so the efficiency of external institutions in this case the government and the business
world is needed.
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