The Effectiveness of Student Worksheet (Project-Based Learning) Based on The Values of Islamic Boarding School for The Biotechnology Subject to Train High School Students with Bioentrepreneuship Skills

This study aimed at describing the effectiveness of student worksheet with an approach of project-based learning for the conventional biotechnology subject to train high school students with bioentrepreneurship skills. This study used instructional development method initiated by Fenrich through several steps: analysis, planning, designing, developing, implementation, evaluation, and revision. The experiment was conducted to 20 students at the twelfth grade in the Islamic Boarding School of A. Wahid Hasyim Jombang. The effectiveness of the project-based learning was 9.7% out of 100%. Students response was 90.0% on the values of Islamic boarding school or pesantren which become the indicator of having the bioentrepreneuship skills based on the summary of Adabul ˜Alim Wal Mutaallim kitab (hard work, responsibility, tolerance/tasamuh). Also, the completion of entrepreneurship project was 89.55%. These results show that the student worksheet is effective.


INTRODUCTION
Global competition in the 21 th century is demanding. Indonesia has applied a curriculum which is considered excellent as a basis to have productive and competitive graduates in the international level. Meanwhile, the regulation of Ministry of Education Number 65 Year 2013 mentions that education platforms need to conduct learning and teaching process in interactive, inspiring, motivating, fun, and challenging ways to make the students productive and competitive. For example, they can create an innovation or idea.
Based on the data of Central Bureau of Statistics in February 2018, there were 6.87 million unemployed people. The highest number belongs to the graduates of vocational schools. Such phenomena also may happen to the graduates of senior high schools. According to Kristanti, et.al (2012), the number of unemployement in Indonesia is quite high because the high school graduates do not pursue higher education. Besides, the imbalanced number of employment opportunities makes the high school graduates difficult to find a job.
Teaching innovation needs to be accomplished to produce competitive and skilled graduates for workforce. Islamic boarding school or pesantren is special because it becomes an alternative education to balance the knowledge of spirituality and intelligence (Kamalia, 2015). Despite of these benefits, pesantren is still not free from the educational challenges.
The interview results show that the students in the High School of Pesantren A. Wahid Hasyim Jombang want to learn using the nature, environment, and society approach. Furthermore, such teaching process is expected to embed skills required in the workforce after graduating from the school. Based on the interview results with the Biology teachers for the twelfth grade, the teaching process especially in the Biology class has not involved the learning from pesantren and surrounding area.
In fact, the distance of High School of Pesantren A. Wahid Hasyim Tebuireng Jombang to the religious site of KH. Hasyim Asy'ari Sanctuary is only 20 metres. Many people come to the sacred place, but unfortunately it has not been explored as one of the teaching and learning activities in the school. Besides, the environment-based learning can give students life skills for entrepreneurship and interesting learning activities.
Life skill is one of bioentrepreneurship skills. The bioentrepreneurship is a process to produce a valuable product by using the concept and information about living things with creative and innovative implementation (Dewi, 2016). Munandar (2009) stated that Project-Based Learning may improve the way of thinking through students' participation in facing the real experience, so it may shape independent learners. Meanwhile, by developing the student worksheet, the project-based learning approach can be applied, and the student's involvement can result in attaining the goals of teaching and learning. These aspects are supported by Herdianawati, et.al (2013) who stated that learning strategies can be integrated to the student worksheet. Besides, biotechnology class is chosen because it is contextual, easy to find, implement, and explore according to the situation and opportunity in surrounding area where the students live. As a result, it is appropriate to give bioentrepreneurship training to the students.
As expected, there will be many more students with good life skills which make them easier to find a job. Moreover, Pesantren SMA A. Wahid Hasyim Tebuireng Jombang uses Adabul 'Alim Wal Muta'allim Kitab which applies five basic principles of Tebuireng as the values of pesantren education. Therefore, it is interesting if pesantren values can be embedded in the teaching and learning process. Thus, the education system using the student worksheet with project-based learning approach in the High School of Pesantren SMA A. Wahid Hasyim Tebuireng Jombang will train the students with life skills especially bioentrepreneurship skills. The embodiment of pesantren values in the student worksheet can be applied for biotechnology subject as a part of biology class.
Therefore, this study aimed at describing the effectiveness of the student worksheet with project-based learning approach for biotechnology subject to train students in the twelfth grade with bioentrepreneurship skills.

METHOD
This study used the instructional development cycle by Fenrich (1997) that includes 6 steps as following: Project-Based Learning (Source is adapted from Fenrich, 1997) 1) Analysis Stage, this stage involves the analysis of curriculum, students, assignments, concept, and lesson goal plan. 2) Planning Stage, the student worksheet format is selected to develop the biotechnology lesson oriented to project-based learning through consulation to master teachers for the lesson. 3) Planning Stage, this stage is done by designing a student worksheet to improve bioentrepreneurship skills analyzed from the components, characteristics, and other supporting instruments of student worksheets. 4) Development Stage, the development of effective student worksheets is done as the following steps: a) Project Test Result Sheet: This instrument is designed by the researcher to gain data of the students' understanding on the biotechnology principles and application in daily life. By using project-based learning worksheet, it is likely to train the students with bioentrepreneurship skills. The data varied from the project score, the calculation of Break Even Point (BEP), presentation and evaluation. b) Response Questionnaire Sheet: This sheet is designed to produce three instruments according to the students' response towards the use of student sheets, the implementation of pesantren values as the basis or indicator of bioentreprenenurship. As stated in the Adabul 'Alim Wal Muta'allim Kitab, there are hardwork, responsibility, tolerance/tasamuh, and questionnaires for students' response towards entrepreneuship. 5) Implementation Stage, in this stage, the student worksheet was tested to 20 students at the twelfth grade in the High School of Pesantren A. Wahid Hasyim Tebuireng. They are grouped to be four groups and five members in each group. The experiment was conducted from November-December 2018. 6) Evaluation and Revision Stage, this stage involved the overall evaluation from stage 1 and 5 above. The experiment was conducted in the High School of Pesantren A Wahid Hasyim Tebuireng Jombang.

RESULT AND DISCUSSION
The effectiveness is measured from the project results and students' response using the instruments of project results and response questionnaires. Based on the data of the worksheets, the project-based learning approach is effective. The students in the High School of Pesantren A Wahid Hasyim Tebuireng Jombang were asked to conduct a project using a stu-

Development
Designing Implementation dent worksheet that directs students to produce fermented soybean in blocks or tempe as the first project. Then, the students need to present and evaluate their masterpiece. Next, the students made Break Even Point (BEP) from the production and sales and report them by filling out the student worksheet according to a scientific method and economic analysis. After that, the students present their products to be evaluated. The following is the data of project results by the students in groups. The following is the results of tempe products: The data of project results from each group are presented in Table 1 and Table 2. The data are obtained from groups as explained in Table 2. The percentage of aspects with the score of 93.7% is considered effective. The data of project results are as following: The implementation of pesantren values in collaboration with the bioentrepreneurship is also seen through the entreprenenur's characteristics. Pesantren values as the basis for bioentrepreneurship are extracted from Adabul 'Alim Wal Muta'allim Kitab, and these include 1) hard work, 2) responsibility, 3) tolerance/tasamuh. Pesantren values and bioentreprenenurship indicators like pesantren values are merged and selected. The total percentage of students' response towards pesantren values implemented is 90% with quite satisfying category. Meanwhile, the entrepreneurship skills are obtained from the questionnaires for the entrepreneurship. The results of questionnaires can be seen in Table 5 with the performance of 89.5%. The results are gained from 10 aspects of entrepreneurship assessment with a range score of 80-100%. The data of entrepreneurship are illustrated in the following table. This student worksheet is designed to guide the students to have bioentreprenenurship skills which are assessed based on the project performance (Table 1). These skills are influenced by six aspects which involve the ability to (1) follow the stages in the student worksheet, 2) to have certain success level of products, 3) to present and evaluate the products, 4) to succeed product sales, 5) to produce profitable products, and 6) to present and evaluate sales. In terms of the ability to present and evaluate sales, all groups should fulfill the indicators from the aspects assessed, such as being able to 1) present accurate data as they have obtained, 2) to answer questions, and 3) to find the products' novelty and flaws.
Like what Kubiatko and Vaculoca (2010) mentioned, teaching and learning process with project-based learning approach aim to develop resource for finding information and evaluating the results for the project completion. A project-based learning model focuses on the students and uses the planning to direct them to a particular path, and it is possible to scrutinize a topic more deeply (Grant, 2002).
The student worksheet is effective to guide students as mentioned by Sari et.al (2013). It directs the learning process as an alternative tool and makes students accomplish learning activities. Moreover, it facilitates students with easy guide to learn and understand the lesson (Hidayati et.al, 2012).
In terms of product production, some of the groups failed to produce tempe. According to the data, the groups have different results. For example, out of 10 products made, Group 1 and 4 had completed to produce 9 products. Group 2 had produced 10 products while Group In relation with the number of products produced during the experiment, sales success and product profits also influence the results. Based on the data obtained, the average percentage from these aspects is 87.3%. These aspects are determined by the number of products sold and their profits. Group 1 had profits of Rp. 20,000,00. Group 2 obtained a profit of Rp. 25,000,00. Group 3 had Rp. 10,000,00 for the product profit. Group 4 earned a profit of Rp. 15,000,00. Based on the profits they have made, Group 2 had the biggest profit among others. How they gain profit from the products is a way to develop students' interest and tendency to do the same thing as they are successful to sell their products and gain profits. This finding is in line with Sugiarto, et.al (2015) who stated that entrepreneurship training may give students bravery and ability to try the best, and it influences the students' interest.
After the calculation of the profits, the students have to present and evaluate their products. Three indicators for the assessment include ability to (1) present their products based on the data collected, (2) answer questions, and (3) find novelty and flaws of their products. All groups had accomplished this stage with very satisfying performance. Presenting data in the student worksheet which emphasizes on the project-based learning and bioentrepreneurship, students are encouraged to be an excellent and independent communicator. As stated by Aprilia (2014), a project is a complex task in which students are the subjects to find and solve a problem, investigate, work independently, and produce the real product. Besides, the students build their own knowledge in active learning process, interact with the environment in independent and collaborative learning with their team. Meanwhile, the teachers guide them to produce the product (Thomas, 2000).
Biology subject in which biotechnology lesson is aimed to train students with bioentrepreneurship can use the project-based learning model. This learning model refers to the constructivism embedded in the students' activities to build their own knowledge in a meaningful way through the real experience (Siwa et.al, 2013).
Besides, the researcher also found the data of pesantren values which are collaborated with bioentreprenenurship through the entrepreneur characteristics. The entrepreneur characteristics include 1) independency, 2) hard work, 3) willingness to be critisized, 4) responsibility, 5) risk-taker (either profit or loss). Meanwhile, pesantren values as the basis of the bioentreprenenurship are retrieved from Adabul 'Alim Wal Muta'allim Kitab. These include 1) hard work, 2) responsibility, and 3) tolerance/tasamuh. All these values of entrepreneur's characteristics and pesantren education with the same goals are selected. Afterall, the collaborated values have resulted in three ideas. First, students are encouraged to work hard by running a business in a group. Second, they are encouraged to be responsible to their business since they will face many more challenges ahead. Third, students are willing to be criticized for the better business so that they tolerate/tasamuh the comments as a part of growing their business. The total percentage of students' response was 90% considered quite satisfying.
Based on the students' response on the entrepreneurship, their interest in entrepreneurship is 89.5% which is quite satisfying. Out of 10 aspects scored to determine the students' interest in entrepreneurship, the students gave positive response to 9 aspects with a score range of 80-100%. Students' interests to run a successful business and accomplish a business as explained in the student worksheet are the aspects with the highest score. Overall, after the students participated in the bioentrepreneurship training, their interest in entrepreneurship was positive with 89.5% score considered quite satisfying.
However, the students' life skills, critical thinking, and entrepreneurship skills like bioentrepreneurship should be fostered (Putri, 2017). Even though the education competence does not mention that students should master the bioentrepreneurship, education is the way to execute cultures that follow the era and change overtime to create betterment. Therefore, bioentrepreneurship training should be conducted so that students can explore, plan, produce, communicate or market, and reflect a product.
The students' response needs to be assessed to identify their interest in entreprenurship. It is because self-interest may result in better performance compared to compulsion. Based on Suharyat (2009), interest is passion to do something without being compelled. Simply said, interest is self-acceptance to be connected with something outside. The stronger the connection is, the bigger the interest is. Entrepreneurship training also gives someone confidence and bravery to try the best, and, thus, it influences their interest in entrepreneurship (Sugiarto et.al., 2015).
Interests in the entrepreneurship can be improved by training students with entrepreneurship skills. The training is a way to explain, educate, and overview the entrepreneurship so that students can develop a business (Putra, 2012). This is in accordance with the cognitivism theory which mentions that learning can shape a permanent experience and knowledge as well as behavior which is exerted through learning in a real context (Jensen, 2007).
Despite learning in a real world, the training can teach students how to cooperate, be responsible, and tolerate the tasks. This finding has the same idea of theory by Vygotsky (1980) who initiated the Zone of Proximal Development. The theory explains that students can solve problems independently by cooperating with colleagues and being supervised by adults (Taylor, 1993). Based on the data obtained, the student worksheet developed in this study can be considered effective.

CONCLUSION
In conclusion, the student worksheet emphasizing on the project-based learning approach for the biotechnology lesson is proper to be utilized. The effectiveness of the student worksheet can be seen from the students' project performance which is 93.7. Second, the implemented pesantren values as the indicator of bioentrepreneurship values according to Adabul 'Alim Wal Muta'allim Kitab is amounted to the score of 90%. Lastly, the students' interest in entrepreneurship is measured from the completion of their project which is 89.5%. In other words, the student worksheet is considered effective.