Competency Development of Computer and IT to ...

ISSN : 2506 6501 : SEAMOLEC - Academic International Consortium - Seminar Proceeding 24/2/16

Competency Development of Computer and IT to Enhance the Innovative Human Resources through Technopreneurship Curriculum Implementation in Higher Education JW. Nugroho Joshua 1), I Putu Agus Swastika 2) STMIK Primakara Bali, Indonesia [email protected] 1), [email protected] 2) Abstract - Development of human resources become important today. One of the key components of the Asean Economic Community (AEC) pillar, namely the free flow of skilled labor. As part of ASEAN Countries, Indonesia need to recognize the potential for what they have, the opportunities and the threats and then what small steps they can do to support the development of human resources in their country in order to improve the competitiveness to face of skilled labour free-flow within the AEC framework. When we view a country become a developed country, it is closely related to education that are applied in the country. Developed countries basing its base in the nation's ability to innovate independently and based on the creation of technology as a competitive advantage, called education-based entrepreneurship or Technopreneurship. Answer the challenge over the reality of unemployment and the readiness of the nation's competitiveness in the Asean Economic Community. The Higher Education Institution in Indonesia is obliged to answer the challenge in his role as an educational institution. Implementation of the Indonesian National Qualification Framework (KKNI) in the world of higher education themselves expressly stated on a National Education Standards as drawn up by the independent Institution - National Professional Certification Bodies- Higher Education Institution in Indonesia must be implemented or adopt the essense concept of KKNI on any curriculum developed and applied the competency framework in their institution. The purpose of this study is to see implementation practice of Technopreneurship Curriculum and produce a lesson learn related to competency development in the field of computers and IT in Higher Education Institution. Keywords — Indonesian National Qualification Framework (KKNI), The Role of Higher Education, ASEAN Economic Community, Academic Curriculum, Technopreneurship Competency. I. INTRODUCTION Technological developments have changed the diverse aspects of human life. Technology becomes a way performed by humans to change their nature in order to meet the needs of his life. In technology, there is also a method to cultivate something in time and cost efficiency, so that it can produce more quality products. On a broader scale, the use of technology by a country have an impact on the competitiveness of Nations in that country, the presence of technology also separates the developed countries with the developing countries. Indeed the developed countries develop a strategy of technological excellence through competition. They "forced" capable of mastering the technology because of the low quantity of its natural resources. The economic development base of the developed countries is knowledge-based so they tend to seek out partners that abundant natural resources, but their Knowledge is low. Very important, a country has a superior human resources in terms of quality. The thought was expressed by Edward Deming in his book Out of the Crisis, stating that the prosperity of a nation more determined by its human resources, management, and Government than by an abundance of natural resources. The high quality of human resources must be demonstrated in many things, one of which is the desire to get better, as exemplified by Korea. Now the world can see that Korea has transformed itself from one of the poorest countries in the world become the country with industrial power in the world. Korea now has transformed itself from an agricultural sector as the main economy, to export-oriented manufacturing industries as the mainstay of the modern economy [3]. Further, one of the forms of technology creation on the economy that become a phenomenon today, is the creative economy. Global creative economy is estimated to grow by 5% per year, will

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ISSN : 2506 6501 : SEAMOLEC - Academic International Consortium - Seminar Proceeding 24/2/16

grow from US $ 2.2 trillion in January 2000 to US $ 6.1 trillion by 2020. In the United Kingdom: the Creative Economy grow an average of 9% per year, far above the average economic growth of only 23%, and contribute to national income the United Kingdom up to 8.2% or US $ 12.6 billion, this sector is the second largest source after the financial sector. In Singapore, creative economy contributes 5% of GDB or about US $ 5.2 billion, while the creative economy in Korea, contributed 5% of GDB or about US $ 5.2 M [7] If the same thing were developed in Indonesia, it would be great results for the prosperity of the nation. Indonesia has abundant natural resources, large enough population, the climate and the natural environment very allows to create a creativity, when the nation's creation was able to produce the technology then the acceleration of prosperity will occur. See at a glance the fact, though not yet as developed countries, creative economy in Indonesia showed an encouraging development. Creative economy sector contributions provide economic growth amounted to 7% of GDB, able to absorb 11.8 million workforce or of 10.72% of the total national workforce in 2013, as well as contributing to the country's foreign exchange of Rp 119 Trillion or amounting to 5.72% of total national exports. Economic growth that is achieved, does not happen in immediately, there is a process in it. One that is worthy of note is a country become a developed country, closely related to education are applied on the country. They base the efforts on the ability of the nation's children to be independent and innovate based on the technology creation as the competitiveness superiority that called with the education-based enterpreneurship or Technopreneurship [3] II. LITERATURE REVIEW 1.1 Technopreneurship Sukardi says that the word of technopreneurship, presumably invented in Singapore in the 1990s, is the product of thinking to promote the technological entrepreneurship to meet the challenge of the so called New Economy. It is believed that in the new economy environment, there is a need to find a knowledge-based strategic approach to develop a completely new business paradigm. [10] Merriam-Webster Dictionary definition distinguishes technopreneur compared enterpreneur in terms of use of high technology. If the solicitor is defined as someone who organize, create, and take the risks of a business or a corporation, then the Technopreneur is defined as an entrepreneur who in his business involves high technology [11] Gora explains, Technopreneur is defined as an entrepreneur who optimizes all the potential of existing technologies as the basis for the development of a business running. Are Technopreneurship refers to utilization of technology, including information technology, for the development of selfemployment. Further, Gora quote Zimmerer and Scarborough saying that entrepreneurship is the process of organizing and managing risk for a new business, being an entrepreneur is a person who creates a business or business risk with the courage to achieve profits and growth by means of identifying existing opportunities [5] But technopreneur is not just IT-Entrepreneur, entrepreneurial types in terms of technopreneurship here is not only restricted to the entrepreneurial information technology, such as IT vendors, web hosting, or web design, but all types of businesses, such as furniture, electronic, agricultural, industrial, restaurants, super market or craft. So there is a Differentiation between the Technopreneurship & Entrepreneurship, it means Technopreneur builds upon the expertise based on the education and training which he obtained on the bench or lecture from the experiment [5] [12]. A Technopreneur will use the technology as a major element of successful product development, not just networking, lobbying and choosing market demographic. They called the technopreneur is a "Modern Entrepreneur" based technology. Innovation and creativity are very dominating them to produce superior products as the basis for the nation's knowledge-based economic development [6] III. RESEARCH METHODOLOGY This is an analytical study on the development of the competence field of computers and information technology to enhance innovative human resources through the implementation of Technopreneurship Curriculum with qualitative research methods. Qualitative research method is a research method based on the philosophy of postpositivisme, is used to examine the conditions of scientific objects (as his opponent is experiment) where

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researchers are as a key instrument, sampling the data source are executed purposive and snowball, gathering techniques with triangular (combined), the inductive nature of data is analysis/qualitative, the qualitative research results more emphasis on meaning than generalizations. In general the reason using qualitative method because it is not yet clear, problems, holistic, complex, dynamic, and full of meaning so there may be not possible to gathered data on the social situation by the quantitative method research by instruments such as questionnaires, test, interview guidelines [9] The purpose of this study is to produce a lesson learn about competency development of computers and IT field in Higher Education. This study conducted through literature study related to Higher Education Role and sees the current condition, then mapped to the Curriculum implementation, and then performed a data triangulation and conclusion.

Current Condition

Literature review on HE ‘s Role

Trianggulation Method Curriculum implement ation experience

Conclusion / lesson learn

Fig.3.1. Study Methodology This study also followed by literature review related to technopreneurship and Technopreneurship implementation to achieve competency. The aim of this phase is to obtain the overview and advantages of technopreneurship in Indonesia. The results expectation from this curriculum implementation can be a good lesson / good practice for other parties IV. CURRENT CONDITION IN INDONESIA The population of Indonesia has increased steadily each year. In 2009, the population of Indonesia as approximately 231 million. Along with the increasing number of population, the number of labor force also experienced an increase. The high number of work force indicates over-supply of well-educated job seekers. In 2009, the number of labor force reached 113.74 million. The problems start came when an increasing number of the labor force is not proportional to the amount of employment available, thus causing the unemployment rate increases [2] In 2009 alone, there are about 9.26 million people are unemployed and 1.2 million people who are unemployed is a graduate. Phenomenon that occurs today, when the higher the level of education, the higher the inclination to work on other people's jobs created. The unemployment level that continues to grow will affect the increase of the poverty level. The poverty level in 2009 as much as 32.53 million or 15% of population. The unemployment level that continues to grow will affect the increase of poverty level [2] [5] [7] When we look at the composition of the businesses that exists in Indonesia. In 2010, the number of large businesses achieve 2,250,000 businesses, moderate or medium businesses as much as 60.000 businesses, and small or micro businesses 43,220,000 businesses. The number of small or micro businesses is too large, requires creative and innovative technopreneur touches to be able to move the composition towards medium and large businesses. Further, the problems of human resources should also be considered. Estimated of dependency number will continue to grow from 2010-2040: demographic bonus is for economic development, provided that the quality of Human Resource development is done in conjunction, if not precisely will become disastrous demographics. Indonesia has entered a period with this demographic bonus since 2010, this is the main and most important potential in boosting economic growth in Indonesia. However, without reforms in education and the provision of adequate jobs then the demographic bonus can only be a burden and even threatens Indonesia's economic growth. It will be an irony if it happens because we are going to waste this opportunity. The first short-term practical measures to be taken was the preparation of the workfield to reduce unemployment. With adequate employment demographic bonus, will really be a bonus which contributes towards real economic growth [2] [8] Without adequate jobs, the demographic bonus will be a burden with the risks where very large productive population numbers were in fact not productive due to idle. Strategic step was the

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development of human resources. Higher Education have to always look at the trend of global industry needs and brave and able to undertake reform and then to hold educational programs according to needs. In addition to being a center of innovation and technology implementation, the Higher Education Institution is also highly expected to nurture the entrepreneurial potential of his protégé participant so that it can produce graduates who are ready and willing to create jobs. Synergy, and college graduates with skilled graduates from vocational schools will make sure there are no wasted investment. [7] [8] At the same time, Higher Education Institution should also be able to improve the readiness and competitiveness himself to compete at the level region because the education sector included in the service sector that would be freed within the framework of the AEC by 2015. ASEAN Economic Community was implemented in four pillars namely Pillar 1: formation of a single market and production base in ASEAN; Pillar 2: the high competitive power; Pillar 3: region with equitable economic development; and Pillar 4: integration with the world economy. HR development we can map as the one of the key components of the Pillar 1, free flow of skilled labor. We need to recognize the potential for what we have, the opportunities and the threats and then what small steps we can do to support the development of human resources in Indonesia in order to improve the competitiveness to face of skilled labour free-flow within the AEC framework [8]. Graduates with Competencies in Technopreneurship expected can improve the nations competitiveness in the Asean Economic Community. V. The Role Of The Higher Education Institution Answer the challenge over the reality of unemployment and the readiness of the nation's competitiveness in the Asean economic community. The College is obliged to answer the challenge in his role as an educational institution. In the ecosystem of creative industry development also required the support and hard work of multi-party, known as the Quadruple Helix ABCG which is the main generating actors the inception of creativity, ideas, Science [1]. All four of these actors is Academician, Business, Community and Government. In addition to the four actors, digital creative industries also need guidance, training, as well as adequate facilities in the form of a Business Incubator for Startup digital in Indonesia. So the academicians have roles that support the continuation of the creative industries. To produce a skilled workforce, Education Institution in Indonesia know about Indonesian National Qualification Framework (KKNI). Implementation of the Indonesian National Qualification Framework (KKNI) in the world of higher education themselves expressly stated on a National Education Standards as drawn up by the independent Institution - National Professional Certification Bodies- colleges must be implemented or adopt the essense concept of KKNI on any curriculum developed and applied the competency framework in their institution. In other words, Management of Higher Education Institution should begin designing or revise the curriculum models in order to meet this requirement. In reality, the number of Higher Education Institution graduates who become entrepreneurs and capable of creating jobs will likely always be smaller when compared with the number who chose to become labor, be it for government institutions or private companies. Become entrepreneur requires a larger thrust energy, with the cycle from starting to produce a longer, higher risk and peering from behind a promising profit potential. The human instinct to get a sense of security will lead most of the graduates to be quite satisfied with the workforce. There is absolutely nothing wrong with it. In fact, in a proportionate amount, this balance will thus be a good thing. Higher Education Institution need to see that there were 38.2 Million the number of young people in Indonesia and there are a number of 9.26 million, unemployment in Indonesia (BPS). Directorate of higher education noted there were 961.000 total number of unemployed scholars [7]. The time is now to develop curriculum implementation technopreneurship. Technopreneurship based curriculum is expected to be applied by the Higher Education Institution to create of new entrepreneurs that based on knowledge-technology. The purpose of this curriculum design are among others to (1) contribute concretely to anticipate the problem of unemployment; (2) develop an entrepreneurial spirit in the universities; (3) to minimize the gap between understanding an attribute theory and reality practice in business management [10]. With the educational system oriented technopreneurship, linkages among Higher Education

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Institution with the world of work, will be strengthened due to the educational system will steer graduates to apply science and technology that are studied and developed in higher education in the world of work. More than that, this educational system will inculcate and encourage students to early always think and develop creative ideas to design, build, and grow businesses based on the materials of lectures he had learned Technopreneurship education is part of the improvement of qualifications of higher education as a concept of HELTS (Higher Education Long Term Strategy) 2003-2010, with 3 (three) triangular strategic objectives, namely: Autonomy and health organizations to improve competitiveness. Autonomy is the ability of colleges to independent in supporting its activities. If a College required independent, then it should be notable alumni as the output of an independent institution must also be able to independently. The right choice for autonomous, both institutionally as well as the output of graduates, is to develop education Technopreneur, then from the side of teaching will always be developed curriculum and materials that are fit with the real needs of the industrialized world, move faster because of the intense level of competition. While from the side of internal research budget, research will be allocated more to add external research budgets of the parties which require the results of applied research [6]. Another benefit for Higher Education Institution students in the process of implementation Technopreneurship Based Curriculum are: (1) gain insights into alternative professions as entrepreneurs than as economic, manager or accountant or other professional; (2) has sufficient skillbased field of Information Technology; (3) gain basic knowledge in theory and practice of managing a business internship; (4) obtain access to build the networking of business. Although for colleges as a facilitative have role, namely: (1) a form of social responsibility as an educational institution to contribute in overcoming unemployment problem; (2) becomes an important part in the effort to make relation and corporate between educational as institutional and industrial as users; (3) to be one effective strategy to improve the quality of graduates; (4) becomes a vehicle for university community to interact comprised of alumni, students, faculty and staff also general public. In optimizing the role of the technopreneur curriculum, the universities need to design learning activities related such a techno skill based training, apprenticeships and entrepreneurship courses, business consulting and business opportunities [5] moreover, in defining technopreneurship (technology and entrepreneur), it have to watch out for the research and commercialization. Research is the discovery and value to science. Commercialization can be defined as the transfer of research results and technology from laboratory to the marketplace in ways that benefit [10] VI. CURRICULUM IMPLEMENTATION 6.1 Multi-Party Involvement In the development of creative industries as part of ecosystem development. Technopreneurship need support and hard work between the Academician, Business, Community and Government, referred to as Helix, which is the main generating actors to inception of creativity, ideas, and science. A premise that the circulation of the Triple Helix is a field that can move people to enhance creativity, ideas, and skills [4]. The concept of the Triple Helix above later developed into Quadruple Helix by integrating civil society [1] close relationships, mutual support and the symbiosis between the actor's fourth mutualisme is expected to become the growth driving force of a sustainable creative industries. Quadruple Helix can be used to describe the multi-party involvement in building technologybased entrepreneurial ecosystem, and each party has a role. The role of Academia is as a supplier of knowledge and technology developers. The role of academics not only deals with the aspects of teaching and research (supplier of human resource and science and technology), but started to go to the regional economic development, namely creating companies in technology such as the setting up of business incubators. It's this sort of high educational institution called the entrepreneurial university, where utilization of the resulting knowledge and technology can be applied not only to academic development interests solely. Business is role as the entity organization that was created to provide goods or services to the consumer. Businesses generally are owned privately and was formed to generate profits and increases prosperity for its owner, and can be shaped through a sole proprietorship, partnerships, corporations and cooperatives. The role of the Community is not just their Assembly and then make joint activities,

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such as cooperatives and so on. This community has a broader meaning. Just as with digital creative industries. "Tenun Endek" community also need such a creative camp and also creative center. In essence, there must be a 3I should be developed here, namely innovation, incubation, and investment [7] Government's role is as an institution that has a creative industry development authority, either by the Central Government, the synergy between the Central Government and the regions very in need in order to achieve the vision, mission and objectives the development of creative industries. 6.2 Technopreneurship Implementation in STMIK Primakara To translate the needs of the technopreneurship in Indonesia, then as a Higher Education Institution that is responded to the challenge of the present. School of Informatics Management and Computer Primakara, focusing objectives his education on the development of entrepreneurship competence in the field of information technology or technopreneurship as added value, in collaboration with the community, conducting business incubation, as well as the strengthening of innovation in the community. These objectives strengthen the vision of STMIK Primakara to Being Excellent Higher Education that became a national reference in the field of Technopreneurship. Following the development of Technopreneurship competency in Study Program of Information Systems. Qualification is expected, producing graduates with: a. Attitudes and Values  Devoted to God Almighty and is able to show a religious attitude;  Acts as a citizen who is proud of and love for the homeland, as well as a sense of nationalism has a responsibility to the State and nation;  Able to contribute in the improvement of the quality of life of society, nation, and State based on Pancasila;  Upholding human values in carrying out tasks based on morality and ethics;  Able to work together and have a social sensibility as well as the kepedulianterhadap society and the environment;  Able to communicate well and have a soul of leadership;  Appreciate the diversity of cultures, views, religion, and belief, as well as original findings or opinions of others;  Obey the law and discipline in the life of society and State;  Able to internalize values, ethical norms, and academic;  Able to internalize the spirit of self-reliance and struggle. b. The ability of Field Work  Able to identify, formulate, conduct a review of the literature, and analyze complex problems that occur on the company's business processes and governance  Capable of designing information systems that are well researched with a design process, by leveraging information technology, resulting in the design of a reliable and tested, and a resolution of the issues facing the company or Government  Able to present some alternative solutions to design and make a decision based on the consideration of information technology options c. Knowledge Mastery  Master of business administration, business process analysis, Software Development Life Cycle, the latest information technology, master database and audit of information systems, to be able to act as a technopreneur d. Authority and Responsibility  Able to take the right decisions based on the analysis of information and data, and be able to provide guidance in selecting various alternative solutions independently and in groups;  Responsible for own work and may be given the responsibility for the achievement of the Organization's work.

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When the expected qualifications above build relation with the competence of graduates according Indonesian National Qualification Framework as Technopreneur, then relationships as follows: Tabel 6.2.1. RELATIONSHIP COMPETENCIES OF GRADUATES WITH QUALIFICATIONS QUALIFICATIONS COMPETENCY QUALIFICATIONS OF GRADUATES NO

A B C D Generate creative ideas for building and developing √ information systems. 2. Being able to adapt and work with other fields.. √ √ 3. Managerial and leadership ability √ 4. Capable of putting together a business plan √ 5. Able to establish Networking √ 6. Master of occupational health and safety √ * Description: a = attitude and Values, b = the ability of Field work, c = Knowledge mastery, d = authority and Responsibility 1.

Furthermore, in order to produce a graduate Technopreneur, then integrating Courses. Courses organized in nine study substance group, that will support competence of Technopreneur graduates Table 6.2. RELATION OF SUBSTANCE STUDY WITH COURSES THE NAME OF THE COURSES Health & Work Environment Safety

THE SUBSTANCE OF THE STUDY

The Personality Development

Management and business

Information Systems Engineering

Religion Civics & Citizenship Business Administration Management and Organization Business Process Analysis Project management and Risk Enterpreneurship Technopreneurship Technopreneurship Project The Concept Of Information System Analysis Of Information Systems Human Computer Interaction The Design Of Information Systems e-Businness Accounting Information System e-Government Supply Chain Management Testing and implementation of information systems Protection Of Information Assets Governance and Audit Information Systems Enterprise Information System

Data Base

Data Base Systems Data Warehouse & Mining

Information Technology

Introduction To Information Technology Digital Media The Operating System Computer Network

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Programming

Applied Mathematics The Profession Ethics

Inter-personal Skills

Logic & Algorithm Programming Language Object-Oriented Programming Web Programming Visual Programming Mobile Programming Calculus, Linear & Algebra Operational Research Anti-corruption Education Ethics & Professionalism English I Interpersonal Skills English II Scientific Writing & Indonesian Language Research Methodology

So it's not just the qualifications of graduates above aligned with the expected competency. Integration of courses organized in nine substance groups studies, are aligned well with the competence of graduates. So a Technopreneur who pass or graduates will be in accordance with the Indonesian National Qualification Framework. Table 6.2.2 RELATIONSHIP OF GRADUATES COMPETENCIES WITH THE STUDY SUBSTANCE THE SUBSTANCE OF THE STUDY THE COMPETENCE OF GRADUATES 1 2 3 4 5 6 7 8 9 Generate creative ideas for building and developing information systems.

√

Being able to adapt and work with other fields..

√

Managerial and leadership ability

√

√

Capable of putting together a business plan Able to establish Networking

√ √

√ √

√

Master of occupational health and safety

* Description: 1 = Personality Development, 2 = Management and business, 3 = Systems engineering Information, 4 = Database, 5 = Information technology, 6 = Programming, 7 = Applied mathematics, 8 = Profession Ethic, 9 = Inter-personal Skills To strengthen the competence of Technopreneurship as expected, Higher Education Intitution should also induce with Quadruple Helix ABCG as described above, so that multi-party connectedness complement each other. A place that can connect the multi-party is a Innovation Center and Business Incubator that designed to speed up the birth and growth of a Technopreneur.

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In outline the development of competencies with the the multi-party involvement as follows:

Fig. 7.1 Technopreneurship Curriculum Scheme IV. CONCLUSION Based on the above exposure then it can be inferred: a. Curriculum Implementation to develop the competence of Technopreneur will produce a creative generation, innovative, ―risk-taker‖ next-generation, presenting new jobs, narrowing the technology gap, does not rely on developed countries or ready to become producer not only be consumers, utilizing of raw materials from natural resources in Indonesia with more productive, and will save resources or energy that exists in the nation on its own. Graduates with competence Technopreneurship will hopefully improve the competitiveness of Nations in the ASEAN Economic Community b. Qualifying graduates will include attitudes and values, the ability of the field work, the mastery of knowledge, authority and responsibility are developed along with the graduates competence and creating appropriate profile and shaping Indonesian National Qualification Framework on Technopreneur. Courses held also grouped in on study substance to support the competence of graduates, and sync back with the Indonesian National Qualification Framework requirement. c. To sharpen the competence of Technopreneusrsip as expected, the Higher Education Institution must induce a curriculum that has been developeing with Quadruple Helix ABCG, multi-party consisting of Academics, Business, Community and Government connectedness complement each other to support creation of technopreneurship ecosystem. A place to connect the multiparty is Innovation Center and Business Incubator.

REFERENCES

[1] Afonso, O., S. Monteiro., M. Thomson, (2012). A Growth Model for the Quadruple Helix Innovation Theory, Journal of Business Economics and Management, Vol. 13, Issue 4, page 1-31 [2] Diharjo, Kuncoro (2014). Kewirausahaan berbasis Teknologi (Technopreneurship) page 87. Surakarta: UNS Press. [3] Direktorat Akademik (2008). Buku Technopreneurship. page lampiran. Direktorat Jenderal Pendidikan Tinggi. Departemen Pendidikan Nasional [4] Etzkowitz, H & Dizisah,J., (2008). Triple Helix Circulation : the heart of innovation and development, Internal Journal of Tecnology Management and Sustainable Development, Volume 7, page 101-115

[5] Gora, Winastwan (2008). Technopreneurship. Seminar Presentation Edupartner.org di download dari http://gora.wordpress.com pada 18 desember 2015 [6] Joshua, J. Wahyu Nugroho, I Putu Agus Swastika, Ni Made Estiyanti (2015). The Effectiveness Of E-Learning Implementation Using Social Learning Network Schoology On Motivation & Learning Achievement In Stmik Primakara Bali. page 96. Conference: Seminar

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Nasional Pendidikan Teknik Informatika (SENAPATI 2015) Singaraja – Bali, 12 September 2015, At Denpasar, Volume: VI - ISSN 2087-2658 [7] Joshua, JW Nugroho (2016). Primakara Innovation Center Profile. STMIK Primakara, Denpasar. Bali [8] Kompiang, GP (2015). Pembangunan Sumber Daya Manusia (SDM) Dalam Rangka Meningkatkan Daya Saing Indonesia Menghadapi MEA 2015 (page 29). Prosiding Seminar Nasional Pendidikan Teknik Informatika (SENAPATI 2015). Jurusan Pendidikan Teknik Informatika, Fakultas Teknik dan Kejuruan, Universitas Pendidikan Ganesha, Bali.

[9] Sugiyono, Prof. Dr (2009). Metode Penelitian Bisnis (Pendekatan Kualitatif, Kualitatif dan R&D) page 488. Bandung: Alfabeta. [10] Widadie, Fanny (2012). The Revolution Of Education Based Up On Technopreneur: Critical Review of Higher Education towards Based Technopreneurship Curriculum International Technopreneur Conference 2012, Singapore May 07-11th [11] Merriam-Webster (2015).Merriam-Webster Dictionary Online. www.merriam-webster.com, diakses pada 31 Januari 2016 [12] Yahya, Arief (2014). Creativity to Commerce (C2C). Jakarta: PT Gramedia Pustaka Utama.

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