Evaluation of the Economic Theme in Historical Curriculum in Middle School in Providing Entrepreneurial Spirit Generation
This study aims to assess the mastery of students who study the historical subjects based on the economic title and study the ability of students to absorb the various entrepreneurial concepts. The concept of entrepreneurship can be achieved properly by students because the theme or the economic title is described in various aspects of its importance and also the weakness by the teacher who teaches the subject of history. Through the economic title that contained in the historical curriculum, various economic activities that have become historical materials are taught by historical teachers. The finding shows that there is a lack in the context of the ability of students to study the economic theme as most respondents only master the historical facts and use less of these facts to see the importance of learning the economic themes in historical learning. There are respondents who just state that with a business can generate wealth. However, respondents are less likely to say about raw materials that can be created on different forms of goods through creative ideas. The conclusions from this study found that students studying historical subjects have not reached the level of analysis and evaluated historical facts leading to the mastery of various concepts, especially entrepreneurship. The implication of the study requires that teachers, especially history subject to be taught at school level, not only emphasize historical facts. It is important so that among the student whose studying economic themes in historical subjects in constructing various meanings of career as entrepreneurs in the future. Introduction History subjects become core subjects in primary and secondary schools. History is a discipline that involves events in the past. The historical curriculum in the secondary school of economic themes is a popular theme learned by students. All students must master the facts and interpret the various economic activities whether they occur in Malaysia or overseas. The economic theme in the history subject includes trade, business and entrepreneurial activities that occur in a history context of the world and the regional. Hence the historical subjects International Journal of Academic Research in Business and Social Sciences Vol. 9 No. 7, July, 2019, E ISSN: 2222 6990 (c) 2019 HRMARS 903 should be able to build fundamental awareness to all students that the field of entrepreneurship is an important career in the future. Historical teaching in the 21st century has undergone various changes, especially in teaching methods that involve the cultivation of patriotic attitudes towards the nation, race and religion. Therefore, the ability of the historical subjects in building the entrepreneurial base should be evaluated as this subject is based on the actual events of the past and on the basis of truth. In addition, students need to present ideas to solve problem solving, especially in the field of economics through high order thinking skills. Compared to other theoretical based subjects, historical subjects provide a whole range of new aspects to be generated to see future interests based on predictive, innovative prophecy. Through this valuation it can bring savings to the efforts of the parties to know the characteristics of a student who has a consciousness as an entrepreneur in the future. The economic theme in the history subject allows students to absorb all the historical thinking skills in helping them to have directions after completing their schooling. This is what is expected of the 21st century generation who need to make entrepreneurs as their career. Historical knowledge that learned at the school's level deserves to provide space and an opportunity for students to define their career based on the economic themes embodied in the historical curriculum in secondary and primary schools. Research Issue The historical curriculum that taught in the high school in Malaysia contains a range of historical events whether revolves on theme or title of political, economic and social title. Therefore, the subject of history often leads to boredom for the students as it only discusses the rigid facts. If judged on historical events related to economic themes, there are past events covering agricultural, commercial, business and enterprise activities. However, this does not have much impact on students to look at and evaluate the economic themes to help their thinking to see the future optimistically in their career. The field of entrepreneurship should be imbued with the students as the pattern of development that has changed completely. The basics of change can be scrutinized from historical events that allow students to build various entrepreneurial concepts to enable them to compete and solving problems in their future career. Historical themes that contain the economic themes taught by history teachers need a new approach so that students can absorb high level thinking in the future and are also prepared with challenging careers facing the industrial revolution 4.0. Therefore, the economic theme should be able to provide students who are able to clearly see the economic advancement in the effort to provide a solid entrepreneurial base. Conclusion of Learning Economic Theme in Historical Subjects in Providing the Generation of Entrepreneurship Entrepreneurs not only involve businesses but more than that. Entrepreneurs need creativity in developing business to a higher level as well as the ability to make future expectations of the changes that took place. Therefore, in the Secondary School Standard Curriculum (2015) outlines the following in providing the young generation of entrepreneurship: 1. The application of entrepreneurial elements is to aimed characterizing and entrepreneurship practices into a culture among students. 2. Entrepreneurship features can be applied in teaching and learning through activities that can cultivate attitudes such as diligence, honesty, trust and responsibility as well as developing creative and innovative minds to drive ideas into the marketplace. International Journal of Academic Research in Business and Social Sciences Vol. 9 No. 7, July, 2019, E ISSN: 2222 6990 (c) 2019 HRMARS 904 Based on the above features it is clear that the construction of the entrepreneurship can be realized if the historical teaching based on the economic theme can be generated creatively so as touch the mind of the student to master the important aspects as an entrepreneur. Entrepreneurs are not just doing business matter but entrepreneurs are able to see the history of goods and services for the present and future. Norashidah et. al. (2009) there is a study conducted on entrepreneurial basics that emphasize on entrepreneurial thinking that helps the entrepreneurship mindset to be associated with the experience and knowledge in the classroom that should be used as a teaching material particularly the economic theme. Therefore, historical teachers are urgently required to move history lessons that discuss economic themes in order to raise the idea of entrepreneurship based on the question of accountability based on economic history which will surely tell the history of development as well as changes in economic activity. The answers of the students should be able to be reproduced by teachers based on the value of entrepreneurship that can be expected in the students' minds. Hence the question situation can help the students to come up with ideas about economic developments that requires entrepreneur action. THE THEME OF THE ECONOMIC HISTORY OF FORM2 ECONOMIC ACTIVITIES OF COMMON COMMUNITY The kingdom of Champa, Funan, Angkor, Majapahit and Srivijaya each run agricultural activities due to fertile places and land. Systematic irrigation systems from rivers also play an important role in their agricultural activities. Among the best selling are spices and other crops such as sugarcane, nuts, bananas and coconuts. Each of these big kingdoms has its own port and its traded goods. This active trade attracted the attention of foreign traders to trade in the Malay World. Like the Arabian and Persian governments that carry items such as pottery, perfume, and beads. While Indian traders carry cotton and various precious stones. This expanded trading activity has made the shipbuilding industry more advanced. The community of Malays also master the skills of shipbuilding and skilled in sailing science. Apart from farming, the Malay Kingdom Government is also well known for forest products and marine products. Like agricultural activities, the people of the Malay Kingdom Government only seek forest produce and marine products only for daily necessities, but when the proceeds are more than necessary and excessive, they are then traded. Among the traded forest products are gaharu, bird's nest, cane and lime. While between sea produce is gamat, kelp and pearl. The community of Malays involved in mining and manufacturing activities. Among those who received the welcome of foreign traders were gold, silver and iron ore. While they always make gold jewelery, pottery, coconut vinegar and salt. ECONOMIC ACTIVITIES OF SABAH AND SARAWAK COMMUNITY Daily activities in Sabah and Sarawak are influenced by their terrain. The shape of the face of the earth consists of the coast, the river estuary, and the deep. Peoples are live on the shores usually engage in trading, fishing,making boats, and sago bussiness. Peoples that live in the river valley, do the planting of rice, vegetables and fruits. People who are live in the interior area are engaged in collecting forest products, hunting wild animals and planting paddy. (DSKP Form 2, KPM) International Journal of Academic Research in Business and Social Sciences Vol. 9 No. 7, July, 2019, E ISSN: 2222 6990 (c) 2019 HRMARS 905 The passage above is an example of an economic theme that needs to be learned by form two students and in the event of historical teaching, then the value of e
International Journal of Academic Research in Business and Social Sciences