CIRI-CIRI DAN TAHAP PEMIKIRAN SAINS KEUSAHAWANAN: KESEDIAAN INTEGRASI PEMIKIRAN KEUSAHAWANAN DALAM PROSES PENGAJARAN GURU-GURU SAINS DI MRSM

Abstract

This study was designed to examine the readiness of science teachers in Junior Science College (MRSM) in applying the characteristics and level of entrepreneurial science thinking in teaching. This study used a combination of Model Thought Beyer (1988), Model Plsek Creative Thinking (1997), Model Science Entrepreneurship Lilia et al. (2003) and Learning Theory Behaviorism Thorndike (1913) in assessing any relationship between variables. The sample consisted of 219 MRSM science teachers in Malaysia. The research design for this research is the combination of quantitative and qualitative. The quantitative data analysis involved descriptive statistics (such as mean and standard deviation) and inferential statistics (testing MANOVA, Pearson Correlation and Multiple Regression: Stepwise). The qualitative data was analyzed using the thematic analysis. The study found that the science teachers in MRSM had high characteristics, a high level of entrepreneurial science thinking in teaching and a high willingness to integrate entrepreneurial science thinking in teaching. In addition, there is a significant difference in terms of the level of entrepreneurial science thinking concerning gender. Meanwhile, there are no significant differences in terms of characteristics, level of entrepreneurial science thinking in teaching and willingness to integrate science entrepreneurial thinking in teaching concerning gender and academic back ground. The Pearson correlation analysis showed that the characteristics of entrepreneurs and entrepreneurial science thinking level had a positive impact on the willingness of teachers to integrate entrepreneurial science thinking in teaching. The Multiple Regression test showed that the level of entrepreneurial science thinking contributed 55.4 percent, while, the score for the characteristics of entrepreneurs was only 2.6 percent of the teachers‟ willingness to integrate the entrepreneurial science thinking in their teachings. The factors that contribute to the readiness to integrate entrepreneurial science thinking are skills to innovative ideas, commercialization skills, experimental skills and creative skills.