Teacher Empowerment in Creative Economy Education: A Case Study at Sd Ta'mirul Islam Surakarta Indonesia
Bibliographic record
Abstract
Purpose: The purpose of this study is to cultivate entrepreneurial potential in students. The release of such potential could catalyze the natural wave of young entrepreneurs of the future. The successful development of entrepreneurial potential in students requires the quality and professionalism of an educator in nurturing creativity, integrating innovative methodologies, and instilling an understanding of entrepreneurship in students. The role of educators in the transmission of knowledge, ensuring effective and continuous learning, is essential. Methods: This qualitative research adopts a case study approach, collecting data through interviews, observation, and document analysis. To ensure the validity of the data, triangulation is used, combining multiple sources to ensure consistency and validity of the study. Results and Conclusion: Ta'mirul Islam Elementary School in Surakarta City, integrates creative economy education with religious teachings. Creativity must not be allowed to multiply without restraint; This requires internalizing religious values. Internalization of religious values refers to the process by which individuals adopt, understand, and apply religious values in their entrepreneurial endeavours. This internalization will build a moral foundation for engaging in sustainable economic practices that are transparent, honest, fair, and ethical. As a result, the study contributes significantly to the discourse on the intersection of education, entrepreneurship, and religious values. Research implications: The implications of this research are expected to be imitated by teachers in empowering the creative economy in schools. Originality/value: The originality of this research lies in empowering teachers in the implementation of creative economy education: a case study at SD Ta'mirul Islam Surakarta Indonesia.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.012 | 0.004 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".