Introduction

Education is one of the efforts to prepare humans to be independent, able to develop their potential, become efficient members of society and be able to participate in building the nation. One of the basic demands faced by the world of education today is the improvement of the quality of education. It arises because of the increasing public awareness in honing individual skills. In accordance with this, University of Jambi as a state university in the Province of Jambi also has a duty in which it has to fulfill the expectations and goals of education in Indonesia. Following Law No. 20 of 2003 concerning the National Education System, Article 3 states that National Education develops capabilities and shapes the character and civilization of a dignified nation in the context of educating the nation, develops the potential of students to become human beings who are devoted to God Almighty, noble manner, healthy, knowledgeable, capable, creative, independent, and become democratic and responsible citizens.

In line with the development of technology in this era, all students of higher education are expected to be eligible in all fields including entrepreneurship so that they can carry on life as citizens who can create job vacancies in various regions in Indonesia, including Jambi Province. The University of Jambi has carried out several policies contained in the university’s vision which prioritizes students' entrepreneurship capabilities that require every study program or major within the university to design a curriculum which includes entrepreneurship courses that combine learning with hands-on practice in the world of work.

Textbooks are one of the media that can make students, including those from higher education, understand what is conveyed by the teacher. A good and easy-to-understand textbook will make it easier for students to understand what they are learning. However, at the University of Jambi, especially in the Civics Study Program, there are no entrepreneurship teaching materials that can support student learning activities in the teaching and learning process in the classroom. The researchers consider that the development of teaching materials for entrepreneurship courses might be able to improve hard skills as technical abilities, along with soft skills to support hard skills possessed by students, either when practicing during learning in the university or when students have graduated from college. This research was conducted so that students can work more efficiently, are quality-oriented, and are committed to achieve the best results. Therefore, researchers are interested in conducting development research by developing entrepreneurship textbooks.

Method

This research is meant to be among Research and Development (R&D) type. Stated by Sugiyono (2011: 333), R&D is a method used to produce certain products and test their effectiveness. In addition, Sunarto (2005: 1) stated that development research is an effort to develop and produce a product in the form of materials, media, or learning strategies, used to overcome learning problems in the classroom/laboratory and not to test theories. In this case, the researchers develop a textbook for entrepreneurship courses for students of the Civics Study Program at the University of Jambi to be able to foster an entrepreneurial spirit.

Research and Discussion

The results of research on this development only cover the stage of testing by material expert for a textbook, namely material expert validation, media validation, and language validation, in which the results of the validator show the feasibility of the textbook that was developed to be tested and implemented to students during the learning process in the Civics Study Program at the University of Jambi.

1) Material Test Validation Results

The material expert validator was Mrs. Dr. Rosmiati, M.Pd. The results of material validation is presented in table 1.

No	Assessment Aspects	Assessment Indicators	Score
1	Content Feasibility Aspect	Material Completeness	4
2		Material Broadness	4
3		Material Profundity	4
4		The Accuracy of Concepts and Definitions	4
5		The Accuracy of Data and Facts	4
6		The Accuracy of Examples and Cases	4
7		The Accuracy of Pictures, Diagrams, and Illustrations	4
8		The Accuracy of Terms	3
9		Daily Activities’ Pictures, Diagrams, and Illustrations	4
10		Implementing the Examples and Cases on Daily Basis	4
11		Inciting Curiosity	4
12		Encouraging One’s Skill in Questioning Things	4
13	Aspects of Feasibility of Presentation	The Concept’s Sequence	4
14		Examples of Questions in Each Learning Activity	3
15		Practice Questions at the End of Each Learning Activity	4
16		Answer Key to Practice Questions	4
17		Introduction	4
18		Glossary	4
19		References	4
20		Students’ Participation	4
21		Interrelation between Learning Activities/Sub-Learning Activities/Paragraphs	3
22		Integrity of Meaning in Learning Activities /Sub- Learning Activities/Paragraphs	3
TOTAL			84

Table 4.1 Material Test Validation Results

Based on table 4.1, the total of assessment scores from material expert validators is 84 out of 22 assessment indicators. The researchers obtained the percentage score of the validator's assessment of the textbook material is 3.8. Thus, the results of the assessment are included in the category 3.40 ≤ N ≤ 4.19 or "Good".

2) Media Test Validation Results

The media expert validator was Mr. Iwan Putra S.E, M.S Ak. The results of media validation are presented in table 4.2.

No	Assessment Indicators	Score
1	Module size conformity with ISO standard	5
2	Size suitability with content material of the module	4
3	The appearance of the layout elements on the front, side, and back covers harmoniously has rhythm and unity, as well as consistency	5
4	The colors of the layout elements are harmonious and clarify the function	3
5	The font size of the module title is more dominant and proportional than the module size, author's name	4
6	Module title color contrasts with background color	5
7	Not Using Too Many Letter Combinations	5
8	Describe the content/teaching materials and reveal the character of the object.	4
9	Shape, color, size, the proportion of objects similar to real size	5
10	Consistent placement of layout elements based on patterns	4
11	The separation between paragraphs is clear	5
12	Printable area and proportional margin	5
13	Spacing between text and illustrations is appropriate	5
14	The title of the learning activity, the subtitle of the learning activity, and the page/folio number	3
15	Illustration and Image Caption	4
16	Placement of decoration/illustration as a background does not interfere with the title, text, page numbers	5
17	The placement of titles, subtitles, illustrations, and image captions does not interfere with understanding	3
18	Not using too many fonts	5
19	The use of letter variations (bold, italic, all capital, small capital) is not excessive	5
20	Normal text array width	5
21	Spacing between lines of normal text arrangement	5
22	Normal letter spacing	5
23	The Level of Titles are clear, consistent and proportional	4
24	Word cutting sign	5
25	Can reveal the meaning of the object	4
26	Accurate and proportional form according to real size	5
27	Creative and dynamic	4
TOTAL		121

Table 4.2 Media Test Validation Results

Based on Table 4.2, the number of assessment scores from media expert validators is 121 out of 27 assessment indicators. The researchers discovered that the percentage score of the validator's assessment of the module media is 4.48. So, the results of the assessment are included in the category 4.20 ≤ N ≤ 5.00 or "Very Good".

3) Language Test Validation Results

The validator of language was Mr. Hilman, S.Pd., M.Pd. The results of language validation are presented in table 4.3

No	Assessment Indicators	Score
1	The Accuracy of Sentence Structures	3
2	The Effectiveness of Sentences	4
3	The Formality of Terms	5
4	The Understanding of messages or information	5
5	The Ability to motivate students	3
6	The Conformity with the intellectual development of students	4
7	The Conformity with the level of emotional development of students	5
8	Grammar Accuracy	3
9	Spelling Accuracy	4
TOTAL		36

Table 4.3 Language Test Validation Results

Based on Table 4.3, the number of assessment scores from the linguist validator is 36 out of 9 assessment indicators. The percentage score obtained from the validator's assessment of the module material was 4. So, the results of the assessment are included in the category 3.40 ≤ N ≤ 4.19 or "Good".

Conclusion

Based on the results of the validators’ assessment, the entrepreneurship textbook is feasible to be tested in small groups before the large group test. It can be implemented during the learning process because from the results of the material expert validators, media and language are in the “Good” or “Very Good” category.

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