<![CDATA[Penelitian ini bertujuan untuk: (1) mendeskripsikan efektivitas model AMOVIE dalam meningkatkan kemampuan teacherpreneur; (2) menganalisis dukungan penerapan model AMOVIE; dan (3) mengidentifikasi hambatan untuk menjadi teacherpreneur. Penelitian menggunakan metode deskriptif evaluatif. Populasi penelitian ini adalah seluruh peserta program kemitraan guru SMK dengan DUDI tahun 2014 dan 2015. Sampel ditetapkan menggunakan teknik simple random sampling pada 120 peserta program. Data diperoleh melalui kuesioner, observasi dan dokumentasi. Data dianalisis menggunakan statistik deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan: (1) penerapan model AMOVIE terbukti efektif dapat meningkatkan kemampuan teacherpreneur dari unsur karya inovatif pembelajaran; pengembangan diri, memperoleh penghasilan tambahan dari produksi barang dan jasa; (2) implementasi model AMOVIE mendapat dukungan izin, dana dan bimbingan selama OJT; dan (3) hambatan untuk menjadi teacherpreneurantara lain kurang motivasi pribadi (23,3%); kurang menguasai IPTEK modern (30%); kualitas (78,3%) dan kuantitas (52,05%) sarana dan prasarana untuk praktikum di SMK masih kurang dan beban kerja administrasi sekolah berlebihan (62,5%).Kata kunci: AMT, OJT, visual exhibition, teacherpreuneur EFFECTIVENESS OF AMOVIE MODEL FOR IMPROVING TEACHERPRENEUR CAPABILITYAbstractThe research aims to: (1) determine the effectiveness of the AMOVIE model in enhancing the teacherpreneur capability (2) analyze the support for AMOVIE model implementation; and (3) identify the obstacles to be teacherpreneur. This research used evaluative approach involving 120 participants of a partnership program between vocational teachers with industry. Data were obtained through questionnaires, observation and documentation. Data were analyzed using descriptive quantitative and qualitative techniqques. The results showed: (1) the implementation of the AMOVIE model was effective to improve the teacherpreneur ability in the aspects of inovative work of learning, continuing professional development (CPD), earning extra income from the production of goods and services; (2) the implementation of the AMOVIE model gets support for: permits, funding and guidance for OJT; and (3) the obstacles to be teacherpreneur are: lack of personal motivation (23.3%); not mastering modern science and technology (30%); quality (78.3%) and quantity (52.05%) insufficient facilities and infrastructure in vocational schools, and excessive workload of school administration (62.5%).Keywords: AMT, OJT, Visual exhibition, teacherpreuneur]]>
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