Experiential Learning in Entrepreneurship Teaching: An Evaluation Based on Importance Performance Analysis

Abstract

The quality of entrepreneurship teaching in Vocational High School (VHS) is so low that the use of experiential learning (EL) could be an alternative. To actualize this, a thorough evaluation is imperative as a basis for proper designing of EL. This study aims to analyse the suitability of the implementation of EL in entrepreneurship teaching in VHS using importance performance analysis (IPA). This study was conducted using survey method on four EL components: concrete experience, reflective observation, abstract conceptualization, and active experimentation. The sample consists of 701 VHS students and graduates from seven districts/cities in West Nusa Tenggara, Indonesia. The research data were analysed comparatively and the suitability of the IPA quadrant. The study indicated that EL-based entrepreneurship teaching process did not meet respondents' expectations. All EL components were fully implemented in entrepreneurship teaching. The components in active experimentation aspect are the lowest in implementation. All components in active experimentation and some in other components were categorized as an important aspect of entrepreneurship teaching whose learning achievement are still low. The results of the study are crucial in determining the need to design an entrepreneurship teaching that integrates all four components so as to generate quality graduates.

Navigating the Entrepreneurial Journey: Strategies for Effective Learning Management in Fostering Student Entrepreneurial Talent

“…Entrepreneurship-based learning in vocational high schools offers students a transformative educational experience (Subhani, 2022) rooted in entrepreneurial principles and emphasizing experiential learning, problem-solving, and innovation. Through practical experiences like business plan creation and realworld challenges, students cultivate an entrepreneurial mindset characterized by adaptability, initiative, and opportunity seizing (Bolzani & Luppi, 2021).…”

Students’ Innovativeness in Developing Business: An Empirical Study of Kolb’s Experiential Learning on Entrepreneurship Course

“…Learning experiences are obtained through direct learning in the classroom, environment/society, laboratory, and even directly through internships in the industry/job world (Huisman et al, 2019). EL is also currently a trend used both at the level of schools and at the university level (Oliver et al, 2018), although some of the results of studies by Sukardi et al (2022a;2022b) have not been appropriately implemented. Kolb's EL (1984) model has a cycle with four stages, as also quoted by Sukardi et al (2022a;2022b), which include: (1) concrete experience, which is a real experience to understand concrete reality; (2) reflective observation, where students reflect on the experience; (3) abstract conceptualization, where students construct knowledge based on existing theories including designing experiments; and (4) active experiments, where students do direct research/practices.…”

“…However, college students' innovativeness in developing business products still exhibits many problems affecting their ability to develop start-ups. In entrepreneurship courses, most of the products: are snacks with little to no innovation; have no broad target market; and do not support the economic supremacy in their area (Sukardi et al, 2022a). It impacts the high rate of unemployment among university graduates, which is more than 1 million people (Central Bureau of Statistics, 2022).…”

“…It impacts the high rate of unemployment among university graduates, which is more than 1 million people (Central Bureau of Statistics, 2022). University graduates tend to get their current job instead of becoming an employer or an entrepreneur (Sukardi et al, 2022a;2022b).…”

Analysis of Prospective Teacher Students Errors in Making Math Test Instruments Based on Bloom's Taxonomy Revised

“…Evaluation plays an important role in learning success, especially for teachers. For teachers, evaluation serves as a tool to evaluate the success of learning strategies in achieving learning goals (Evendi and Verawati, 2021;Muji et al, 2021;Sukardi et al, 2022). Evaluations also provide an overview of student performance to map which areas need to be enhanced by adapting learning according to the character of students (Asri et al, 2022;Wuryandani and Herwin, 2021).…”