How is the practicality of technopreneurship Scientific learning model design in vocational higher education?

Abstract

This research is aimed to produce a design of learning model in the form of a practical technopreneurship scientific learning model for learning in higher education of vocational education and training. Type of the research is research and development. It was limited to, identify that technopreneurship scientific learning model is practical, and then the product was tested with users; lecturers and students. The questionnaire for assessing the practicality consisted of level of practicality sheet for the users. This instrument was made by using linkert measuring scale. The practicality sheet covered lecturer and students perception towards technopreneurship scientific learning model. It can be practical if it meets the criteria of aspect which is tested to the lecturer to identify attractiveness aspect, aspects of the development process, aspect of user practicality, aspect of functionality and usability, and the aspect of reliability. The result of the research shows that technopreneurship scientific learning model is practical from the lecturer’s view. Besides, from the students’ view, by identifying the students’ interest, the process of its use, improving students` activeness in learning process, the product is also practical. These research findings prove that technopreneurship scientific learning model is practical and be able to be used in higher education, especially in practice courses which expect the students to produce a good product in the form of prototype, blueprint, and concept. This technopreneurship scientific learning model can be developed and used in different courses based on the learning needs.

Need analysis of the production based entrepreneurship training model: learning entrepreneurship in higher education

“…It also fosters entrepreneurship as a new mindset, and part of entrepreneurial education competencies (Edwards-Schachter, García-Granero, Sánchez-Barrioluengo, Quesada-Pineda, & Amara, 2015) (Karimi, Biemans, Lans, Aazami, & Mulder, 2016), based on learning experiences and training activities (Kakouris, 2017;Robinson et al, 2016). The study shows the importance of learning devices, especially in entrepreneurship (Ganefri et al, 2018;Hidayat, 2017aHidayat, , 2017b, and in understanding as well as developing students' self-potential, such as ethics, character and a sense of responsibility learning (Hidayat, 2017; (Hidayat, Ardi, et al, 2019;Hidayat, Herawati, Hidayati, & Syahmaidi, 2018;Hidayat, Herawati, Tamin, & Syahmaidi, 2018;Kusumaningrum, Ganefri, & Hidayat, 2015;Yulastri & Hidayat, 2017). This indicates that entrepreneurship learning considers need analysis, as well as the objectives, learning tools and characters integrated into the education.…”

Analysis of vocational interests and student’s perception of work-based on society 5.0 towards learning outcomes

“…for students to enter the world of work and be able to live independently (Ganefri et al, 2017;Ganefri et al, 2018), by itself can help the government reduce the unemployment rate and increase state income. One of this independence is through the entrepreneurial competence of engineering education graduates (Hidayat, 2015;Hidayat, 2017aHidayat, , 2017bHidayat, & Yuliana, 2018;Hidayat et al, 2018aHidayat et al, , 2018b. Vocational interests, people who have realistic ideas, are curious about something, find something new, are able to get along with the community, are passionate, and have strong opinions (Holland, 1997).…”

Designing an expert system for determining student learning styles using forward chaining in engineering education

“…Engineering education is an education that prepares graduates to be prepared and able to work in the world of work (Ganefri et al, 2017;Tasrif, 2019;Anwar, 2021). Not only ready to work but with the competence possessed by a graduate of engineering education, required to be able to open employment (Hidayat et al, 2019a(Hidayat et al, , 2019b(Hidayat et al, , 2019cHidayat et al, 2020), and entrepreneurship (Ganefri et al, 2018;Hidayat, 2017aHidayat, , 2017bHidayat, & Yuliana, 2018;Hidayat et al, 2018aHidayat et al, , 2018b. The challenges of global competition and the digital era demanding higher education more seriously to prepare graduates of engineering education (Tasrif et al, 2021).…”