Learning outcomes with the application of product based entrepreneurship module in vocational higher education

Yulastri, Asmar; Hidayat, Hendra; Ganefri, Ganefri; Edya, Fuji; Rahmadewi, Reni

doi:10.21831/jpv.v8i2.15310

Cited by 19 publications

(22 citation statements)

References 15 publications

(13 reference statements)

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“…Research related to the practice of teaching in the classroom is actually a lot to do with the practicality of a learning model. Production base learning model with nine stages of production as proposed by [1], [2], [3], [4], [5], [6], [7], [8], [9], [10], [11], [12] already conducted trials to see the practicality of this learning model. This implementation is very important in order to provide and help explanation application of learning models for lecturer and students.…”

Section: Discussionmentioning

confidence: 99%

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

Hidayat

Herawati

Khairul

et al. 2018

int.jour.sci.res.mana

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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.

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Section: Discussionmentioning

confidence: 99%

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

Hidayat

Herawati

Khairul

et al. 2018

int.jour.sci.res.mana

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“…Students who actively generate essential questions related to the planned product related to entrepreneurship lectures indeed tend to improve learning outcomes entrepreneurship [24][25][26][27][28][29][30]. Production-based learning is learning activities that optimize all competencies, to be able to communicate, collaborate, and work in achieving the curriculum and project targets that have commercial potential [22].…”

Section: A Production-based Learning and Its Contribution To Entreprmentioning

confidence: 99%

Contribution of Production-Based Learning, Student Engagement, and Locus of Control towards Entrepreneurship Learning Outcomes in Engineering Education

Yulastri

Hidayat

Ganefri

et al. 2020

Int. J. Adv. Sci. Eng. Inf. Technol.

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This study was motivated by entrepreneurship learning outcomes in engineering education that could not have a significant positive impact on students' interest in entrepreneurship. Currently, entrepreneurship learning is boring, predictable, and has not provided a good learning experience. This study described and tested the contribution of production-based learning, student engagement, and locus of control to entrepreneurship learning outcomes. This research used a quantitative method. The population was all students who take the entrepreneurship course in engineering education for 2,600 people, and the sample is 307 students. The research instruments used a reliable and valid Likert scale and the test for assessing entrepreneurship learning outcomes. Data were analyzed using parametric statistics. The results obtained from this research; there is the contribution of production-based learning, student engagement, and locus of control to the entrepreneurship learning outcome. Production-based learning provides an opportunity for students to be directly involved in a collaborative learning process. Besides, the raising of internal locus of control, for the level of confidence of students in the learning process, has a good impact on the entrepreneurship learning outcome students. The process of learning entrepreneurship by applying production-based learning also becomes more meaningful. It gives an influence on external locus of control, such as job opportunities and readiness in the community to be well open. Thus, it also automatically contributes to the improvement of the quality of graduates in engineering education.

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“…Research on entrepreneurship has been widely studied (Kusumaningrum and Hidayat, 2016;Ganefri et al, 2017a, b;Yulastri et al, 2018;Yuliana, 2017, Yuliana andHidayat et al, 2018). Education and training for entrepreneurship are the process of facilitating individual with the concepts and skills to be able to recognize business opportunities and have the insight, confidence and the ability to act.…”

Section: Review Of the Theory And Entrepreneurship Education In Highementioning

confidence: 99%

“…Given production-based learning facilitates the students to work in working groups and training for teamwork, as well as to foster interest in entrepreneurship (Kusumaningrum and Hidayat, 2016). Entrepreneurial interests that have emerged will have an impact on the seriousness of the students in entrepreneurial learning, so, it has the impact on learning outcomes of entrepreneurship education (Kusumaningrum et al, 2017;Hidayat, 2017a, b;Ganefri et al, 2017;Yulastri and Hidayat, 2017;Yulastri et al, 2018).…”

Section: Student's Personality Related To Entrepreneur Character Withmentioning

confidence: 99%

How Is the Student’s Personality in Implementing Science and Technology for Entrepreneurship Learning with a Production-Based Learning Approach in Higher Education?

Yuliana¹,

Hidayat²

2019

J. Eng. Appl. Sci.

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The abilities to survive and job opportunities for graduates of higher education are now very limited because of the transformation of workers who replaced by many machines and information technology. This study aims to explore and describe the student's personality in the implementation of science and technology for entrepreneurship with a production-based learning approach to higher education. The personality of the students is very determining the direction of success in the future, especially how students think and manage reviews their mindset. Implementation of entrepreneurship education and training in higher education, gradually changing the student's mindset from graduation for seeking work turned into graduation for creating jobs. In entrepreneurship, learning is not only a given theory but also there are skills and practices of entrepreneurship through the approach of the production-based learning in higher education. Method of research used was descriptive quantitative and field observation in depth to 46 students. The personality of the students who are associated with the entrepreneurial character is analyzed from ten aspects roommates are divided into three playing parts, including, communication skills (speaking skills, speaking qualities, speaking content, sense of humor), added value (reliable have been more potential) and teamwork with others (willing to go together). Based on the results of the descriptive statistical analysis with SPSS 17.0, it shows that the personality condition of students in the implementation of science and technology for entrepreneurship with the production-based learning approaches in higher education ware very good. Therefore, it concludes that the personality of students who have the character of entrepreneurship in the development of education and entrepreneurship training in higher education is needed, so, it is expected that the graduates of higher education are able to create jobs.

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Learning outcomes with the application of product based entrepreneurship module in vocational higher education

Abstract: This paper aims to explore and explain the application entrepreneurship module based products in higher vocational education. Methods of the development of this research using stages of Analysis

Cited by 19 publications

References 15 publications

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

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

Contribution of Production-Based Learning, Student Engagement, and Locus of Control towards Entrepreneurship Learning Outcomes in Engineering Education

How Is the Student’s Personality in Implementing Science and Technology for Entrepreneurship Learning with a Production-Based Learning Approach in Higher Education?

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