Model Pembelajaran Berbasis Proyek Dalam Ranah Kewirausahaan

Haq, Syaiful

doi:10.24036/cived.v9i2.117804

Cited by 3 publications

(2 citation statements)

References 7 publications

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“…PjBL is regarded as an instructional framework that integrates entrepreneurial principles into the instruction of technology and programming. Haq [1], Wardana et al [2], and Gieure et al [3] have conducted research that elucidates the correlation between entrepreneurial abilities, education, and entrepreneurial goals.…”

Section: Introductionmentioning

confidence: 99%

An Entrepreneurial Skills Model for Project-Based Learning in Programming

Namruddin,

Syahrul,

Lu’mu

2024

AJESS

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This research aims to: 1) analyse the development needs of the Project Based-Learning based Entrepreneurial Skills Programming model; 2) design a model that supports the integration of entrepreneurial skills into programming learning; 3) assess the validity of the Project Based-Learning based Entrepreneurial Skills Programming model; 4) pilot the model to evaluate the effectiveness of teaching and developing entrepreneurial skills; 5) examine the effectiveness of the Entrepreneurial Skills Programming model; and 6) identify student responses to the Entrepreneurial Skills Programming model. These skills are important to equip students with relevant and appropriate abilities for the dynamic world of work and rapid technological development. The method used is Research and Development (R&D) with a 4D development model approach: Define, Design, Develop, and Disseminate. Data were collected through literature studies, field surveys, and in-depth interviews with stakeholders. The research stages included needs identification, model design, prototype development, and model dissemination. The validity and reliability of the instruments were tested using the Validity Coefficient (Va) and percentage of agreement (PA). The results showed that the developed entrepreneurship model was effective in improving students' entrepreneurial skills, evidenced by the significant improvement in students' learning outcomes and their positive response to the model. The model is considered to add value and increase students' enthusiasm for learning. This confirms the importance of integrating entrepreneurial skills in programming learning to prepare students for the challenges of today's world of work.

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Section: Introductionmentioning

confidence: 99%

An Entrepreneurial Skills Model for Project-Based Learning in Programming

Namruddin,

Syahrul,

Lu’mu

2024

AJESS

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“…The distinguishing factor of this research lies in its focus on integrating two learning models to promote student entrepreneurship. Previous studies, such as those conducted by Haq (2022), solely concentrated on the project-based learning model within the domain of entrepreneurship. Similarly, research by Putri (2022) explored the entrepreneurial abilities and potential of D4 Bachelor of Applied Fashion Design students at Yogyakarta State University's Faculty of Engineering, specifically in terms of promoting and marketing vocational-based products using various online-based digital media.…”

Section: Introductionmentioning

confidence: 99%

Empowering Student Entrepeneurship: A 21st Century Learning Approach using TPACK Integrated PjBL Model

Iskandar

2023

Utamax

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The 21st century presents numerous challenges for students, particularly in developing entrepreneurial skills to thrive in a dynamic job market. This study investigates the efficacy of the TPACK integrated PjBL (Technological Pedagogical Content Knowledge integrated Project-based Learning) model in fostering students' entrepreneurial interests within the context of 21st century learning in Islamic Religious Education. A mixed methods research design was employed, involving data collection, analysis, and integration of quantitative and qualitative methods. The study encompassed 90 third-semester students enrolled in the Islamic Religious Education Study Program at UIN Sulthan Thaha Saifuddin Jambi, utilizing a total sampling technique. Statistical tests were conducted, including preliminary tests such as the Kolmogorov-Smirnov normality test on pretest and posttest data. The findings reveal a significant increase in students' interest in entrepreneurship following the implementation of TPACK-integrated and PjBL-based learning. It is evident that employing the TPACK integrated PjBL model positively influences students' entrepreneurial interest. These results have profound implications for educators and policymakers, highlighting the importance of integrating the TPACK integrated PjBL model within Islamic Religious Education to enhance entrepreneurial skills and better equip students for the competitive job market. Additionally, this study emphasizes the potential for further research on technology-enhanced pedagogical approaches across various educational contexts to foster the development of 21st century skills. The implications of this research provide educators and stakeholders with valuable insights into the utilization of the TPACK integrated PjBL model as a means to empower students' entrepreneurial interests.

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