Cultivating an Entrepreneurial Spirit: Evaluation of Project-Based Learning in Increasing Students' Entrepreneurial Spirit
Keywords:
Entrepreneurial Spirit, Evaluation, Skills Development, Project Based Learning
Abstract
Purpose of the study: The aim of this research is to evaluate the effectiveness of the project-based learning approach in increasing students' entrepreneurial spirit.
Methodology: The type of research used is quantitative research with an experimental design. The research sample was selected from two classes, each consisting of 30 students, so the total sample was 60 people. The data collection technique in this research will use a questionnaire. The data analysis technique in research uses comparative statistics in the form of the T-test.
Main Findings: There is a difference in the entrepreneurial spirit of students who take part in learning with a project-based learning model and students who do not take part in learning with a project-based learning model with a Sig value. < 0.05, namely 0.041.
Novelty/Originality of this study: The novelty of this research is a comprehensive evaluative approach to project-based learning in enhancing students' entrepreneurial spirit, which aims to provide a deeper understanding of its effectiveness.
References
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[17] L. E. Haas and E. Lasley, “A PHENOMENOLOGICAL STUDY OF PEDAGOGICAL CHANGES IN PRESERVICE TEACHERS THROUGH PARTICIPATION IN PROJECT-BASED LEARNING,” Online J. New Horizons Educ., vol. 11, no. 1, pp. 1–58, 2021.
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[23] E. M. Oftedal, T. A. Iakovleva, and L. Foss, “University context matter: An institutional perspective on entrepreneurial intentions of students,” Educ. Train., vol. 60, no. 7–8, pp. 873–890, 2018, doi: 10.1108/ET-06-2016-0098.
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[28] N. Djam’An, Bernard, and Sahid, “Developing Students’ Creativity in Building City Mathematics through Project Based Learning,” J. Phys. Conf. Ser., vol. 1899, no. 1, 2021, doi: 10.1088/1742-6596/1899/1/012147.
[29] M. Baran, M. Baran, F. Karakoyun, and A. Maskan, “The Influence of Project-Based STEM (PjbL-STEM) Applications on the Development of 21st-Century Skills,” J. Turkish Sci. Educ., vol. 18, no. 4, pp. 798–815, 2021, doi: 10.36681/tused.2021.104.
[30] E. Karan and L. Brown, “Enhancing Student’s Problem-solving Skills through Project-based Learning,” J. Probl. Based Learn. High. Educ., vol. 10, no. 1, pp. 74–87, 2022, doi: 10.54337/ojs.jpblhe.v10i1.6887.
[31] S. Y. Chen, C. F. Lai, Y. H. Lai, and Y. S. Su, “Effect of project-based learning on development of students’ creative thinking,” Int. J. Electr. Eng. Educ., vol. 59, no. 3, pp. 232–250, 2022, doi: 10.1177/0020720919846808.
[32] M. Warr and R. E. West, “Bridging academic disciplines with interdisciplinary project-based learning: Challenges and opportunities,” Interdiscip. J. Probl. Learn., vol. 14, no. 1, pp. 1–23, 2020, doi: 10.14434/ijpbl.v14i1.285901.
[33] E. D. Kurniawan, Nopriyanti, and Darlius, “Product-Based Learning to Improve Entrepreneurial Spirit of Students,” in 4th Sriwijaya University Learning and Education International Conference (SULE-IC 2020) Product-Based, 2021, vol. 513, pp. 712–717, doi: 10.2991/assehr.k.201230.186.
[34] D. Hamilton, J. McKechnie, E. Edgerton, and C. Wilson, Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design, vol. 8, no. 1. Springer Berlin Heidelberg, 2021.
[35] K. Liu, Y. Chen, D. Wu, R. Lin, Z. Wang, and L. Pan, “Effects of progressive muscle relaxation on anxiety and sleep quality in patients with COVID-19,” Complement. Ther. Clin. Pract., vol. 39, p. 101132, 2020, doi: 10.1016/j.ctcp.2020.101132.
[36] H. Taherdoost, “Data Collection Methods and Tools for Research; A Step-by-Step Guide to Choose Data Collection Technique for Academic and Business Research Projects,” Int. J. Acad. Res. Manag., vol. 10, no. 1, pp. 10–38, 2021, [Online]. Available: https://hal.science/hal-03741847.
[37] A. Moser and I. Korstjens, “Series: Practical guidance to qualitative research. Part 3: Sampling, data collection and analysis,” Eur. J. Gen. Pract., vol. 24, no. 1, pp. 9–18, 2018, doi: 10.1080/13814788.2017.1375091.
[38] V. K. Singh, P. Singh, M. Karmakar, J. Leta, and P. Mayr, “The journal coverage of Web of Science, Scopus and Dimensions: A comparative analysis,” Scientometrics, vol. 126, no. 6, pp. 5113–5142, 2021, doi: 10.1007/s11192-021-03948-5.
[39] E. C. Too, L. Yujian, S. Njuki, and L. Yingchun, “A comparative study of fine-tuning deep learning models for plant disease identification,” Comput. Electron. Agric., vol. 161, no. March, pp. 272–279, 2019, doi: 10.1016/j.compag.2018.03.032.
[40] E. Arias, V. Barba-Sánchez, C. Carrión, and R. Casado, “Enhancing entrepreneurship education in a master’s degree in computer engineering: A project-based learning approach,” Adm. Sci., vol. 8, no. 4, pp. 1–17, 2018, doi: 10.3390/admsci8040058.
[41] A. D. M. Hawari and A. I. M. Noor, “Project Based Learning Pedagogical Design in STEAM Art Education,” Asian J. Univ. Educ., vol. 16, no. 3, pp. 102–111, 2020, doi: 10.24191/ajue.v16i3.11072.
[42] B. Ngereja, B. Hussein, and B. Andersen, “Does project-based learning (PBL) promote student learning? a performance evaluation,” Educ. Sci., vol. 10, no. 11, pp. 1–15, 2020, doi: 10.3390/educsci10110330.
[43] N. Wijayati, W. Sumarni, and S. Supanti, “Improving Student Creative Thinking Skills Through Project Based Learning,” KnE Soc. Sci., vol. 2019, pp. 408–421, 2019, doi: 10.18502/kss.v3i18.4732.
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Published
2023-12-22
How to Cite
[1]
E. R. Yulandari, T. H. Duc, and S. Somphaiphithak, “Cultivating an Entrepreneurial Spirit: Evaluation of Project-Based Learning in Increasing Students’ Entrepreneurial Spirit ”, Ind. Jou. Edu. Rsc, vol. 4, no. 6, pp. 175-181, Dec. 2023.
Section
Articles
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