Action in the Business Realm: Increasing Students' Entrepreneurial Spirit Through Production Unit-Based Teaching Factory Learning
Keywords:
Entrepreneurial Spirit, Production Unit, Teaching Factory
Abstract
Purpose of the study: The aim of this research is to determine students' entrepreneurial spirit through production unit-based teaching factory learning.
Methodology: The type of research used in this research is quantitative with a quasi-experimental type. The number of samples taken was 60 students consisting of 30 students in class VIII A and 30 students in class VIII B. The data collection technique used included distributing questionnaires. The data analysis technique used in this research is comparative analysis or T-test between class data that implements production unit-based Teaching Factory learning and those that do not.
Main Findings: Based on the results of the T-test carried out, it was found that there was a difference in entrepreneurial spirit between the group who took part in learning at the teaching factory and the group who did not take part.
Novelty/Originality of this study: The novelty of this research is that it explores the transformative potential of production unit-based Teaching Factory learning in fostering a dynamic entrepreneurial spirit among students in the business realm.
References
[1] Suharno, N. A. Pambudi, and B. Harjanto, “Vocational education in Indonesia: History, development, opportunities, and challenges,” Child. Youth Serv. Rev., vol. 115, no. September 2020, p. 105092, 2020, doi: 10.1016/j.childyouth.2020.105092.
[2] H. B. Lund and A. Karlsen, “The importance of vocational education institutions in manufacturing regions: adding content to a broad definition of regional innovation systems,” Ind. Innov., vol. 27, no. 6, pp. 660–679, 2020, doi: 10.1080/13662716.2019.1616534.
[3] A. Lytvyn et al., “Informatization of technical vocational schools: Theoretical foundations and practical approaches,” Educ. Inf. Technol., vol. 25, no. 1, pp. 583–609, 2020, doi: 10.1007/s10639-019-09966-4.
[4] S. Billett, S. Choy, and S. Hodge, “Enhancing the standing of vocational education and the occupations it serves: Australia,” J. Vocat. Educ. Train., vol. 72, no. 2, pp. 270–296, 2020, doi: 10.1080/13636820.2020.1751247.
[5] M. Pilz and J. Regel, “Vocational Education and Training in India: Prospects and Challenges from an Outside Perspective,” Margin, vol. 15, no. 1, pp. 101–121, 2021, doi: 10.1177/0973801020976606.
[6] K. Grundall and A. Mack, “Influencing Students’ Technical Vocational Education and Training Career Path: A Qualitative Research,” Caribb. J. Multidiscip. Stud. Kaydonna Grundall Abede Mack, vol. 2, no. April, pp. 165–198, 2023.
[7] S. Kim, Y. Goh, and J. H. B. Kang, “Moving toward a common goal via cross-sector collaboration: lessons learned from SARS to COVID-19 in Singapore,” Global. Health, vol. 18, no. 1, pp. 1–18, 2022, doi: 10.1186/s12992-022-00873-x.
[8] M. Ali, D. Mardapi, and T. Koehler, “Identification Key Factor in Link and Match Between Technical and Vocational Education and Training with Industry Needs in Indonesia,” in International Conference on Online and Blended Learning 2019 (ICOBL 2019) Identi, 2020, vol. 440, no. Icobl 2019, pp. 241–245, doi: 10.2991/assehr.k.200521.053.
[9] C. Wongwatkit, N. Thongsibsong, T. Chomngern, and S. Thavorn, “The Future of Connectivist Learning with the Potential of Emerging Technologies and AI in Thailand : Trends , Applications , and Challenges in Shaping Education,” J. Comput. Assist. Learn., vol. 1, pp. 122–155, 2023.
[10] E. F. Amissah, A. Opoku Mensah, I. Mensah, and E. Gamor, “Students’ Perceptions of Careers in Ghana’s Hospitality and Tourism Industry,” J. Hosp. Tour. Educ., vol. 32, no. 1, pp. 1–13, 2020, doi: 10.1080/10963758.2019.1654884.
[11] C. King, J. M. Madera, L. Lee, E. Murillo, T. Baum, and D. Solnet, “Reimagining attraction and retention of hospitality management talent– A multilevel identity perspective,” J. Bus. Res., vol. 136, pp. 251–262, 2021, doi: 10.1016/j.jbusres.2021.07.044.
[12] M. Gebbels, X. Gao, and W. Cai, “Let ’ s not just ‘ talk ’ about it : reflections on women ’ s career development in hospitality Abstract,” Int. J. Contemp. Hosp. Manag., vol. 32, no. 11, pp. 3623–3643, 2020.
[13] R. N. Ushakov, E. M. Kryukova, V. S. Khetagurova, I. V. Mukhomorova, and V. V. Zelenov, “Efficiency of Hotel Management. Training of Specialists in Hotel Industry Field Roman,” J. Environ. Manag. Tour., vol. 2, no. 42, pp. 388–395, 2018, doi: 10.14505/jemt.v11.2(42).17.
[14] M. Waqanimaravu and C. N. Arasanmi, “Employee training and service quality in the hospitality industry,” J. Foodserv. Bus. Res., vol. 23, no. 3, pp. 216–227, 2020, doi: 10.1080/15378020.2020.1724850.
[15] A. K. Pusiran, Y. Janin, S. Ismail, and L. J. Dalinting, “Hospitality internship program insights,” Worldw. Hosp. Tour. Themes, vol. 12, no. 2, pp. 155–164, 2020, doi: 10.1108/WHATT-12-2019-0079.
[16] E. Marinakou, “Hotel internships and student satisfaction as key determinant to career intention,” J. Tour. Res., vol. 25, p. 42, 2020.
[17] C. Bilsland, H. Nagy, and P. Smith, “Virtual internships and work-integrated learning in hospitality and tourism in a post-COVID-19 world,” Int. J. Work. Learn., vol. 21, no. 4, pp. 425–437, 2020.
[18] H. Qu, X. Y. Leung, S. (Sam) Huang, and J. He, “Factors affecting hotel interns’ satisfaction with internship experience and career intention in China,” J. Hosp. Leis. Sport Tour. Educ., vol. 28, 2021, doi: 10.1016/j.jhlste.2021.100311.
[19] N. C. Shereni, “The Role of Technical and Vocational Education and Training (TVET) in Restoring Hospitality Sector Specific Skills in Zimbabwe: A Students’ Perspective,” J. Hosp. Tour. Educ., vol. 32, no. 3, pp. 133–141, 2020, doi: 10.1080/10963758.2019.1655434.
[20] M. Gabriel and W. Aguilar, “Tourism and hospitality management degrees as perceived by the industry: a necessity or just a worthless option,” Int. Res. J. Soc. Sci., vol. 10, no. 3, pp. 1–7, 2021.
[21] G. Nakipova, Z. Arynova, E. Kunyazov, V. Berezyuk, A. Zhunusova, and B. Syzdykbayeva, “Influence of Human Capital on the Development of Tourism Industry,” J. Environ. Manag. Tour., vol. 6, no. 54, pp. 1694–1706, 2018, doi: 10.14505/jemt.v12.6(54).25.
[22] A. Patiar et al., “Hospitality Students’ Acquisition of Knowledge and Skills through a Virtual Field Trip Experience,” J. Hosp. Tour. Educ., vol. 33, no. 1, pp. 14–28, 2021, doi: 10.1080/10963758.2020.1726768.
[23] D. J. Bell, M. M. Self, F. Conway, J. J. Washburn, and F. Crepeau-Hobson, “Health Service Psychology Education and Training in the Time of COVID-19: Challenges and Opportunities,” Am. Psychol., vol. 75, no. 7, p. 919, 2020.
[24] A. Sutiadiningsih and T. Mahfud, “Can the teaching factory model improve the entrepreneurial intentions of vocational high school students?,” Int. J. Eval. Res. Educ., vol. 12, no. 3, pp. 1654–1662, 2023, doi: 10.11591/ijere.v12i3.25652.
[25] H. Maksum, W. Purwanto, S. Siman, D. Ampera, D. Yuvenda, and H. Hasan, “Improving Problem-Solving and Communication Skills in Automotive Vocational Education through the Development of Teaching Factory Model with Problem-Based Learning (TEFA-PBL) Concept,” Int. J. Educ. Math. Sci. Technol., vol. 12, no. 2, pp. 364–386, 2023, doi: 10.46328/ijemst.3941.
[26] E. Diwangkoro and S. Soenarto, “Development of teaching factory learning models in vocational schools,” in Journal of Physics: Conference Series, 2020, vol. 1456, no. 1, pp. 1–5, doi: 10.1088/1742-6596/1456/1/012046.
[27] J. J. Fuertes, M. Á. Prada, J. R. Rodríguez-Ossorio, R. González-Herbón, D. Pérez, and M. Domínguez, “Environment for Education on Industry 4.0,” IEEE Access, vol. 9, pp. 144395–144405, 2021, doi: 10.1109/ACCESS.2021.3120517.
[28] M. Rangraz and L. Pareto, “Workplace work-integrated learning: supporting industry 4.0 transformation for small manufacturing plants by reskilling staff,” Int. J. Lifelong Educ., vol. 40, no. 1, pp. 5–22, 2021, doi: 10.1080/02601370.2020.1867249.
[29] J. Reyes, J. Mula, and M. Díaz-Madroñero, “Development of a conceptual model for lean supply chain planning in industry 4.0: multidimensional analysis for operations management,” Prod. Plan. Control, vol. 34, no. 12, pp. 1209–1224, 2023, doi: 10.1080/09537287.2021.1993373.
[30] P. Helo and Y. Hao, “Artificial intelligence in operations management and supply chain management: an exploratory case study,” Prod. Plan. Control, vol. 33, no. 16, pp. 1573–1590, 2022, doi: 10.1080/09537287.2021.1882690.
[31] O. S. Al-Kwifi, T. Tien Khoa, V. Ongsakul, and Z. U. Ahmed, “Determinants of female entrepreneurship success across Saudi Arabia,” J. Transnatl. Manag., vol. 25, no. 1, pp. 3–29, 2020, doi: 10.1080/15475778.2019.1682769.
[32] M. F. Shahzad, K. I. Khan, S. Saleem, and T. Rashid, “What factors affect the entrepreneurial intention to start-ups? The role of entrepreneurial skills, propensity to take risks, and innovativeness in open business models,” J. Open Innov. Technol. Mark. Complex., vol. 7, no. 3, p. 173, 2021, doi: 10.3390/JOITMC7030173.
[33] R. Indriyani, R. Cindy Darmawan, and A. Gougui, “Entrepreneurial Spirit Among University Students in Indonesia,” SHS Web Conf., vol. 76, p. 01042, 2020, doi: 10.1051/shsconf/20207601042.
[34] A. Krisnaresanti, K. O. Julialevi, L. R. Naufalin, and A. Dinanti, “ANALYSIS OF ENTREPRENEURSHIP EDUCATION IN CREATING NEW ENTREPRENEURS,” Int. J. Entrep. Knowl., vol. 8, no. 2, pp. 67–76, 2020, doi: 10.37335/ijek.v8i2.112.
[35] A. Prianto, Winardi, and U. N. Qomariyah, “The Effect of the Implementation of Teaching Factory and Its Learning Involvement toward Work Readiness of Vocational School Graduates,” Int. J. Instr., vol. 14, no. 1, pp. 283–302, 2020, doi: 10.29333/IJI.2021.14117A.
[36] E. O. M. Anwas et al., “Implementing Student Softskills Through Vocational School Textbooks And Adapt To Work,” ONOMÁZEIN, vol. 62, no. December, pp. 1180–1191, 2023.
[37] M. Mastur, “Implementasi Model Pembelajaran Teaching Factory (TeFa) untuk Menanamkan Jiwa Kewirausahaan Siswa Kelas XII Tata Busana SMK Negeri 1 Sumbawa Besar,” JIIP - J. Ilm. Ilmu Pendidik., vol. 6, no. 4, pp. 2346–2353, 2023, doi: 10.54371/jiip.v6i4.1528.
[38] M. Gopalan, K. Rosinger, and J. Bin Ahn, “Use of Quasi-Experimental Research Designs in Education Research: Growth, Promise, and Challenges,” Rev. Res. Educ., vol. 44, no. 1, pp. 218–243, 2020, doi: 10.3102/0091732X20903302.
[39] A. Gendźwiłł, A. Kurniewicz, and P. Swianiewicz, “The impact of municipal territorial reforms on the economic performance of local governments. A systematic review of quasi-experimental studies,” Sp. Polity, vol. 25, no. 1, pp. 37–56, 2021, doi: 10.1080/13562576.2020.1747420.
[40] F. M. Manshur and H. Husni, “Promoting Religious Moderation through Literary-based Learning: A Quasi-Experimental Study,” Int. J. Adv. Sci. Technol., vol. 29, no. 6, pp. 5849–5855, 2020.
[41] M. Akdere, K. Acheson-Clair, and Y. Jiang, “An examination of the effectiveness of virtual reality technology for intercultural competence development,” International Journal of Intercultural Relations, vol. 82. The Authors, pp. 109–120, 2021, doi: 10.1016/j.ijintrel.2021.03.009.
[42] U. Murugesan, P. Subramanian, S. Srivastava, and A. Dwivedi, “A study of Artificial Intelligence impacts on Human Resource Digitalization in Industry 4.0,” Decis. Anal. J., vol. 7, no. February, p. 100249, 2023, doi: 10.1016/j.dajour.2023.100249.
[43] F. Orcan, “Parametric or Non-parametric: Skewness to Test Normality for Mean Comparison,” Int. J. Assess. Tools Educ., vol. 7, no. 2, pp. 255–265, 2020, doi: 10.21449/ijate.656077.
[44] M. Tsagris, A. Alenazi, K. M. Verrou, and N. Pandis, “Hypothesis testing for two population means: parametric or non-parametric test?,” J. Stat. Comput. Simul., vol. 90, no. 2, pp. 252–270, 2020, doi: 10.1080/00949655.2019.1677659.
[45] A. Kumar and D. K. Misra, “A Review on the Statistical Methods and Implementation to Homogeneity Assessment of Certified Reference Materials in Relation to Uncertainty,” Mapan - J. Metrol. Soc. India, vol. 35, no. 3, pp. 457–470, 2020, doi: 10.1007/s12647-020-00383-4.
[46] C. A. Toledo, “Role Play: Actualizing the IEP Meeting for Pre-Service Teachers,” Qual. Rep., vol. 28, no. 1, pp. 92–109, 2023, doi: 10.46743/2160-3715/2023.5635.
[47] M. Khambali, F. Rokhman, A. Yulianto, and I. M. Sudana, “Influence Of Academic Qualifications, Lecturer Competencies And Curriculum On Student Learning Achievement Through Teaching Factory,” Multicult. Educ., vol. 8, no. 8, pp. 19–24, 2022, doi: 10.5281/zenodo.6954101.
[48] A. M. Corbacho et al., “Interdisciplinary higher education with a focus on academic motivation and teamwork diversity,” Int. J. Educ. Res. Open, vol. 2, p. 100062, 2021, doi: 10.1016/j.ijedro.2021.100062.
[49] R. Moirano, M. A. Sánchez, and L. Štěpánek, “Creative interdisciplinary collaboration: A systematic literature review,” Think. Ski. Creat. J., vol. 35, no. December, pp. 1–14, 2020.
[50] T. Tang, V. Vezzani, and V. Eriksson, “Developing Critical Thinking, Collective Creativity Skills and Problem-solving through Playful Design Jams,” Think. Ski. Creat. J., vol. 37, 2020, doi: https://doi.org/10.1016/j.tsc.2020.100696.
[2] H. B. Lund and A. Karlsen, “The importance of vocational education institutions in manufacturing regions: adding content to a broad definition of regional innovation systems,” Ind. Innov., vol. 27, no. 6, pp. 660–679, 2020, doi: 10.1080/13662716.2019.1616534.
[3] A. Lytvyn et al., “Informatization of technical vocational schools: Theoretical foundations and practical approaches,” Educ. Inf. Technol., vol. 25, no. 1, pp. 583–609, 2020, doi: 10.1007/s10639-019-09966-4.
[4] S. Billett, S. Choy, and S. Hodge, “Enhancing the standing of vocational education and the occupations it serves: Australia,” J. Vocat. Educ. Train., vol. 72, no. 2, pp. 270–296, 2020, doi: 10.1080/13636820.2020.1751247.
[5] M. Pilz and J. Regel, “Vocational Education and Training in India: Prospects and Challenges from an Outside Perspective,” Margin, vol. 15, no. 1, pp. 101–121, 2021, doi: 10.1177/0973801020976606.
[6] K. Grundall and A. Mack, “Influencing Students’ Technical Vocational Education and Training Career Path: A Qualitative Research,” Caribb. J. Multidiscip. Stud. Kaydonna Grundall Abede Mack, vol. 2, no. April, pp. 165–198, 2023.
[7] S. Kim, Y. Goh, and J. H. B. Kang, “Moving toward a common goal via cross-sector collaboration: lessons learned from SARS to COVID-19 in Singapore,” Global. Health, vol. 18, no. 1, pp. 1–18, 2022, doi: 10.1186/s12992-022-00873-x.
[8] M. Ali, D. Mardapi, and T. Koehler, “Identification Key Factor in Link and Match Between Technical and Vocational Education and Training with Industry Needs in Indonesia,” in International Conference on Online and Blended Learning 2019 (ICOBL 2019) Identi, 2020, vol. 440, no. Icobl 2019, pp. 241–245, doi: 10.2991/assehr.k.200521.053.
[9] C. Wongwatkit, N. Thongsibsong, T. Chomngern, and S. Thavorn, “The Future of Connectivist Learning with the Potential of Emerging Technologies and AI in Thailand : Trends , Applications , and Challenges in Shaping Education,” J. Comput. Assist. Learn., vol. 1, pp. 122–155, 2023.
[10] E. F. Amissah, A. Opoku Mensah, I. Mensah, and E. Gamor, “Students’ Perceptions of Careers in Ghana’s Hospitality and Tourism Industry,” J. Hosp. Tour. Educ., vol. 32, no. 1, pp. 1–13, 2020, doi: 10.1080/10963758.2019.1654884.
[11] C. King, J. M. Madera, L. Lee, E. Murillo, T. Baum, and D. Solnet, “Reimagining attraction and retention of hospitality management talent– A multilevel identity perspective,” J. Bus. Res., vol. 136, pp. 251–262, 2021, doi: 10.1016/j.jbusres.2021.07.044.
[12] M. Gebbels, X. Gao, and W. Cai, “Let ’ s not just ‘ talk ’ about it : reflections on women ’ s career development in hospitality Abstract,” Int. J. Contemp. Hosp. Manag., vol. 32, no. 11, pp. 3623–3643, 2020.
[13] R. N. Ushakov, E. M. Kryukova, V. S. Khetagurova, I. V. Mukhomorova, and V. V. Zelenov, “Efficiency of Hotel Management. Training of Specialists in Hotel Industry Field Roman,” J. Environ. Manag. Tour., vol. 2, no. 42, pp. 388–395, 2018, doi: 10.14505/jemt.v11.2(42).17.
[14] M. Waqanimaravu and C. N. Arasanmi, “Employee training and service quality in the hospitality industry,” J. Foodserv. Bus. Res., vol. 23, no. 3, pp. 216–227, 2020, doi: 10.1080/15378020.2020.1724850.
[15] A. K. Pusiran, Y. Janin, S. Ismail, and L. J. Dalinting, “Hospitality internship program insights,” Worldw. Hosp. Tour. Themes, vol. 12, no. 2, pp. 155–164, 2020, doi: 10.1108/WHATT-12-2019-0079.
[16] E. Marinakou, “Hotel internships and student satisfaction as key determinant to career intention,” J. Tour. Res., vol. 25, p. 42, 2020.
[17] C. Bilsland, H. Nagy, and P. Smith, “Virtual internships and work-integrated learning in hospitality and tourism in a post-COVID-19 world,” Int. J. Work. Learn., vol. 21, no. 4, pp. 425–437, 2020.
[18] H. Qu, X. Y. Leung, S. (Sam) Huang, and J. He, “Factors affecting hotel interns’ satisfaction with internship experience and career intention in China,” J. Hosp. Leis. Sport Tour. Educ., vol. 28, 2021, doi: 10.1016/j.jhlste.2021.100311.
[19] N. C. Shereni, “The Role of Technical and Vocational Education and Training (TVET) in Restoring Hospitality Sector Specific Skills in Zimbabwe: A Students’ Perspective,” J. Hosp. Tour. Educ., vol. 32, no. 3, pp. 133–141, 2020, doi: 10.1080/10963758.2019.1655434.
[20] M. Gabriel and W. Aguilar, “Tourism and hospitality management degrees as perceived by the industry: a necessity or just a worthless option,” Int. Res. J. Soc. Sci., vol. 10, no. 3, pp. 1–7, 2021.
[21] G. Nakipova, Z. Arynova, E. Kunyazov, V. Berezyuk, A. Zhunusova, and B. Syzdykbayeva, “Influence of Human Capital on the Development of Tourism Industry,” J. Environ. Manag. Tour., vol. 6, no. 54, pp. 1694–1706, 2018, doi: 10.14505/jemt.v12.6(54).25.
[22] A. Patiar et al., “Hospitality Students’ Acquisition of Knowledge and Skills through a Virtual Field Trip Experience,” J. Hosp. Tour. Educ., vol. 33, no. 1, pp. 14–28, 2021, doi: 10.1080/10963758.2020.1726768.
[23] D. J. Bell, M. M. Self, F. Conway, J. J. Washburn, and F. Crepeau-Hobson, “Health Service Psychology Education and Training in the Time of COVID-19: Challenges and Opportunities,” Am. Psychol., vol. 75, no. 7, p. 919, 2020.
[24] A. Sutiadiningsih and T. Mahfud, “Can the teaching factory model improve the entrepreneurial intentions of vocational high school students?,” Int. J. Eval. Res. Educ., vol. 12, no. 3, pp. 1654–1662, 2023, doi: 10.11591/ijere.v12i3.25652.
[25] H. Maksum, W. Purwanto, S. Siman, D. Ampera, D. Yuvenda, and H. Hasan, “Improving Problem-Solving and Communication Skills in Automotive Vocational Education through the Development of Teaching Factory Model with Problem-Based Learning (TEFA-PBL) Concept,” Int. J. Educ. Math. Sci. Technol., vol. 12, no. 2, pp. 364–386, 2023, doi: 10.46328/ijemst.3941.
[26] E. Diwangkoro and S. Soenarto, “Development of teaching factory learning models in vocational schools,” in Journal of Physics: Conference Series, 2020, vol. 1456, no. 1, pp. 1–5, doi: 10.1088/1742-6596/1456/1/012046.
[27] J. J. Fuertes, M. Á. Prada, J. R. Rodríguez-Ossorio, R. González-Herbón, D. Pérez, and M. Domínguez, “Environment for Education on Industry 4.0,” IEEE Access, vol. 9, pp. 144395–144405, 2021, doi: 10.1109/ACCESS.2021.3120517.
[28] M. Rangraz and L. Pareto, “Workplace work-integrated learning: supporting industry 4.0 transformation for small manufacturing plants by reskilling staff,” Int. J. Lifelong Educ., vol. 40, no. 1, pp. 5–22, 2021, doi: 10.1080/02601370.2020.1867249.
[29] J. Reyes, J. Mula, and M. Díaz-Madroñero, “Development of a conceptual model for lean supply chain planning in industry 4.0: multidimensional analysis for operations management,” Prod. Plan. Control, vol. 34, no. 12, pp. 1209–1224, 2023, doi: 10.1080/09537287.2021.1993373.
[30] P. Helo and Y. Hao, “Artificial intelligence in operations management and supply chain management: an exploratory case study,” Prod. Plan. Control, vol. 33, no. 16, pp. 1573–1590, 2022, doi: 10.1080/09537287.2021.1882690.
[31] O. S. Al-Kwifi, T. Tien Khoa, V. Ongsakul, and Z. U. Ahmed, “Determinants of female entrepreneurship success across Saudi Arabia,” J. Transnatl. Manag., vol. 25, no. 1, pp. 3–29, 2020, doi: 10.1080/15475778.2019.1682769.
[32] M. F. Shahzad, K. I. Khan, S. Saleem, and T. Rashid, “What factors affect the entrepreneurial intention to start-ups? The role of entrepreneurial skills, propensity to take risks, and innovativeness in open business models,” J. Open Innov. Technol. Mark. Complex., vol. 7, no. 3, p. 173, 2021, doi: 10.3390/JOITMC7030173.
[33] R. Indriyani, R. Cindy Darmawan, and A. Gougui, “Entrepreneurial Spirit Among University Students in Indonesia,” SHS Web Conf., vol. 76, p. 01042, 2020, doi: 10.1051/shsconf/20207601042.
[34] A. Krisnaresanti, K. O. Julialevi, L. R. Naufalin, and A. Dinanti, “ANALYSIS OF ENTREPRENEURSHIP EDUCATION IN CREATING NEW ENTREPRENEURS,” Int. J. Entrep. Knowl., vol. 8, no. 2, pp. 67–76, 2020, doi: 10.37335/ijek.v8i2.112.
[35] A. Prianto, Winardi, and U. N. Qomariyah, “The Effect of the Implementation of Teaching Factory and Its Learning Involvement toward Work Readiness of Vocational School Graduates,” Int. J. Instr., vol. 14, no. 1, pp. 283–302, 2020, doi: 10.29333/IJI.2021.14117A.
[36] E. O. M. Anwas et al., “Implementing Student Softskills Through Vocational School Textbooks And Adapt To Work,” ONOMÁZEIN, vol. 62, no. December, pp. 1180–1191, 2023.
[37] M. Mastur, “Implementasi Model Pembelajaran Teaching Factory (TeFa) untuk Menanamkan Jiwa Kewirausahaan Siswa Kelas XII Tata Busana SMK Negeri 1 Sumbawa Besar,” JIIP - J. Ilm. Ilmu Pendidik., vol. 6, no. 4, pp. 2346–2353, 2023, doi: 10.54371/jiip.v6i4.1528.
[38] M. Gopalan, K. Rosinger, and J. Bin Ahn, “Use of Quasi-Experimental Research Designs in Education Research: Growth, Promise, and Challenges,” Rev. Res. Educ., vol. 44, no. 1, pp. 218–243, 2020, doi: 10.3102/0091732X20903302.
[39] A. Gendźwiłł, A. Kurniewicz, and P. Swianiewicz, “The impact of municipal territorial reforms on the economic performance of local governments. A systematic review of quasi-experimental studies,” Sp. Polity, vol. 25, no. 1, pp. 37–56, 2021, doi: 10.1080/13562576.2020.1747420.
[40] F. M. Manshur and H. Husni, “Promoting Religious Moderation through Literary-based Learning: A Quasi-Experimental Study,” Int. J. Adv. Sci. Technol., vol. 29, no. 6, pp. 5849–5855, 2020.
[41] M. Akdere, K. Acheson-Clair, and Y. Jiang, “An examination of the effectiveness of virtual reality technology for intercultural competence development,” International Journal of Intercultural Relations, vol. 82. The Authors, pp. 109–120, 2021, doi: 10.1016/j.ijintrel.2021.03.009.
[42] U. Murugesan, P. Subramanian, S. Srivastava, and A. Dwivedi, “A study of Artificial Intelligence impacts on Human Resource Digitalization in Industry 4.0,” Decis. Anal. J., vol. 7, no. February, p. 100249, 2023, doi: 10.1016/j.dajour.2023.100249.
[43] F. Orcan, “Parametric or Non-parametric: Skewness to Test Normality for Mean Comparison,” Int. J. Assess. Tools Educ., vol. 7, no. 2, pp. 255–265, 2020, doi: 10.21449/ijate.656077.
[44] M. Tsagris, A. Alenazi, K. M. Verrou, and N. Pandis, “Hypothesis testing for two population means: parametric or non-parametric test?,” J. Stat. Comput. Simul., vol. 90, no. 2, pp. 252–270, 2020, doi: 10.1080/00949655.2019.1677659.
[45] A. Kumar and D. K. Misra, “A Review on the Statistical Methods and Implementation to Homogeneity Assessment of Certified Reference Materials in Relation to Uncertainty,” Mapan - J. Metrol. Soc. India, vol. 35, no. 3, pp. 457–470, 2020, doi: 10.1007/s12647-020-00383-4.
[46] C. A. Toledo, “Role Play: Actualizing the IEP Meeting for Pre-Service Teachers,” Qual. Rep., vol. 28, no. 1, pp. 92–109, 2023, doi: 10.46743/2160-3715/2023.5635.
[47] M. Khambali, F. Rokhman, A. Yulianto, and I. M. Sudana, “Influence Of Academic Qualifications, Lecturer Competencies And Curriculum On Student Learning Achievement Through Teaching Factory,” Multicult. Educ., vol. 8, no. 8, pp. 19–24, 2022, doi: 10.5281/zenodo.6954101.
[48] A. M. Corbacho et al., “Interdisciplinary higher education with a focus on academic motivation and teamwork diversity,” Int. J. Educ. Res. Open, vol. 2, p. 100062, 2021, doi: 10.1016/j.ijedro.2021.100062.
[49] R. Moirano, M. A. Sánchez, and L. Štěpánek, “Creative interdisciplinary collaboration: A systematic literature review,” Think. Ski. Creat. J., vol. 35, no. December, pp. 1–14, 2020.
[50] T. Tang, V. Vezzani, and V. Eriksson, “Developing Critical Thinking, Collective Creativity Skills and Problem-solving through Playful Design Jams,” Think. Ski. Creat. J., vol. 37, 2020, doi: https://doi.org/10.1016/j.tsc.2020.100696.
Published
2023-11-20
How to Cite
[1]
W. N. Puspita, D. T. Huong, and P. Poonseripipat, “Action in the Business Realm: Increasing Students’ Entrepreneurial Spirit Through Production Unit-Based Teaching Factory Learning”, Jo. Soc. Know. Ed, vol. 4, no. 4, pp. 172-178, Nov. 2023.
Section
Articles
Copyright (c) 2023 Wahyu Nia Puspita,Do Thuy Huong,Pattamanan Poonseripipat
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Journal of social knowledge education (JSKE) is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
