Developing Instruments to Measure Studentsâ€™ Logical, Critical, and Creative Thinking Competences for Bung Hatta University Students

Amrina, Zulfa; Desfitri, Rita; Zuzano, Fazri; Wahyuni, Yusri; Hidayat, Hendra; Anggraini‬, Anna Maria Tri

doi:10.14419/ijet.v7i4.9.20633

Cited by 12 publications

(9 citation statements)

References 1 publication

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“…In addition, the entrepreneurship teaching model is also very important especially in engineering education, technopreneurship scientific learning is one of the entrepreneurship teaching models in engineering education [10], that students are trained to actively carry out activities to explore and produce products from the engineering skills possessed [11] - [13]. This process shapes students to be creative, logical and able to solve problems [14].…”

Section: B Technopreneurship Scientific Learningmentioning

confidence: 99%

Implementation of Technopreneurship Scientific Learning for Produce Electronic Product Prototypes in Engineering Education

Hidayat¹,

Tamin²,

Herawati³

et al. 2019

IJITEE

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This research aims to describe the implementation of the technopreneurship scientific learning for produce electronic product prototypes in engineering education. This research method uses a research and development approach. In this research development approach is carried out in 3 stages, namely: Phase I needs analysis and model design, Phase II develops with validity and practicality, and Phase III will implement the model. This research will only focus on phase III, namely the implementation of the model, which involves 40 students taking entrepreneurship subjects in engineering education at Bung Hatta University, Padang, Indonesia. As a result of the activities of technopreneurship scientific learning, students produce prototypes of electronic products that have commercial potential. One of the results of technopreneurship scientific learning is a prototype of an electronic product in the form of a water detector in the bath. The implementation of this tool was tested and analyzed with the Electronics Workbench software version 5.12. The measurement results from the implementation in the field show that electronic products have worked well and after the measurements are made, students make a business plan of the product, which is a water detector. A business plan that has been made has been through consumer needs analysis

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Section: B Technopreneurship Scientific Learningmentioning

confidence: 99%

Implementation of Technopreneurship Scientific Learning for Produce Electronic Product Prototypes in Engineering Education

Hidayat¹,

Tamin²,

Herawati³

et al. 2019

IJITEE

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“…In this phase the work team has begun to try to make prototypes and test product reliability, and practice the ability to think critically, and logically. [36]…”

Section: Phase III Designing a Business Start Upmentioning

confidence: 99%

Design of Production-Based Entrepreneurship Technology Training Model to Improve the Skills of Engineering Students

Ganefri¹,

Hidayat²,

Yulastri³

et al. 2019

IJITEE

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The high unemployment rate of engineering graduate students in higher education contributes to the increasing need for employment and the high number of job seekers in the era of the industrial revolution 4.0. Need solutions from this case, especially how engineering students in higher education provide alternative applied solutions that can be implemented. Entrepreneurship technology training is an alternative solution for engineering students in higher education. This study aims to design a model of production-based entrepreneurship technology training to improve the skills of engineering students in higher education. To produce a production-based entrepreneurship technology training model, four stages of development research are carried out: 1) Define; 2) Design; 3) Develop; and 4) Disseminate. This paper is limited to, the design stage of a production-based entrepreneurship technology training model. A sample of 550 students took entrepreneurship technology courses in higher education in Padang, Indonesia. Data collection instruments in the form of questionnaires and Focus Group Discussions. The results of this preliminary study are the framework of a production-based entrepreneurship technology training model consisting of five phases, namely, phase 1) Analysis of Entrepreneurial Material and Consumer Needs; phase 2) PIKEN: Evaluation of Student Entrepreneurship Competencies; phase 3) Designing a Business Start Up; phase 4) Formulation of Production-Based Business Plan; phase 5) Online Store Collaboration and Evaluation. This production-based entrepreneurship training model is expected to help reduce the unemployment rate of tertiary education graduates, especially vocational education graduates and students can survive with their entrepreneurial competencies

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“…The production-based learning model provides opportunities for students to elaborate and explore skills in engineering education [22][23][24][25][26][27]32]. These skills are critical thinking skills and work together [33]. It is highly relevant to learners' development in their learning experiences [34].…”

Section: Introductionmentioning

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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Developing Instruments to Measure Studentsâ€™ Logical, Critical, and Creative Thinking Competences for Bung Hatta University Students

Cited by 12 publications

References 1 publication

Implementation of Technopreneurship Scientific Learning for Produce Electronic Product Prototypes in Engineering Education

Implementation of Technopreneurship Scientific Learning for Produce Electronic Product Prototypes in Engineering Education

Design of Production-Based Entrepreneurship Technology Training Model to Improve the Skills of Engineering Students

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

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