Product-Based Learning to Improve Entrepreneurial Spirit of Students

Kurniawan, Elfahmi Dwi; Nopriyanti,; Darlius,

doi:10.2991/assehr.k.201230.186

Cited by 4 publications

(6 citation statements)

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“…Previous research conducted by Kurniawan et al, [33] obtained results that the application of productbased learning succeeded in increasing students' entrepreneurial spirit scores. The difference in this research lies in the learning approach used and the focus on increasing students' entrepreneurial spirit.…”

Section: Introductionmentioning

confidence: 86%

Cultivating an Entrepreneurial Spirit: Evaluation of Project-Based Learning in Increasing Students' Entrepreneurial Spirit

Yulandari,

Duc,

Somphaiphithak

2023

Ind. Jou. Edu. Rsc

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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.

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Section: Introductionmentioning

confidence: 86%

Cultivating an Entrepreneurial Spirit: Evaluation of Project-Based Learning in Increasing Students' Entrepreneurial Spirit

Yulandari,

Duc,

Somphaiphithak

2023

Ind. Jou. Edu. Rsc

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“…The product-based learning paradigm includes processes that assist students in actively learning, participating, interacting, and being competent to produce the required output. Aside from being collaborative, product-based learning should be original, unique, and focused on solving problems relevant to the learners' circumstances or the demands of society (Kurniawan et al, 2020).…”

Section: Project-based Learningmentioning

confidence: 99%

“…The need for project-based learning is meant to enhance students' entrepreneurial spirit, in this case, Arabic entrepreneurial spirit (Kurniawan et al, 2020). Five requirements must be completed to be considered a standardized projectbased learning: centrality, driving question, constructive investigations, autonomy, and realism (Nanni, 2021).…”

Section: Project-based Learning In Arabiyah Lil Athfalmentioning

confidence: 99%

“…However, there is a scarcity of studies on preparing the pre-service Arabic teachers to design Arabic instructional games, especially in entrepreneurial context. Hence, the author is motivated to observe a promising learning technique namely project-based learning to inspire higher education students becoming entrepreneurs (Kurniawan et al, 2020;Nanni, 2021;Pinto and K.J., 2021). Given the course title, Arabiyah Lil Athfal, and the benefits of integrating learning and playing (Al-Hajj et al, 2020;Alsebayel & Berri, 2019;Zoghoul, 2020), as well as the lucrative gaming business (Masrop et al, 2019;Sweidan and Darabkh, 2018), Arabic educational games were chosen as the product generated from the course.…”

Section: Introductionmentioning

confidence: 99%

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Developing Arabic Educational Games in ‘Arabiyah Lil Athfal Entrepreneurship Course Using Project-Based Learning

Muslimah

2022

mht

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Arabic educational games proven to have the advantages of making learning more entertaining also enhancing students' interest and excitement for learning Arabic. In light of these benefits, studies suggest that Arabic language teachers should receive training in the design, planning, implementation, and evaluation of educational games in order to enrich learning and teaching experiences, activate learner's role, and benefit from educational games to achieve targeted direct knowledges. However, there is a paucity of research on teaching prospective Arabic teachers to build Arabic instructional games, particularly in the entrepreneurial context. Using qualitative methods, this study aims to indicate the project-based learning approach utilized to create Arabic instructional games as part of Arabiyah lil Athfal Entrepreneurship course in State Islamic University (IAIN) of Kediri, East Java, Indonesia. It is found that project-based learning in Arabiyah Lil Athfal's class satisfied several defined criteria: centrality, driving question, constructive investigations, autonomy, and realism. The project was demonstrated to be a substantial component of the course and worthy of being regarded core.

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“…It also involves a set of procedures or steps that the teacher should undertake to facilitate the learning process and student participation and interaction, and guide them toward achieving valuable outcomes (Yulastri & Hidayat, 2017). The advantage of the product-based learning process is that it can improve students' entrepreneurial spirit and increase their interest in entrepreneurship (Kurniawan, Nopriyanti, & Darlius, 2020). Yavuzcan, Şahin, Gür, Sevgül, and Yavuz (2019) argued that in product-based learning, learners may fail to reach a specific outcome; however, failure can be a powerful learning tool.…”

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confidence: 99%

The effectiveness of the P5BL model in teaching biology for developing high school students’ deep understanding and academic achievement motivation

Tolba,

AL-Dhmen

2024

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This study aims to identify the effectiveness of the P5BL model in developing high school students’ deep understanding and academic achievement motivation in biology. To achieve the study objectives, a quasi-experimental design was adopted. The research sample consisted of 112 male students divided into two groups: a control group (54 students) and an experimental group (58 students). The research tools are a deep understanding achievement test, consisting of 20 multiple-choice questions, and the academic achievement motivation scale, consisting of 32 items. The results revealed that the P5BL model is effective in developing second-grade high school students’ deep understanding (explanation, interpretation, application and perspective) and academic achievement motivation (academic ambition, goal orientation, achievement orientation and cognitive motivation). A correlation was also found between developing second-grade high school students’ deep understanding and academic achievement motivation. The most important recommendations include the need to prepare guidance for science teachers to help them teach using the P5BL model, as well as inform science teachers of the importance of using the P5BL model to develop deep understanding and academic achievement motivation. Many suggestions are also presented, including conducting further research on teaching biology, such as investigating the impact of the P5BL model on developing students' creative thinking and inquiry skills and investigating the effectiveness of the P5BL model in developing pre-service biology teachers’ tendency toward self-reflection and reflective thinking skills.

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Product-Based Learning to Improve Entrepreneurial Spirit of Students

Cited by 4 publications

References 0 publications

Cultivating an Entrepreneurial Spirit: Evaluation of Project-Based Learning in Increasing Students' Entrepreneurial Spirit

Cultivating an Entrepreneurial Spirit: Evaluation of Project-Based Learning in Increasing Students' Entrepreneurial Spirit

Developing Arabic Educational Games in ‘Arabiyah Lil Athfal Entrepreneurship Course Using Project-Based Learning

The effectiveness of the P5BL model in teaching biology for developing high school students’ deep understanding and academic achievement motivation

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