Implementing Multimedia-Based Integrated Learning of Concrete Construction and Entrepreneurship to Improve the Students’ Entrepreneurial Spirit

V Lilik Hariyanto,Faqih Ma'Arif,Nuryadin Eko Rahardjo,Amat Jaedun

doi:10.21831/jptk.v26i1.28157

V Lilik Hariyanto, Faqih Ma'Arif + Show 2 more

Open Access

https://doi.org/10.21831/jptk.v26i1.28157

Copy DOI

Abstract

The objectives of the study were: (1) to formulate a multimedia-based integrated learning model of concrete construction and entrepreneurship and, (2) to measure the improvement of the students’ entrepreneurial spiritby implementing this developed integrated learning model in the classroom. This study was classified as a quasi-experimental study with a non-equivalent control group design. A pretest, treatment, andposttest were presented to the experimental and control groups. This study was conducted in 8 meetings at the Stone Installation and Concrete Constructionworkshop, Universitas Negeri Yogyakarta. Data were collected through tests to measure students' competence in entrepreneurship and Concrete Construction. The Concrete Construction skills were measured through product assessment. Testing of the validity and the reliability of the instruments used expert judgment and Cronbach Alpa respectively. Data were analyzed with a statistical t-test, with consideration of (a) the data normality, and (2) the homogeneity for the variance of each data group. This study concluded: (1) the integrated learning model was successfully formulated (2) there were positive and significant differences in the students' entrepreneurial spirit between the students treated with the developed integrated learning model and the students treated with the conventional learning model.

Highlights

One of the influential factors in achieving learning outcomes isthe implementation of appropriate learning models in the learning process[1], [2]
There are two research variables: (1) the dependent variable, improvement of entrepreneurial spirit and (2) the independent variables divided into two categories, namely (a) learning with integrated multimedia-based learning model combined with demonstrations in the experimental group, (b) learning with lectures combined with demonstrations in the control group
It consisted of 24 item items, in which 12 items each for entrepreneurship materials and Concrete Construction materials

Summary

Introduction

One of the influential factors in achieving learning outcomes isthe implementation of appropriate learning models in the learning process[1], [2]. Integrated learning of productive lessons of civil engineering with entrepreneurship is in harmony with this curriculum. Through this integrated learning, ideally, students develop teaching skills as the main objectives of the institution, but the studentsare expected to be independent entrepreneurs in the field of business aligned with their academic background. Students develop teaching skills as the main objectives of the institution, but the studentsare expected to be independent entrepreneurs in the field of business aligned with their academic background This can be achieved if the concept of learning between the two subjects can be integrated comprehensively. Arranging begel and reinforcement of a practical column Risk-taker. Arranging main reinforcement and Oriented to actions reinforcement for concrete plates and making the beginning reinforcement for concrete plates and making begisting Hard-working

Objectives

Results

Conclusion