The Influence of Creativity and Learning Innovation on Entrepreneurial Mentality and its Implications for Learning Outcomes

Asep Sjamsul Bachri,Ani Setiani

doi:10.15294/dp.v12i2.13563

Abstract

This research aims to analyze the influence of creativity and learning innovation on entrepreneurial mentality and its implications on student learning outcomes. The research was carried out in the Economic Education Program of Universitas Pasundan Bandung with 43 students as the sample of the research. The research method used descriptive quantitative method with path analysis. The results of this study are: 1) Creativity variable is in good category, with an average score of 4.06; 2) Learning innovation variable is in good category, with the score of 4,17; 3) Entrepreneurial mental variable is in good category, with an average score of 4,14; 4) Student learning outcome variables are good, with an average score of 3.94; 5) There is influence of creativity (X1) to entrepreneurial mentality (Y) with total influence of 32,8%. Learning innovation (X2) to entrepreneurial mentality (y) with total influence of 30,47%. There is an influence of creativity (X1), and learning innovation (X2), simultaneously to entrepreneurial mentality (Y) with total influence of 63,3%; 6) There is an entrepreneurial mental effect (Y) on student learning outcomes (Z) of 67.7%. It can be concluded that there are influences between creativity and learning innovation towards entrepreneurship mentality and its implication for the student learning outcomes.

Highlights

According to UNESCO, the quality of education depends on the quality of teachers and lessons
This research took a sample of a number of students of Economic Education Study Program of Faculty of Teacher Training and Education of Universitas Pasundan Bandung which consists of 43 students
Based on calculation recapitulation of direct influence and indirect influence in table 9, the researcher stated that: (1) There is an influence of creativity towards entrepreneurial mentality by 32,8%

Summary

Introduction

According to UNESCO, the quality of education depends on the quality of teachers and lessons. In order for LPTKs to produce teachers who have competencies as required in the national higher education standard (Permendikbud no. of 2014), require beside than the availability of a curriculum, a sufficient field experience of teaching practice (PPL) and a representative Empirical Empowerment Teaching Laboratory (Microteaching), the availability and adequacy of facilities and supporting infrastructure, need to be supported by adequate academic staffs (lecturers). The ultimate goal of it all is to make LPTK able to produce graduates who have high competitiveness, have a strong basis for the learning development to become a professional teacher and able to become a learning agent The ultimate goal of it all is for LPTK able to produce graduates who have high competitiveness, have a strong basis for the learning development to become a professional teacher and able to become a learning agent (Permendikbud RI no 73 of 2013 on Implementation of Indonesia National Qualification Framework (KKNI) for Higher Education)

Objectives

Methods

Findings

Conclusion