Learning Process Of Entrepreneurship Research Articles

Entrepreneurship Learning with Islamic Identity (Case Study at Universitas Nahdlatul Ulama Surabaya)

Various efforts have been made to develop innovative entrepreneurship learning models. Universitas Nahdlatul Ulama Surabaya (Unusa) claims to have implemented Islamic self-identity entrepreneurship learning. This research aims to uncover the essence of Islamic self-identity entrepreneurship learning and its process. The study utilizes entrepreneurship learning theory and Islamic economic principles to analyze the findings, supported by general learning theory and Islamic entrepreneurship concepts. The research finds that the concept of Islamic self-identity entrepreneurship learning at Unusa fundamentally serves as coursework oriented towards Ilahiyah economics and Islamic economic principles (tauhid, khalifah, and ‘adl). The Islamic self-identity entrepreneurship learning process at Unusa is carried out through five phases: planning, theory delivery, learning practice, business implementation, and ongoing evaluation.

The Evaluation of Handicrafts and Entrepreneurship Learning Process at SMAN 1 Kerambitan

This study aimed at evaluating the implementation of Handicraft and Entrepreneurship course at SMAN 1 Kerambitan. Mix-Method approach was adapted in the form of CIPP evaluation model as the research design which made this study was different from other researches. There were 125 participants consisted of teachers, staffs, and students involved as a research sample. They were selected by using random sampling technique. The data were obtained through questionnaire, observation, and document analysis. The research instruments used were questionnaire and check-list. The data were analyzed quantitatively and qualitatively. The results showed that all the dimensions; context, input, process, and product of Handicraft and Entrepreneurship course at SMAN 1 Kerambitan were in an excellent level. The evaluation dimensions of the current study implicated that the implementation of handicrafts and entrepreneurship allowing teachers to innovate the learning process in improving students’ creativity to produce a unique handicraft product.

THE INFLUENCE OF LEARNING MOTIVATION AND INCOME EXPECTATIONS ON STUDENT INTEREST IN ENTREPRENEURSHIP

This study aims to analyze the influence arising from entrepreneurial learning motivation and income expectations on students' interest in entrepreneurship at the Teaching and Education Faculty (TEF) Jambi University. The research was conducted using ex post facto quantitative methods to achieve this goal. The population of this study was Study Program students at the TEF University of Jambi. The research sample was determined using an area sampling technique to obtain area and individual samples. Individual sample calculations were carried out using the Slovin formula with an error rate of 8 percent, namely 131 respondents. Data were obtained using a questionnaire compiled based on each variable's indicators. Data were analyzed using multiple regression statistical techniques. The analysis results show that the variable motivation to learn entrepreneurship positively and significantly affects students' interest in entrepreneurship. The income expectation variable also positively and significantly affects student interest in entrepreneurship. Simultaneously, the motivational variables for learning entrepreneurship and income expectations significantly affect student interest in entrepreneurship. The implications of the results of this study explain that the higher the motivation of students to study entrepreneurship and the higher their expectations of the income that will be generated from entrepreneurship, the higher their interest in becoming entrepreneurs. Therefore it is suggested that universities optimize the entrepreneurship learning process through lectures and entrepreneurial practices.

EFFECTIVENESS OF CREATIVE PRODUCT LEARNING AND ENTREPRENEURSHIP OF THE LIGHT VEHICLE ENGINEERING PROGRAMME AT SMK NEGERI 1 BINTAN UTARA

This paper discusses the effectiveness of creative product learning and entrepreneurship in the light vehicle engineering Programme at Class XII of SMK Negeri 1 Bintan Utara. The method the researchers used was a quantitative descriptive method with a formative evaluation model. The research object was creative product learning and entrepreneurship of class XII. Data collection techniques used tests and observation. Data were analyzed descriptively. The results imply that the presentation for the learning process was 72.5% and students’ learning outcome was 53.85%. Thus, it can be concluded that 1) the creative products and entrepreneurship learning process in the light vehicle engineering program at SMK Negeri 1 Bintan Utara is still in the sufficient category, 2) students’ learning outcome of creative products and entrepreneurship in the light vehicle engineering program at SMK Negeri 1 Bintan Utara is still in the less category, and 3) the effectiveness of creative product learning and entrepreneurship in the light vehicle engineering program at SMK Negeri 1 Bintan Utara is still not effective.

Pengaruh Lingkungan Keluarga Dan Proses Pembeljaran Kewirausahaan Terhadap Minat Berwirausaha Mahasiswa

Education is one of the essential things in life. In simple terms, education is a means that can free someone from ignorance, such as poverty, bondage, being easily deceived, narrow mindset, and so on. The National Education System states that national education aims to develop students’ potential to become human beings who believe and are pious. Interest in entrepreneurship can be seen from the willingness to work hard and diligently to achieve business progress, the willingness to bear various risks related to the business actions he does, the willingness to take new paths and ways, the willingness to live frugally, the willingness to experience. Based on this, the study aims to discover 1) the influence of the family environment on the entrepreneurial interest of economic education students at the Faculty of Economics in the State University of Makassar, 2) the influence of the entrepreneurship learning process on the entrepreneurial interest of economic education students at the Faculty of Economics in State University of Makassar, 3) the influence of the family environment and entrepreneurship learning process on the entrepreneurial interest of economic education students at the Faculty of Economics in State University of Makassar. The research method employed a survey research type with a quantitative approach. The study results indicate that there is an influence of the family environment on entrepreneurial interest. The test result shows that the count is greater than the ttable. There is an influence of the entrepreneurship learning process on entrepreneurial interest. The test result indicates that the account is greater than the ttable. The family environment and entrepreneurship learning process collectively influence entrepreneurial interest. The test result shows that the Account is greater than the Ftable. Therefore, the research hypothesis is accepted.

Corporate Entrepreneurship as a Learning Process: Development of New Capabilities

Abstract Corporate entrepreneurship (CE) seems as an insurance against environmental dynamics to let the organization grow by seeking opportunities. The main purpose of this study is to offer a conceptual framework evaluating how the individual level opportunity recognition links to firm-level integration and institutionalization of knowledge bases. This study proposes a conceptualization of CE as a learning process to develop new Dynamic Capabilities (DC) that enables firms to reinvent themselves through innovative ideas. Dynamic capabilities contribute to the managerial cognition to explore new entrepreneurial opportunities; however, no former research has investigated the development of DC through CE process. Building from our analysis of the mechanisms through which the corporate entrepreneurship could influence the development of dynamic capabilities, we apply a multiple case study design to address the research gap. To investigate the research question, four case studies have been selected, through which we examine: a) the association of managerial cognition, as the knowledge foundation of opportunity exploration, to capability development; b) the mechanism of corporate entrepreneurship learning process through discovery, engagement, and transformation; c) the reasons behind ignorance of some entrepreneurial opportunities; and d) the effect of capability development on the corporate entrepreneurship outcomes. We conclude that dynamic capabilities are most beneficial for entrepreneurs to make drastic change by moving further away from sense-making of opportunities to institutionalization of new capabilities. However, our proposed conceptual framework is general and needs to address the deeper interdependencies and complexities. As a result, the proposed framework calls for empirical astuteness and further theoretical development. Derived from two interrelated fields of corporate entrepreneurship and dynamic capability, this study contributes with a novel model addressing how managerial cognition links to entrepreneurial outcomes. By adopting organizational learning view, the proposed framework seeks to capture corporate entrepreneurship as a dynamic ongoing process.

GAME BASED ENTREPRENEURSHIP LEARNING FOR VOCATIONAL HIGH SCHOOL STUDENTS IN FACING 4.0 INDUSTRY

This study aims to analyze game-based entrepreneurship learning conducted on vocational high school students in facing Industry 4.0. This research used a literature review method with descriptive analysis through the provision of clear, factual, logical, and systematic discussion. This research used content analysis. The results of this study suggest that technology implementation is unquestionably required in the entrepreneurship learning process for the attainment of students' competences in the 4.0 Industry. Those competencies include social skills, one of the cross-functional skills, in the 4.0 Industry era that can be implemented through social entrepreneurship. In addition, game-based learning is effective to be applied to offer new different learning experiences. Those experiences are 1) learning by doing, 2) reflective learning, 3) situated learning, and 4) learning from crises. This learning is an alternative solution to prepare vocational high school students to encounter the 4.0 Industry.

PERSPEKTIF PEMBELAJARAN KEWIRAUSAHAAN DI PERGURUAN TINGGI DENGAN KONSEP PENDIDIKAN HUMANIS PAULO FREIRE

This paper intended to review the humanistic education concept of Paulo Freire according to Entrepreneurship Courses at Indonesian Higher Education. The method used is the content analysis. The paper summarized that Education must be carried out dialogically, not stifling creativity and creativity, because in essence students are not passive beings where the dialogue process itself is a process of awareness as the core of the process of humanization or humanity. In line with the concept of humanization Paulo Freire, the concept of humanization also underpins the entrepreneurship learning process in universities. Entrepreneurship learning is not just learning oriented to business and economics alone, but on exploring values / values of independence, honesty, innovative creative, so that entrepreneurial learning becomes an important learning that is applied in all study programs in higher education. The focus of this article is on entrepreneurship learning in private teacher training colleges which in the main profile print professional teacher candidates and an additional profile that is reliable entrepreneurship printing. Learning entrepreneurship in private teacher training colleges is still said to have not taught the value of humanism. There are several obstacles, among them are still focusing on theoretical with more dominant proportions compared to practice, exploring creative ideas are still dominated by ideas from lecturers so students tend to be passive and less creative, creative idea development programs are not maximally channeled so that it only stops at the completion of the course assignment obligations, the interest and motivation of students to become entrepreneurs has not yet fully arisen by students' self-awareness. Even though the creative ideas that have emerged from students should be continued as a forerunner to the emergence of startup-based young entrepreneurs. Freedom to create ideas and creative thoughts should be extended to students so that students are more motivated and motivated to become job creators than job seekers.

ANALYSIS OF ENTREPRENEURSHIP EDUCATION IN CREATING NEW ENTREPRENEURS

Entrepreneurship education is held to be able to produce graduates who are not only able to work in an institution but also open new business opportunities by becoming entrepreneurs. Various methods of entrepreneurship education are provided to be able to produce new, more competent entrepreneurs, but whether the entrepreneurship education provided has been truly effective in producing new entrepreneurs in the future. Researchers want to find out about the effectiveness of entrepreneurship education provided, whether it has been proven to produce new entrepreneurs. Based on the results of the analysis of respondents responses to 8 open questionnaire items regarding the effectiveness of entrepreneurship learning in creating a new business, from 63 respondents who were students of Jenderal Soedirman University, the following conclusions could be drawn: (1) Interestingly, the entrepreneurship learning process can foster an entrepreneurial spirit and motivate respondents to run a business. (2) The presentation of entrepreneurship material provides additional knowledge and experience for respondents and is able to instill respondents' interest in starting new businesses after the learning process is over. (3) There are several obstacles faced by respondents when starting a new business, and the most important of which are capital constraints, work partners, and the respondent's lack of confidence in opening a new business so that the respondent is only interested in developing the old business. (4) The implementation of entrepreneurial learning that respondents want is 50 % theory and 50 % practice. The practice is expected to be carried out by providing capital to the respondent to open a new business, and then the respondent is given a time limit for one semester to be able to return the capital. In addition, respondents also want guidance from lecturers so that they can run their business correctly.

Analysis of Independence Completing The Assignment in Entrepreneurship Learning Class IV Students at Sd Negeri 2 Waluyo

In entrepreneurship learning, students are required to complete assignments independently with the intention of creating an independent, responsible, and good entrepreneurial generation. This study aims to describe the independence of students in completing assignments in the fourth grade entrepreneurship learning process at SDN 2 Waluyo. This research approach uses a qualitative approach and descriptive research type. The subjects of this study were students in class IV at SDN 2 Waluyo, totaling 28 students. Data collection was carried out using observation techniques, questionnaires, and classroom teacher interviews. The results of this study indicate that independence in the good category is self-confidence, being able to work alone, respecting time, and being responsible. While independence is in the sufficient category is to have the desire to compete to move forward and be able to make decisions.

KOLB’S EXPERIENTIAL LEARNING AS AN EFFECTIVE LEARNING MODEL IN CREATIVE PRODUCT AND ENTREPRENEURSHIP SUBJECTS

<span>Student learning outcomes are influenced by the ability of students to understand and the ability of teachers to deliver subject matter. In the delivery of subject matter, appropriate and effective learning models are needed to improve student understanding. This article presents an effective learning model for Creative Products and Entrepreneurship subjects in Vocational School. The aim of this subject is to form students to have the character, skills, and understanding as an entrepreneur, and to be able to bring up quality young entrepreneurs. To achieve the learning goal, learning activities must involve students directly. The experiential learning model emphasizes the role of active student experience and involvement. Through practice-based learning experiences, students feel more confident in handling jobs in real work. Learning through this model is able to facilitate students in learning so that it could improve student learning outcomes. Therefore, experiential learning is one alternative solution in the Creative Products and Entrepreneurship learning process. The research method used is a review literature by analyzing various relevant sources related to the importance of experiential learning and the challenges of its implementation. Creative Products and Entrepreneurship learning in Vocational Schools is implemented in various forms of production and business-based learning which is a real practice. Through experiential learning, it is expected that entrepreneurial learning objectives could be achieved and young entrepreneurs from Vocational Schools could increase significantly. This is in accordance with the concept of work, continuing study, and entrepreneurship for vocational high school graduates. In addition, it also supports the Entrepreneurial School program as an effort of the government to achieve the vocational high school revitalization target, while at the same time reducing the unemployment rate of vocational high school graduates.</span>

Attribute in Designing Entrepreneurial Learning Model in Higher Education

One way to increase the number of entrepreneurs in a country is by providing information and training to the younger generation with the knowledge and understanding of entrepreneurship. University is an effective medium to convey it to students through the curriculum and lessons given. There are many universities in Indonesia, especially in Surabaya that offer entrepreneurship based programs to their students, but not necessarily give birth to quality entrepreneurs. Many factors influence the method on how the material is delivered to students, including the model used. This study aims to explore important attributes in entrepreneurship learning model. This research uses descriptive qualitative method. Purposive sampling is used to determine the respondents interviewed by using semi-structure interview questions. 10 students of Ciputra University became respondents in this study. As the result, there are 4 important attributes obtained by the author in the learning process of entrepreneurship in college, namely; personal, social, support and organization.

PROSES ADOPSI INOVASI DALAM PROSES BELAJAR ENTREPRENEURSHIP

ABSTRACT Entrepreneurship has a relationship with innovation, because an entrepreneur should have the future vision, a innovative thinking and could know the opportunities and create the values. One of the efforts to develop entrepreneurship more intensively is through a formal education. The study will discuss the process of innovation’s adoption in learning process of entrepreneurship in the formal education. The process of innovation’s adoption is a process to create an individual or organization change to improve the performance effectiveness. The study used case study on the students of the program of international studies management in Ciputra University. The technique of data collection used an observation, interview, and documentation. Testing of data credibility used sources and technique triangulation. Data analysis is interactively performed continually until completed so the data saturated. The research result shown that in the process of an innovation adoption a student started to launch many ideas openly, filtering the ideas based on a challenge and bottleneck probably faced, receiving an input of the other parties to complete their innovation and want to continually innovation. The research shown that the internal factor as an awareness to take a risk and external factor as a market network will influence their decisions. The factors of facilitator and target also influence or contribute in direction of the innovation adoption of students.

The Improvement of Student Creativity in Entrepreneurial Subject through Think, Write, and Talk Model

ing and learning process of entrepreneurship through think, write, and talk learning model. This study aims to improvethe quality of the process and result of student learning which were previously known to less meet learning expectations. Thisstudy was conducted to students of class VII A in Accounting Education of UMSU in the Odd semesters of 2015/2016 AcademicYear, in total of 30 people. The study design is action research design which the plot to make action planning, to carry out actionsin learning, to observe action and to reflect action. The result of these reflections is used to make decisions. The research data arefield notes, observation records, planning documentation and writing results. The collection instruments are observation guidance,field notes, and documentation. Data analysis used qualitative techniques of flow models, includes the step of data reduction, datapresentation, verification, and data inference. To test the data validity, it is done rechecking (triangulation) with collaborator andstudents.The study results indicate that: Learning models with think, write, and talk type can enhance the student creativity of class VII Ain Accounting Education of UMSU in the first semester of 2015/2016 academic year in entrepreneurial subject. This is evidencedby the change in student activities, both in asking and answering, and between students are intertwined mutual learning andcollaboration.

PROSES ADOPSI INOVASI DALAM PROSES BELAJAR ENTREPRENEURSHIP

Entrepreneurship memiliki hubungan yang erat dengan inovasi, karena seorang entrepreneur harus memiliki visi masa depan, pemikiran yang inovatif serta mampu mengetahui peluang dan menciptakan nilai. Salah satu upaya pengembangan entrepreneurship yang lebih intensif adalah melalui pendidikan formal. Penelitian ini akan membahas proses adopsi inovasi yang terjadi dalam proses belajar entrepreneurship di pendidikan formal. Proses adopsi inovasi yang merupakan proses menciptakan perubahan individu atau organisasi untuk meningkatkan efektifitas kinerja. Penelitian ini menggunakan pendekatan kualitatif melalui studi kasus pada mahasiswa program studi International Business Management Universitas Ciputra. Teknik pengumpulan data menggunakan observasi, wawancara dan dokumentasi. Pengujian kredibilitas data menggunakan triangulasi sumber dan triangulasi teknik. Analisis data dilakukan secara interaktif dan berlangsung secara terus menerus sampai tuntas, sehingga datanya jenuh. Hasil dari penelitian ini menunjukkan bahwa dalam proses adopsi inovasi mahasiswa memulai dengan memunculkan berbagai ide secara terbuka, menyaring ide tersebut berdasarkan tantangan dan hambatan yang mungkin dihadapi, menerima masukan dari pihak lain untuk menyempurnakan inovasi mereka dan mau melakukan inovasi yang berkelanjutan. Dari penelitian ini terlihat faktor internal yaitu kesadaran dalam mengambil resiko dan eksternal yaitu market network berpengaruh terhadap keputusan yang mereka perbuat. Faktor fasilitator dan target juga berperan dalam mengarahkan proses adopsi inovasi mahasiswa.

Study of the Bandura’s Social Cognitive Learning Theory for the Entrepreneurship Learning Process

This paper aims to study the Bandura’s social cognitive learning theory as a basis for understanding the learning process of entrepreneurship to foster individuals’interest in entrepreneurship through family role model. Through this study are expected to be able to observe the behavior of entrepreneurship displayed by models, and can add insight and knowledge in the entrepreneurship field. Bandura's theory emphasizes the continuous reciprocal interaction between the factors of individuals’ behavior (cognitive) and environmental influences in understanding social cognitive learning process. Therefore, learning in this theory is more aimed at observational learning and the process set of the four interrelated components: attentional processes, retention processes, motor reproduction processes, and motivational processes. The fourth component is the one used in the process of entrepreneurship learning to cultivate individuals’ interest in entrepreneurship.

Entrepreneurship Learning Process by using SWOT Analysis

The research objective was to produce a model of learning entrepreneurship by using SWOT analysis, which was currently being run with the concept of large classes and small classes. The benefits of this study was expected to be useful for the Binus Entrepreneurship Center (BEC) unit to create a map development learning entrepreneurship. Influences that would be generated by using SWOT Analysis were very wide as the benefits of the implementation of large classes and small classes for students and faculty. Participants of this study were Binus student of various majors who were taking courses EN001 and EN002. This study used research and development that examining the theoretical learning components of entrepreneurship education (teaching and learning dimension), where there were six dimensions of the survey which was a fundamental element in determining the framework of entrepreneurship education. Research finds that a strategy based on a matrix of factors is at least eight strategies for improving the learning process of entrepreneurship. From eight strategies are one of them strategies to increase collaboration BEC with family support. This strategy is supported by the survey results to the three majors who are following the EN001 and EN002, where more than 85% of the students are willing to do an aptitude test to determine the advantages and disadvantages of self-development and more of 54% of the students are not willing to accept the wishes of their parents because they do not correspond to his ideals. Based on the above results, it is suggested for further research, namely developing entrepreneurship research by analyzing other dimensions.

The Role of Entrepreneur in Residence towards the Students’ Entrepreneurial Performance: A Study of Entrepreneurship Learning Process at Ciputra University, Indonesia

This study is aimed at measuring the performance of entrepreneur in residence in order to improve students’ performances in entrepreneurship. This study takes place at Ciputra University, a university that focuses on entrepreneurship learning as its learning core. Entrepreneurship subject is a compulsory subject for students of all majors in Ciputra University and its approach of learning is experiential learning. The total credits for Entrepreneurship are 15 credits, which is divided into four subjects from Entrepreneurship 1 until Entrepreneurship 4 as prerequisite subjects. This study is conducted by using mixed method, focus group, and correlation analysis.

Quels sont les effets des pédagogies actives dans l’apprentissage de l’entrepreneuriat ?

Le fort developpement des pedagogies actives pour enseigner l’entrepreneuriat dans les ecoles et les universites pose aujourd’hui la question de l’evaluation de ses effets sur les etudiants. Dans ce contexte, l’objectif de cet article est d’identifier de maniere exploratoire les effets d’une formation active sur l’evolution des perceptions qu’ont les etudiants de l’acte d’entreprendre. La recherche s’appuie sur une methode pedagogique active nommee MIME (Methode d’initiation au metier d’entrepreneur) qui mobilise trois mecanismes cles d’apprentissage : la situation-probleme, l’experience vecue et la construction iterative et incrementale des connaissances. Les resultats obtenus montrent qu’une methode nourrie des fondements des pedagogies actives peut agir comme declencheur dans le changement de perception des croyances et des savoirs qu’un individu peut avoir sur l’activite entrepreneuriale. De plus, en agissant sur le changement de l’individu, elle joue un role d’accelerateur motivationnel pour engager les etudiants dans un processus d’apprentissage plus longitudinal de l’entrepreneuriat. Enfin, elle demontre l’importance de l’usage des pedagogies actives pour accompagner le changement de l’etudiant dans l’acquisition de l’esprit d’entreprendre.