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All Journal Edunomika Journal: Studies in Education and Development Economics
Mifrasah, Emy
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Economics, Econometrics & Finance Education Social Sciences

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BRIDGING THE THEORY-PRACTICE GAP: THE IMPACT OF SCHOOL FIELD IMPLEMENTATION ON THE TEACHING READINESS OF PROSPECTIVE ECONOMICS TEACHERS Silalahi, Agnes Kezia; Mifrasah, Emy
Edunomika Journal : Studies In Education And Development Economics Vol. 1 No. 1 (2026): March
Publisher : Magister Program Studi Pendidikan Ekonomi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edunomika.v1i1.53240

Abstract

The gap between mastery of pedagogical theory and practical competency in the classroom remains a fundamental challenge in global teacher education. This study aims to analyze the effect of the School Field Introduction (PLP) program as a new policy instrument to bridge this gap on the teaching readiness of prospective teacher students. Using a quantitative approach with an ex-post facto design , this study involved 97 Economics Education students from the 2016 intake of the University of Jambi as respondents. Data were collected through a validated questionnaire instrument and analyzed using simple linear regression. The results empirically prove that PLP has a positive and significant influence on teaching readiness, with a regression coefficient of 0.579 and a high significance value. These findings indicate that direct immersion experiences in schools through cultural observation, assistance, and guided practice play a vital role in transforming declarative knowledge into procedural knowledge and increasing the self-efficacy of prospective teachers. The novelty of this study lies in evaluating the impact of the implementation of the latest teacher education standards regulation (Permenristekdikti No. 55/2017) in the specific context of economics education. This research contributes to the education literature by confirming that PLP is not simply a curricular routine, but rather a key determinant of teacher professionalism. Consequently, Teacher Training Institutions (LPTK) need to strengthen the quality of mentoring during PLP to ensure adaptive and competent graduates.
THE EFFECT OF THE PROJECT-BASED LEARNING (PJBL) MODEL ON FISH-BASED FOOD PROCESSING ON THE COGNITIVE, PSYCHOMOTORIC, AND ENTREPRENEURIAL SPIRIT OF MTS STUDENTS Mifrasah, Emy; Susmanti, Ika
Edunomika Journal : Studies In Education And Development Economics Vol. 1 No. 2 (2026): Edunomika Journal: Studies in Education and Development Economics
Publisher : Magister Program Studi Pendidikan Ekonomi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edunomika.v1i2.58970

Abstract

This study aims to examine the effect of the Project-Based Learning (PjBL) model on cognitive learning outcomes, psychomotor skills, and entrepreneurial spirit of Madrasah Tsanawiyah (MTs) students on fish-based food processing material. Using a quantitative approach with a quasi-experimental design, this study compared the project-based experimental class (n=30) and the control class (n=28) who learned conventionally. Data analysis was conducted using the non-parametric Mann-Whitney U test. The results proved that PjBL had a highly significant positive effect (p < 0.05) overall; where the experimental class consistently outperformed the control class with a more even distribution of abilities. The novelty of this study lies in the successful integration of culinary vocational pedagogy with micro-scale edupreneurship incubation in early adolescence. Specifically, this study makes an important contribution to the literature on economic education by proving that entrepreneurial character, self-efficacy, and understanding of basic business calculations can be naturally cultivated through simulations of real-life project completion. The implications of these findings encourage educational institutions to transform rote curricula into product-based learning. This research recommends implementing mini-business ecosystems in schools, such as Market Day, to continuously bridge academic knowledge with real-world economic practices.
Co-Authors Silalahi, Agnes Kezia Susmanti, Ika