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p-Index From 2021 - 2026
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This Author published in this journals
All Journal International Journal of Educatio Elementaria and Psychologia Journal of Loomingulisus ja Innovatsioon Cognitionis Civitatis et Politicae
Hale Y?lmaz
Ankara University
Religion Computer Science & IT Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Failure as a Learning Asset: Entrepreneurial Cognition, Adaptive Sensemaking, and Innovation Outcomes After Business Failure Hale Y?lmaz; Tolga Koc; Aylin Erdo?an
Journal of Loomingulisus ja Innovatsioon Vol. 3 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/innovatsioon.v3i2.4147

Abstract

Business failure is an inherent aspect of entrepreneurial activity, yet it is increasingly recognized as a potential source of experiential learning and strategic renewal rather than merely an indicator of poor performance. Existing studies have primarily emphasized psychological recovery or entrepreneurial resilience, providing limited understanding of how entrepreneurial cognition and adaptive sensemaking transform failure into subsequent innovation outcomes. This study aimed to examine the relationships among entrepreneurial cognition, adaptive sensemaking, organizational learning, opportunity recognition, entrepreneurial resilience, and post-failure innovation performance. A mixed-methods sequential explanatory research design was employed involving 620 entrepreneurs who had experienced at least one business failure and subsequently re-engaged in entrepreneurial activities across multiple industrial sectors. Quantitative data were collected using validated measures of entrepreneurial cognition, adaptive sensemaking, organizational learning, innovation capability, and entrepreneurial resilience and analyzed through Structural Equation Modeling. Qualitative evidence was obtained from semi-structured interviews, entrepreneurial life-history narratives, venture documentation, mentor interviews, and organizational records. Findings revealed that entrepreneurial cognition significantly enhanced innovation capability through adaptive sensemaking and organizational learning, while entrepreneurial resilience strengthened the positive relationship between failure experience and post-failure venture performance. Entrepreneurs who systematically reconstructed meaning from unsuccessful ventures demonstrated stronger opportunity recognition, strategic flexibility, and innovation outcomes. Results suggest that business failure becomes a valuable learning asset when supported by adaptive cognitive processes, continuous organizational learning, and enabling entrepreneurial ecosystems that encourage reflection, experimentation, and strategic renewal.
PROBLEM-BASED LEARNING IN PRIMARY SCHOOLS: ENHANCING CONCEPTUAL UNDERSTANDING AND PROBLEM-SOLVING SKILLS Rofiqoh Hasan Harahap; Hale Y?lmaz; Aylin Erdo?an
International Journal of Educatio Elementaria and Psychologia Vol. 3 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v3i2.4225

Abstract

Problem-Based Learning has received increasing attention as an instructional approach capable of fostering higher-order thinking, meaningful knowledge construction, and learner autonomy within primary education. Persistent reliance on teacher-centered instruction continues to limit students’ opportunities to develop conceptual understanding and apply knowledge to authentic problem situations. This study aimed to examine the effectiveness of Problem-Based Learning in enhancing conceptual understanding and problem-solving skills among primary school students. A mixed-methods sequential explanatory design was employed involving 920 students from twelve elementary schools. Quantitative data were collected using validated assessments of conceptual understanding, problem-solving skills, critical thinking, cognitive engagement, collaborative learning, self-regulated learning, and academic achievement, and analyzed through repeated-measures analysis of variance, generalized linear mixed-effects modeling, structural equation modeling, mediation analysis, and hierarchical regression. Qualitative evidence was obtained through interviews, classroom observations, teacher reflective journals, and instructional document analysis, followed by thematic interpretation. Findings revealed significant improvements in conceptual understanding, problem-solving performance, critical thinking, collaborative learning, cognitive engagement, and academic achievement among students participating in Problem-Based Learning. Conceptual understanding emerged as the strongest predictor of problem-solving ability, while teacher scaffolding and self-regulated learning significantly strengthened inquiry processes and sustained learning outcomes. Results indicate that effective Problem-Based Learning depends on the integration of authentic problem scenarios, collaborative inquiry, structured teacher guidance, reflective learning, and supportive classroom environments. The proposed instructional framework offers practical guidance for improving meaningful learning and higher-order thinking in primary education.
E-GOVERNMENT AND PUBLIC SERVICE DELIVERY: AN ANALYSIS OF THE “LAPOR!” CITIZEN COMPLAINT SYSTEM’S EFFECTIVENESS AND CHALLENGES Agustinus Lambertus Suban; ahmed Al-Fahad; Hale Y?lmaz; Ahmet Demir
Cognitionis Civitatis et Politicae Vol. 2 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/politicae.v2i3.2624

Abstract

E-government platforms like Indonesia’s “Lapor!” citizen complaint system (CCS) aim to enhance public accountability. However, a persistent gap exists between this technological promise and the bureaucratic challenges of ensuring tangible resolution, leading to digital disillusionment. This study evaluates the effectiveness of “Lapor!” and identifies institutional challenges. It analyzes quantitative performance indicators and triangulates them with the qualitative experiences of citizens and government administrators. A sequential explanatory mixed-methods design was used, involving quantitative analysis of 50,000 system records (2023-2024) and 80 semi-structured interviews with citizens and administrators. Findings reveal a low resolution rate (38.7%) and significant delays (Mean response: 14.2 days), statistically linked to inter-agency “ping-ponging.” Qualitative data identified citizen “Digital Disillusionment” and administrator “Institutional Ambiguity” as key explanatory themes. “Lapor!” succeeds as a digital intake system but fails as an accountability mechanism. The ineffectiveness stems not from technology but from unresolved institutional challenges, primarily the lack of an empowered arbiter for inter-agency disputes.
Co-Authors Agustinus Lambertus Suban ahmed Al-Fahad Ahmet Demir Aylin Erdo?an Rofiqoh Hasan Harahap Tolga Koc