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All Journal EDUNOMIC : JURNAL ILMIAH PENDIDIKAN EKONOMI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Economic Education Analysis Journal
Silky Roudhotus Sa'adah
Universitas Sebelas Maret
Economics, Econometrics & Finance Education Social Sciences

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From Memorizing to Meaning-Making: Transforming Introductory Economics through Case-Based and Problem-Based Learning in Indonesian Teacher Education Sigit Wahyudi; Silky Roudhotus Sa'adah; Salman Alfarisy Totalia
Economic Education Analysis Journal Vol. 15 No. 1 (2026): Economic Education Analysis Journal
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eeaj.v15i1.40927

Abstract

This study addresses persistent problems of limited conceptual understanding and low learning engagement in introductory economics by examining the implementation of an integrated Case-Based Learning and Problem-Based Learning (CBL–PBL) approach within an Economic Education program at Universitas Sebelas Maret, Indonesia. Grounded in constructivist and student-centered learning theory, the research evaluates whether this pedagogy improves students’ mastery of economic concepts, learning engagement, academic performance, and lecturers’ pedagogical effectiveness. A classroom-based design-based action research design was employed involving forty-eight first-semester students across two iterative instructional cycles using authentic economic cases, collaborative inquiry, and facilitator-guided reflection. Data were collected through validated pre- and post-tests, structured observations, and lecturer performance rubrics, and analyzed using descriptive statistics, normalized gain, and effect size measures. Findings indicate substantial improvements in conceptual mastery, rising from negligible baseline levels to more than three-quarters of students achieving proficiency, accompanied by significant growth in engagement and instructional facilitation quality. The results suggest that CBL–PBL supports deep conceptual restructuring rather than surface-level achievement. The study contributes theoretically by reinforcing constructivist problem-oriented pedagogy and practically by offering an evidence-based instructional model for higher education in Global South contexts.
PENGARUH PENDIDIKAN KEWIRAUSAHAAN TERHADAP NIAT BERWIRAUSAHA: PERAN MEDIASI EFIKASI DIRI DAN MODERASI LINGKUNGAN KEWIRAUSAHAAN Erva Octareny; Silky Roudhotus Sa'adah
Edunomic : Jurnal Ilmiah Pendidikan Ekonomi Fakultas Keguruan dan Ilmu Pendidikan Vol 14 No 2 (2026): EDISI SEPTEMBER
Publisher : Prodi Pendidikan Ekonomi-UGJ

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/ejpe.v14i2.12451

Abstract

Entrepreneurship education has been widely implemented in higher education to encourage students to pursue entrepreneurship as a career. However, entrepreneurial intention among university students remains relatively low, indicating that entrepreneurship education alone may not be sufficient to foster entrepreneurial intention. This study examines the effect of entrepreneurship education on entrepreneurial intention through entrepreneurial self-efficacy as a mediating variable and the entrepreneurial environment as a moderating variable among students of the Faculty of Teacher Training and Education, Sebelas Maret University. This study employed a quantitative approach with a sample of 162 students from the Economic Education, Accounting Education, and Office Administration Education study programs, which belong to the economics education cluster, selected using probability sampling. Data were collected through a questionnaire and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The results indicate that entrepreneurship education has a positive and significant effect on entrepreneurial self-efficacy. Entrepreneurial self-efficacy also has a positive and significant effect on entrepreneurial intention. In addition, entrepreneurship education positively influences entrepreneurial intention. Entrepreneurial self-efficacy mediates the relationship between entrepreneurship education and entrepreneurial intention, while the entrepreneurial environment positively moderates the relationship between entrepreneurial self-efficacy and entrepreneurial intention. These findings highlight the importance of strengthening entrepreneurship education and fostering a supportive entrepreneurial environment to enhance students' entrepreneurial intentions. Future research is recommended to expand the research setting and incorporate additional variables that may influence entrepreneurial intention.  Keywords: Entrepreneurship Education, Entrepreneurial Self-Efficacy, Entrepreneurial Environment, Entrepreneurial Intention.
Peran Mediasi Motivasi Berwirausaha dan Efikasi Diri dalam Hubungan antara Pendidikan Kewirausahaan terhadap Minat Berwirausaha Pada Mahasiswa Ranta Maulana Ginting; Silky Roudhotus Sa'adah
Edunomic : Jurnal Ilmiah Pendidikan Ekonomi Fakultas Keguruan dan Ilmu Pendidikan Vol 14 No 2 (2026): EDISI SEPTEMBER
Publisher : Prodi Pendidikan Ekonomi-UGJ

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/ejpe.v14i2.12454

Abstract

The significant number of educated unemployed university graduates underscores the need to promote entrepreneurial aspirations as an alternative career option for students. This study investigates how entrepreneurial education shapes students' entrepreneurial aspirations, with entrepreneurial motivation and self-efficacy acting as mediating mechanisms. The study was conducted in the Business Education program at the Faculty of Teacher Training and Education, Sebelas Maret University, Surakarta, involving 150 students from the 2022 and 2023 cohorts who had completed or were taking entrepreneurship courses. Data were collected through an online questionnaire using a five-point Likert scale and analyzed quantitatively with Partial Least Squares Structural Equation Modeling (PLS-SEM) in SmartPLS 4.0. The results indicate that entrepreneurial education has a significant positive effect on entrepreneurial intention, motivation, and self-efficacy. Entrepreneurial motivation also positively influences entrepreneurial intention and self-efficacy, while self-efficacy significantly enhances entrepreneurial intention. In addition, entrepreneurial motivation mediates the relationship between entrepreneurial education and both entrepreneurial intention and self-efficacy. Self-efficacy also mediates the effects of entrepreneurial education and entrepreneurial motivation on entrepreneurial intention. Furthermore, entrepreneurial motivation and self-efficacy jointly form a sequential mediation pathway through which entrepreneurial education influences entrepreneurial intention. Overall, the findings demonstrate that entrepreneurial education strengthens students' entrepreneurial intention through both direct and indirect pathways by enhancing entrepreneurial motivation and self-efficacy. Therefore, higher education institutions are encouraged to design entrepreneurship learning experiences that foster students' motivation and confidence to pursue entrepreneurial careers. Keywords: Entrepreneurship Education, Entrepreneurial Intention, Entrepreneurial Motivation, Self-Efficacy.
Co-Authors Erva Octareny Ranta Maulana Ginting Salman Alfarisy Totalia Sigit Wahyudi