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All Journal AKADEMIKA Journal of Educational Technology and Innovation
Moh. Marham Mubaraq Lumi
Universitas Bina Mandiri Gorontalo

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IMPLEMENTASI EDUPRENEURSHIP DI SMAN 5 KOTA GORONTALO DALAM MATA PELAJARAN PRAKARYA Qiran Qiran; Moh. Marham Mubaraq Lumi; Ali Alhasni; Imam Mashudi
Akademika : Jurnal Ilmiah Media Publikasi Ilmu Pengetahuan dan Teknologi Vol 14, No 1 (2025): Jurnal Akademika
Publisher : LPPM Universitas Muhammadiyah Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31314/akademika.v14i1.5454

Abstract

This study aims to describe the implementation of entrepreneurship learning through the Craft and Entrepreneurship subject at SMAN 5 Gorontalo City, as well as to identify the challenges, efforts, and strategies undertaken by the school in fostering students’ entrepreneurial spirit. The research employed a descriptive qualitative approach using interview techniques with an experienced teacher who is directly involved in the entrepreneurship learning process. The findings reveal that entrepreneurship learning is not limited to theoretical understanding but is integrated with practical activities such as business plan projects, environmental observation, and digital marketing simulations. Teachers play an active role in guiding students to develop business ideas based on local potential and to utilize digital technology as part of modern learning practices. However, several challenges were identified, including limited teachers’ practical entrepreneurship competencies, low student motivation, inadequate facilities and business capital, and limited collaboration with external business partners. To address these challenges, the school has implemented various strategies, such as providing entrepreneurship training for teachers, applying project-based learning models, organizing student bazaars or entrepreneurship expos, and establishing partnerships with local micro, small, and medium enterprises (MSMEs). The school also encourages the use of portfolio- and project-based assessments to allow students to present their work more authentically. Overall, entrepreneurship learning at SMAN 5 Gorontalo City demonstrates a positive direction toward contextual and experiential learning. Strengthening collaboration among teachers, industry partners, parents, and local government is recommended to optimize the implementation of edupreneurship education and to develop creative, innovative, and economically independent students
The Influence of Teacher Competence and Differentiated Instruction on the Learning Outcomes of Students with Special Educational Needs: The Mediating Role of Learning Motivation Qiran; Moh. Marham Mubaraq Lumi; Darman; Muh Rijal
Journal of Educational Technology and Innovation Vol. 2 No. 1 (2026): Journal of Educational Technology and Innovation (In Process)
Publisher : Fakultas Ilmu Pendidikan dan Budaya - Universitas Bina Mandiri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.90987/3h7snf91

Abstract

This study examined the influence of teacher competence and differentiated instruction on the learning outcomes of students with special educational needs through the mediating role of learning motivation. The study was motivated by the need to improve the quality of inclusive education through teachers' competence in implementing differentiated learning that accommodates students' diverse characteristics and learning needs. A quantitative approach with an explanatory survey design was employed. The participants consisted of 53 teachers from inclusive schools and special schools selected using purposive sampling. Data were collected through a structured questionnaire distributed via Google Forms and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS), supported by Pearson correlation and multiple regression analyses. The findings revealed that differentiated instruction had the strongest positive effect on students' learning outcomes (β = 0.579), followed by learning motivation (β = 0.281). Teacher competence was positively associated with differentiated instruction (r = 0.766) and learning motivation (r = 0.806), indicating that competent teachers were more capable of implementing adaptive instructional strategies that enhanced students' motivation. Furthermore, the proposed structural model demonstrated satisfactory explanatory power, with an R² value of 0.703, indicating that 70.3% of the variance in learning outcomes was explained by teacher competence, differentiated instruction, and learning motivation. The results confirm that learning motivation functions as a mediating variable linking teacher competence and differentiated instruction to students' learning outcomes. These findings highlight the importance of strengthening teacher competence and implementing differentiated instruction to improve learning outcomes in inclusive education.
Co-Authors Ali Alhasni DARMAN Imam Mashudi Muh Rijal Qiran Qiran Qiran