<![CDATA[Vocational High School (SMK) graduates in Indonesia experience persistently high unemployment, partly because many students’ competencies remain oriented toward formal employment rather than business creation. Preliminary interviews at SMK Saraswati 1 Denpasar indicated that among 51 grade-12 students enrolled in the entrepreneurship subject, only five reported owning or intending to start a business after graduation. This community service program aimed to strengthen students’ technopreneurship understanding and their ability to produce a structured business plan using the Business Model Canvas (BMC), supported by Generative AI (ChatGPT). The intervention was delivered in a 2-hour workshop consisting of: (1) a 30-minute session on entrepreneurship and technopreneurship concepts, (2) a 50-minute step-by-step BMC development integrated with ChatGPT and guided by the speaker with facilitator mentoring and observation, and (3) a 40-minute group presentation with feedback. Outcomes were assessed using a descriptive evaluation framework (pre–post concept quiz, BMC rubric, and structured observations). Before the program, all students recognized the term “entrepreneur,” but only 3.92% demonstrated adequate understanding of “technopreneurship”; after the workshop, 100% of participants could define both concepts, explain differences, and provide examples. All groups completed the nine BMC blocks (100%), with 80% of group outputs reflecting technopreneurship-based business ideas. Rubric review identified recurring weaknesses in articulating value propositions (30%) and distinguishing customer relationships from channels (40%). Overall, integrating BMC practice with AI-assisted ideation provides a practical and replicable approach to improve structured business thinking and digital literacy among SMK students.]]>
