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All Journal Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Jurnal Teknodik
Basyah, Ali
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Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Physics Other

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FLIPPED CLASSROOM MATERIAL UNTUK MENINGKATKAN MINAT TECHNOPRENEUR SISWA SMK Basyah, Ali
Jurnal TEKNODIK Jurnal Teknodik Vol. 22 No. 1, Juni 2018
Publisher : Pusat Data dan Teknologi Informasi Kementerian Pendidikan Kebudayaan, Riset dan Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (76.288 KB) | DOI: 10.32550/teknodik.v21i3.320

Abstract

Abstrak: Kemajuan negara dicapai dari seberapa besar lulusan pendidikannya dapat menghasilkan wirausaha. Apabila lebih dari 4% lulusan dapat menjadi wirausaha maka kemajuan negara mudah dicapai. SMK memiliki aims pada lulusannya yang dikenal dengan BMW yaitu bekerja, melanjutkan dan berwirausaha. Kelas wirausaha Multimedia diharapkan meningkatkan minat dan kemampuan siswa terjun dalam wirausaha khususnya technopreneur. Minat siswa SMK setelah lulus hampir 65% ingin bekerja, 33% ingin melanjutkan, hanya 2% siswa yang berminat berwirausaha terutama yang berlatar belakang keluarga pengusaha. Mata Pelajaran Produk Kreatif dan Kewirausahaan pada Kurilkulum 2013 revisi 2017 ini menerapkan program Kelas Terbalik (Flipped Classroom) untuk menumbuhkan semangat berwirausaha yang maksimal. Studi pada tahun 2017 didapatkan bahwa minat awal siswa berwirausaha hanya 3%, pada semester ganjil dapat tumbuh hingga mencapai 30% sedangkan diakhir semester genap (kelulusan) berdasarkan penelusuran minat terjun dalam technopreneur mencapai 55%. Dengan rincian 34% murni berwirausaha baru, 12% melanjutkan usaha keluarga dan melanjutkan studi, 54% berwirausaha sambil melanjutkan studi. Kesimpulan dari studi ini adalah melalui Flipped Classroom Material dapat menumbuhkan minat berwirausaha pada siswa Kelas XII Multimedia SMK Negeri 1 Mojokerto.
Challenge-Based versus Real Job Learning: Effects of Entrepreneurial Interest on Vocational Students’ Entrepreneurial Knowledge and Skills Basyah, Ali; Kamdi, Waras; Purnomo, Purnomo; Tuwoso, Tuwoso
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 10 No. 2 (2026): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v10i2.4264

Abstract

Entrepreneurship education in vocational schools requires instructional approaches that develop both conceptual knowledge and practical entrepreneurial skills through authentic learning experiences. However, evidence directly comparing different Project-Based Learning (PjBL) models while considering students’ entrepreneurial interest remains limited. This study examined the effects of Challenge-Based Learning (CBL), Real Job Learning (RJL), entrepreneurial interest, and their interaction on entrepreneurial knowledge and skills. A quasi-experimental 2 × 2 factorial design was implemented with 70 Grade XII Multimedia students at one Indonesian vocational high school. Two intact classes were assigned to CBL (n = 35) and RJL (n = 35), while students were categorized according to high or low entrepreneurial interest. Data were collected using an entrepreneurial interest questionnaire, a 17-item entrepreneurial knowledge test, and a 12-item performance-based entrepreneurial skills rubric. MANOVA revealed significant multivariate effects of the PjBL model (Pillai’s Trace = .853, F = 188.20, p < .001), entrepreneurial interest (Pillai’s Trace = .806, F = 135.20, p < .001), and their interaction (Pillai’s Trace = .125, F = 4.64, p = .013). Follow-up analyses showed significant effects of the PjBL model on entrepreneurial knowledge (F = 14.136, p < .001, ηp² = .18) and skills (F = 381.376, p < .001, ηp² = .85), and of entrepreneurial interest on knowledge (F = 6.340, p = .014, ηp² = .09) and skills (F = 274.585, p < .001, ηp² = .81). Significant interactions were also found for knowledge (F = 4.650, p = .035) and skills (F = 6.121, p = .016). Overall, CBL produced stronger entrepreneurial outcomes than RJL, while the interaction patterns indicate that instructional effectiveness varied according to students’ entrepreneurial interest. These findings support the integration of authentic, challenge-oriented projects while recognizing differences in students’ initial entrepreneurial orientation in vocational entrepreneurship education.
Co-Authors Purnomo Purnomo Tuwoso