Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
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All Journal Jurnal Pendidikan Ekonomi Undiksha Conference Proceedings International Conference on Education Innovation and Social Science
Saady, Farma Ladia
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Economics, Econometrics & Finance Education Social Sciences

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Systematic Literatur Review Perkembangan Pembelajaran Gamifikasi dalam Pembelajaran Ekonomi Saady, Farma Ladia; Suryadi, Edi; Machmud, Amir
Jurnal Pendidikan Ekonomi Undiksha Vol. 16 No. 3 (2024)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpe.v16i3.80666

Abstract

Gamification has emerged as an approach that can increase student engagement and motivation in economics learning. The aim of this research is to conduct a systematic review of existing literature regarding the development of gamification in economic learning and then obtain a distribution for 2020-2024. The data collection technique is carried out by downloading files on the Scopus database to see trends in publications with the largest number, number of documents, ranking classifications of institutions or universities, journals and documents, as well as the use of shared keywords. The method used is bibliometric analysis. A total of 32 documents were collected through the Scopus database and then combined into one file in ris format and entered into the VOSviewer application to obtain network visualization and overlay visualization. The research results show that the trend of publications related to gamification learning in economics learning has increased from year to year. The largest number of documents is in "Springer Proceedings in Business and Economics" with four documents. A publication with the title "The effects of a gamified project based on historical thinking on the academic performance of primary school children" written by Martinez et al. (2021) with a total of 14 citations. Student is the most widely used gamification keyword along with 5 cooccurrences. Based on the keywords visualized, there are several keywords that are trending. Research focuses on gamification learning in economic learning, namely students, e-learning, economic disciplines, higher education, education, experiential learning, online learning, flipped classroom, innovation.
The Effect of Technopreneurial Self-Efficacy on Technopreneurship Intention: The Moderating Role of Technopreneurial Motivation Saady, Farma Ladia; Kurjono, K; Mulyani, Heni
Proceedings International Conference on Education Innovation and Social Science 2025: Proceedings International Conference on Education Innovation and Social Science
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

This study examines the effect of technopreneurial self-efficacy (TSE) on technopreneurship intention (TI) among non-engineering university students, with technopreneurial motivation (TM) as a moderating variable. Grounded in the Theory of Planned Behavior, TSE reflects perceived behavioral control, while TM functions as a motivational driver that can strengthen intention formation. A quantitative survey was conducted with 224 non-engineering undergraduates at Universitas Pendidikan Indonesia who had completed at least one entrepreneurship-related course. Data were collected via an online questionnaire using validated measurement scales and analyzed through Partial Least Squares-Structural Equation Modeling (PLS-SEM). The results reveal that TSE has a significant positive effect on TI (p < 0.001), TM positively influences TI (p < 0.001), and TM significantly moderates the TSE-TI relationship (p = 0.014), although with a small effect size. The model accounts for 65.9% of the variance in TI, emphasizing the combined influence of capability beliefs and motivational forces on technopreneurial intentions. These findings extend the Theory of Planned Behavior by integrating a motivational construct into the prediction of technology-based entrepreneurial intention, particularly within the underexplored context of non-technical students. The study recommends that higher education institutions adopt integrative interventions—such as experiential learning, mentoring, and digital business simulations—to concurrently strengthen self-efficacy and nurture intrinsic motivation, thereby fostering a more inclusive and innovative technopreneurship ecosystem.
Co-Authors Amir Machmud, Amir Edi Suryadi, Edi Kurjono, K Mulyani, Heni