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All Journal Dinasti International Journal of Management Science Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS)
Fitri Nurul Fauziah
Universitas Pendidikan Indonesia, Bandung, Indonesia
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Social Sciences Other

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Pengaruh Model Project Based Learning terhadap Kreativitas Siswa SMK Negeri 15 Bandung dalam Pembelajaran Kewirausahaan Fitri Nurul Fauziah; Encep Syarief Nurdin; Imas Kurniawaty
Jurnal Manajemen Pendidikan dan Ilmu Sosial Vol. 7 No. 1 (2025): Jurnal Manajemen Pendidikan dan Ilmu Sosial (Desember 2025 - Januari 2026)
Publisher : Dinasti Review

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jmpis.v7i1.6782

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya tingkat kreativitas siswa dalam pembelajaran kewirausahaan di Sekolah Menengah Kejuruan (SMK), yang berimplikasi terhadap kemampuan inovatif dan kesiapan mereka menghadapi dunia kerja. Kondisi tersebut menuntut penerapan model pembelajaran yang dapat menstimulasi keterlibatan aktif, kolaborasi, dan kemandirian belajar. Tujuan penelitian ini adalah untuk menganalisis pengaruh Model Project Based Learning (PjBL) terhadap peningkatan kreativitas siswa dalam pembelajaran kewirausahaan di SMK Negeri 15 Bandung. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei eksplanatori. Sebanyak 418 siswa menjadi responden yang dipilih melalui teknik sampling proporsional. Data dikumpulkan menggunakan kuesioner berskala Likert dan dianalisis menggunakan Structural Equation Modeling-Partial Least Squares (SEM-PLS) dengan bantuan perangkat lunak SmartPLS 4. Hasil penelitian menunjukkan bahwa penerapan Model PjBL berpengaruh positif dan signifikan terhadap kreativitas siswa. Lingkungan belajar kolaboratif, keterlibatan dalam pemecahan masalah nyata, dan refleksi diri selama proyek terbukti memperkuat aspek berpikir divergen dan inovatif. Secara teoretis, penelitian ini memperluas pemahaman tentang mekanisme pembelajaran berbasis proyek dalam meningkatkan potensi kreatif siswa vokasional. Secara praktis, hasil penelitian ini memberikan dasar bagi guru dan pembuat kebijakan untuk mengintegrasikan pendekatan PjBL secara sistematis dalam kurikulum kewirausahaan di SMK. Penelitian selanjutnya disarankan untuk meneliti variabel mediasi seperti motivasi intrinsik atau efikasi diri untuk memperdalam model hubungan yang ditemukan.
The Effect of Character Education on The Academic Motivation of Students at State Vocational School 15 Bandung Fitri Nurul Fauziah; Dasim Budimansyah; Kama Abdul Hakam; Asep Dahliyana; Imas Kurniawaty
Dinasti International Journal of Management Science Vol. 7 No. 2 (2025): Dinasti International Journal of Management Science (November - December 2025)
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijms.v7i2.5812

Abstract

Character education is a key pillar in fostering sustainable academic motivation amidst the challenges of moral degradation and low student engagement in vocational schools. This study aims to analyze the influence of character education on the academic motivation of students at State Vocational High School (SMK) 15 Bandung, focusing on the dimensions of responsibility, integrity, and discipline in the context of vocational learning. A quantitative approach was employed, utilizing an explanatory survey method with 397 student respondents from four expertise programs: Social Work, Hospitality, Culinary, and Visual Communication Design. Data were collected through a Likert-scale-based questionnaire and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS 4 software. The results showed that character education had a positive and significant effect on students' academic motivation. Character values ​​were proven to strengthen students' self-efficacy, learning persistence, and goal orientation through increased self-regulation and perceptions of educational responsibility. These findings confirm the principles of self-determination theory and social-cognitive theory, which suggest that character-based learning can increase intrinsic motivation through the interaction between personal, social, and cognitive factors. This research makes theoretical contributions to the development of an integrative character-motivation model and offers practical implications for teachers and policymakers in designing learning experiences that foster student responsibility, independence, and overall well-being.
Co-Authors Asep Dahliyana Dasim Budimansyah Encep Syarief Nurdin Imas Kurniawaty Kama Abdul Hakam