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All Journal Indonesian Journal of Educational Science (IJES) Dharma Pendidikan
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MENINGKATKAN SEMANGAT KEWIRAUSAHAAN MAHASISWA MELALUI MODEL PEMBELAJARAN INOVATIF DI PENDIDIKAN EKONOMI Hariyono Hariyono; Suharto; Umi Hidayati
Dharma Pendidikan Vol 20 No 1 (2025): Dharma Pendidikan
Publisher : STKIP PGRI Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69866/dp.v20i1.566

Abstract

Penelitian ini mengkaji efektivitas model Project-Based Learning (PjBL) dan Problem-Based Learning (PBL) dalam meningkatkan semangat kewirausahaan mahasiswa Program Studi Pendidikan Ekonomi. Dengan desain kuasi-eksperimental, penelitian melibatkan dua kelompok: kelompok eksperimen yang mendapatkan pembelajaran inovatif, dan kelompok kontrol yang mengikuti pembelajaran konvensional. Instrumen berupa kuesioner kewirausahaan mencakup lima dimensi: kreativitas, keberanian mengambil risiko, inisiatif, ketekunan, dan orientasi sosial. Hasil menunjukkan peningkatan skor lebih tinggi pada kelompok eksperimen (dari 65,47 menjadi 82,93) dibanding kelompok kontrol (dari 64,85 menjadi 70,44). Uji-t independen menunjukkan perbedaan signifikan (t(58) = 7,894; p < 0,001). Temuan menunjukkan bahwa pendekatan pembelajaran inovatif memperkuat karakter kewirausahaan mahasiswa, khususnya pada aspek kreativitas dan orientasi sosial. Penelitian ini merekomendasikan integrasi pembelajaran berbasis nilai dan kontekstual dalam pendidikan ekonomi guna membentuk lulusan yang tidak hanya unggul secara akademis, tetapi juga memiliki semangat kewirausahaan yang humanistik dan berorientasi pada keberlanjutan.
Implementation of Artificial Intelligence–Integrated Project-Based Learning to Enhance Digital Entrepreneurship Literacy and Student Engagement in Economics Education Hariyono; Umi Hidayati; Suharto
Indonesian Journal of Educational Science (IJES) Vol 8 No 1 (2026): Indonesian Journal of Educational Science (IJES) : In Progress
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ijes.v8i1.6047

Abstract

The rapid advancement of digital technology and artificial intelligence (AI) has significantly influenced higher education practices, demanding innovative pedagogical models that foster students’ digital competence, creativity, and engagement. This study aimed to analyze the effectiveness of an artificial intelligence (AI)-integrated project-based learning (PjBL) model in improving digital entrepreneurship literacy (DEL) and learning engagement (LE) among students in economics education. This study employed a two-cycle classroom action research design involving 28 third-semester students enrolled in the Microeconomics course at Universitas Nusantara PGRI Kediri. Data were collected using six instruments: the Digital Entrepreneurship Literacy Scale, the Learning Engagement Scale, the project rubric, the observation sheet, the digital activity log, and reflective interviews. Quantitative analyses included paired-samples t-tests, N-gain, and Pearson correlations, while qualitative data were analyzed thematically. The results showed a significant improvement in both DEL and LE following implementation of the AI-integrated PjBL model. The mean DEL score increased from 76.04 to 102.96 (n-gain = 0.623; p < 0.001), and the mean LE score increased from 60.75 to 79.75 (n-gain = 0.661; p < 0.001). Observations and digital activity logs revealed higher behavioral and cognitive engagement during the learning process. Qualitative findings indicated that students utilized AI tools such as ChatGPT, Google Sheets AI, Gemini, and Canva AI for market research, price elasticity simulations, and digital content design in creative and ethical ways. The study concludes that integrating AI into the PjBL framework effectively enhances students’ digital entrepreneurship literacy, fosters reflective engagement, and supports the development of adaptive, ethical, and innovative learners in economic education.
Co-Authors Hariyono Hariyono Hariyono Umi Hidayati