IMPLEMENTATION OF PROJECT-BASED LEARNING MODEL IN ENTREPRENEURSHIP EDUCATION
DOI:
https://doi.org/10.47652/metadata.v5i3.841Keywords:
Project-Based Learning, Entrepreneurship Education, Entrepreneurial Competence, Business Innovation, Quasi-Experimental Design.Abstract
In a dynamic and increasingly competitive global economic landscape, developing an entrepreneurial spirit is imperative for sustainability and innovation, with entrepreneurship education (ECE) playing a crucial role in instilling the skills, attitudes, and knowledge necessary to adapt to market changes and create new business opportunities. However, various empirical studies have shown a gap between conventional ECE curricula and the demands of real-world entrepreneurial practices, often leading to a lack of preparedness for graduates in facing entrepreneurial challenges, an issue exacerbated by the declining success rate of new startups and the high failure rate in the early years of operation. Therefore, this study aims to quantitatively and qualitatively evaluate the effectiveness of implementing a Project-Based Learning (PBL) model in improving students' entrepreneurial competencies, particularly in product innovation and business plan development, using constructivism and experiential learning theoretical frameworks. Our primary hypothesis is that students who participate in the PBL model will demonstrate significant improvements in market opportunity identification, business solution creativity, and business plan quality compared to traditional learning methods. To achieve this objective, we adopted a quasi-experimental design with a mixed approach, involving 200 entrepreneurship study program students who were randomly divided into an experimental group (n=100) receiving the PBL model and a control group (n=100) following conventional learning, using a structured questionnaire (with Cronbach's Alpha = 0.85 and Guttman Split-Half = 0.78) to measure entrepreneurial competency and content analysis of business plans, with a learning procedure for 12 sessions and data analysis using independent t-test, ANOVA, and thematic analysis. The main findings showed that the PBL experimental group was significantly superior, with an average entrepreneurial competency score of 85.2 (SD=7.5) compared to 68.9 (SD=9.2) in the control group (t(198)=15.3, p < 0.001, Cohen's d=2.15); Secondary analysis also confirmed a positive correlation between PBL and creativity (r=0.65, p<0.01) and business plan quality (mean 4.2/5 vs. 3.1/5), and highlighted unexpected improvements in team collaboration and communication. In conclusion, the implementation of the PBL model proved effective in enhancing students' entrepreneurial competencies, providing a theoretical contribution to the validity of the PBL model in PK and a practical contribution in the form of recommendations for PBL integration to produce more prepared and innovative graduates.
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