Building Student's Islamic Enterpreneurial Mindset through Project

Based Learning Model

Lena Nuryanti S., Rd. Dian H. Utama, Arief Maulana Hasan and Dewi Yuliana

Faculty of Economic and Business Education, Universitas Pendidikan Indonesia, Indonesia

lenanuryanti@upi.edu

Keywords: Entrepreneur, Islamic, Project Based Learning.

Abstract: Nowadays, the Islamic economy is experiencing euphoria, whether in developing countries or in developed

countries. The financial industry as well as other forms of Islamic economic institutions grew all over the

world from the Middle East, Asia, to Western countries such as United Kingdom. In Indonesia, Islamic

economics largely manifests into the sharia finance industry, mainly the Sharia Bank which is also the most

salable entity after the 1997 monetary crisis. (Ryusdiana 2014) Islamic Entrepreneurship Learning in Higher

Education should produce graduates who are ready to do entrepreneurship by relying on Islamic sharia-

based economy. In this research, the researchers attempted to develop Entrepreneurship Learning

Management using Project-Based Learning model approach, so it can grow the mindset of the students to

become Islamic entrepreneurs. The Project-Based Learning model is learning by using real projects in life

based on high motivation, challenging questions, tasks, or problems to form competence mastery by

teamwork in an effort to solve problems. The purpose of Project-Based Learning is to improve the learning

motivation, teamwork, collaboration skills in achieving high level academic ability/taxonomy level of

creativity needed in the 21st century (Cole and Wasburn, 2010). Thus, it is hoped that real project-based

learning model can grow the mindset in the form of a combination of entrepreneurial attitude and

entrepreneurial cognition which is the transformation from doing student project to becoming an innovative

and creative entrepreneur based on Islamic Economics. The research method used is the R&D model that

has been developed by some experts. One of them is Bolt and Gall development model in 10 stages

(http://www.eurekapendidikan.com/2014). In this study, we have conducted observations, done interviews,

and collected data through the distribution of questionnaires to 85 students during 16 lecture meetings in

Entrepreneurship Learning materials. Data analysis techniques used in this study is simple linear regression

with the assistance of SPSS 21.0 for windows program. The expected output of this research is the design of

the learning model in the form of guidance and documentation as an evident of the project, which will be

published and registered as Intellectual Property Copyrights.

1 INTRODUCTION

One of the habits in the presentation of learning

materials which is seen as a classic problem,

especially in entrepreneurial learning, is the

conventional method of delivering the material

(lecture monologue) and also includes aspects of

assessment that do not measure indicators of any

basic competence or subject material. All this time,

entrepreneurial learning is often done by using a

teacher-centered approach that solely emphasizes

cognitive aspects, teachers or lecturers present

learning materials by relying solely on the

description of sentences or narrations contained in

the module or book although using the media

presentation but only transferring notes and stuffing

students with the concept of theoretical concepts

without balancing with conative treatment (real

behavior) based on affective components. So the

evaluation system also only emphasizes the

cognitive aspect. The approach emphasizes the

teacher/lecturer as key informant or teacher-centered

as if only the teacher/lecturer who understand the

theory the most. As the result, there are many

universities which pass students who think

superficially and only stand on the surface of the

Nuryanti, B., Utama, R., Hasan, A. and Yuliana, D.

Building Student’s Islamic Enterpreneurial Mindset through Project Based Learning Model.

In Proceedings of the 1st International Conference on Islamic Economics, Business, and Philanthropy (ICIEBP 2017) - Transforming Islamic Economy and Societies, pages 655-662

ISBN: 978-989-758-315-5

655

problem, but not the students who are able to think

deeply and think critically in addressing a matter.

Essentially, entrepreneurship courses are not

only the delivery of education value based on

Pancasila and the 1945 Constitution theoretically,

but how the essence of entrepreneurship education

based on the value of Pancasila and the 1945

Constitution can be realized in the people's

economic system which in this case is the practice of

entrepreneurship through a entrepreneurial

experience learning approach.

"National education functions to develop the

ability and to shape the character and civilization of

dignified nation in order to educate the nation's life,

aims to develop the potential of learners to be a

human being who believes and cautious to God

Almighty, who is noble, healthy, knowledgeable,

capable, creative, independent, democratic, and

responsible.” (Explanation of the 1945 Constitution

on education set forth in Law No. 20, Year 2003.

Article 3)

Thus the emphasis is more on the aspects of

attitudes (affective) and experience (psychomotor).

In addition, integratively the aspect of knowledge

should also be taken into account. "What I heard I

forgot, what I saw I remember, what I do I

understand" as the emphasis on the importance of

experience in the learning process. Experience as a

medium of learning, through reflection and meaning

from direct experience, and focus on each

individual.

Through entrepreneurship education which

equips the learners with life skills where in it

happens the interaction of knowledge and skills

which are very important to be possessed by learners

so that they can live independently as entrepreneurs.

Hence, four important principles of UNESCO in

carrying out entrepreneurial learning as life skills

should not be abandoned, which are also quoted by

Delors (1996) which are Learning to know (learning

to know entrepreneurship), learning to do (learning

to do entrepreneurial activities), learning to be

(learning to be practicing entrepreneurial activities),

and learning to live together (learning to be with

others in social interaction in entrepreneurship).

Entrepreneurship learning model is assumed to

work well if the lecturer is able to organize student

learning experience by using a systematic procedure.

One of the models in this study is Project-Based

Learning model in Entrepreneurship Learning

conducted for students of the Faculty of Economics

and Business Education of UPI. So the objectives

that have been described above can be achieved.

This Project-Based Learning (PjBL) approach is one

of the student-centered learning approaches through

the experience of completing the learning

assignments with entrepreneurship project as the

source of learning.

The studying results all this time are still less

than the maximum, so a significant improvement is

expected after the application of project-based

learning approach (PjBL). Through the PjBL

approach it is expected that the students will be

creative, innovative, capable, and adaptable

entrepreneurs to face the challenges in global

markets. Some facts or findings during the course

give encouragement to researchers to conduct

research activities about the benefits of a learning

approach, namely: the use of PjBL learning

approach to improve learning outcomes in

entrepreneurship courses.

The goal to be achieved from this research is to

develop and create an active, creative, challenging,

and fun learning atmosphere. For students, without

realizing various potentials will be explored and

creative ideas will be emerged naturally. They will

show their characteristics without having to be

ordered or directed and they will actively and

creatively continue to proceed to improve their

actualization. In the end, the lecturer will act as a

facilitator.

This research result presents an Entrepreneurship

Learning Management which is packaged since the

learning planning, learning activities implementation

process, entrepreneurship practice, entrepreneurship

or SMEs field observation, focused group

discussion, business plan arrangement, organizing

Entrepreneurial Expo or exhibition, Follow-up Plan,

Starting entrepreneurship (independent/cooperation),

evaluation, and continuous improvement.

2 MANUSCRIPT PREPARATION

2.1 Project-Based Learning

Project-Based Learning (PjBL) is a learning process

based on a real project in life based on high

motivation, challenging questions, tasks, or

problems to form competence mastery by teamwork

in an effort to solve problems (Barell, 2010; Baron,

2011), in training materials of the Directorate of

Vocational High School Coaching in 2016.

The role of students and lecturers in the context

of project-based learning becomes very important.

Lecturers play an active role as facilitators who help

facilitate students to learn and consult about things

that need deeper understanding, as managers who

ICIEBP 2017 - 1st International Conference on Islamic Economics, Business and Philanthropy

656

are able to design and carry out meaningful learning

activities, as well as manage the necessary learning

resources. Students are also involved in the learning

process with the lecturers because students are

guided, directed to learn to find and to seek as well

as to question something to investigate the answers

of a question and to manage and communicate the

results communicatively. Students are expected to be

able to modify the new received knowledge with the

experience and knowledge they have received

before.

Through project-based learning model, students

are expected to be able to recognize and develop

their learning capacity and potential. In addition,

students are fully and consciously able to use the

potential of learning resources in their surroundings,

more trained to initiate, think systematically,

critically and responsively, so they can solve

everyday problems through tracing meaningful

information to them. Learning based on

Entrepreneurship Project requires lecturers to work

professionally, to teach systematically, and to be

based on effective and efficient learning principles.

That is to say, lecturers can engineer learning

models which are implemented systematically and

can make the learning process as a meaningful

experience for students.

Therefore, lecturers as educators in universities

must have the ability to optimally utilize learning

resources in their environment in the learning

process, to develop new ideas, to reduce the

knowledge gap that students get with the knowledge

gained from the real life environment in the

community, learn the relevance of Entrepreneurship

course to the daily needs of the community, to

develop students' knowledge, skills, and behaviors

gradually and intactly, to give students the

opportunity to develop optimally according to their

abilities and to apply the principles of learning with

process approach and student-centered approach.

The implementation of Project-Based Learning

model can be done on a pair of Basic Competences

and/or some Basic Competences from the

competence unit at the high level.

The stages or syntaxes of the Learning-Based

model are:

 Starting with the Essential Question;

 Designing the project planning;

 Creating a schedule;

 Monitoring the Students and the Progress of

the Project;

 Assessing the Outcome;

 Evaluating the experience. (Barell, 2010;

Baron 2011), in the training materials of the

Directorate of Vocational High School

Coaching in 2016.

2.2 Islamic Entrepreneurship

Entrepreneurship first appeared in the 18th century

beginning with the new inventions such as steam

engines, spinning machines, etc. Their main goal is

the growth and expansion of the organization

through innovation and creativity. Profits and wealth

are not the main purpose. Simply, entrepreneurs

mean people who are brave enough to take risks to

open a business in a variety of opportunities, dare to

take risks which means independent and dare to start

a business, without fear or worry even in uncertain

conditions.

In the society there are several forms of activities

performed to meet the needs of everyday life. For

example the needs of clothing, food, and boards. To

achieve that needs, one of the way is by doing

entrepreneurship activities. In the Qur'an,

entrepreneurship is not explicitly addressed, but in

the discussion of muamalah everything is associated

with commerce. The following verses are related to

the rules of buying and selling (Al Quran

Departemen Agama RI, 1989):

 Q.S Al-Baqarah: 275 “…..Allah has permitted

trade and has forbidden interest….”

 Q.S An-Nisa: 29 “O you who have believed,

do not consume one another's wealth unjustly

but only [in lawful] business by mutual

consent.”

 Q.S Al-Baqarah: 282 “…..And bring to

witness two witnesses from among your

men…”

Trading is a part of the business work that mostly

aims to make a profit, so to achieve it people often

do indecent things. Yet this is strictly prohibited in

Islam. As revealed in the hadith: “Allah loves those

who are generous when selling, buying, and

collecting the accounts.”

Trading is still regarded as a lowly job because

trading is usually done with tricks, fraud, dishonesty,

etc.

History also records a number of prominent

Islamic figures who are also as tough businessmen,

Abdul Ghani Aziz, Agus Dasaad, Djohan Soetan,

Perpatih, Jhohan Soelaiman, Haji Samanhudi, Haji

Syamsuddin, Niti Semito, and Rahman Tamin.

What is illustrated above, at least can be concrete

evidence that the ethos of business owned by

Muslims is very high, or in other words Islam and

trade is like two sides of a single coin. It is true what

Building Student’s Islamic Enterpreneurial Mindset through Project Based Learning Model

657

the Prophet said: “Ninety percent (90%) of

sustenance comes from trading” (HR Ahmad).

2.3 Islamic Entrepreneurial Mindset

Entrepreneurial mindset is a framework of an

entrepreneurial-oriented mind, preferring to undergo

the avoidance of the avoidors, seeing things simpler

than others who can only see them in a complex

way, willing to learn about something that comes

from taking risks. (Mc Granth and MacMillan, 2000)

Here are six characteristics of Islamic

entrepreneurial mindset of an entrepreneur according

to the study of Al-quran and hadith as well as some

opinions of expert. Mc. Granth and MacMillan

(2000), namely:

2.3.1 Honest

In the sense of not doing business that is categorized

Gharar (not clear), in other words dare to express

the actual condition of the business undertaken, and

want to carry out their business activities in

accordance with their ability. This is necessary

because that attitude is likely to make buyers or

business partners have high confidence to

entrepreneurs so they are willing to be customers in

the long term to come.

2.3.2 Ethical

In running a business must meet the business ethics

of mutual benefit both materially and morally, be

consensual, and without doubt in buying and selling.

This can be achieved by implementing a clear and

operable transactional agreement which is the

presence of buyer's desired goods (clearly qualified,

quantifiable), and a currency (i.e. money) that the

seller wants in accordance with agreed nominal

value.

2.3.3 Independent

The self-concept of Islamic entrepreneurship is “to

be done” (biyadihi). “The best charity is the work

done with the sweat itself -- amalurrajuli biyadihi”

(HR.Abu Dawud); In a verse Allah says, "Work, for

Allah will see your deeds, and [so, will] His

Messenger and the believers." (Surah at-Tawbah:

105). Therefore, when the prayer has been fulfilled

then scatter on the earth and seek God's gifts (rizki).

(Q.S. al-Jumu'ah: 10) Even the words of the Prophet,

"Actually, working to find halal sustenance is a duty

after obligatory prayer" (HR.Tabrani and Baihaqi).

These abrogations are obviously signaling that

people should work hard and live independently.

2.3.4 Caring

True entrepreneurs are not just a person who

prioritizes his company growing rapidly, but also

must have a strong network with the principle of

mutual cooperation to achieve mutual prosperity. A

successful entrepreneur is someone who sees that the

result of his business is as a proof of worship that is

also worth as a provision in the hereafter. Therefore,

the Islamic Entrepreneur should consider that the

treasure of the business must be brought to the

hereafter through the concept of caring while living

in the world, entrusting the wealth to the poor to be

enjoyed later by the owner of the wealth while living

in the hereafter. "The hand on top is better than the

hand below"; "Al yad al 'ulya khairun min al yad al

sufla" (HR.Bukhari and Muslim) the term "hand on

top = giving", "hand below = requesting/receiving"

(in this very symbolic language the Prophet

encouraged his people to work hard to have wealth,

so as to give something to others), atuzzakah. (Q.S.

Nisa: 77) "Man must pay zakat (Allah obliges man

to work hard to be rich and able to fulfill the

obligation to pay zakat)".

2.3.5 Optimistic

An optimistic entrepreneur will take the risk that has

been taken into account. Have a long-term goal, in

the sense of having a clear picture of the final

development of the business undertaken. This is to

be able to provide great motivation to entrepreneurs

to be able to do the work even though at the same

time the expected results are still not obtainable. The

optimistic concept always rests on God without any

doubt, "Bismillahi tawakkaltu alallahi".

2.3.6 Flexible

The word flexible in the Great Dictionary of Bahasa

Indonesia is defined as not awkward, not rigid,

easily adjusted. In other words, flexible

entrepreneurs are always good at adjusting to

environmental conditions and adapting to the

development of time, being creative and innovative,

including knowing themselves and being able to put

themselves as creatures of their God, being grateful

as creatures of Allah SWT and always being

obedient to pray, which is a surrender to God to ask

what is desired and receive whatever results are

obtained. In other languages, it can be argued that

"the man is the one who strives, but God is the one

ICIEBP 2017 - 1st International Conference on Islamic Economics, Business and Philanthropy

658

who decides." Thus, praying is one of the therapies

for the maintenance of effort to achieve the ideal.

Flexible concept is described as words of wisdom

from Sekh Muhammad bin Sholih Al Utsaimin

"I'mal li dunyaka ka annaka taisyu abada, wa'mal li

akhirotika ka annaka tamuutu ghodan" which means

"work for your worldly life as if you will live

forever, and work for the Hereafter as if you will die

tomorrow." Those words of wisdom have a deep

meaning where a flexible entrepreneur can balance

their entrepreneurial life for the affairs of the world

and the hereafter, must work hard to increase the

achievement and productivity of the company as

high, collect as much wealth as if he did not will

never leave the world, but when there is the sound of

the prayer call then he leaves work directly to do

obligatory prayers together as well as to do sunnah

prayers. When the wealth is overflowing and the

results of the effort have risen, do the zakat, pauper

the poor, and give charity with the wealth of the

effort, the process of hastening the affairs of the

Hereafter as if he has been told that tomorrow he

will die. Thus, the flexible entrepreneur can adapt to

the world and adapt to the hereafter.

Based on the description it can be seen that

project-based learning can affect the entrepreneurial

mindset. The paradigms in this research are:

Figure 1: Research Paradigms.

3 RESEARCH METHODS

This study uses a project-based learning approach to

Islamic entrepreneurial mindset. As for the object of

research as independent variable (exogenous) is

project-based learning (X) with sub-emphasis of

learning process on developing the analytical and

critical thinking skills, students do not only learn

passively but they also do something related to the

material, values, and attitudes related to

Entrepreneurship courses. Students are more

required to think critically, to analyze, to evaluate,

and feedback will occur more quickly in the learning

process. Then the object of the research as the

dependent variable (endogen) is Islamic

entrepreneurial mindset (Y) which includes having

the desire to seek new opportunities, chasing the best

opportunities, disciplining themselves to realize

opportunities, focusing on executing decisions -- not

just planning, and involving the ability of other

people in the team. The object as the respondents in

this study are students of the Faculty of Economics

and Business Education, Universitas Pendidikan

Indonesia.

This research was conducted at Universitas

Pendidikan Indonesia. Based on the period which is

less than one year, the research method used is

cross-sectional method. Husein (2008) suggests that,

"cross-sectional approach is a method of research by

studying the object in a certain time or not

continuous in the long term.

Based on the level of explanation and the field of

research, then this type of research is descriptive and

verificative research, by using explanatory survey as

the research method. The population under study are

students of Faculty of Economics and Business

Education, Indonesian University of Education with

the amount of N = 85 people. In this study, the

number of samples is determined by sampling

technique with saturated samples which means that

all members of the population are sampled.

4 RESULTS AND DISCUSSION

4.1 Descriptive Discussion

The syntaxes/stages of Project-Based Learning

model are:

4.1.1 Starting with the Essential Question

 What do you expect from this

entrepreneurship course? Or

 What do you aim in this Entrepreneurship

course? Or

 How is your goal setting at the end of this

Entrepreneurship course? Or

Building Student’s Islamic Enterpreneurial Mindset through Project Based Learning Model

659

 What do you want to do so that you do not

become a human being which is dependent on

your parents and are able to live

independently?

With this fundamental question, the students are

expected to have the will to achieve success (need

for Achievement) according to Mc.Clelland

motivation.

4.1.2 Design Project Planning

By Brainstorming method, what big projects

(events) do they want to show so they can achieve

satisfaction of business results.

4.1.3 Creating a Schedule

Arranging a schedule together to determine the

timing of the project event to be on target as well as

setting up the scenario and the person in charge or

the committee.

4.1.4 Monitoring the Students and the

Progress of the Project

The portion of the lecturer is only as a facilitator and

is not as an executor and does not intervene. Let

students grow to explore their creativity and

innovation. Lecturers’ duties are only to monitor and

to direct if deemed necessary and to prepare

themselves to become consultants for the students.

4.1.5 Assessing the Outcome

At the peak event (culmination), lecturers (may

invite the leadership board) to provide assessment

for their performance at the time of the event. For

example, with some questions concentrated on the

enrichment of lecture materials (about cash flow,

income loss, raw materials, production processes,

consumer behaviour, excellent service, and Islamic

business ethics, etc.)

4.1.6 Evaluating the Experience

At the end of the project event, either directly on the

same day, or on a predetermined day and time, do

the evaluation of their experiences, ups and downs,

or suggestions for improvement of activities on other

occasions. (Barell, 2010 and Baron 2011), in

training materials of Directorate of Vocational High

School Coaching in 2016. Developed in lecture and

research process by Lena Nuryanti, et al.

a. Project-based learning

Based on the results of empirical research on the

implementation of project-based learning on the

students of the Faculty of Economics and Business

Education, Universitas Pendidikan Indonesia, the

findings suggest that faster feedback indicators will

occur in the project-based learning process which

has contributed quite high in building Islamic

Entrepreneurial Mindset students of the Faculty of

Economics and Business Education, Indonesian

University of Education.

b. Islamic Entrepreneurial Mindset

Based on the results of empirical research on

entrepreneurial mindset of students of the Faculty of

Economics and Business Education, Universitas

Pendidikan Indonesia, the findings were found that

the dimension of only pursuiting the best

opportunity had contributed quite high in achieving

the entrepreneurial mindset.

4.2 Verificative Discussion

By using the program SPSS 21.0 for Windows,

obtained the following regression coefficients in

table 1:

Table 1: Simple Linear Regression Model.

Coefficients

Model Unstandardized

Coefficients

Standardized

Coefficients

t Sig.

B Std. Erro

Beta

(Constant) 31.994 8.216 7.288 .000

Project-based

Learnin

.887 .067 .433 3.966 .000

a. Dependent Variable: Entrepreneurial Mindset

Source: Results of Data Processing, 2016

Y= 31,994 + 0,887X

The constant value of 31.994 states that if there

is no project-based learning, then the amount of

entrepreneurial mindset is 31.994. The regression

coefficient of 0.887 one unit of value means that any

increase of project-based learning will increase the

entrepreneurial mindset of 0.887 one unit of value

and vice versa, if there is a decrease of

entrepreneurial mindset, project-based learning will

decrease the entrepreneurial mindset of 0.887 one

unit of value.

The relationship between project-based learning

to entrepreneurial mindset is derived from the

summary model described in detail below in table 2:

ICIEBP 2017 - 1st International Conference on Islamic Economics, Business and Philanthropy

660

Table 2: Model Summary.

Model Summary

Model R R Square Adjusted R Square Std. Error of the

Estimate

Change Statistics

R Square Change F Change df1 df2 Sig. F Change

1 .433

.278 .176 10381.506 .278 15.727 1 68 .000

a. Predictors: (Constant), Projec

ased Learning

. Dependent Variable: Islamic Entrepreneurial Mindset

Source: Results of Data Processing, 2015

From the table above we can calculate the

following Coefficient of Determination (CD) value:

CD = 0.278 x 100%

CD = 27.8%

The above calculation results show that the

magnitude of CD (coefficient of determination) is

27.8% which means that Islamic entrepreneurial

mindset is influenced by project-based learning

amounted to 27.8%, while the rest of 73.2% is

influenced by other variables not examined in this

research.

4.3 Hypothesis Testing

Table 3: The results of t-Test.

Coefficients

Model Unstandardized

Coefficients

Standardized

Coefficients

t Sig.

B Std. Erro

Beta

(Constant) 59488.242 7797.974 7.288 .000

Project-based

Learnin

.655 .195 .433 3.966 .000

a. De

endent Variable: Islamic Entre

reneurial Mindset

Source: Results of Data Processing, 2015

The calculation of t-test with the assistance of

SPSS 21.0 for windows program obtained tstatistic

of 3.966 with a significance level of 5%. Compared

with ttable value, the value of tstatistic is bigger than

the value of ttable (3.966> 1.665). Hence, the

decision can be made that the null hypothesis (H0) is

rejected and Ha is accepted. This means that there is

a positive influence of project-based learning on

entrepreneurial mindset.

5 CONCLUSIONS

Based on the discussion of the theory, research

results, and testing of linear regression analysis

conducted regarding Building Islamic

Entrepreneurial Mindset of Students Through

Project-Based Learning can be summarized as

follows:

 The results stated that Project-based learning

applied to students of the Faculty of

Economics and Business Education,

Indonesian University of Education is in very

high category. It shows that the learning-based

project on the students of the Faculty of

Economics and Business Education,

Indonesian University of Education is good.

The indicator which has the highest rating of

faster feedback that will occur is the learning

process with the score of 930, while the

indicator which has the lowest rating is the

emphasis of the learning process on the

development of analytical and critical thinking

skills with the score of 552.

 The results stated that, Islamic entrepreneurial

mindset on the students of the Faculty of

Economics and Business Education,

Indonesian University of Education is in the

high category. It shows that the

entrepreneurial mindset of the students of the

Faculty of Economics and Business

Education, Indonesian University of

Education is good. Characteristic which has

the highest rating is only pursuing the best

opportunities with the score of 1,831, while

the characteristic which has the lowest rating

is focusing on executing decisions, not just

planning.

 The result of this research states that project-

based learning has positive influence on

entrepreneurial mindset with direct influence

of 27.8%. It shows that the higher the

implementation of project-based learning, the

higher the entrepreneurial mindset.

6 RECOMMENDATION

 Project-based learning for students of the

Faculty of Economics and Business

Education, Indonesian University of

Education can still be developed through the

improvement of lecturing process on the

development of analytical and critical thinking

skills. In order for these improvements to be

achieved effectively, a high level of

cooperation is required to foster social skills.

In addition, each individual must also be

Building Student’s Islamic Enterpreneurial Mindset through Project Based Learning Model

661

actively involved in project work as a learning

process and lecturers must be able to carry out

an assessment for each student so that there is

individual accountability. The interaction that

arises during the project-based lecture process

will lead to positive interdependence where

the learned knowledge can be obtained

together through active exploration in

learning.

 Islamic Entrepreneurial Mindset of students of

the Faculty of Economics and Business

Education, Indonesian University of

Education can be improved on the aspect of

focusing on decision, not just planning. This

can be enhanced by establishing a framework,

because without a clear and targeted

framework the project work is in uncertainty.

Basically, through a lecturer who serves as a

facilitator, motivator, and not the executor

then the student is able to provide a clear

framework and able to work effectively

without the intervention of the lecturer

concerned. In addition to creating a

framework, to improve the focus on executing

decisions, it can be done by setting the

standard of success against the target of work

achievement to be implemented.

 The results of this study suggest that project-

based learning has a positive effect on Islamic

entrepreneurial mindset, hence the researcher

recommends to implement the project-based

learning more optimally by conducting

experiments both in forms of indoor learning

activities and outdoor learning activities so

that creativity and innovation which is the

transformation of Islamic entrepreneurial

attitudes, knowledge, and skills for students is

increasingly explored.

REFERENCES

Al Quran Departemen Agama RI, 1989. Al Quran

dan Terjemahannya, Yayasan Penyelenggara Al

Quran, CV Toha Putra. Semarang.

Barell, J., 2010. Problem Based Learning: The

Foundation for 21

Century Skills, Solution Tree

Press. Bloomington, IN.

Barron, K., 2011. Six Steps for Planning a Successful

Project, [Online]. Available at:

http://edutopia.org/maine-project-learning-six-steps-

planning.

Cole, J. E., Washburn, M. L. H., 2010. Going Beyond

“The Math Wars”. A Special Educator’s Guide to

Understanding and Assisting with Inquiry – Based

Teaching in Mathematics. Teaching Exceptional

Children. 42(4): 14 – 21.

Delors, J., 1996. Learning: The Treasure Within,

UNESCO Publishing. France, Report to UNESCO of

the International Commissions on Education for the

Twenty-fisrt Century.

Husein, U., 2008. Metode Riset Bisnis, PT. Gramedia

Pustaka Utama. Jakarta.

McGranth, R. G., MacMillan, I., 2000. The

Entrepreneurial Mindset: Strategies for Continously

Creating Opportunity in an Age of Uncertainly,

Harvard Business School Press. Boston.

Ryusdiana, A., 2014. Ekonomi Islam subtantif, [Online]

Accessed on 13 February 2014.

http://www.aamslametrusydiana.com/p/peluang-

bisnis.html

http://www.eurekapendidikan.com/2014/12/karakteristik-

r-research-and-development.html

ICIEBP 2017 - 1st International Conference on Islamic Economics, Business and Philanthropy

662