Project-based Learning on Entrepreneurship Course

Rona Almos, Herry Nur Hidayat and Eka Meigalia

Faculty of Humanities, Universitas Andalas, Padang, Indonesia

Keywords: Project-based, Entrepreneurship, The Learning Process.

Abstract: This Classroom Action Research purpose is to improve understanding, increasing knowledge, and building

the responsibility and independence of students. Through this project, expected results of the maximum

learning process. The project that applied in this learning process is the students produce jewelry products

made from etching brass plate and jewelry made of copper wire (wire jewelry). The targeted product is either

one or a combination of both. The results of this learning method have not shown the maximum results.

Factors that influence the outcome of the process are the internal factors of the students and the external

factors of the lecturers and the environment. However, the target of producing the product has been achieved

even though it has not met the marketing standard.

1 INTRODUCTION

Regarding forming the character of an

entrepreneur/entrepreneur, universities should create

an atmosphere that can encourage an independent

attitude to the academic community. It can be

achieved through; 1) Develop and familiarize the

performance that emphasizes creative ideas in

independent thinking and attitudes for students in the

learning process (emphasizing the model of practice,

independent task, problem-solving, decision-making,

finding opportunities, etc.), 2) Inculcating honest

attitude and behaviour in communication and acting

in every development activities, education, and

learning as the basic capital in developing

entrepreneurial mentality in students, 3) Education

practitioners also need to share and provide support

for this entrepreneurship mental education

commitment to institutions related to business service

appear in the community to really function and

actually prepare policies to facilitate and serve the

community. Important education practitioners also

have close relationships with the business world in

order to happen the process of learning by doing

(Dirjendikti, 2013)

Prodi Sastra Minangkabau has offered this

Entrepreneurship course since the enactment of the

2006 study program curriculum. At that time, this

course is optional for students. However, since 2011

along with the enactment of the revision curriculum,

this course becomes a compulsory subject for all

students.

Along with the entrepreneurial spirit echoed by

the University of Andalas, to date, this course has not

shown the maximum results. Based on the team's

observation as a course learner, this is caused by

several factors. First, the module is still theoretical.

The module to date is the Entrepreneurship course

module issued by DIKTI. Because of the theoretical

nature, students less than the maximum in exploring

the spirit of entrepreneurial independence. Students

only pursue high value without taking into account

the ability of soft entrepreneurship skill as provision

after graduation. Second, the interest of the students

towards the entrepreneurial self-sufficiency is still

very small. This is due to the lecturing process that

still focuses on the theory based on the existing

module. Third, students' awareness of the

environment is still very low. Entrepreneurial projects

that are attempted to be applied in the learning

process are not matched by the knowledge,

understanding, and introduction of students to the

environment. This resulted in the project being made

not based on market needs and impressed "origin so"

as the fulfilment of the course tasks.

The three main factors mentioned above are the

challenges for the learner of this course to develop a

more effective learning method. Achieving learning

objectives is very important in the learning process. If

we observe the purpose of this Entrepreneurship

course study, "students can understand, apply and

Almos, R., Hidayat, H. and Meigalia, E.

Project-Based Learning on Entrepreneurship Course.

DOI: 10.5220/0008682702110214

In Improving Educational Quality Toward International Standard (ICED-QA 2018), pages 211-214

ISBN: 978-989-758-392-6

211

make entrepreneurship pattern with the ability to

communicate, lead and apply business management

in managing their business properly and correctly", so

it can be said that the goal has not been reached

maximally.

Due to the importance of the weight of this course,

the proposed team developed the learning process of

Entrepreneurship course based on Project Based

Learning (PBL). Expected through the development

of learning methods can produce maximum results.

The choice of learning method based on this Project

Based Learning because students are expected to

solve problems, collaborate with groups, and produce

useful products.

The learning process not only focuses on the

mastery of knowledge but also consider the

development of attitudes and skills of students.

Therefore, the learning process needs to be planned

and developed in line with the development of

science. A pattern, procedure, or method needs to be

prepared for the success of a learning process. The

standard of the learning process of higher education

as outlined in Permenristekdikti Number 44 of 2015

on National Standard of Higher Education, covering

the characteristics of the learning process, planning of

learning process, implementation of learning process,

and student burden. This reinforces the statement that

the learning process is a process of interaction, two-

way communication, not one way.

Quoting some experts' opinions, Zancul (2017)

stated that the learning process with Project Based

Learning prioritizes fostering student motivation and

satisfaction on skills and skills development,

integrating content and process understanding so that

students can work together to solve problems and

foster responsibility and independence. Through this

learning process, students will be able to achieve the

necessary understanding and practical intelligence in

the professional world.

2 METHODS

The place of study is the class of Entrepreneurship

courses in the Minangkabau Literature Study

Program. The research time was conducted during the

even semester 2017/2018. The subjects of this study

are students who follow the course of

Entrepreneurship in Prodi Minangkabau Literature

(list attached).

Instruments in this study are RPS (Semester

Learning Plan) which includes the identity and

description of the course, learning modules, student

activity sheets, and student work reports and student

activities in the classroom.

Selection of PjBL learning methods for

Entrepreneurship courses is because this method has

several advantages. This PjBL method in addition to

helping students more familiar with the environment

can also encourage students more creative in solving

problems. In addition, this method can also provide

knowledge of the importance of teamwork and

provide a more complete learning experience than

lecture methods.

3 RESULT AND DISCUSSION

The main purpose of Classroom Action Research

(PTK) is to solve the problems that occur in the class

while getting a scientific friend about the event. Also,

PTK is done to improve and improve the quality of

the learning process. Improvement of quality is not

only from the students but also from the side of the

teacher (Yulianto et.al, 2017). Thus, in the process of

learning the responsibility of the quality of results is

on both parties, teachers and students.

PTK Project Based Learning in Entrepreneurship

course is done in two stages. The first stage is the

observation and experiment, as well as the second

stage, is the implementation of the project. In the first

stage, the team conducts an observation of the

students' knowledge of entrepreneurship and

Minangkabau value. Through the results of this first

phase the project determination for the second phase

is determined.

The analysis of the results of the project-based

learning process in this Entrepreneurship course is

based on Condliffe's(2017) statement on the matter

delivered in the PjBL learning process. Some of these

are motivation, achievement targets at the end of the

learning process, compiling and completing projects

in learning, and limiting project completion time.

In the first stage of the learning process is the

delivery of material about entrepreneurship, students

have been given various examples of successful

entrepreneurs and entrepreneurs. It is intended that

these examples motivate students. Some of these

examples are the experience of a team of

entrepreneurs in entrepreneurship.

In practice, the target cannot be reached

maximally. Only a small percentage of the students in

this course are really interested in continuing in the

form of self-employed entrepreneurship. In addition,

from some groups established, only 2 groups have

developed a feasible business proposal to be

submitted in the PKM program.

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From the brief description above, it can be

concluded that the results of the learning process of

entrepreneurship courses based on this project has not

shown maximum results. Inadequate results achieved

are influenced by several factors. The factors that

influence learning outcomes are first, internal factors

(Slameto, 2010). These factors include physical

factors, psychological factors (intelligence, attention,

interest, talent, motive, maturity, and readiness), and

physical or physical conditions. Second, external

factors. These factors include family factors (relations

between family members, atmosphere, economy,

background), school factors (methods, teacher

relationships with students, facilities and

infrastructure), and community factors (activities

outside the classroom, mass media, association, ).

Based on observations during the learning process

and further analysis, the two factors mentioned above

both internal and external are very influential on the

outcomes of the learning process. Furthermore, the

two factors are interconnected with each other.

Entrepreneurship class is scheduled at 4:00 pm to

5:40 pm. On the same day, students have to attend the

other lectures since 7.30. It is reasonable since the

physical condition of students at the time of the

lecture is no longer fit. Moreover, the classroom is

quite small, hot, and has bad circulation which the

learning process.

Another internal factor which, according to the

observation of the team, influenced less than the

maximum result of this learning process is the lack of

student interest. It is very influential in the

unsuccessful growth of motivation to students.

Observation and further search on this matter indicate

that the students are bored with all the ease they get.

Though derived from an economic background that

may be said to be lacking, students feel it has

adequately met their own needs. The scholarship

earned is considered sufficient, and the academic

value standard becomes the only standard and target

of the continuation of the scholarship. New ideas and

ideas, creativity, and innovation are no longer

relevant to them. However, the team cannot say this

applies to all Entrepreneurship students.

Another factor that influences the outcomes of

this learning process is the external factors of

communication tools and social media. Students have

not been able to maximize the use of devices and

social media for their purposes, especially in the case

of entrepreneurship. Although given examples of the

use of social media as a means of entrepreneurship,

because of the lack of interest it is not also used

maximally.

In addition, limited time also affects less than the

maximum results of this learning process. Character

building and entrepreneurial motivation growth are

not enough with four meetings (total 400 minutes). It

takes more time to get maximum results. On the other

hand, if the direct learning process undertakes the

implementation of the project, students will stutter to

the specified target.

On this occasion, the research team did not

provide research results in the form of numbers. It is

caused by the form of research that tends to

qualitative so that it focuses on the interpretation of

the phenomena and events that occur in the research

process.

4 CONCLUSIONS

Classroom Action Research conducted in

Entrepreneurship course has the aim to improve

understanding, increase knowledge, and build

responsibility and independence of students of the

participants of the course. Through the development

of learning methods of this Project Based Learning,

expected results of the learning process could produce

maximum results.

In practice, the team has provided the materials,

samples, and practices as planned. The project plan to

produce the product as an entrepreneurial material for

students has been delivered. Nevertheless, some

obstacles and challenges must be faced in developing

the method of learning in this course.

From the description of the results of the analysis can

be concluded that the activities of the learning process

of entrepreneurship courses based on this project has

not shown maximum results. Internal and external

factors from both the students and the team are very

influential on the results. Since both factors, internal

and external, are interconnected with each other, it

will take more time to obtain the desired learning

outcomes.

REFERENCES

Condliffe,B, J. Quint, M. G. Visher, M. R. Bangser, S.

Drohojowska, L. Saco and E. Nelson. 2017. "Project-

Based Learning A Literature Review," MDRC, New

York - Oakland.

Direktorat Jenderal Pembelajaran dan Kemahasiswaan

Ditjen Pendidikan Tinggi. 2013 Kewirausahaan: Modul

Pembelajaran, Jakarta: DIKTI.

Slameto. 2010. Belajar dan Faktor-Faktor yang

Mempengaruhinya, Jakarta: Rineka Cipta.

Project-Based Learning on Entrepreneurship Course

213

Yulianto, A, A. Fatchan and I. K. Astina. 2017. "Penerapan

Model Pembelajaran Project Based Learning Berbasis

Lesson Study Untuk Meningkatkan Keaktifan," Jurnal

Pendidikan: Teori, Penelitian, dan Pengembangan,

vol. 3, no. 2, pp. 448-45.

Zancul, E. S.,T. T. Sousa-Zomer and P. A. 2017. Cauchick-

Miguel, "Project-Based Learning Approach:

Improvements of An Undergraduate Course in New

Product Development," Production, pp. 27(spe),

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