Desain Pembelajaran Kewirausahaan Berbasis Proyek (KWU-PBP) untuk Meningkatkan Kreativitas Wirausaha

, PUJIRIYANTO (2018) Desain Pembelajaran Kewirausahaan Berbasis Proyek (KWU-PBP) untuk Meningkatkan Kreativitas Wirausaha. PhD thesis, Universitas Sebelas Maret.

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    Abstract

    Pujiriyanto. T811108012 A Model of a Project-Based Entrepreneurship Learning Design (KWU-PBP) to Improve Entrepreneurial Creativity. Dissertation. Graduate Program, Sebelas Maret University Surakarta. Supervisors: Prof. Dr. Samsi Haryanto, M.Pd. (Supervisor), Prof. Dr. Mulyoto, M.Pd. (Co-supervisor 1), Dra. Dewi Rochsantiningsih, M.Ed., Ph.D. (co-supervisor 2) The general objective of the study was to produce a model of a project-based entrepreneurship learning design (KWU-PBP) capable of improving creativity. The specific objectives were to: (1) describe the systematic steps in developing a model of a KWU-PBP learning design, (2) to determine the validity of the model of the KWU-PBP learning design, (3) to determine the performance of the model of the KWU-PBP learning design, and (4) to determine the effectiveness of the model of the KWU-PBP learning design. This research and development study consisted of 3 main steps as follows. (1) The introductory stage comprised exploration, needs analysis, and prototyping. The data were collected through focus group discussions (FGDs), interviews, questionnaires, and observations. The results were analyzed using the qualitative descriptive technique. 2) The development stage included: (a) expert validation followed by revision, (b) practitioner validation followed by revision, (c) readability assessment followed by revision, and (d) tryout. The data were collected through questionnaires, observations, and FGDs. They were analyzed by quantitative and qualitative techniques. (3) The tryout was conducted through a quasi-experiment using the matching pretest posttest control group design, followed by revision. The data were collected using creativity tests, performance assessments, questionnaires, interviews, and observations. The validity of the creativity test instrument was assessed in terms of the item validity and the construct validity and the test reliability was assessed by Cronbach’s Alpha. The data were analyzed by the quantitative descriptive technique and parametric statistics. The results of the study are as follows. (1) Creativity has become an orientation but it has not been followed by the instructional design evolution and it still has a theoretical nuance and marginalizes creativity. (2) The development procedure included: (a) the preliminary stage covering exploration, needs analysis, and prototype development; (b) the development stage comprising conceptual validation through expert assessment followed by revision, validation through limited practitioner assessment followed by revision, readability assessment followed by revision, and two stages of tryouts followed by revision; and (c) the testing stage with revision. (3) The design reflects the quality and is indicated by: (a) the assessment by the learning expert with a score of 3.68 (very good); (b) the assessment by the materials expert with a score of 3.85 (very good); (c) the assessment by 8 practitioners with a score of 3.65 (very good), and (d) the assessment of the module readability with a score of 3.25 (good) and that of the guidebook with a score of 3.09 (good). The design improved the gain scores of all the dimensions of creativity; the project assignments were well accomplished and resulted in good nurturing effects. (4) The design effectively improved more creativity dimensions than conventional learning designs in a state higher education institution and was significantly different in the creative process (P3) and creative product (P4) dimensions with p < 0.05 and the gain scores of all dimensions in the experimental group were higher. In the effectiveness test in a private higher education institution a significant creative score difference was found in the creative personal (P1), creative process (P3), creative product (P4) dimensions with p < 0.05 and the gain scores of all creativity dimensions in the experimental group were higher than those in the control group. Keywords: learning design, project based learning, entrepreneurship, creativity

    Item Type: Thesis (PhD)
    Subjects: L Education > L Education (General)
    Divisions: Pascasarjana
    Pascasarjana > Doktor
    Pascasarjana > Doktor > Ilmu Pendidikan - S3
    Depositing User: Aren Dwipa
    Date Deposited: 08 Mar 2018 14:07
    Last Modified: 08 Mar 2018 14:07
    URI: https://eprints.uns.ac.id/id/eprint/39747

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