IMPLEMENTATION OF PROJECT-BASED LEARNING MODEL IN ENTREPRENEURSHIP EDUCATION

Abstract

In an increasingly dynamic and competitive global economic landscape, developing an entrepreneurial spirit among students is crucial. Modern entrepreneurship education is required to not only transfer theoretical knowledge but also cultivate essential practical skills such as problem-solving, risk-taking, and innovation. Recent trends indicate that passive learning methods are less effective in preparing students for real-world challenges, while active learning models, such as Project-Based Learning (PBL), are gaining increasing attention for their potential in developing these competencies. However, empirical research specifically measuring the impact of PBL implementation on students' critical thinking skills and creativity in the context of entrepreneurship education in Indonesia is still limited, creating a significant knowledge gap. This study aims to quantitatively and qualitatively analyze the effectiveness of project-based learning (PBL) implementation in improving students' critical thinking skills and creativity in entrepreneurship courses, based on the theoretical framework of constructivism and cognitive learning theory. The main hypothesis is that students who participate in learning with the PBL model will show significant improvements in their critical thinking and creativity scores compared to students who use traditional learning methods. This study used a quasi-experimental non-equivalent control group design with a sample of 100 management study program students, divided into an experimental group (n=50) who received PBL and a control group (n=50) who received conventional learning. Critical thinking skills were measured using the valid and reliable Cornell Critical Thinking Test Level X (Cronbach's Alpha = 0.87), and creativity using the revised and validated Torrance Tests of Creative Thinking (TTCT) Figurative (Cronbach's Alpha = 0.89). Data were collected through pre- and post-learning tests and participant observation, and analyzed using independent samples and paired samples t-tests, and regression analysis. The analysis results showed that the experimental group receiving PBL showed significant improvements in critical thinking skills (M_change = 12.50, SD = 3.20, p < 0.001) and creativity (M_change = 18.75, SD = 4.50, p < 0.001) compared to the control group (M_change = 4.20, SD = 2.80 for critical thinking, p < 0.001; M_change = 7.10, SD = 3.50 for creativity, p < 0.001). The effect size for the improvement in critical thinking was Cohen's d = 1.85, and for creativity was Cohen's d = 2.10, both indicating very large effects. Qualitative observations indicated that students in the experimental group were more active in discussing, collaborating, and independently seeking solutions to their project challenges, which contributed to the development of both skills, with the "flexibility" aspect of creativity showing the most substantial improvement. The implementation of the project-based learning (PBL) model was significantly effective in improving students' critical thinking skills and creativity in entrepreneurship education. It provides theoretical contributions by confirming the effectiveness of constructivist principles and practical contributions for educators and curriculum developers to integrate PBL more widely. It is recommended that educational institutions consider adopting PBL as a primary learning strategy in entrepreneurship courses to equip students with relevant competencies for the future.