Entrepreneurial motivation of culinary students through implementation of online heutagogy project-based learning for productive courses

Badraningsih Lastariwati, Universitas Negeri Yogyakarta, Indonesia
Titin Hera Widi Handayani, Universitas Negeri Yogyakarta, Indonesia
Tri Murhanjati Sholihah, Universitas Negeri Yogyakarta, Indonesia
Abdul Rasid Bin Abdul Razzaq, Universiti Tun Hussein Onn Malaysia, Malaysia

 10.21831/jptk.v28i2.48677

Abstract


The objectives of this study were to 1) implement online heutagogy Project Based Learning (PjBL) syntax in business-based practice courses, and 2) determine students' entrepreneurial motivation in the implementation of online heutagogy PJbL in business-based practice courses. This study was quantitative descriptive research that analyzed the actual condition of heutagogy PjBL implementation and collected online data from an entrepreneurial motivation questionnaire. The students from the Culinary Arts Education Study Program who took part in business-based practical/productive learning served as the research subjects. The data were descriptive quantitative with categories established in the form of a Likert scale following the regulations. The results showed that: 1) the implementation of online heutagogy PjBL was following the six steps of PjBL syntax, namely identifying problems or projects, designing project plans, preparing project schedules, project implementation, and monitoring, testing results, evaluating and reflecting 2) entrepreneurial motivation of culinary studentsthrough the implementation of online heutagogy PJbL in business-based practice courses obtained excellent categories on the sub-indicators of need for achievement with a percentage of 94.3%, locus of control with a percentage of  89.5%, vision, desire for independence with a percentage of 93.5%, passion with a percentage of 92.8%, drive with a percentage of 86.8%, goalsetting with a percentage of 89.1%, self-efficacy with a percentage of 89.3 and sub-indicator of risk-taking with a percentage of 82.1% in the good category. The objectives of this study were to 1) implement online heutagogy Project Based Learning (PjBL) syntax in business-based practice courses, and 2) determine students' entrepreneurial motivation in the implementation of online heutagogy PJbL in business-based practice courses. This study was quantitative descriptive research that analyzed the actual condition of heutagogy PjBL implementation and collected online data from an entrepreneurial motivation questionnaire. The students from the Culinary Arts Education Study Program who took part in business-based practical/productive learning served as the research subjects. The data were descriptive quantitative with categories established in the form of a Likert scale following the regulations. The results showed that: 1) the implementation of online heutagogy PjBL was following the six steps of PjBL syntax, namely identifying problems or projects, designing project plans, preparing project schedules, project implementation, and monitoring, testing results, evaluating and reflecting 2) entrepreneurial motivation of culinary studentsthrough the implementation of online heutagogy PJbL in business-based practice courses obtained excellent categories on the sub-indicators of need for achievement with a percentage of 94.3%, locus of control with a percentage of  89.5%, vision, desire for independence with a percentage of 93.5%, passion with a percentage of 92.8%, drive with a percentage of 86.8%, goalsetting with a percentage of 89.1%, self-efficacy with a percentage of 89.3 and sub-indicator of risk-taking with a percentage of 82.1% in the good category. 

Keywords


Online Heutagogy Project Based Learning; Entrepreneurial Motivation

Full Text:

PDF

References


Aidha Staff Pengajar Fakultas Kesehatan Masyarakat, Z. (2016). Pengaruh Motivasi Terhadap Minat Berwirausaha Mahasiswa Fakultas Kesehatan Masyarakat Universitas Islan Negeri Sumatera (Vol. 1, Issue 1).

Akhtar, S., Hongyuan, T., Iqbal, S., & Ankomah, F. Y. N. (2020). Impact of Need for Achievement on Entrepreneurial Intentions; Mediating Role of Self-Efficacy. Journal of Asian Business Strategy, 10(1), 114–121. https://doi.org/10.18488/journal.1006.2020.101.114.121

Amin, A., Tahir, I. M., Sabiu, I. T., & Abdullah, A. (2018). An empirical analysis of the need for achievement motivation in predicting entrepreneurial persistence in Bumiputra entrepreneurs in Terengganu, Malaysia. International Journal of Business and Globalisation, 20(2), 190. https://doi.org/10.1504/ijbg.2018.10010227

Ashton, J., & Newman, L. (2006). An unfinished symphony: 21st century teacher education using knowledge creating heutagogies. In British Journal of Educational Technology (Vol. 37, Issue 6, pp. 825–840). https://doi.org/10.1111/j.1467-8535.2006.00662.x

Barba-Sánchez, V., & Atienza-Sahuquillo, C. (2012). Entrepreneurial behavior: Impact of motivation factors on decision to create a new venture. Investigaciones Europeas de Direccion y Economia de La Empresa, 18(2), 132–138. https://doi.org/10.1016/S1135-2523(12)70003-5

Barba-Sánchez, V., & Atienza-Sahuquillo, C. (2018). Entrepreneurial intention among engineering students: The role of entrepreneurship education. European Research on Management and Business Economics, 24(1), 53–61. https://doi.org/10.1016/j.iedeen.2017.04.001

Dawe, Susan., Australian National Training Authority., & National Centre for Vocational Education Research (Australia). (2004). Vocational education and training and innovation : research readings. NCVER.

Figgis, J. (n.d.). Regenerating the Australian landscape of professional VET practice: Practitioner-driven changes to teaching and learning.

Fuzan, Hazairin, M., & Bengkulu, S. (2019). Pengaruh Mata Kuliah Kewirausahaan dan Locus of Control Internal Terhadap Motivasi Berwirausaha bagi Lulusan Prodi Manajemen Unihaz. In JUNI 2019 C R M J Page (Vol. 25, Issue 1).

Hase, S., & Kenyon, C. (2007). Semantic Play and Invited Contribution Heutagogy: A Child of Complexity Theory. In An International Journal of Complexity and Education (Vol. 4, Issue 1). www.complexityandeducation.ca

Hase, S., & Kenyon, C. (2013). Self-Determined Learning.

Hase Stewart Hase, S. (2009). Heutagogy and e-learning in the workplace: Some challenges and opportunities. https://doi.org/10.5043/impact.13

Hase Stewart Hase, S. (2016). Self-determined learning (heutagogy): Where Have We Come Since 2000? Writing a book on Human Agency and Learning View project Capable VET View project. https://www.researchgate.net/publication/305778049

Hase Stewart Hase, S., & Kenyon, C. (2001). Moving from andragogy to heutagogy: implications for VET Capable VET View project Writing a book on Human Agency and Learning View project. http://www.avetra.org.au/Conference_Archives/2001/

Justice Malebana, M. (2014). Entrepreneurial Intentions and Entrepreneurial Motivation of South African Rural University Students. In Journal of Economics and Behavioral Studies (Vol. 6, Issue 9).

Keengwe, J., & Georgina, D. (2012). The digital course training workshop for online learning and teaching. Education and Information Technologies, 17(4), 365–379. https://doi.org/10.1007/s10639-011-9164-x

Khusniyah, N. L., & Hakim, L. (2019). Efektivitas Pembelajaran Berbasis Daring: Sebuah Bukti pada Pembelajaran Bahasa. Jurnal Tatsqif, 17(1), 19–33. https://doi.org/10.20414/jtq.v17i1.667

Mulyono, S. (2009). Locus of Control Motivasi Berprestasi dan Sifat Jiwa Wirausaha pada mahasiswa.

Olakitan, O. (2014). The Influence of Some Personality Factors on Entrepreneurial Intentions. In International Journal of Business and Social Science (Vol. 5, Issue 1). www.ijbssnet.com

Kumalasari, K. 2013. Pengaruh Motivasi dan Hasil Belajar Kewirausahaan terhadap Minat Berwirausaha Siswa Kelas XII di Smk Negeri 4 Purworejo. Oikonomia: Jurnal Pendidikan Ekonomi, 2(2), 121-126. (2013)

Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers and Education, 144. https://doi.org/10.1016/j.compedu.2019.103701

Reimers-Hild, C., King, J. W., Foster, J. E., Chair, G., Fritz, S. M., Head, D., Waller, S. S., & Wheeler, D. W. (2005.). A Framework for the "Entrepreneurial" Learner of the 21 st Century.

Rusli, R., Rahman, A., & Abdullah, H. (2020). Student perception data on online learning using heutagogy approach in the Faculty of Mathematics and Natural Sciences of Universitas Negeri Makassar, Indonesia. Data in Brief, 29. https://doi.org/10.1016/j.dib.2020.105152

Sofyana, L., & Rozaq, A. (2019). Pembelajaran Daring Kombinasi Berbasis Whatsapp Pada Kelas Karyawan Prodi Teknik Informatika Universitas PGRI (Vol. 8).

Sun, P. C., Tsai, R. J., Finger, G., Chen, Y. Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers and Education, 50(4), 1183–1202. https://doi.org/10.1016/j.compedu.2006.11.007




DOI: https://doi.org/10.21831/jptk.v28i2.48677

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Jurnal Pendidikan Teknologi dan Kejuruan

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

 

Online (e-ISSN): 2477-2410 || Printed (p-ISSN): 0854-4735

Jurnal Pendidikan Teknologi Kejuruan by http://journal.uny.ac.id/index.php/jptk was distributed under a Creative Commons Attribution 4.0 International License.

View My Stats

Supported by:

Jurnal Ilmiah Magister Managemen

Social Media: