Disertasi

Pengembangan entrepreneurship project based learning berbantuan augmented reality untuk meningkatkan keterampilan berpikir kreatif, pemecahan masalah dan entrepreneurial self efficacy mahasiswa biologi/ Ika Wardani

Abstrak
21st-century higher education demands that students possess competencies such as creative thinking problem-solving skills and entrepreneurial self-efficacy as part of essential life skills. Preliminary studies conducted in six Biology Education programs across East Java indicate that the majority of students still exhibit low proficiency in these three areas. This is due to the dominance of conventional teaching methods the lack of project-based learning experiences and the limited use of interactive learning media that support the visualization of abstract biological concepts. Therefore there is a pressing need for an innovative technology-based learning model that is contextual and collaborative to enhance students rsquo skills comprehensively. The objectives of this development research are (1) to produce a valid Entrepreneurship Project-Based Learning model assisted by Augmented Reality (2) to produce a practical Entrepreneurship Project-Based Learning model assisted by Augmented Reality and (3) to produce an effective Entrepreneurship Project-Based Learning model assisted by Augmented Reality to improve students rsquo creative thinking skills problem-solving abilities and entrepreneurial self-efficacy. This research is a Research and Development (R amp D) study that adopts the Lee amp Owens development model consisting of five stages analysis design development implementation and evaluation. The study was conducted from 2022. The research sites included six universities in East Java for the needs analysis phase while model implementation took place at Universitas Negeri Malang. The population of this study consisted of all 2021 students from the Biology Education program with a sample of 109 students in the implementation phase divided into three groups one experimental group and two control groups (positive and negative). The research instruments included (1) expert validation sheets (for media materials and instructional tools) (2) practicality questionnaires (3) a creative thinking skills test based on Greenstein (2012) (4) a problem-solving skills instrument based on Mourtos et al. (2004) and (5) an entrepreneurial self-efficacy questionnaire adapted from Gedeon amp Valliere (2018). All instruments underwent content validation and empirical testing. This study utilized both quantitative and qualitative data to support the development validation and evaluation processes of the Entrepreneurship Project-Based Learning model assisted by Augmented Reality. Quantitative data included pretest and posttest scores for creative thinking problem-solving and entrepreneurial self-efficacy as well as scores from expert validations and practicality assessments which were analyzed using descriptive and inferential statistics. Qualitative data were obtained from expert feedback observations of learning implementation and open-ended responses from lecturers and students. Data analysis involved normality testing (Kolmogorov-Smirnov) homogeneity testing (Levene rsquo s Test) and ANCOVA to examine the effect of the model on the target skills. LSD (Least Significant Difference) post hoc tests were conducted to compare differences between groups. The results of the study indicate that (1) The Entrepreneurship Project-Based Learning model assisted by Augmented Reality is valid with expert validation scores exceeding 85% for all components (media materials and instructional tools) (2) The model is practical based on student and lecturer responses with practicality scores ge 83% categorized as very good (3) The model is effective in improving the targeted skills. The ANCOVA test results revealed significant differences (p lt 0.05) between the experimental and control groups across all variables. The integration of Augmented Reality within the Entrepreneurship Project-Based Learning model enhances students rsquo understanding of abstract concepts through interactive visualizations. The project-based learning experience encourages students to develop innovative ideas solve real-world problems and build self-confidence in entrepreneurial contexts. Moreover this model improves student engagement collaboration and critical reflection throughout the learning process.

Informasi Detail

DDC

Rd 570.76 WAR p

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Biologi, 2025.

Deskripsi Fisik

xx, 406 lembar. : ilus. ; 30 cm.

Bahasa

Indonesia

No Reg

00238/RD/25

Edisi

Disertasi(Pascasarjana)--Universitas Negeri Malang. 2025

Subjek

1. BIOLOGI - BERPIKIR KREATIF, PEMECAHAN MASALAH
2. MODEL ENTREPRENEURSHIP PROJECT BASED LEARNING
3. BIOLOGY - CREATIVE THINKING, PROBLEM SOLVING

Pembimbing

1. Dr. Murni Sapta Sari, M.si; 2. Dr. Sulisetijono, M.si; 3. Prof. Dr. Abdul Gofur, M.si

Lampiran Berkas