Artikel: Contribution of Project-Based Blended Learning (PjB2L) Learning Model to Technoprenuership Ability in Higher Education

V.S.Andrini, - (2020) Artikel: Contribution of Project-Based Blended Learning (PjB2L) Learning Model to Technoprenuership Ability in Higher Education. International Journal of Advanced Multidisciplinary Scientific Research (IJAMSR), 3 (4). pp. 1-15.

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Abstract

Technology plays an important role in various elements of life. The purpose of this research is to find out the application of technology in the form of learning models and its effectiveness in developing the ability of technology- based entrepreneurs or known as technopreneurship. The research sample is 151 students. The study uses quantitative descriptive correlational type method. Data collection techniques use documentation, interviews, and questionnaires. Data analysis uses correlation test. The learning process scenario uses the PjB2L model consisting of 11 steps, namely Define the problem and identify the information needed, Identify Information Seeking Strategies, Locate and Access Information, Extract Relevant Information, Synthesize Information, Evaluate the results of research, Communicate the information, Take appropriate action, Finalize the project, Present your final program / activity to the appropriate groups, and Assess your course of action, presentation, and the need for possible further action on your topic. Technopreneurship Competency is measured based on 4 aspects namely Interpersonal Skill, Intrapersonal Skill, Entrepreneurship Knowledge, and Approxite Technology Knowledge. The results show that the PjB2L learning model is effective in improving students' technopreneurship abilities. Correlation test shows the value of Sig. (2.tailed) between the PjB2L models to the ability of technopreneurship of 0,000. This means that there is a correlation between the PjB2L model and the ability of technopreneurship. Technopreneurship competency measurement results show interpersonal aspects with a score of 3.52 (very high category), intrapersonal aspects with a score of 3.60 (very high category), aspects entrepreneurship knowledge with score 3.20 (very high category), and aspects approxite technology knowledge with score 3.20 (very high category). Each aspect is measured based on indicators that have been determined.

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