VARIATION OF PROJECT-BASED LEARNING MODELS

TO IMPROVE ABILITY TO MAKE A BUSINESS PLAN

By

Naswan Suharsono1) Rachmad Hidayat2) Fadia Zen3)

1,2,3) FEB UM Management Department

ABSTRACT

The appearance of a group of entrepreneurs from higher education alumni circles can be a trigger for
the nation's economic progress, but how to make it happen? This research was conducted to
examine the influence of the project-based learning model in improving students' ability to make
business plans, by integrating business components ranging from human resource empowerment,
administrative-financial management, production, and marketing, to business development plans.
The research design used was quasi-experimental, on the subject of 118 students starting from the
initial competency analysis, selecting project assignments and dividing into groups, followed by
giving treatment, collecting data, and analyzing results. Data on increasing managerial ability and
skills in making business plans were analyzed for variance and descriptive. The increase in the ability
to capture business opportunities is analyzed using SWOT through an operational work mechanism
by optimizing the accessibility of business activities followed by varying field work activities and the
practice of managing micro and small scale businesses (UMK). The results of data analysis at the 5%
significance level indicate that project-based learning has a significant effect on increasing the ability
to make business plans. In the advanced analysis stage, the paired t-test showed that there was
significant variation between the experimental treatment groups.

1. INTRODUCTION

The entrepreneurial profession which requires basic capital ownership and the ability to manage a
business can be developed by incorporating the teachings of values and basic principles of
entrepreneurship in lectures and training for entrepreneurial students in tertiary education [1].
However, in reality it is not easy to realize. This study was conducted to provide empirical experience,
practical assistance and business development support to students and alumni of MSE business
actors so that they can apply the values and basic principles of entrepreneurship through theoretical
mastery and strengthening in practice.

From the results of observations in the field [2], it shows that the fundamental problem faced by
pioneer students and alumni managing MSEs is the limited ability to access domestic and export
markets due to regulatory barriers, distribution channels and a number of HR capabilities that
weaken the bargaining position of superior products. One alternative solution is to apply integrated
learning models to increase the ability of students and alumni to develop their businesses, followed
by mentoring and providing facilities that can provide opportunities for advancement. It is hoped
that this progress can later be transmitted to new students through a field practice program (PPL) in
the future
2. LITERATURE REVIEW

Establishing the entrepreneurial profession requires pioneering efforts, training, mentoring,

environmental support, and sustainable development. As recommended by the Directorate of
Learning and Student Affairs [3], the solution that can be taken is to develop certain strategies and
policies at each tertiary institution to create an entrepreneurial campus that can improve work
competence and productivity for students. Therefore it is necessary to work together and jointly
develop models of entrepreneurship education for students.

Problems that have arisen so far can occur due to pioneering efforts and basic training at tertiary
institutions by instilling optimal values, concepts, principles, rules and theories, while an introduction
to the real situation in the field and the ability to act quickly to solve problems have not been able to
produce optimal results. This includes the affective domain towards developing entrepreneurial
competence and self-character, as well as inculcating values to develop entrepreneurial character.

In relation to the process of forming the entrepreneurial character, Liguori, et al. [4] have identified
the existence of Challenges and Opportunities for Entrepreneurship Education and Pedagogy
accompanied by a description of how to structure scientific content and scenarios of learning
activities to achieve optimal competency standards. As synthesized by Boldureanu et.al [5] that
academically, what High Lecturers have to do is build a conceptual framework and learning process
based on the stages of a certain theoretical model or 'life-cycle theory' according to their needs.
Thus, every PT should be able to determine learning approaches and strategies that simultaneously
include instilling values, mastery of basic scientific content, understanding of life phenomena in the
field, and building the ability to take smart actions in the process of forming the identity of
prospective independent entrepreneur graduates.

Integrated learning activities can be scenariod by integrating independent, interactive learning

activities with audio-visual media, the real world in the field, and the virtual-online world, combined
with the activities of working on training assignments, and assessing productive performance on an
ongoing basis. Implementation of learning products is carried out in five Entrepreneurship and UMK
classes.

Field data is obtained through online interactions and student performance assessments which are
then analyzed according to their characteristics and content. From the results of this research, there
are recommendations that should be followed up, namely the need for alternative policies and
efforts by higher education institutions to integrate the development of an entrepreneurial culture
into the tridharma forum by incorporating values learning. To facilitate a continuous learning process
from theory to application in the service, trade, manufacturing, and multi-product business sectors.

The implication of the above problems is that efforts are needed to reconstruct a professional
education and training system that is more oriented towards developing an entrepreneurial culture
according to the demands of the times [6]. The final competence of the program is having the ability
to act to be able to help oneself and others as part of the dedication of high school graduates to the
nation and society. The question is, what is the implementation strategy so that the business can be
effective in the field? To answer this, it is necessary to ensure that a combination of learning
activities can produce optimal results. In this study, the question is whether the experience of
completing the project assignments empirically in the field has a significant impact on increasing
student entrepreneurship skills? In accordance with the research results formula in advance,
operationally the research problem is formulated in the work stages of achieving the targets of
prospective user groups, and connecting networks from theory to application to achieve high-level
competency standards. The focus of the research was on the achievement of independent
entrepreneurial professional-oriented learning outcomes, by focusing on low-level and high-level
competency tests, from theoretical to field applications.

As stated in the standard contents of the high-level lecturer curriculum, the entrepreneurial culture
development program is included in the high-teaching investment program group, Tripalupi et.all [7],
. Therefore, every type of program related to entrepreneurship development should be more
oriented towards empirical reality in the field. It is hoped that the research product can be utilized by
other higher education institutions in Indonesia who are opening entrepreneurship development
programs and collaborating with business institutions on the micro, small and medium enterprise
(MSMEs) scale to synergistically build organizational cultural values and give birth to new
entrepreneurial groups.

Another characteristic of novelty is the existence of learning activities that begin with learning 'how
to do', namely giving strengthening of entrepreneurial character and spirit through debriefing
students on how to work in the business world to identify what entrepreneurial culture is, how
activities are carried out, and for what series of activities are carried out in the process of becoming
entrepreneurs [8]. In the context of this activity, culture includes basic conceptual ideas, their
implementation in daily activities, and the creative products of actors in entrepreneurship education
activities [9]. These two aspects can be studied separately through in-depth and gradual studies, but
can also be mastered almost simultaneously through continuous and integrated series of activities.
This integration is not only in terms of therapeutic activities but also in the content of the teaching
from the assessment of values, conceptions, applications, and actions as described in the integrated
PATRIOT [10] learning model. Integrating patterns of face-to-face training activities and learning in
on-line channels in an integrated activity is a new thing that characterizes the activities studied in this
study.

Theoretically, project-based learning makes students more active in the learning process, increases
the creativity and motivation of students. Providing great opportunities for students to be creative
with the knowledge they have, culminating in producing a real product. In project-based learning,
students carry out investigations (investigations) through open questions, applying knowledge to
produce products. In addition, in learning the lecturer makes students more active in learning by
working together in a group.

3. METHODS

This study used a quasi-experimental design, using a class sample. There were five stages that were
passed in this research year, starting from (1) an initial assessment of mastery of basic
entrepreneurial knowledge through presentations in small groups, followed by (2) designing project
assignments, with students participating in Cooperative Management and MSME lectures divided
into three classes. The next stage is (3) experimental activities with learning support tools to explore
field data segments and facilitate an increase in the ability to make business plans. The field in
question is 3 classes of business lectures as research subjects. The subjects of this study consisted of
118 students participating in the 2022/2023 Even Semester Cooperative and MSME Management
courses at Malang State University.

The data obtained were analyzed by means of one-way analysis of variance, and paired t-test analysis
and SWOT analysis as needed. The research design and working hypothesis can be seen in the
picture below:

O1 X1 O2

O1 X2 O2

O1 X3 O2

Description: O1: Score of prior learning as entry behavior

X1 : learning treatment with project based learning

X2 : treatment of learning with problem bases learning

X3 : learning treatment with problem solving

O2 : presentation display score

H1: There is an effect of using a project-based learning model to improve the ability to make business
plans

H2: There is an effect of using problem-based learning models to improve the ability to make
business plans

H3: There is an effect of using problem-solving learning models to improve the ability to make
business plans

4. RESULTS AND DISCUSSION

4.1 Description of the Experimental Process and Results

This study aims to determine whether there is an effect of applying a variety of project-based
learning models to increase the ability to make a Business Plan that has a high chance of success
when implemented. Data was collected using data collection techniques through project
assignments given to students as posttest scores. To get the value of entry behavior, each group was
asked to present the content of the basic principles and procedures for making a business plan using
the values from the teaching lecturers in the previous material. The project task is in the form of the
task of making a Business Plan, as many as the group members. After obtaining data from student
assignments and data analysis, the summary can be presented as follows:
Based on the results of data analysis, it can be seen that the application of the project-based learning
model to improve the ability to make business plans has increased with varying percentages for each
student. The learning outcomes for the pretest assessment were obtained from the lecturer's scores
in the previous study. Then for the acquisition of posttest value data obtained from research using a
project-based learning model. Next, data analyzed using SPSS V 25.0 for windows to determine the
average and percentage to determine changes.

The results of testing the hypothesis using the T-test paired sample t test at a significant level α =
0.05. The results of the calculation of Ttable were obtained from the number of students (n) = 118
with degrees of freedom (df) = n-2 or 118 – 2 = 116. The results obtained for Ttable were 1,987 (see
attached table t). Because in this test the tcount > ttable (8,281 > 1,987) it can be concluded that
there is a significant difference between the results of the pretest and posttest values. This means
that H0 is rejected and H1 is accepted, meaning that the average student pretest score is not the
same as the student posttest score in the learning outcomes of making a business plan using a
project-based learning model. So that it can be concluded that there is an effect of implementing a
project-based learning model to increase the ability to make a Business Plan that is ready to be
implemented

Testing the coefficient of determination (R-Square) obtained a value in the control class of 0.009 or
KD = 0.009 x 100% = 0.9% and in the experimental class obtained an R-Square value of 0.608 or KD =
0.608 x 100% = 60.8%. So it can be interpreted that after taking action in the experimental class the
value of R-Square (%) has increased compared to the control class which has not been carried out.

4.2 Discussion of Results

There is a difference between the use of project-based learning models and other learning methods.
This can be proven from the comparison of the average gain from the comparison of the average
pretest score by not using the project-based learning model of 84.61 which is smaller than the
average posttest value by using the project-based learning method of 88.98. This means that using a
project-based learning method is better than not using a project-based learning model.

The relationship is how big the influence of the use of project-based learning models to improve
students' business communication skills. With the occurrence of differences between learning
outcomes to improve the ability to make business plans without using problem-based learning
methods with learning outcomes to improve the ability to make business plans using project-based
learning models.

5. CONCLUSION

From the explanation of the research results above, it can be concluded that there are differences in
student learning outcomes between the use of project-based learning models and other learning
models. The difference varies in the level of significance and probability because there are still a
number of other variables that can affect it. With the difference between learning outcomes to
improve the ability to make business plans without using project-based learning methods with
learning outcomes to improve the same abilities using project-based learning models. Thus it can be
concluded that there is an effect of implementing a project-based learning model to improve the
ability of each student in making a business plan.

From the findings above, it can be suggested that campus authority leaders need to issue policies to
lecturers and staff to support and facilitate the learning process by using project-based learning
models so that learning outcomes to improve the ability to create and develop student businesses
are increased because project-based learning models can influence student entrepreneurial behavior
patterns. The lecturers are expected to be able to apply the project-based learning model in real
terms and in accordance with the syntax, prepare complete learning tools so that students are more
enthusiastic and active in participating in learning, increase variations in the implementation of
learning in accordance with the times to anticipate student boredom when carrying out learning
activities in class.

The students are expected to be able to foster enthusiasm, perseverance, interest in learning,
respect lecturers, keep their words and be active in participating in class learning, so that knowledge
from the material explained by the lecturer can add new insights and understanding. It is suggested
to other young researchers that gnats can further optimize the project-based learning model to
become an interesting topic of study, especially when dealing with students in class. Exploring and
understanding the meaning and model of project-based learning is expected to improve learning
outcomes in the form of useful product variations.

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