Pengembangan Model Pembelajaran Project Based Entrepreneurial Science Thinking (PBEST) untuk Meningkatkan Keterampilan Berpikir Kreatif dan Pemikiran Sains Kewirausahaan Mahasiswa

Development of the Project Based Entrepreneurial Science Thinking (PBEST) Learning Model to Improve Students' Creative Thinking Skills and Entrepreneurial Science Thinking

Pemikiran kewirausahaan merupakan salah satu keterampilan yang dibutuhkan pada abad ke-21 dalam menghadapi dunia yang semakin kompetitif. Salah satu strategi yang dapat digunakan untuk mengembangkan kewirausahaan adalah mengintegrasikannya dalam pembelajaran sains sehingga membentuk konsep pemikiran sains kewirausahaan. Aspek kewirausahaan sangat berhubungan dengan kemampuan berpikir kreatif. Tujuan penelitian ini adalah untuk menghasilkan model pembelajaran Project Based Entrepreneurial Science Thinking (PBEST) yang valid, praktis, dan efektif untuk meningkatkan keterampilan berpikir kreatif dan pemikiran sains kewirausahaan mahasiswa. Prosedur pengembangan model pembelajaran mengikuti langkah pengembangan Generic Design Research Model (GDRM). Uji coba terbatas dilaksanakan pada mahasiswa Prodi S1 PGSD Universitas Muhammadiyah Mataram (UMMAT) sebanyak satu kelas, sedangkan uji coba luas melibatkan mahasiswa Prodi S1 PGSD UMMAT dan Universitas Mataram masing-masing sebanyak satu kelas. Instrumen penelitian yang digunakan yaitu: lembar validasi model dan perangkat pembelajaran, lembar pengamatan keterlaksanaan pembelajaran, lembar pengamatan aktivitas mahasiswa, lembar catatan kendala pelaksanaan, lembar penilaian berpikir kreatif, lembar penilaian keterampilan pemikiran sains kewirausahaan, dan angket respon mahasiswa. Data yang diperoleh selanjutnya dianalisis secara deskriptif kualitatif dan kuantitatif, N-gain, dan uji statistik menggunakan uji perbedaan rata-rata. Data yang diperoleh selanjutnya dianalisis secara deskriptif dan inferensial (Uji t). Hasil penelitian menunjukkan: model dan perangkat pembelajaran pendukung model PBEST memiliki validitas isi dan konstruk yang valid; (2) model PBEST memenuhi aspek kepraktisan ditinjau dari keterlaksanaan keempat fase model pada kategori sangat baik, aktivitas mahasiswa pada kategori hampir seluruh aktivitas terlaksana dan tidak terdapat kendala yang berarti selama pembelajaran; (3) model PBEST efektif meningkatkan keterampilan berpikir kreatif dan pemikiran sains kewirausahaan mahasiswa, dilihat dari: peningkatan skor N-gain pada kategori sedang, hasil uji statistik yang siginifikan terhadap peningkatan keterampilan berpikir kreatif dan pemikiran sains kewirausahaan dan respon mahasiswa yang sangat positif terhadap pembelajaran model PBEST. Jadi disimpulkan bahwa model PBEST memenuhi syarat valid, praktis, dan efektif untuk meningkatkan keterampilan berpikir kreatif dan pemikiran sains kewirausahaan mahasiswa.

Entrepreneurial thinking is one of the many skills needed in the 21st century to cope with an increasingly competitive world. One strategy that can be used to develop entrepreneurship is by integrating it into science learning to form the concept of entrepreneurial science thinking. Entrepreneurship is closely related to the ability to think creatively. The aim of this study is to develop a valid, practical, and effective Project Based Entrepreneurial Science Thinking (PBEST) learning model to impprove students' creative thinking skills and entrepreneurial science thinking. The development procedure of the learning model follows the steps of the Generic Design Research Model (GDRM). A pilot study was conducted with one class of students from the S1 PGSD study program at Muhammadiyah University of Mataram (UMMAT), while a larger trial involved one class of students from the S1 PGSD study program at UMMAT and one class of students from the Mataram University study program. The research instruments used were: validation sheets for the model and learning tools, observation sheets for learning implementation, observation sheets for student activities, sheets for recording implementation constraints, sheets for assessing creative thinking, sheets for assessing entrepreneurial scientific thinking skills, and student response questionnaires. The data obtained were then analyzed descriptively qualitatively and quantitatively, N-gain, and statistical tests using the average difference test. The data obtained were further analyzed descriptively and inferentially (t-test). The research findings indicate that: the PBEST model and its supporting learning tools have content validity (relevance) and construct validity (consistency); (2) the PBEST model meets the practicality aspect in terms of the implementation of the four phases of the model, which is rated as very good, student activities are categorized as almost all activities are implemented, and there are no significant constraints during the learning process; (3) the PBEST model is effective in improve students' creative thinking skills and entrepreneurial science thinking, as evidenced by: a moderate increase in the average N-gain scores, statistically significant test results indicating improvement in students' creative thinking skills and entrepreneurial science thinking, and very positive student responses to the PBEST model. In conclusion, the PBEST model meets the criteria of being valid, practical, and effective in improving students' creative thinking skills and entrepreneurial science thinking.