Innovative Pedagogical Strategies as Predictors of Entrepreneurial Motivation in Secondary Education

Edwin Edwin(1), Made Hery Santosa(2), I Wayan Widiana(3), Tin T. Dang(4),

DOI: https://doi.org/10.46843/jpm.v5i1.672


(1) Faculty of Theology, Sekolah Tinggi Teologi Kingdom Bali, Indonesia
(2) English Language Education Study Program, Faculty of Languages and Arts, Universitas Pendidikan Ganesha, Indonesia
(3) Basic Education Department, Faculty of Education, Universitas Pendidikan Ganesha, Indonesia
(4) Faculty of Foreign Languages, Ho Chi Minh City University of Technology and Education, Vietnam

Abstract

This study explores the impact of innovative pedagogical strategies on enhancing entrepreneurial motivation among high school students in Denpasar, Indonesia. Recognizing the role of entrepreneurship education in fostering creative, independent, and adaptive learners, this research focuses on two innovative approaches: Project-Based Learning and Problem-Based Learning. Using a quantitative, ex post facto design, data were collected from 99 students who had completed entrepreneurship courses using a validated Likert-scale questionnaire. Analysis using simple linear regression revealed that pedagogical strategies accounted for 20.2 per cent of the variance in entrepreneurial motivation, including intrinsic factors such as passion and autonomy, as well as extrinsic factors such as social recognition and financial independence. The study demonstrates that participatory, context-based learning significantly boosts students' entrepreneurial drive and engagement. The findings contribute to educational science by highlighting how innovative teaching methods not only enhance academic performance but also cultivate entrepreneurial mindsets among high school students, offering practical recommendations for curriculum development and policy-making in entrepreneurship education.

Keywords

entrepreneurial motivation; innovative pedagogical strategies; problem-based learning; project-based

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References

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