Challenge-Based versus Real Job Learning: Effects of Entrepreneurial Interest on Vocational Students’ Entrepreneurial Knowledge and Skills
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- 2026-07-30
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- Original Research Article
Abstract
Entrepreneurship education in vocational schools requires instructional approaches that develop both conceptual knowledge and practical entrepreneurial skills through authentic learning experiences. However, evidence directly comparing different Project-Based Learning (PjBL) models while considering students’ entrepreneurial interest remains limited. This study examined the effects of Challenge-Based Learning (CBL), Real Job Learning (RJL), entrepreneurial interest, and their interaction on entrepreneurial knowledge and skills. A quasi-experimental 2 × 2 factorial design was implemented with 70 Grade XII Multimedia students at one Indonesian vocational high school. Two intact classes were assigned to CBL (n = 35) and RJL (n = 35), while students were categorized according to high or low entrepreneurial interest. Data were collected using an entrepreneurial interest questionnaire, a 17-item entrepreneurial knowledge test, and a 12-item performance-based entrepreneurial skills rubric. MANOVA revealed significant multivariate effects of the PjBL model (Pillai’s Trace = .853, F = 188.20, p < .001), entrepreneurial interest (Pillai’s Trace = .806, F = 135.20, p < .001), and their interaction (Pillai’s Trace = .125, F = 4.64, p = .013). Follow-up analyses showed significant effects of the PjBL model on entrepreneurial knowledge (F = 14.136, p < .001, ηp² = .18) and skills (F = 381.376, p < .001, ηp² = .85), and of entrepreneurial interest on knowledge (F = 6.340, p = .014, ηp² = .09) and skills (F = 274.585, p < .001, ηp² = .81). Significant interactions were also found for knowledge (F = 4.650, p = .035) and skills (F = 6.121, p = .016). Overall, CBL produced stronger entrepreneurial outcomes than RJL, while the interaction patterns indicate that instructional effectiveness varied according to students’ entrepreneurial interest. These findings support the integration of authentic, challenge-oriented projects while recognizing differences in students’ initial entrepreneurial orientation in vocational entrepreneurship education.
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Ali Basyah, Waras Kamdi, Purnomo Purnomo, Tuwoso Tuwoso. (2026). Challenge-Based versus Real Job Learning: Effects of Entrepreneurial Interest on Vocational Students’ Entrepreneurial Knowledge and Skills. Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika, 10(2), 672-699. https://journal-center.litpam.com/index.php/e-Saintika/article/view/4264
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