Challenge-Based versus Real Job Learning: Effects of Entrepreneurial Interest on Vocational Students’ Entrepreneurial Knowledge and Skills
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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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