Akselerasi Entrepreneurial Spirit: Implementasi Pembelajaran Berbasis Proyek Mandiri pada Mahasiswa Akuntansi
DOI:
https://doi.org/10.29408/jpek.v10i2.36032Keywords:
Entrepreneurial Spirit; Learning Styles; Job Creator; Project-Based LearningAbstract
The current paradigm shift in higher education mandates that accounting students look beyond technical competencies to cultivate psychological resilience as job creators. This qualitative study, utilizing a case study approach within the Accounting Department at Universitas Islam Malang, aims to explore the efficacy of implementing project-based learning to accelerate students' entrepreneurial spirit. Research data were compiled from business design drafts, independent retail project reports, and the dynamics of collaborative group work. The findings indicate that the syntax of project-based learning successfully internalizes a strong work ethic, sharpens leadership qualities, and heightens awareness of business risk management. Operational hurdles encountered by students served as a positive catalyst to stimulate product creativity and collective problem-solving capabilities, with project success heavily influenced by the adaptation of learning styles in managing conflicts. This study concludes that independent project methods effectively mitigate the job-seeker mentality toward becoming job creators. Its implications underscore the urgency of reconstructing the accounting curriculum through the integration of empirical retail practices to establish a sustainable entrepreneurial ecosystem in higher education.
References
Amabile, T. M. (2016). Creativity in Context: Update to The Social Psychology of Creativity. Westview Press.
Badan Pusat Statistik (BPS). (2025). Laporan Bulanan Data Ketenagakerjaan Nasional dan Tingkat Pengangguran Terbuka. BPS RI.
Bae, T. J., Qian, S., Miao, C., & Fiet, J. O. (2014). The Relationship Between Entrepreneurship Education and Entrepreneurial Intentions: A Meta-Analytic Review. Entrepreneurship Theory and Practice, 38(2), 217–254.
Chen, W., Lin, Y., & Zhang, X. (2022). Transforming Business Education through Project-Based Learning: Evidence From Retail Management Projects. Journal of Education for Business, 97(4), 215–223.
Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4th ed.). SAGE Publications.
Cui, J., Lin, L., & Guo, S. (2021). Outcome-Based Education (OBE) and Experiential Pedagogy in Higher Education: A Systematic Review. Higher Education Research & Development, 40(5), 1012–1027.
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A Review of Project-Based Learning in Higher Education: Student Outcomes and Measures. International Journal of Educational Research, 102, 101586.
Helle, L., Tynjälä, P., & Olkinuora, E. (2016). Project-Based Learning in Post-Secondary Education: Theory, Practice and Rubber Sheets. Higher Education, 51(2), 287–314.
Kolb, A. Y., & Kolb, D. A. (2017). Experiential Learning Theory as A Guide for Higher Education Practice. In Experiential Learning in Higher Education (pp. 75–100). Routledge.
Kuratko, D. F. (2016). Entrepreneurship: Theory, Process, and Practice (10th ed.). Cengage Learning.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. SAGE Publications.
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative Research: A Guide to Design and Implementation (4th ed.). Jossey-Bass.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A methods Sourcebook (3rd ed.). SAGE Publications.
Moleong, L. J. (2014). Metodologi Penelitian Kualitatif (Edisi Revisi). PT Remaja Rosdakarya.
Morris, T. H. (2020). Experiential Learning – A Systematic Review and Revision of Kolb’s model. Interactive Learning Environments, 28(8), 1064–1077.
Neck, H. M., & Corbett, A. C. (2018). The Scholarship of Teaching and Learning Entrepreneurship. Entrepreneurship Education and Pedagogy, 1(1), 8–41.
Postigo, S., Tamblyn, D., & Ruiz, J. (2016). Rigidity in Accounting Curricula and Its Impact on Students' Independence. European Journal of Training and Development, 40(3), 182–199.
Ratten, V. (2023). Entrepreneurial Resilience and Education: Future Trends in Higher Education Institutions. Journal of Innovation and Entrepreneurship, 12(1), 45–58.
Santos, A. C., Mitchell, R., & Monaghan, S. (2022). Group Communication as A Catalyst for Collective Problem-Solving and Creativity in Experiential Learning. Academy of Management Learning & Education, 21(3), 412–435.
Sledgianowski, D., Gomaa, M., & Tan, C. (2017). Toward Integration of Big Data, Technology and Information Systems Competencies into The Accounting Curriculum. Journal of Accounting Education, 38, 81–93.
Stake, R. E. (2013). Multiple Case Study Analysis. Guilford Press.
Sugahara, S., & Wilson, R. M. (2021). The Global Accounting Profession and The Radical Reorientation of Higher Education Competencies. Accounting Education, 30(4), 321–345.
Tsiligiris, V., & Bowyer, D. (2021). Exploring The Impact of The Fourth Industrial Revolution on The Awareness and Readiness of Future Accountants. Journal of Accounting & Organizational Change, 17(2), 213–237.
Yin, R. K. (2018). Case Study Research and Applications: Design and Methods (6th ed.). SAGE Publications.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Eka Farida, Afi Rachmat Slamet
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
semua jurnal ini menjadi tanggung jawab penuh penulis, JPEK memberikan akses terbuka kepada siapapun agar informasi dan temuan pada artikel bermanfaat bagi semua orang, JPEK dapat diakses dan diunduh oleh siapapun tanpa dipungut biaya sesuai dengan lisensi creative common yang digunakan.
