The effect of constructivist learning and project-based learning model on students’ entrepreneurial competence in higher education Article Swipe
Bambang Budi Wiyono
,
Ali Imron
,
Raden Bambang Sumarsono
,
Khalip Musa
,
Rohaida Binti Mohd. Saat
·
YOU?
·
· 2025
· Open Access
·
· DOI: https://doi.org/10.1080/2331186x.2025.2557606
YOU?
·
· 2025
· Open Access
·
· DOI: https://doi.org/10.1080/2331186x.2025.2557606
One strategy to increase the success of college graduates is to instill entrepreneurial competencies in students. Entrepreneurial competencies cannot be instilled by simply imparting knowledge but require adequate practical experience. The project-based learning model is predicted to be effective in improving students’ entrepreneurial competence. This study aims to test the influence of the constructivist learning approach and project-based learning models on students’ entrepreneurial competence. The research method used an explanatory research design. The study was conducted in three state universities in Indonesia. With cluster random sampling, the research samples were 305 participants. The data collection techniques used questionnaires and documentation, while the data analysis techniques employ descriptive statistics, Pearson’s product-moment correlation and structural equation modeling. Data analysis results show that almost all components of the project-based learning model are significantly correlated with students’ entrepreneurial competence. In addition, all components of constructivist learning correlate to students’ entrepreneurial competence. The constructivist learning and the project-based learning model affect students’ entrepreneurial competence. Enhancement of creativity and student characteristics fulfillment are dominant components of constructivist learning, while conducting reflection and authentic assessment are dominant components of the project-based learning model that influence the students’ entrepreneurial competence. Innovative is the dominant dimension of student entrepreneurial competence.
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- https://doi.org/10.1080/2331186x.2025.2557606
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All OpenAlex metadata
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https://openalex.org/W4414596419Canonical identifier for this work in OpenAlex
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https://doi.org/10.1080/2331186x.2025.2557606Digital Object Identifier
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The effect of constructivist learning and project-based learning model on students’ entrepreneurial competence in higher educationWork title
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articleOpenAlex work type
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enPrimary language
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2025Year of publication
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2025-09-12Full publication date if available
- Authors
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Bambang Budi Wiyono, Ali Imron, Raden Bambang Sumarsono, Khalip Musa, Rohaida Binti Mohd. SaatList of authors in order
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https://doi.org/10.1080/2331186x.2025.2557606Publisher landing page
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YesWhether a free full text is available
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goldOpen access status per OpenAlex
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https://doi.org/10.1080/2331186x.2025.2557606Direct OA link when available
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2Total citation count in OpenAlex
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2025: 2Per-year citation counts (last 5 years)
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93Number of works referenced by this work
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| abstract_inverted_index.dimension | 196 |
| abstract_inverted_index.effective | 38 |
| abstract_inverted_index.graduates | 8 |
| abstract_inverted_index.imparting | 23 |
| abstract_inverted_index.improving | 40 |
| abstract_inverted_index.influence | 50, 187 |
| abstract_inverted_index.instilled | 20 |
| abstract_inverted_index.knowledge | 24 |
| abstract_inverted_index.learning, | 171 |
| abstract_inverted_index.modeling. | 114 |
| abstract_inverted_index.practical | 28 |
| abstract_inverted_index.predicted | 35 |
| abstract_inverted_index.sampling, | 85 |
| abstract_inverted_index.students. | 15 |
| abstract_inverted_index.Indonesia. | 81 |
| abstract_inverted_index.Innovative | 192 |
| abstract_inverted_index.assessment | 177 |
| abstract_inverted_index.collection | 94 |
| abstract_inverted_index.components | 122, 138, 168, 180 |
| abstract_inverted_index.conducting | 173 |
| abstract_inverted_index.correlated | 130 |
| abstract_inverted_index.creativity | 161 |
| abstract_inverted_index.reflection | 174 |
| abstract_inverted_index.structural | 112 |
| abstract_inverted_index.techniques | 95, 104 |
| abstract_inverted_index.Enhancement | 159 |
| abstract_inverted_index.Pearson’s | 108 |
| abstract_inverted_index.competence. | 43, 63, 134, 146, 158, 191, 200 |
| abstract_inverted_index.correlation | 110 |
| abstract_inverted_index.descriptive | 106 |
| abstract_inverted_index.experience. | 29 |
| abstract_inverted_index.explanatory | 69 |
| abstract_inverted_index.fulfillment | 165 |
| abstract_inverted_index.statistics, | 107 |
| abstract_inverted_index.students’ | 41, 61, 132, 144, 156, 189 |
| abstract_inverted_index.competencies | 13, 17 |
| abstract_inverted_index.universities | 79 |
| abstract_inverted_index.participants. | 91 |
| abstract_inverted_index.project-based | 31, 57, 125, 152, 183 |
| abstract_inverted_index.significantly | 129 |
| abstract_inverted_index.constructivist | 53, 140, 148, 170 |
| abstract_inverted_index.documentation, | 99 |
| abstract_inverted_index.product-moment | 109 |
| abstract_inverted_index.questionnaires | 97 |
| abstract_inverted_index.Entrepreneurial | 16 |
| abstract_inverted_index.characteristics | 164 |
| abstract_inverted_index.entrepreneurial | 12, 42, 62, 133, 145, 157, 190, 199 |
| cited_by_percentile_year.max | 97 |
| cited_by_percentile_year.min | 95 |
| countries_distinct_count | 2 |
| institutions_distinct_count | 5 |
| citation_normalized_percentile.value | 0.99434936 |
| citation_normalized_percentile.is_in_top_1_percent | True |
| citation_normalized_percentile.is_in_top_10_percent | True |