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This study aims to analyze the influence of entrepreneurship education and motivation on students' entrepreneurial interest. The background of this study is based on the low interest of students in entrepreneurship despite having received entrepreneurship education at university. This study uses a quantitative approach with an associative method. The study population was students of the Management Study Program, Class of 2022, STIE Bina Karya Tebing Tinggi, with a purposive sampling technique in accordance with certain criteria determined by the researcher. Data were collected through questionnaires and analyzed using multiple linear regression. The results show that motivation has a positive and significant effect on entrepreneurial interest, while entrepreneurship education has no significant effect partially. However, simultaneously, both variables have a significant effect on entrepreneurial interest. The coefficient of determination shows that the variables of entrepreneurship education and motivation can explain 54.8% of entrepreneurial interest, while the remainder is influenced by other factors outside the study. The implications of this study emphasize the importance of increasing motivation and strengthening more practical entrepreneurship learning to be able to encourage student interest in entrepreneurship.

This study addresses low student engagement and high levels of boredom in entrepreneurship courses that rely heavily on one-way PowerPoint-based lectures. Preliminary observations in-dicated that 80% of students experienced low motivation and difficulty generating innovative business ideas. The purpose of this research was to examine the effect of gamification on student learning motivation and business creativity.A quantitative approach was employed using a pre-experimental (One-Group Pretest–Posttest design). The sample consisted of 25 students selected through total sampling. Gamification elements, including: points, badges, and leaderboards, were integrated into the learning process to replace conventional lecture methods.The findings indicate that the implementation of gamification significantly trans-formed student learning behavior and classroom dynamics. Students shifted from passive disengagement, characterized by limited interaction and high distraction levels, to proactive participation. Verbal interactions increased substantially, moving beyond administrative ques-tions toward meaningful business discussions. Students demonstrated heightened engagement and responsiveness during learning activities. The gamified learning environment also fostered a safe space for creative experimentation, enabling students to take entrepreneurial risks without fear of academic or financial failure. Improvements were observed across key di-mensions of business creativity, including fluency, flexibility, originality, and elaboration. The study concludes that gamification is an effective pedagogical strategy for enhancing student motivation and business creativity in entrepreneurship education. By transforming learning from a passive knowledge-transfer model into an experiential and interactive process, gami-fication supports the development of an entrepreneurial mindset among digital native students.

This study aims to systematically review various studies that discuss the role of entrepreneurship education in developing students’ entrepreneurial spirit at the Senior High School (SMA) and Vocational High School (SMK) levels. The method used is the Systematic Literature Review (SLR), guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). The reviewed articles cover publications from 2019 to 2025. Based on the selection of 20 scientific articles, the findings indicate that entrepreneurship education plays an important role in enhancing students’ creativity, innovation, self-confidence, and independence. The most effective learning strategies include project-based learning, business simulations, and collaboration with the industrial sector. In addition, teachers play a crucial role as facilitators in fostering an entrepreneurial mindset. The challenges identified include limited resources, insufficient teacher training, and suboptimal school policy support. Overall, entrepreneurship education has been proven to make a significant contribution to shaping entrepreneurial character and preparing students to face the challenges of the workforce.

The development of digital technology has changed global business patterns, including in Indonesia, through the growth of e-commerce, social media, and online platforms. This change opens up great opportunities for students as the educated young generation to develop online businesses. This research aims to explore students' online business readiness from a digital mindset perspective through a phenomenological study approach among students in Malang. The research focuses on online business readiness, digital mindset, attitudes towards technology, and the contribution of entrepreneurship learning, which are analyzed using the Theory of Planned Behavior framework(Ajzen, 1991) and Entrepreneurial Mindset Theory. The research used qualitative methods with in-depth interviews with online business students. The results show that students have a basic understanding of digital business, especially in utilizing social media and marketplaces. A positive attitude towards technology has been formed, indicated by perceived benefits and ease of use. However, a gap emerges between technical skills and long-term strategic planning capabilities. Innovation and problem-solving tend to be reactive, simply following trends, while psychological resistance such as fear of fraud and data security remain barriers. This research confirms that online business readiness is not only determined by technical skills, but also by the strengthening of an adaptive, innovative digital mindset. This research confirms that online business readiness is not only determined by technical skills, but also by strengthening an adaptive, innovative, and resilient digital mindset.The novelty of this research is the integration of TPB and Entrepreneurial Mindset Theory to understand students' readiness to face digital business challenges.

This research is a Classroom Action Research (CAR) conducted in two cycles. The subjects were 24 students of class XII TM 2 of the Mechanical Engineering Expertise Program at Semen Padang Vocational School in the odd semester of the 2025/2026 academic year. Data collection was carried out through learning activity observation sheets, practical assessment sheets, and multiple-choice tests to measure students' cognitive learning outcomes. The implementation of Creative Products and Entrepreneurship learning at Semen Padang Vocational School was previously teacher-centered. Students tended to be passive listeners during the learning process, which led to low participation, minimal interaction, and a lack of understanding of the material. As a result, most students were unable to achieve the Minimum Completion Standards (SKM). Based on this, the Jigsaw Cooperative learning model is considered suitable for application in Creative Products and Entrepreneurship learning, because it is able to create a student-centered learning atmosphere and encourage active involvement and cooperation between students. The results of the study prove that the application of the Jigsaw Cooperative learning model is effective in improving student learning outcomes. This is based on the average student learning outcomes in cycle 1 of 75.2, where 17 students were declared complete. In cycle II, the average student learning outcomes were 85.2 with 21 students declared complete. The significant improvement in cycle II indicates that the Jigsaw Cooperative Learning model is not only effective in improving cognitive learning outcomes but also able to improve the quality of interactions between students in the learning process. Students become more active in discussions, disseminating information, and are responsible for understanding the material they are learning and sharing with their groups.

This study aims to analyze the influence of Craft and Entrepreneurship Learning as well as economic literacy on entrepreneurial intention, with self-efficacy as a mediating variable among senior high school students in Ciracas, East Jakarta. The research is grounded in the issue of low entrepreneurial intention among students based on preliminary survey results, and the persistently high unemployment rate among high school graduates. This study adopts a quantitative approach using a survey method through questionnaires distributed to 11th-grade students from three schools: SMAN 99, SMAN 58, and SMAN 105 Jakarta. Data were analyzed using the Partial Least Squares Structural Equation Modeling (PLS-SEM) method. The results indicate that both Craft and Entrepreneurship Learning and economic literacy have a positive effect on self-efficacy and entrepreneurial intention. Moreover, self-efficacy is proven to be a significant partial mediating variable in the relationship between the independent variables and entrepreneurial intention. This research recommends strengthening entrepreneurship education and improving economic literacy in schools as strategies to foster students’ confidence and entrepreneurial spirit from an early age.

This study aims to analyze the level of understanding and awareness, identify and evaluate, assess the gap between the designed entrepreneurship learning objectives and evaluate the level of mentoring and supervision provided by teachers or mentors in supporting the internalization of the character of never giving up and being persistent through production unit activities at SMK Negeri 1 Malinau. The research method used in this study is a descriptive qualitative approach. The results of this study indicate that the level of understanding and awareness of students can increase their awareness and readiness to face challenges in the world of work, according to their field of expertise. The implementation of the values ​​of never giving up and tenacity in entrepreneurship learning at SMK plays a crucial role in developing various important aspects in students. The gap between the objectives of entrepreneurship learning and its implementation, namely limited learning time, lack of adequate facilities and practical tools, and minimal training for teachers, hinder students from internalizing these values ​​effectively. With a combination of active teacher roles and effective supervision, students are encouraged to continue trying despite difficulties, thus supporting the development of a resilient character and being ready to face challenges in the world of entrepreneurship

The aim of this research is to: 1) determine an influence of entrepreneurial learning on the entrepreneurial interest of students in the UNS Office Administration Education study program; 2) determine an influence of the social environment on the entrepreneurial interest of students in the UNS Office Administration Education study program; and 3) determine an influence of entrepreneurial learning and the social environment together on the entrepreneurial interest of UNS Office Administration Education students. This research uses a quantitative approach with correlational methods. The population in this research is all students from the 2019 and 2020 Office Administration Education Study Program, totaling 113 students. This research uses a proportional stratified random sampling technique for sampling. The data analysis in this research uses multiple linear regression analysis techniques with the help of the IBM SPSS 24.0 program. The research results show that: 1) there is a positive influence of entrepreneurial learning on interest in entrepreneurship as evidenced by the calculated t value (1.712) > t table (1.658). 2) there is a positive influence of the social environment on interest in entrepreneurship as evidenced by the calculated t value (2.099) > t table (1.658). 3) there is a positive influence of entrepreneurial learning and the social environment together on interest in entrepreneurship as evidenced by the value of Fcount (6.287) > Ftable (3.08). The research results also show that entrepreneurial learning and the social environment together can influence interest in entrepreneurship by 10.3%, while the other 89.7% is influenced by other variables. Therefore, the overall results of this data analysis support the existing hypothesis.  

Global phenomena highlight the increasing attention to entrepreneurship as a solution to reduce unemployment and promote sustainable economic growth (SDG 8: Decent Work and Economic Growth). On a local level, vocational high school (SMK) graduates in Indonesia face the challenge of low entrepreneurial intention, which has the potential to exacerbate youth unemployment rates. This study aims to explore entrepreneurship learning strategies and the contribution of teacher behavior in shaping the entrepreneurial intentions of SMK students through a Systematic Literature Review (SLR) approach. The novelty of this research lies in integrating two key elements—innovative learning strategies and teacher behavior as role models—which have been minimally discussed in previous literature. The urgency of this research stems from its contribution to SDG 4 (Quality Education), by strengthening entrepreneurship education as a foundation for developing a competitive workforce. The method employed in this study is a Systematic Literature Review (SLR), which involves collecting and analyzing relevant journal articles using VOSviewer software based on selected keywords. The findings indicate that project-based and collaborative learning approaches enable students to directly experience real-world business challenges, such as developing business ideas and working in teams to solve practical problems. Teacher behavior, serving as both facilitator and motivator, plays a crucial role in encouraging students to dream big, believe in their abilities, and view entrepreneurship as an attractive career path. The implications of this research provide practical insights for educators and policymakers in designing effective entrepreneurship curricula while supporting the SDG agenda, particularly in promoting quality education, decent work, and inclusive economic growth. This study contributes to the reinforcement of sustainable entrepreneurship education in Indonesia.

Global phenomena highlight the increasing attention to entrepreneurship as a solution to reduce unemployment and promote sustainable economic growth (SDG 8: Decent Work and Economic Growth). On a local level, vocational high school (SMK) graduates in Indonesia face the challenge of low entrepreneurial intention, which has the potential to exacerbate youth unemployment rates. This study aims to explore entrepreneurship learning strategies and the contribution of teacher behavior in shaping the entrepreneurial intentions of SMK students through a Systematic Literature Review (SLR) approach. The novelty of this research lies in integrating two key elements—innovative learning strategies and teacher behavior as role models—which have been minimally discussed in previous literature. The urgency of this research stems from its contribution to SDG 4 (Quality Education), by strengthening entrepreneurship education as a foundation for developing a competitive workforce. The method employed in this study is a Systematic Literature Review (SLR), which involves collecting and analyzing relevant journal articles using VOSviewer software based on selected keywords. The findings indicate that project-based and collaborative learning approaches enable students to directly experience real-world business challenges, such as developing business ideas and working in teams to solve practical problems. Teacher behavior, serving as both facilitator and motivator, plays a crucial role in encouraging students to dream big, believe in their abilities, and view entrepreneurship as an attractive career path. The implications of this research provide practical insights for educators and policymakers in designing effective entrepreneurship curricula while supporting the SDG agenda, particularly in promoting quality education, decent work, and inclusive economic growth. This study contributes to the reinforcement of sustainable entrepreneurship education in Indonesia.

Entrepreneurship education in Islamic boarding schools (pondok pesantren) plays a strategic role in equipping students (santri) with relevant skills amidst the challenges of the global economy, particularly in addressing the persistently high unemployment rate in Indonesia, which reached 5.86% in 2023. This article explores how Pondok Pesantren Assuniyyah Kencong Jember taps into the creative potential of its students through an entrepreneurship education approach. The research employs qualitative methods to understand the dynamics of the entrepreneurship learning process. Through in-depth interviews and participatory observations, it was found that the integration of entrepreneurship education into the curriculum not only enhances technical and managerial skills but also encourages students to think creatively and innovatively in response to economic challenges. The findings indicate that a supportive environment, along with guidance from mentors and local entrepreneurs, significantly contributes to fostering an entrepreneurial spirit among the students. These findings are expected to contribute to the development of entrepreneurship education models in other Islamic boarding schools and strengthen efforts to reduce poverty through the creation of ethical and competitive new entrepreneurs.

This research aims to understand the role of Ambition for Freedom in entrepreneurship learning as a motivation for students to become entrepreneurs at SMKN 1 JETIS Mojokerto. Using a phenomenological approach, this research explores the subjective experiences of students involved in entrepreneurial learning and how Ambition for Freedom contributes to shaping their motivation to enter the world of entrepreneurship. Data was collected through in-depth interviews with 10 students of SMKN 1 JETIS Mojokerto who had an interest in entrepreneurship, as well as observations of entrepreneurial learning activities in class. Research findings show that students who feel freedom in determining their business tend to have higher motivation to become entrepreneurs, especially because they feel empowered to explore creative ideas and make decisions independently. Ambition for Freedom was found to be an important factor that encourages students to overcome challenges and start businesses. This research contributes to the understanding of how elements of freedom in entrepreneurship education can increase students' interest and readiness for entrepreneurship, and suggests integrating aspects of freedom in the design of the entrepreneurship curriculum at SMKN 1 JETIS Mojokerto.

This study aims to explore the role of entrepreneurship-based social studies learning in building the independent character of 5th grade elementary school students. Using a qualitative approach, this study examines the impact of implementing entrepreneurial learning in the context of social studies on the development of students' independent attitudes, social skills, and ability to innovate. Data were obtained through literature review and content analysis of various relevant literatures, as well as observation of entrepreneurship learning practices in elementary schools. The results show that entrepreneurship-based social studies learning significantly contributes to improving students' independent character, including the ability to make decisions, manage resources, and innovate in solving problems. In addition, this learning also strengthens students' social skills, such as cooperation, communication and leadership. This research suggests that entrepreneurship-based social studies learning should be further expanded at the primary school level to support better development of students' independent character and prepare them to face future social and economic challenges.  

Islamic boarding school education plays a strategic role in producing a generation that excels not only in religious matters but also in economic independence through entrepreneurship. In the modern era, the creativity of students is an important indicator of the success of Islamic boarding school education because it can provide provisions in facing global challenges. Creativity is influenced by various factors, including entrepreneurship programs developed within the Islamic boarding school environment and the internalization of Islamic educational values ​​that shape innovative and ethical mindsets. Darul Hikmah Islamic Boarding School in Bangkalan is one institution that integrates these two aspects into its educational system. This study aims to: (1) evaluate the influence of entrepreneurship programs on students' creativity; (2) examine the influence of Islamic educational values ​​on creativity; and (3) assess the simultaneous influence of both on students' creativity. The study used a quantitative approach with an ex post facto design. A sample of 59 female students was selected using simple random sampling from a population of 590 students. Data were collected through questionnaires and documentation, then analyzed using simple and multiple linear regression tests with the help of SPSS. The results of the study showed that: (1) the entrepreneurship program had a significant effect on the creativity of students with a t value of 6.220 (p < 0.05); (2) Islamic educational values ​​also had a significant effect on creativity with a t value of 3.393 (p < 0.05); and (3) simultaneously, the entrepreneurship program and Islamic educational values ​​had a significant effect on the creativity of students with a F value of 26.117 (p < 0.05). The conclusion of this study is that the creativity of students can be increased through a balanced combination of entrepreneurship learning and internalization of Islamic educational values.

This research aims to: 1) provide empirical evidence of the influence of learning creative and entrepreneurial products on entrepreneurial intentions of students; 2) provide empirical evidence of the influence of the teaching factory on entrepreneurial intentions of students; 3) provide empirical evidence of the influence of creative and entrepreneurial product learning and factory teaching on  entrepreneurial intentions of students. This type of research was analytic-descriptive quantitative research. Sampling used proportionate random sampling technique with total sampling of 84 respondents. Data collection in this research used questionnaire. The results is; 1) there is a positive and significant influence between creative product learning and entrepreneurship with entrepreneurial intentions of students as evidenced by the results of the significance value of 0.003 < 0.05; 2) there is a positive and significant influence between teaching factory with entrepreneurial intentions of students as evidenced by the results of the significance value of <0.001 <0.05; 3) there is a positive and significant influence jointly between creative product learning and entrepreneurship and teaching factory for students as evidenced by the results of the significance value of <0.001 < 0.05.

Entrepreneurship learning is the process of acquiring knowledge and skills related to entrepreneurship, including the ability to recognise and develop new business opportunities, effectively manage resources, and take calculated risks in order to achieve success in business ventures often associated with intentional entrepreneurship refers to a person's motivation or inclination to launch a new business venture. The focus of this study is on entrepreneurial learning and intention, and it employs a systematic review methodology from 2021 to 2023 scopus database. The focus of research related to entrepreneurship learning and entrepreneurship intention focuses on several things such as experiential learning practice, individual characteristics such as gender, age, proximity to entrepreneurship, academic performance, previous work experience, and propensity for risk and observe the change, innovation, one-day female-focused STEM-based entrepreneurship program, entrepreneurial self-efficacy, young employees’ perception of their current paid jobs, creativity among female learners, cognitive and social conditions, creative self-efficacy, and theory of planned behavior.

The large number of young people's interest in entrepreneurship needs to get support and facilities, one of which is through entrepreneurship education. In entrepreneurship education, entrepreneurial values ​​are taught as a value that must be upheld in running entrepreneurship. The purpose of this study was to determine entrepreneurial learning at SMK NU Sunan Ampel Poncokusumo, the values ​​of entrepreneurship education at SMK NU Sunan Ampel Poncokusumo, and the values ​​of entrepreneurship education at SMK NU Sunan Ampel Poncokusumo to form young entrepreneurs. This study uses a qualitative case study approach, using interviews, observation, and documentation. The research results show thatPKK subjects at SMK NU Sunan Ampel Poncokusumo are divided into 2, namely Entrepreneurship PKK and Productive PKK, Entrepreneurship PKK studies entrepreneurship in theory and Productive PKK is practice. Entrepreneurial values ​​in subjects on PKK Entrepreneurship learning valuesIndependent, Creative, Honest, Discipline, Responsibility, Cooperation, and Communicative are taught in theory while in Productive PKK Creative values, dare to take risks, action oriented, hard work, honest, innovative, cooperation, realistic, curiosity, and Communicative skills are taught through practice. Through entrepreneurial values ​​that are implemented in learning, PKK is able to encourage students to start entrepreneurship from an early age, this is also driven by the many practical experiences students gain