Strengthening Pre-Service Science Teachers' Entrepreneurial Self-Efficacy through Design Thinking Process on the Eco-Printing STEAM-Project
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| Title: | Strengthening Pre-Service Science Teachers' Entrepreneurial Self-Efficacy through Design Thinking Process on the Eco-Printing STEAM-Project |
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| Language: | English |
| Authors: | Imaduddin, Muhamad, Ihsan, Ihsan, Shofyan, Muhammad Ali, Shofa, Muhammad Mujahidus, Riza, Muhammad Fatkhur, Jannah, Ro'i Khatul, Fitriani, Novi Lailatul, Dewi, Rizky Ulya |
| Source: | Journal of Education in Science, Environment and Health. 2022 8(4):319-331. |
| Availability: | Journal of Education in Science, Environment and Health. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090, Turkey. e-mail: jeseh.info@gmail.com; Web site: http://www.jeseh.net |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Science Teachers, Entrepreneurship, Self Efficacy, Design, Thinking Skills, STEM Education, Art Education, Foreign Countries, Learning Activities |
| Geographic Terms: | Indonesia |
| ISSN: | 2149-214X |
| Abstract: | Further development of a pedagogic framework to teach design thinking processes needs to be designed and implemented to strengthen pre-service science teachers' entrepreneurial self-efficacy (PSTs' ESE). This research aims to analyze the stages of the design thinking process in the eco-printing STEAMprojects, as well as to review the differences in PSTs' ESE after participating in this program. The participants are 22 PSTs consisting of 18 PSTs in the 3rd year of the program and other students in the 2nd year of the training program. Qualitative data were collected by observing, documenting the process of activities, interviews, and reflection questionnaires from the implementation of the program. Quantitative data were obtained from the entrepreneurial self-efficacy questionnaire. Interventions for PSTs include three main phases of the design thinking stage consisting (1) Understand; (2) Explore; and (3) Materialize. The existing stages not only teach the product design process, but also the design of the teamwork pattern that is formed. The ESE covers aspects, namely (1) searching, (2) planning, (3) marshaling, (4) implementing-people, and (5) implementing-financial. The change in category only occurs in the "planning" aspect. While the significance of the changes can be seen in two aspects, namely the "searching" and "planning" aspects. The PSTs have a positive response to what they do. PSTs also provide an overview of responses to entrepreneurial attitudes that have been learned during the process of strengthening programs dominated by "Collaboration" and "Time discipline" responses. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1368466 |
| Database: | ERIC |
| Abstract: | Further development of a pedagogic framework to teach design thinking processes needs to be designed and implemented to strengthen pre-service science teachers' entrepreneurial self-efficacy (PSTs' ESE). This research aims to analyze the stages of the design thinking process in the eco-printing STEAMprojects, as well as to review the differences in PSTs' ESE after participating in this program. The participants are 22 PSTs consisting of 18 PSTs in the 3rd year of the program and other students in the 2nd year of the training program. Qualitative data were collected by observing, documenting the process of activities, interviews, and reflection questionnaires from the implementation of the program. Quantitative data were obtained from the entrepreneurial self-efficacy questionnaire. Interventions for PSTs include three main phases of the design thinking stage consisting (1) Understand; (2) Explore; and (3) Materialize. The existing stages not only teach the product design process, but also the design of the teamwork pattern that is formed. The ESE covers aspects, namely (1) searching, (2) planning, (3) marshaling, (4) implementing-people, and (5) implementing-financial. The change in category only occurs in the "planning" aspect. While the significance of the changes can be seen in two aspects, namely the "searching" and "planning" aspects. The PSTs have a positive response to what they do. PSTs also provide an overview of responses to entrepreneurial attitudes that have been learned during the process of strengthening programs dominated by "Collaboration" and "Time discipline" responses. |
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| ISSN: | 2149-214X |
