ERIC Number: EJ1184198
Record Type: Journal
Publication Date: 2018-Jul
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2146-7242
EISSN: N/A
Effectiveness of Learning Method Contextual Teaching Learning (CTL) for Increasing Learning Outcomes of Entrepreneurship Education
Lotulung, Chrisant Florence; Ibrahim, Nurdin; Tumurang, Hetty
Turkish Online Journal of Educational Technology - TOJET, v17 n3 p37-46 Jul 2018
Entrepreneur is a process or a way to conduct a business that aims to obtain the expected results or profits by producing, selling or renting a product of goods or services. In college, entrepreneurship courses are given to equip the students so that after they graduate they can entrepreneurship. Entrepreneurship courses are still not effective because the learning process that took place is not optimal. This is because the method of learning used by lecturers is just a lecture. One of the learning models that can be used to achieve these three competencies is the Contextual Teaching Learning model. If someone has done the act of learning it will be seen a change in one or several aspects of the behavior. What is meant is the result of entrepreneurship learning is a manifestation of the ability achieved, controlled or owned by the individual in this case the student after receiving an entrepreneurial learning experience and the results can be knowledge, understanding and application of concepts, calculation of problem solving based on the subject.
Descriptors: Entrepreneurship, Higher Education, Business Administration Education, Models, Teaching Methods, Job Skills, Experiential Learning, Problem Based Learning, Student Diversity, Student Empowerment, Cooperation, Communities of Practice, Outcomes of Education
Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A