Research Article
Exploring Entrepreneurship Learning Through the Perspective of Students' Knowledge and Skill Mastery: A Descriptive Study
@INPROCEEDINGS{10.4108/eai.30-7-2025.2360546, author={Agus Hermawan and Mohammad Arief and Rahmad Hidayat and Muhammad Rosyihuddin}, title={Exploring Entrepreneurship Learning Through the Perspective of Students' Knowledge and Skill Mastery: A Descriptive Study}, proceedings={Proceedings of the 5th Business Innovation Sustainability and Technology International Conference, BISTIC 2025, 30th July 2025, Malang, Indonesia}, publisher={EAI}, proceedings_a={BISTIC}, year={2025}, month={12}, keywords={entrepreneurship learning intrapreneurial competence skills cognition}, doi={10.4108/eai.30-7-2025.2360546} }- Agus Hermawan
Mohammad Arief
Rahmad Hidayat
Muhammad Rosyihuddin
Year: 2025
Exploring Entrepreneurship Learning Through the Perspective of Students' Knowledge and Skill Mastery: A Descriptive Study
BISTIC
EAI
DOI: 10.4108/eai.30-7-2025.2360546
Abstract
This study evaluates the effect of entrepreneurship education on students’ cognitive capacities, practical skills, and competencies. We surveyed 520 students who completed entrepreneurship courses at 15 state and private universities in East Java, using a structured questionnaire with validated Likert scales. Results indicate strong perceived gains in entrepreneurial cognition—notably opportunity recognition and creative thinking (93.6% positive)—and substantial improvement in overall entrepreneurial competencies (82.7%). Practical skills showed respectable development (76.6%), yet responses revealed weaker confidence in business-management tasks and creativity application, suggesting a gap between conceptual understanding and hands-on ability. We discuss measurement choices, sample characteristics, and implications for curriculum design, arguing for more experiential learning, mentorship programs, and interdisciplinary integration to translate cognitive learning into managerial competence. Limitations include reliance on self-report measures and cross-sectional design; we recommend longitudinal follow-up and objective performance assessments (case projects, venture outcomes). The paper offers concrete, implementable recommendations for universities and policymakers aiming to strengthen entrepreneurship training and better align classroom learning with real-world entrepreneurial practice.
