DESIGNING AND ASSESING AN ISLAMIC ENTREPRENEURSHIP EDUCATION MODEL FOR ISLAMIC HIGHER EDUCATION (IHE)

The implementation of entrepreneurship course can be carried out by integrating the tridharma of higher education (the threefold missions of higher education) simultaneously in learning, for which a guideline is needed for its implementation. This study aims to design and assess the Islamic Entrepreneurship Education (IEE) model in the tridharma in Islamic Religious Universities (PTKI) in Aceh. This research was conducted through Design-Based Research (DBR) involving 3 experts and 6 lecturers. The research instrument used was a questionnaire which was analyzed statistically descriptively, while the qualitative data used interviews and were analyzed with an interactive model. The results of the design of the IEE model has produced three aspects along with four elements for the dimensions of education and teaching, research, and community service. These three aspects are inter-curricular activities, co-curricular activities, and extra-curricular activities, while the four elements are the objectives of implementing entrepreneurship education learning activities, entrepreneurial learning materials/content, using entrepreneurship learning methods, and implementing evaluations of entrepreneurship learning. The design of this model has the description for the implementation procedure. This design of IEE model can be used by lecturers as a model for implementing IEE in Islamic Religious Universities

Mapping TPACK Components in Implementing Edupreneur-Profiled Curriculum at Teacher Training and Education Institutions in Aceh

This research aims to explore the mapping of Technological Pedagogical Content Knowledge (TPACK) components of instructors in implementing the Edupreneur-profiled curriculum in Islamic Higher Education Institutions (PTKI) in Aceh. The researchers employed interview methods, observations, and document reviews involving three heads of study programs and six instructors from three PTKIs (Islamic Higher Education Institutions) in Aceh, namely UIN Ar-Raniry, IAIN Lhokseumawe, and STAIN Teungku Dirundang Meulaboh. The data analysis was conducted interactively. Instructors teaching Edupreneurship-profiled courses have successfully integrated Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TCK), and Technological Content Knowledge (TPK) as components of TPACK in their teaching practices. This research contributes to mapping these components, thereby aiding instructors in effectively implementing the entrepreneurship-profiled curriculum. In conclusion, this research provides valuable insights into the effectiveness of Open Educational Resources (OER) on creative thinking within the context of science subjects, filling a notable gap in the existing literature and offering a foundation for further exploration in educational practices