Improving Entrepreneurial Motivation and Character in Vocational Education Students through Project-Based Digital Learning: A Case in Merauke

Abstract

Vocational education plays a crucial role in preparing students not only for employment but also for entrepreneurship. However, many vocational graduates, especially in remote areas like Merauke, lack entrepreneurial motivation and character, limiting their potential to become job creators. This study aims to examine the effectiveness of Project-Based Digital Learning (PBDL) in enhancing entrepreneurial motivation and character among vocational students. A quasi-experimental approach with a non-equivalent control group design was applied, involving 74 students from three vocational high schools in Merauke. The research was conducted over three months, using pretest-posttest instruments including entrepreneurial motivation questionnaires, entrepreneurial character observation sheets, and PBDL implementation observation forms. Data were analyzed using paired sample t-tests and independent sample t-tests. The results showed that students in the experimental group experienced significantly higher improvements in both entrepreneurial motivation and character compared to the control group. These findings suggest that PBDL fosters active, contextual, and digitally enriched learning environments that enhance autonomy, leadership, innovation, and resilience. The study concludes that PBDL is a promising pedagogical model for entrepreneurship education, particularly in underdeveloped regions. It recommends that vocational schools adopt PBDL to strengthen entrepreneurial competencies and calls for future longitudinal and multi-regional studies to validate and expand the findings theoretically and practically.