




































 

 
EDUCATIO : Journal Of Education 
Volume 4 , Number 1, May 2019 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

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Entrepreneurship in University Islamic Education Constructivism 

Perspective 

 
Bachtiar Hariyadi 

Universitas Sunan Giri Surabaya 

bachtiar@unsuri.ac.id  

 

Accepted: 

January 10 2019 

Reviewed:  

April 11, 2019 

Published:  

May 30 2019 

 

Abstract: Constructivism, as a philosophical paradigm, seems to be a good explanation in 
understanding the entrepreneurial learning process that builds meaning through experience with 
the business world. This study aims to explore the learning process of student entrepreneurship 
from a constructivist perspective and try to understand how students learn to become 
entrepreneurs in the context of higher education. This research is based on the learning of a small 
group of Sharia Economics study program students who take entrepreneurship modules at Sunan 
Giri University Surabaya Indonesia. The results of the study indicate that the student learning 
process is seen as a very valuable experience and is based on all types of interactions in the 
classroom according to the situation outside their class. Entrepreneurship development is 
supported by an experience approach to learning, action-based and student-centered, focusing on 
developing skills and competencies related to entrepreneurship.. 

 
Keyword:  Entrepreneurship education, entrepreneurship learning, constructivism in Islamic 
education, innovation education 

 

INTRODUCTION 

In an environment where high skills produce high added value, graduates are the key to 

national growth. Graduates who are inspired, confident, talented, and active are more likely to be 

found and lead new dynamic businesses and change whatever organization they follow or manage1. 

Developing graduates of entrepreneurship is important for the future success of our generation. 

Entrepreneurs with higher academic backgrounds are often more innovative, use business models, 

and base their business on the use of new technologies. The university, in this context, plays an 

important role and is seen as an ideal place for the development of entrepreneurial graduates as 

creators of business and new wealth in the future. For this reason, universities are challenged to 

support their students with the right mindset, knowledge and abilities for entrepreneurial activities. 

The research question from this study concerns entrepreneurial education from a 

pedagogical side. The focus of this study is to explore the learning process of student 

entrepreneurship from a constructivist perspective and understand how students learn to become 

entrepreneurs in the context of universities. This study aims to make a theoretical contribution to 

the process of entrepreneurship learning from a constructivist perspective by exploring the 

fundamental questions that every educator must ask when evaluating problems in curriculum 

                                                      
1 Herrmann, K., Hannon, P., Cox, J. and Ternouth, P., Developing Entrepreneurial Graduates: Putting 

entrepreneurship at the centre of higher education. National Council for Graduate Entrepreneurship (NCGE) UK, 
2008 



  
 

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design and pedagogical practices, namely, What? Why? How? For what results?  

This research is based on the activities of a small group of students in the Sharia Economics 

study program who take entrepreneurship modules and conduct business innovation at Sunan Giri 

University Surabaya Indonesia This study seeks to understand how students develop 

entrepreneurial learning and develop knowledge progressively for one semester when they are 

involved with the learning activities of the module. Through this study researchers also try to 

understand how constructivism can offer learning theories in entrepreneurship education. 

 

Entrepreneurs Learning  

Entrepreneurship education is recognized by many parties as being very important for the 

development of the economic dynamics of society in the 21st century2; 3. Much of the literature 

on entrepreneurship education shows the increasing importance of this field of education. 

Nevertheless, there is a lack of research that specifically addresses how to develop entrepreneurial 

learning that can be promoted effectively 4; 5; 6. 

There is an increasingly strong consensus that traditional pedagogical approaches to learning 

are not enough to adequately develop entrepreneurs in the face, run and create the complexity of 

innovative business opportunities. Traditional approaches tend to ignore, cannot overcome, and 

be ambiguous in addressing the uncertainties that surround the entrepreneurial process and tend 

to undermine the functioning of employers in the broader social context7. “Factors that make a 

creative and enjoyable learning is the learning objectives are appropriate” 8. Komsiyah, 2012; 

“Learning is a process of changing a person's behavior as a result of interaction with the 

environment in meeting life's needs” 9. 

Although the use of traditional teaching approaches is still extensive, it is noteworthy that 

there are significant changes to experience-based learning, the approach emphasizes learning ‘for 

'entrepreneurship rather than learning' about 'entrepreneurship10. Entrepreneurship is more than 

just creating a new business11, call it a dynamic process of dynamic vision, change and creation, 

which requires the application of energy to creation, creative solutions, and the implementation of 

                                                      
2 Ibid 
3 Taatila, V.P., Learning Entrepreneurship in Higher Education. Education and Training, 52(1) 2010, 48-61  
4 Rae, D., Understanding entrepreneurial learning: a question of how?. International Journal of Entrepreneurial 

Behaviour and Research, 6(3), 2000. 145-159 
5 Politis, D., The Process of Entrepreneurial Learning: A Conceptual Framework. Entrepreneurship: Theory and 

Practice, 29(4), (2005). 399-424 
6 Gibb, A., In pursuit of a new ‘enterprise’ and ‘entrepreneurship’ paradigm for learning: creative destruction, 

new values, new ways of doing things and new combinations of knowledge. International Journal of Management Reviews, 
4(3), 2002. 233-269 

7  Higgins, D., Smith, K. and Mirza,M., Entrepreneurial Education: Reflexive Approaches to Entrepreneurial 
Learning in Practice. The Journal of Entrepreneurship, 22(2), (2013). 135-160 

8 Ahmad Syafi, “PANDANGAN TENTANG KREATIVITAS GURU PEMBELAJAR Sebuah Upaya 
Motivasi Belajar Siswa,” in ANCOMS 2017 (Surabaya: Annual Conference for Muslim Scholars Kopertais Wilayah IV 
Surabaya, 2017), 691–697, http://proceedings.kopertais4.or.id/index.php/ancoms/article/view/69. 

9 Hermawan Tri Marfiyanto, Ahmad Syafi’i, “Implementasi Teori Operant Conditioning Dalam 
Pengembangan Kurikulum Pendidkan Agama Islam Melalui Pendampingan Guru Al- Qur’an,” CARADDE: Jurnal 
Pengabdian Kepada Masyarakat 1, no. 2 (2019): 180–188, 
http://journal.ilininstitute.com/index.php/caradde/article/view/108. 

10 Solomon, G., An examination of entrepreneurship education in the United States. Journal of Small Business and 
Enterprise Development, 14(2), 2007. 168-182 

11 Kuratko, D.F., The Emergence of Entrepreneurship Education: Development, Trends, and Challenges. 
Entrepreneurship Theory and Practice, 29(5), (2005). 577-59 



  
 

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new ideas. 

In order to successfully manage a business in such an environment, entrepreneurs often 

cannot use the 'roadmap' obtained from management and entrepreneurial textbooks because many 

questions about where and how to lead a business cannot be answered with known solutions. 

Instead, they often need to create their own 'new' roadmap to find their way through unknown 

territory. In this sense, learning for entrepreneurship cannot be abstracted from the situation in 

which it is acquired and used. Knowing and doing is reciprocal, like12 articulating, knowledge is the 

product of what we do, the specific context of action, and the culture in which it is built and used. 

In developing a pedagogical approach that stimulates entrepreneurial learning, a philosophical 

framework is needed that conveys the idea that learning is experience, based on actual 

entrepreneurial realities or simulations of students acquiring authentic learning experiences ‘by’ 

and ‘of’ that they do. 

 

Pedagogy Entrepreneurship 

In this view constructivism can offer a philosophical framework that underlies the nature of 

the experience of the entrepreneurial learning process in which knowledge is built by individuals 

based on their experience with the world. Entrepreneurial learning is related to learning how to 

recognize and act on opportunities that exist, as well as how to manage and manage a business. 

This means learning to work through entrepreneurial means, by knowing, acting and 

interconnecting that makes sense. This actively involves the attitude of 'doing' and understanding 

'what success is', and realizing a form of change that causes or allows individuals to do things 

differently. In this sense, 'learning becomes' and experience-based, and very many future-oriented 

processes in creating a prospective reality for students13. Therefore, learning enables personal 

change and includes dimensions of 'knowing', 'understanding', and 'doing'. Learning outcomes are 

the ability to act differently, where individuals have a greater understanding of their actions14. In 

other words, to get entrepreneurial knowledge, students do not learn and only become what they 

are when they are internalized by individuals through thought processes and reflect on their own 

experiences, and make their own theoretical interpretations15. Entrepreneurship learning is a social 

construction process in which students build what they know based on their experience and engage 

in the construction of new meanings according to their perceptions of reality. 

The spirit of entrepreneurship in an Islamic perspective is based on the understanding that 

Humans are ordered to prosper the earth and bring it to a better direction and are ordered to try 

to find rizki. This enthusiasm is seen as described in the Qur'an Al-Jumu'ah verse 10, following. 

   
   
    

                                                      
12 Brown, J.S., Collins, A. and Duguid, P. Situated Cognition and the Culture of Learning. Educational Researcher, 

18(1), (1989). 32-42 
13 Rae, D., Understanding entrepreneurial learning: a question of how?. International Journal of Entrepreneurial 

Behaviour and Research, 6(3), 2000, 145-159 
14  Rae, D. (2003). Opportunity Centred Learning: An Innovation in Enterprise Education?, Education and 

Training, 45(8/9), 542-549 
15  Gibb, A., Entrepreneurship: Unique Solutions for Unique Environments: Is it possible to achieve this with the existing 

paradigm?, Working Paper 038/2006. National Council for Graduate Entrepreneurship (NCGE) UK. 



  
 

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   
   

When you have prayed, you will scatter on the earth; and seek God's grace and remember God so much 

that you will be lucky. (Al-Jumu’ah:10).  

Islam itself can be considered as "entrepreneurial trust” (Kayed and Hassan, 2010) in the 

sense that it enables and encourages entrepreneurial activities, namely, the pursuit of opportunities, 

risk taking and innovation. Both the Qur'an and the Sunnah emphasize pursuits in this world. This 

can be seen in the following Surah Al-Qasas: 77. 

    
     
    
    
      

      
    

And look for what Allah has bestowed on you (happiness) in the Hereafter, and do not forget your 

portion from the (pleasures) of the world and do good (to others) as Allah has done good to you, 

and do not do harm on (face) earth. Allah does not like those who do damage (Al Qashash:77). 

The Prophet said: "Work for your worldly life as if you will live forever, but work for your 

hereafter as if you will die tomorrow". A hadith narrated by Imam Ahmad, which effectively 

supports entrepreneurial and sustainable practices, recommends: "Even when the day of judgment 

approaches, if anyone has a plant in hand, he must quickly plant it”. 

The nature of Siddiq (true and honest) can be reflected in some attitudes of the Prophet. 

First, Rosulullah is kind and honest with the company or shareholders. Evidently, after helping his 

uncle's business, Rosulullah was able to manage Khadijah's business well. Second, Rosulullah is 

kind and honest with employees. Prophet Muhammad once advised to pay the wages of an 

employee before his sweat dried. This shows that the company should not delay the right of an 

employee if the company is not having difficulty paying the salary. 

Nature of Tabligh (Communicative). The nature of the Prophet to always be careful and 

exemplified that all economic problems faced by the community will be resolved as long as they 

can be communicated well. Through the transformation of knowledge, skills, and attitudes as 

exemplified by Rosullullah Muhammad SAW will be able to form a society that has character and 

character. This is as the word of Allah SWT in the Koran Suart Al-Nisa verse 9, namely :  

    
    

    
      

And God fear those who leave behind those who are weak, who are afraid of them. 

therefore let them fear God and let them speak the right words. (An-Nisa: 9) 

 

 
 



  
 

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METHOD  
This study uses a qualitative research design to investigate the learning process of 20 

students in the entrepreneurship module delivered for one semester in the Sunan Giri University 

Surabaya economic study program. Data was collected from direct interviews with students to 

capture the authentic perspective of the entrepreneurial learning process in the entrepreneurship 

curriculum. Data collection was conducted in the classroom using focus groups as the main data 

collection instrument and asking students how they were involved in developing entrepreneurial 

learning. 

To analyze entrepreneurial learning in an entrepreneurial education environment, this 

research refers to the key questions that every educator must ask when examining curriculum 

design problems and pedagogical practices, namely What? Why? How? For what results? These 

questions provide a framework for research design, which is then applied to understand the 

learning process of entrepreneurship education from a student perspective. 

First; Questions about 'what'; Questions about 'what' relates to the content / material 

that will be taught in the entrepreneurship curriculum. What students want to learn? 

Second; The question 'why'. Questions about 'why' are related to 'goals' or 'results' of 

learning in the curriculum. What learning outcomes are felt and defined by students? 

Third; Questions about ‘how’ Questions about ‘how’ refer to ‘pedagogy’ as a way to 

achieve learning goals, objectives or results. How best learning is stimulated through pedagogy as 

perceived by students? 

The four questions ‘for which results’ This question refers to the evaluation and 

assessment of learning. How students think that their learning should be evaluated and assessed? 

In understanding data, memo writing techniques are adopted based on the principles 

suggested by16. Writing consecutive memos throughout the research process so that researchers 

remain involved in the analysis and help increase the level of abstraction of their ideas. Writing 

memos will help capture comparisons and connections, and crystallize questions and to pursue 

further questions for researchers. Through interviews when writing memos, new ideas and insights 

arise during the act of writing, and in doing so provide space to become actively involved in data, 

develop ideas, and perfect the making of subsequent data interpretations. 

The research findings are based on data collected in the classroom using focus groups as 

an instrument to involve participants in sharing their experiences of how they progressively 

develop entrepreneurial learning over a period of one semester. 

 

 
RESULT AND DISCUSSION 
Motivation To Learn (Questions About 'Why') 

The question 'why' asks students to respond to what they want to get from 

entrepreneurship education, and learning goals or results that are considered desirable. The aim is 

to examine student learning motivation and personal reasons for taking entrepreneurship 

education. There are four themes of answers to questions about entrepreneurial learning 

motivation that arise, namely: "To have a different method of thinking"; "Creative thinking"; 

                                                      
16 Charmaz, K., Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. London: Sage 

Publications, (2006). 



  
 

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"Critical thinking"; "How to be original". 

The dominant theme that emerged from the respondents' data was' getting better at 

thinking '. They want to learn about different ways of thinking but 'creative thinking' is chosen as 

the most important and desirable for entrepreneurship. Having creative thinking skills is 

considered as something that distinguishes them from other graduates. 

While learning to be creative is important and desirable, creativity as a concept or idea is 

interpreted as a means to an end, and not an end in itself. Here, creativity is understood in a certain 

context and as a mechanism or tool that has practical applications in the business world. 

In particular, creativity is associated with something "they can use" to create new ideas 

for business innovation. This is described as a curious idea, able to apply different thought 

methods, improve basic ideas. They want to understand how to use their inquisitive minds to start 

with basic ideas and then increase them to become extraordinary ones that will have real-world 

impacts. To be more creative in terms of 'abstract' in the world, creativity must be understood in 

a 'practical' sense and can be applied in useful contexts, for example finding out potential areas for 

innovation. 

Students want learning goals to include content areas that are related to aspects of 

entrepreneurship and innovation. They want to learn about what motivates entrepreneurs, how 

they carry out challenging assumptions, throw ideas at potential investors, and start new 

businesses. Develop entrepreneurial abilities that are considered very desirable. Having these 

abilities allows them to 'think like' and 'be able to act like' an entrepreneur, so they can also make 

and realize their own innovation ideas. 

Regarding the idea of becoming an entrepreneur, learning how to start a new business 

from scratch (ie zero start) and managing a micro business is considered an important goal. This, 

perhaps, reflects the interest of some students who aspire to start their own businesses or take 

over small family businesses after graduation. Business start-ups and small business management 

are important disciplines in entrepreneurship. 

 

Learning Stimulation (Question About 'How') 

Under any conditions education is always discussed. Both in developing and advanced 

conditions and in stagnant conditions or even in the worst conditions17. The question 'how' ask 

students how they learn well and what makes a learning experience successful for them. One of 

the dominant and recurring aspects in the data shows that learning is best stimulated through 

pedagogy that emphasizes 'learning while doing' and simulating professional real-life practices. 

Learning must be practical and can be applied in real life or real world situations. There is a clear 

desire to be able to apply what they have learned to the real business world. Such learning can be 

achieved through pedagogy which establishes a close relationship between professional theory and 

practice, and clearly illustrates how theoretical knowledge is applied in real world situations. 

Students feel that they learn best when practical learning, supported by the use of relevant 

examples, case studies and / or material audio-visual, where knowledge or theory is 'brought to 

life' in the classroom, making it 'real' for them. 

                                                      
17 Muh. Barid Nizaruddin Wajdi, “Pendidikan Ideal Menurut Ibnu Khaldun  Dalam Muqaddimah,” JURNAL 

LENTERA : Kajian Keagamaan, Keilmuan dan Teknologi 1, no. 2 (2015): 272–283, 
http://www.ejournal.staimnglawak.ac.id/index.php/lentera/article/view/49. 



  
 

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While there is a strong desire to gain experience, practice-based education, there is 

recognition of the need for theoretical knowledge and its important role in supporting professional 

practice. However, students assume that this knowledge must be placed in areas that are considered 

interesting, relevant and interesting to them. 

Such responses indicate that students may be due to a lack of work-based experience, it 

may often be difficult to relate abstract theoretical knowledge to professional practice. This can 

then generate a strong desire for tutors to help them make connections between what they learn 

in the classroom and the outside world. Indeed, the role of the tutor is felt to be very important 

to stimulate learning and make the subject relevant for students. 

To create an attractive education for their students and deliver it in such a way as to 

stimulate learning, it is very important that 'good' tutors are to understand the student's perspective 

on what is meant. Students often regard their lecturers as experts who will provide the learning 

material needed and help them understand the relationship between the subject and their relevance 

to them. Using their expertise and experience, their tutors will build a learning environment where 

they gradually develop knowledge and skills in subjects, expand their intellectual capacity and 

broaden their horizons. 

It is considered that learning is best stimulated if it is collaborative and interactive, 

supported by many opportunities where students can interact, share ideas and collaborate 

productively to complete learning assignments. A learning environment where students participate 

in active interactions and collaborations, therefore, can be applied in the social world. Seen as a 

social process, student learning is stimulated through social exchange, interaction and 

collaboration. Communicating with peers and tutors seems to be the most useful way to 

understand and obtain learning. Such interactions and collaborations can occur either in class or 

online. Some references are made to the use of social networking sites like Google+ and Facebook. 

Described as a special teaching tool, the use of technology this can be used as a means by which 

students can interact with each other outside the classroom. 

 

Learning Results (Questions About ‘What’) 

Questions about what is asking students what they expect to be taught and learned, and 

what areas of content in the entrepreneurial curriculum are considered important or desirable. 

There is a strong emphasis on subject content that will equip them with the knowledge and skills 

for successful entrepreneurship. An entrepreneur is associated with being a company leader. 

Students are interested in learning how to become entrepreneurs who run the company's business. 

Students are motivated by success. As entrepreneurs, they want to learn what makes entrepreneurs 

successful, and what they must do and should not achieve. 

To run a company successfully, students recognize the need to have knowledge and skills 

from a variety of different disciplines, including intellectual property law, managing risk, 

partnerships, reaching customers through channels, financial control, human resources and aspects 

of implementation. 

To the extent that they are motivated by success, there is recognition of the importance 

of learning about business failures and understanding their causes. Such failure will make 

interesting case studies and provide lessons from which students can learn. 

The following responses highlight that creativity and innovation, applied in various 

organizational contexts, are considered as important supporting aspects and learning outcomes of 



  
 

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entrepreneurship education. In such a curriculum, students want to see content with a strong 

emphasis on innovation - namely innovative strategies and skills that will help them develop 

innovations that are unique to the market. 

Apart from knowledge-based content, there is a good awareness of students that 

successful entrepreneurs have entrepreneurial traits and intuition that is considered important for 

successful entrepreneurship. For example, such traits and intuition include the ability to develop 

unique insights and risk taking, attention and perseverance. 

Furthermore, this response shows that the expected results of entrepreneurship 

education should enable them to develop entrepreneurial traits and intuition that is connected with 

themselves, and thus realize their ambitions to become instigators or successful business owners. 

 

Learning Assessment Questions For The Results 

The question 'what results for' ask students how they think learning outcomes will be 

evaluated and assessed properly. Students recognize the importance of using appropriate 

assessment methods for purpose - that is, using the right tools for the right job. Students 

acknowledge the difficulty in assessing learning outcomes from entrepreneurship education 

because of the unique and complex nature of the subject matter. Most assessment methods are 

considered to be partially successful in evaluating learning outcomes. 

Given the complex nature of entrepreneurship, the only effective way to assess or 

measure the value of the entrepreneurial concept developed by a student is to practice it in the real 

world. To assess entrepreneurial learning outcomes, it might be more appropriate to evaluate the 

results achieved in the real world and practitioners or trained professionals. The students seem to 

say 'all the theories of entrepreneurship are good but what really counts in the end is that it works 

in reality'. As marketing students, they are conditioned to think that having business and customer 

agreements is by far the most important measure of success. In measuring the 'usability' and 'real-

world feasibility' of what they have learned, they see potential opportunities to get companies, 

prospective customers and investors involved in the valuation process. 

An assessment of what is widely seen as a practical practice-based subject must reflect its 

practical nature. In assessing entrepreneurial learning, students feel that academic achievement 

assessments must take the final position, and support the assessment of personal transformation 

such as increasing entrepreneurial tendencies. 

Students recognize the difference between assessments that evaluate the results of the 

'final product' (eg final examination) and those that evaluate the learning process that is 

progressively obtained over a period of time (eg a learning portfolio). 

Entrepreneurship learning is considered a process, because it is progressively developed 

over a period of time. The evaluation of the learning process recognizes the progressive nature of 

individual entrepreneurial learning and is therefore student-centered. More than assessing the 'end 

product', there must be an emphasis on learning assessment in the whole process where students 

are increasingly learning to become entrepreneurs. This may be why there is a clear preference for 

course-based assessments for year-end examinations. There is an emphasis on 'practical' 

assessments, centered on the use of case studies and reflections. Such assessments tend to assess 

students' analytical thinking and problem solving abilities in certain professional contexts. 

Finally, students want to 'curb' the assessment process, effectively 'move it outside the 

classroom'. For example, students suggest using a business plan competition where all students at 



  
 

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the university will compete, and the involvement of companies to support the process. 

Assessment of this trait is usually set in the context of management consultations where 

students work together with the allocated company, presenting possible solutions to real business 

problems. The company will be involved in the assessment process. 

 

CONCLUSIONS 
The student learning process is considered as a deep experience and is based on all types 

of interactions inside and outside their class. The development of graduate entrepreneurship is 

supported by an experience to learning approach, which is preferably action-based and student-

centered, focusing on developing entrepreneurial skills and competencies related to 

entrepreneurship. 18 shows that, "the learning experience and generation of empathy for 'real life' 

situations are important components of entrepreneurship education". When needed, students 

must be given ownership of their own learning goals, and given with some experience in 

entrepreneurial decision making to help them deal with complex decisions related to real-world 

problems and opportunities. Student learning is based on actual entrepreneurial realities or 

simulations from which they obtain authentic experiences of 'by' and 'from' learning. 

Entrepreneurial activity has results that are often impossible to anticipate. Therefore, a 

pedagogical approach must be developed to focus on the direct activities implemented, action-

based actions, which produce experiential learning. 

The overall conclusion drawn from this study is that constructivism provides a good 

explanation of the learning process in the entrepreneurship education curriculum. Learning 

appears as a social construction process in which knowledge is built together, based on social 

interaction with colleagues and lecturers. The constructivist perspective of learning views 

knowledge as a form of mental representation and construction of the human mind, and therefore 

offers a strong framework for understanding how each student regulates what they experience, 

how they process what they experience, and consequently what they learn. 

 

 

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Bachtiar Hariyadi 
Entrepreneurship in University Islamic Education Constructivism Perspective  

 
 

  

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