










































 

EDUCATIO : Journal Of Education 
Volume 9 , Number 2, November 2025 

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

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Management Of Entrepreneurial Activities In Growing Students' 

Creativity And Innovativeness At SMK Sinar Husni Bm 1 L Deli 

 
Aqilla Syafah Marwah Pohan1; Muhammad Fadhli2 

State Islamic University of North Sumatra, Indonesia). 

aqilla0307202095@uinsu.ac.id1, muhammadfadhi@uinsu.ac.id2 

 

Accepted: 

10 August 2025 

reviewed:  

5 September, 2025 

Published:  

20 November 2025 

 

Abstract: The aim of this study is to determine how to foster students' creativity and 

innovativeness through entrepreneurial activities. Using observation, documentation, and 

interviews as data collection methods, this study uses a qualitative descriptive research 

methodology involving school principals, teachers, and students. The findings of this research 

are the management of entrepreneurial activities in fostering the creativity of students at SMK 

Sinar Husni 1 BM L Deli, namely: 1) Students are creative in generating new ideas, 2) Students 

are creative in developing ideas, 3) Students are creative in create business opportunities. And the 

management of entrepreneurial activities in growing innovation at SMK Sinar Husni 1 BM L 

Deli, namely: 1) Students learn innovation from existing experience, 2) Students can create new 

products, 3) Students can increase productivity, product/service quality and profit. This research 

reveals how managing entrepreneurial activities fosters creativity and innovation in students. 

 

Keyword:  Entrepreneurship, Creativity, Innovative. 

 

Introduction 

 The ability to be creative and innovative is very important for students because learning 

involves searching and discovering ideas and implementing these ideas in practices that are useful 

for individuals or society (Hasanah et al., 2023). With these creativity and innovative skills, 

students can convey new ideas, strategies or ideas about how to solve a problem. Apart from 

that, creativity and innovation can improve the quality of their learning and self-development. 

Creativity and innovation play an important role in student development. With creativity and 

innovation, students can find new solutions to existing problems and respond to changes quickly 

and effectively (Lee et al., 2020). 

Fundamentally, students differ in their capacity for creativity and innovation as well as how 

they use the insights they gain from discovering new ideas. In this regard, students must be 

encouraged to be creative and innovative in learning. Creativity is defined as the process of 

applying knowledge and imagination to provide solutions, new and useful ideas to solve a 

problem (Novriyanto, 2022). The creative process often involves stages such as observation, 

associative thinking, idea expansion, and finalizing the best idea. Meanwhile, innovation involves 

the development and implementation of creative ideas in the form of new products, services or 

processes that provide benefits or added value (Mashudi, 2017). The process of integrating 

creativity into new concepts and new ideas into everyday life is known as innovation (Astuti & 

Aziz, 2019; Harnani, 2020). With creativity and innovation, students can find new approaches 

mailto:aqilla0307202095@uinsu.ac.id
mailto:muhammadfadhi@uinsu.ac.id


  
 

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and improve the quality of their learning experience (Moya & Camacho, 2021). 

Creativity and innovation can solve problems faced by students. However, in reality, 

creativity and innovation still need to be maximized. This is in line with observation data 

Rahmawati & Nugrahani (2019) which explains that the level of creativity and innovation is still 

not good among Indonesian students, which is an indication that students' creative skills are still 

lacking. This is also supported by observation results Asni et al. (2018) that students' creativity in 

implementing the learning process is still low, especially in students' imagination. The difference 

between this research and previous research lies in the research focus. Previous researchers have 

examined students' creativity and innovation learning skills through work-based learning (Bella et 

al., 2021). This is different from current research which examines students' creativity and 

innovation skills which uses the learning by doing method. 

Overall, this research provides a lot of information about how entrepreneurial activities 

can foster creativity and innovation in today's students (Universitas Semarang, 2022). However, 

the reality is that currently it is still not optimal in terms of student creativity and innovation 

(Ellya et al., 2021; Putri & Alberida, 2022). In some cases, teachers' lack of competence in 

teaching or less effective learning models and students' laziness are some of the problems. 

Every individual has the ability to be creative. Creative talent is not something that is fixed 

by being trained and developed. But not everyone has the ability to hone their creative abilities in 

everyday situations. In this case, the education sector needs to contribute to the growth of the 

creative spirit of every student (Santi, 2022). A child's ability to grow creatively is one measure of 

his academic achievement. A strong sense of self-adaptation can be achieved when a student 

uses his creativity to live his life, face challenges, and come up with creative solutions (Hasanah 

et al., 2023). 

In terms of fostering creativity and innovation in students, an appropriate strategy is 

needed, such as managing entrepreneurial activities at school. Entrepreneurial activities have an 

important role in fostering student creativity and innovation (Bella et al., 2021). 

Entrepreneurship involves creative thinking processes to identify business opportunities and 

develop new ideas. Entrepreneurial activities can help students develop the courage to take risks 

in trying new things and esting their ideas. Through entrepreneurial activities, schools can help 

students think more creatively and innovatively and dare to take risks when developing new 

businesses and ideas (Mashudi, 2017). Entrepreneurship education is able to increase students' 

understanding of the complexity of business from both soft skills and hard skills, so students can 

get opportunities that exist around them in creating their own business after graduating or later 

going to college, then entrepreneurship education will be able to foster an interest in 

entrepreneurship (Universitas Semarang, 2022). 

The aim of this research is to determine the management of the entrepreneurship program 

at SMK Sinar Husni BM 1 L Deli which uses the learning by doing method, which is an 

approach to learning by doing that encourages student creativity and discovery. It is predicted 

that students' entrepreneurial spirit will grow, and that more students will become entrepreneurs, 

which will help reduce Indonesia's still very high educational unemployment rate. Based on the 

description of the research problem as outlined above, the researcher is interested in exploring 

research regarding "Management of Entrepreneurial Activities in Fostering Student Creativity 

and Innovativeness at SMK Sinar Husni BM 1 L Deli” 

 



  
 

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Methods 

This study uses a qualitative method. This descriptive study supports analysis through 

processes and meanings that take center stage on the findings of the interviews conducted. This 

research is focused according to field facts through theoretical channels. This research aims to 

highlight the management process of entrepreneurial activities to foster student creativity and 

innovation in vocational schools. This is an effort to broaden and deepen understanding of 

managing vocational school entrepreneurship, improve performance by developing new 

concepts or ways of thinking, and contribute to public policy research. Researchers chose to 

conduct their research using qualitative methods based on this need. 

To ensure that the research remains within the intended topic of discussion, this article 

limits its scope to the management of entrepreneurial activities aimed at encouraging creativity 

and innovation among students at vocational schools. Here researchers want to analyze the 

management of entrepreneurial activities in fostering students' creativity and innovation. 

Data sources arise from where data is obtained. Researchers used two different types of 

data as data sources for this research: primary data and secondary data. Researchers collect 

primary data directly from the research location to collect the necessary data. Management of 

Entrepreneurial Activities in Fostering Student Creativity and Innovativeness at SMK SINAR 

HUSNI BM 1 DELI is the main focus of the researcher's data in this research. 

The sources of information in this research are: school principals, teachers (educating 

staff) and students in the school environment. 

1) The school principal was chosen as the informant because the main subject in this 

research is about how to manage entrepreneurial activities in fostering creativity and 

innovation in vocational school students. 

2) Teachers were chosen as informants in this research because in managing entrepreneurial 

activities teachers are very influential in fostering students' creativity and innovativeness. 

3) Students were chosen as informants because students are the objects of school principals 

and teachers in the process of managing entrepreneurial activities in fostering students' 

creativity and innovation. 

Secondary data was obtained through data sources obtained from books and journals. 

For the purpose of conducting research, it is necessary to collect secondary data from books and 

journals in addition to primary data sources. Secondary data related to research problems 

discovered through library research. 

There are methods for collecting data, namely: (1) observation method, (2) interviews, 

and (3) documentation studies.  

1) Observation Technique: Observation is used to investigate the process of managing 

entrepreneurial activities to foster student creativity and innovation in vocational 

schools. Observation is used in this research to make observations about how the 

researcher is involved or interacts with the activities carried out by the subject in the 

environment, systematically collecting data in the form of field notes. 

2) Interview: To obtain more detailed information about the process of managing 

entrepreneurial activities in fostering student creativity and innovation in vocational 

schools, researchers in this study used in-depth interviews. The informants chosen were 

school principals and teachers. 



  
 

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3) Document Study: The documents required are entrepreneurial activity documents, 

curriculum documents, syllabus and RPP documents, documents resulting from 

students' creativity and innovation. 

The data obtained in this research is qualitative data so the analysis technique used in this 

research is qualitative descriptive analysis following the interactive model of Milles, Huberman 

and Saldana. Activities in data analysis, namely data reduction, data display and conclusion 

drawing/verification, namely:  

1) Data reduction, reducing data means summarizing, choosing the main things, focusing 

on the important things, looking for themes and the pattern.  

2) Presenting data (data display), in qualitative research data presentation can be done in 

the form of short descriptions, charts, relationships between categories. 

3) Drawing conclusions (conclusion drawing/verification), conclusions in qualitative 

research are new findings that have never existed before. So, in analyzing the data, the 

researcher will only describe or illustrate how entrepreneurial activities are managed in 

fostering creativity and innovation in students at SINAR HUSNI BM 1 DELI 

Vocational School based on actual facts in the field. 

The triangulation stage is carried out if there is doubt about the data or information 

collected from the subject or research information. The triangulation approach is an attempt to 

confirm the accuracy of the researcher's data or conclusions. Triangulation can be interpreted as 

checking data from many data sources through various techniques, including observation, 

interviews, and documentation. The purpose of triangulation is to improve understanding of the 

findings by researchers. The following triangulation was used: (1) Triangulation of data sources 

by seeking information data from informants. In this case the principal, teachers and students. 

(2) Triangulation techniques are used to assess the reliability of data by referring to data from 

sources using techniques for observation or documentation and data collected through 

interviews. (3) Time triangulation, which allows researchers to verify the accuracy, depth and 

consistency of data by collecting information at several different points in time. 

 

Result And Discussion 

Management of Entrepreneurial Activities in Fostering the Creativity Students at SMK 
Sinar Husni 1 BM L Deli 

In terms of fostering students' creativity, an appropriate strategy is needed, such as 
entrepreneurial activities at school. Entrepreneurial activities are very important in fostering 
students' creativity. Entrepreneurship involves creative thinking processes to identify business 
opportunities and generate new ideas. 

Students can be creative in generating new ideas through several strategies that can be 
applied in the entrepreneurial learning process. The learning process allows them to actively 
generate their own creativity. Students will be much more open to sharing new ideas, providing 
solutions in solving problems and finding opportunities. In the learning context, teachers also 
have an important role in building pleasant and consistent relationships in developing students' 
way of thinking. Teachers must be able to create a learning process that is not monotonous so 
that students are more interested in participating in the teaching and learning process. 

In the learning process, teachers have an important role in developing strategies for 
managing entrepreneurial activities. In carrying out their duties, teachers have a role in creating a 
learning climate that allows students to learn comfortably and be more confident in developing 
their ideas. 



  
 

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In this case, the teacher plays a role in providing services to make it easier for students in 
the learning process activities. The teacher will explain the theory in a short time and invite 
students to think and do more. Students will be directed to carry out practical learning directly in 
the computer laboratory. Students can actively develop their ideas by utilizing the technology and 
computers provided by the school. 

In the teacher's efforts to develop students' creativity, the teacher also tries to provide 
motivation to students as a form of appreciating their efforts in developing students' creativity to 
give birth to new ideas in the process of creating a product. 

Teachers encourage and recognize students before they enter the classroom to increase 
their curiosity and enthusiasm to foster creativity. Students are allowed to customize products 
based on their imagination while implementing entrepreneurial activities to encourage innovation 
in product production. Teachers help students develop their self-confidence by providing 
appreciation and motivation and encouraging them to create high-quality work and showing 
gratitude for them. 

From the results of observations that have been made, the teacher provides motivation in 
the learning process so that students can complete it completely. Apart from that, teachers also 
give praise and appreciation not only for student achievements, but also when students dare to 
try even if they fail. Through praise and appreciation, students will feel appreciated for their hard 
work, and this will make them even more motivated to study harder and try to create new 
products from their creativity. 

Creating an idea for a new product is the first stage that needs to be done in the product 
development process. It involves the process of creativity and developing new and unique 
products. 

By developing their ideas, students are able to create a product. Students can use the 
knowledge and skills obtained from entrepreneurship education to create entrepreneurial 
products with ideas, through a process of innovation, development and implementation of these 
creative ideas. The products created by Sinar Husni BM 1 L Deli Vocational School students are 
handicrafts from recycled materials, culinary delights including food and drinks, and so on. 
Learning creative products and entrepreneurship at school can also be a means of developing 
students' entrepreneurial spirit, where students can try reselling and making new products to 
offer to consumers. 

In this case, students are able to market products not only to the school community but 
also to the outside community. Student learning outcomes have quite good grades with an 
average score of 80-90, proving that from practical entrepreneurial activities students can 
become more creative and innovative. 

In entrepreneurial activities, students' creativity can become a strong foundation for 
creating business opportunities. To create business opportunities, students can take advantage of 
various creative ideas and opportunities around them. 

By utilizing creativity, students can see opportunities around them and create profitable 
business opportunities. With a good understanding of ways and strategies in creating business 
opportunities, students can develop unique and profitable business ideas. Students can develop 
their creativity through the right learning process and can become a driving force in creating 
innovative and potentially promising business opportunities in the future. 

The implementation of entrepreneurial business opportunities by students is important in 
preparing them for social life and global competition. In implementing entrepreneurship 
education, students are trained to analyze business opportunities, manage production processes, 
and develop businesses. Apart from that, the implementation of entrepreneurship education is 
also carried out through direct activities in business, which is considered the most appropriate 
method for cultivating entrepreneurial attitudes in students. Thus, the implementation of 
entrepreneurial business opportunities by students is expected to equip them with the skills and 



  
 

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knowledge needed to become independent, creative, innovative, and able to face global 
challenges in the economic sector. 

Students grow creatively through the practice of entrepreneurial activities at SMK Sinar 
Husni 1 BM L Deli, namely: (1) Creative in developing new ideas, (2) Growing creativity in 
creating business opportunities, (3) Able to implement business opportunities. 
1) Be creative in developing new ideas 

In developing entrepreneurial ideas, creativity plays an important role, because creativity is 
a process for producing new ideas or new products that are original (Hasanah et al., 2023). The 
mental process a person uses to create a new concept or original work of art is called creativity. 
Then Mashudi (2017) stated that the ability to produce new concepts and approaches to 
overcome problems and find opportunities is known as creativity. Creative ideas are ideas, ideas, 
or thoughts that someone has to produce new items or new methods that are different from 
anything that has existed before. 

The emergence of ideas in students is the first step that an entrepreneur can take if that 
person is able to generate ideas or business ideas in his mind. Students can create new ideas, 
which is the ability to provide new ideas and apply them in solving problems. The learning 
process is designed so that students can develop new thoughts or ideas, produce learning 
products that are different from before, and express and communicate learning products through 
creative media. In line with research by Bella et al. (2021), starting from the birth of new ideas 
can be translated into real action. Teachers can give them project assignments that require them 
to solve problems or create something with an innovative approach. This can be an effective way 
to develop students' new ideas, namely by managing entrepreneurial activities. 
2) Growing creativity in creating business opportunities 

Entrepreneurial opportunities are opportunities to explore a person's personal potential to 
become an entrepreneur (Hasan, 2020). The methods used to achieve business opportunities are 
explained as follows: (1) Recognize one's potential, (2) focus, (3) Interest in buying, and (4) 
Defense (Dewi et al., 2018). There are various business opportunities that can be utilized in the 
classroom, including handicrafts from recycled materials, culinary arts including food and drinks, 
and so on (Haryati, 2014). Apart from that, students can also create business opportunities 
outside of school. Students' ability to develop creative thinking skills will be influenced by the 
availability of new ideas. 

To create business opportunities, students can take advantage of various creative ideas and 
opportunities around them. With creativity and business opportunity analysis skills, students can 
create profitable business opportunities. They also need to understand the methods and 
strategies for creating business opportunities and carry out business opportunity analysis to 
ensure the success of the business they run. The ability to be creative is one of the things that an 
entrepreneur must have in order to continue to be able to create products that are unique and 
sought after by consumers (Mashudi, 2017). With creativity skills, students can continue to create 
business ideas that are unique and liked by consumers. 
3) Able to implement business opportunities 

Implementing student business opportunities can be done in various ways, depending on 
interests, skills and the surrounding environment. Entrepreneurial opportunities are 
opportunities for anyone with a creative spirit to start their own business (Rangkuty et al., 2022). 
According to Nasrullah (2019), among other things that need to be considered when developing 
business opportunities, namely: (1) Developing business prospects in accordance with 
requirements, (2) Developing company perspectives in accordance with competencies, (3) 
Developing entrepreneurial opportunities based on preferences; (4) Develop business 
opportunities based on location. 

Business opportunities are market potential in a business that can satisfy customer desires 
and demands (Naninsih et al., 2023; Miftitah & Mashudi, 2023). The implementation of student 



  
 

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entrepreneurship is an effort to form entrepreneurial attitudes in students through various 
activities and methods. The implementation of Creative Products and Entrepreneurship subjects 
at Vocational Schools is designed to develop entrepreneurial character and student competence 
in entrepreneurship, by emphasizing analyzing business opportunities, managing production 
processes and business development. With various ideas and business opportunities, students 
can take advantage of creativity, innovation and entrepreneurship education to run businesses 
that suit their interests and potential. In this case, students are able to implement business 
opportunities in society. 
Management of Entrepreneurial Activities in Cultivating Innovative Students at SMK 
Sinar Husni 1 BM L Deli 

Entrepreneurship is the ability to create something new and different through creative 
thinking and acting innovatively to create opportunities (Sovania, 2022). Apart from creativity, 
entrepreneurial activities are also important in fostering student innovation. Innovative means 
improving, modifying, or developing something that already exists (Sumual, 2013). 

Innovation in learning can come from a variety of experiences that allow students to learn 
in new and more interesting ways. Innovation in learning can come from teachers' experiences in 
creating a more interesting learning environment, adapting learning to student characteristics, 
and using technology to support more independent learning. In this context, learning 
innovations can help students learn in new and more interesting ways, and enable them to relate 
theories learned in class to real-world situations. For example, Sinar Husni Vocational School 
teachers use technology to support learning to make it more interesting and can help students to 
grow innovative in entrepreneurial activities. 

In entrepreneurship learning, students can create innovations in a product. Through 
innovation and experience, students try to create new products to market. Creating new products 
through innovation also aims to create new markets in society. By providing the latest features 
and developments, product innovation can attract public interest. For example, students can 
create new products in food ingredients such as fried banana sand/panir with various kinds of 
toppings on top, which is one of the new products that has been upgraded from previously only 
banana chips. The following are innovations that students make in creating new products that 
can make consumers more interested in buying. 

By creating new ideas or ideas regarding innovation, learning activities can be created that 
can help optimize students' ability to think, thereby creating student productivity and improving 
the quality of products/services and profits for them. 

Teachers play a role in stimulating students to increase their innovation, which in turn can 
increase student productivity. In this case, students must understand the value of the product to 
improve product quality. This includes understanding the added value that can be provided to 
the product and where the product value can be added. Students also need to be careful in 
developing new products. New products must have new developments to increase sales of these 
products in order to generate profits for them. By understanding the value of products, being 
careful in developing new products, carrying out product innovations, students can contribute to 
improving the quality of products or services. 

Students grow innovative through the practice of entrepreneurial activities at SMK Sinar 
Husni 1 BM L Deli, namely: (1) Learning innovation from existing experience, (2) Creating new 
products, (3) Increasing productivity, product/service quality and profits. 

1) Students learn innovation from existing experiences 
Apart from being creative, another thing needed in entrepreneurship is innovation. 

Because creativity and innovation cannot be separated and are usually used interchangeably, 
innovation cannot exist without creativity (Wiyono, 2020). Innovation is a change, whether in the 
form of changes in products and services, or changes in processes (Sovania, 2022). Through 
innovation, entrepreneurs generate new and valuable resources and utilize existing ones with 



  
 

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more potential to achieve the impossible. There are many methods for developing innovation, 
and one of them is learning from existing experience. Many discoveries and improvements come 
from new perspectives on the interactions between people, technology, materials, processes, and 
objects. 

In line with research Wiyono (2020), states that the use of innovative ideas in real life is 
called innovation. When someone has a great level of imagination, innovation can be realized. 
According to Rintan (2017), being an entrepreneur means having the ability to be imaginative, 
creative and careful when seeing opportunities. This also means being willing to accept 
suggestions and changes that can help the company grow consistently. 

2) Students can create new products 
A product is anything that can be offered to the market to meet consumer needs and 

desires (Kotler, 2016). The process of creating a new product is the first stage in product 
development. However, all these ideas must be able to be continued to the next stage. This 
process also requires funds because the product has never been made and the facilities required 
to manufacture it require significant investment. Product innovation is the introduction of goods 
or services that are completely new or have undergone significant improvements regarding their 
characteristics or intended use (Abdjul et al., 2018). Furthermore, according to Hurley and Hult 
in Kusumo, innovation is a process of company adaptation in creating ideas for new products 
that can be obtained from consumers and competitors. The main dimension of product 
innovation is the superiority of the new product over competitors. 

Entrepreneurship education in schools aims to equip students with basic skills as 
provisions for life so they can create jobs. The entrepreneurship program is intended as a way to 
instill entrepreneurial knowledge, values, spirit and attitudes in students and learners in order to 
equip them to become independent, creative and innovative human beings. In this case, students 
are able to create new products that are suitable for marketing to the public. 

3) Students can increase productivity, product/service quality and profits 
To increase productivity, product/service quality, and profits from entrepreneurship, 

students can carry out product development strategies. Product development can help improve 
product quality and profits. Product quality is the ability of a product to perform its function, 
this includes overall durability, reliability, accuracy, ease of operation and product repair, as well 
as other product attributes (Kotler, 2016). According to Kotler, product quality is the ability of 
an item to provide results or performance that match or even exceed what customers want. By 
changing product definitions and ideas, strengthening product value, and attracting new 
consumers, students can increase product sales. Product quality and productivity are interrelated. 
Increased productivity can produce better products and create customer satisfaction. 

The theory states that innovation in products is a source that stimulates fresh ideas that 
can be explored (Sovania, 2022). The innovations used are carried out with the aim of providing 
interesting tactics and development goals. Innovation must be designed and carried out 
continuously in order to compete with other businesses. Furthermore, according to Abdjul et al. 
(2018), product innovation is a means of adding value, which is one of the important elements of 
operational success in business. This can provide a company with a competitive advantage, 
which requires the production of high-quality goods. By implementing innovation, product 
development strategies, focusing on product quality, and increasing productivity, an entrepreneur 
can improve his company's performance as well as its profits. 



  
 

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Figure 1. Model Of Managing Entrepreneurial Activities In Fostering Creativity And Innovation At SMK Sinar 

Husni BM 1 L Deli 

 

Conclusion 

The results of this research found 2 main factors, namely: First, managing entrepreneurial 

activities can foster the creativity of students at SMK Sinar Husni 1 BM L Deli by: 1) Students 

are creative in developing new ideas and are able to create a product, through several strategies 

which can be applied in the entrepreneurial learning process with an interesting learning model 

and utilizing existing technology. 2) Students are creative in creating business opportunities by 

utilizing creativity, then students can create profitable business opportunities. 3) Students can 

implement business opportunities in society. 

Second, managing entrepreneurial activities can foster innovative students at SMK Sinar 

Husni 1 BM L Deli by: 1) Students learn innovation from experience which allows students to 

learn in new and more interesting ways. 2) Students can create new products through innovation 

which aims to create new markets in society by providing the latest features and developments so 

that product innovation can attract public interest. 3) Students can increase productivity, 

product/service quality and profits. By improving this, students can increase their performance 

and profits.   

 

References 

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Management of 
entrepreneurial 

activities

Creativity

Creative in creating 
new ideas

Growing creativity in 
creating business 

opportunities

Able to implement 
business opportunities

Innovative

Students learn 
innovation from 

experience

Students can create 
new products

Students can increase 
productivity, 

product/service quality 
and profits



  
 

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