Experiential Learning in Entrepreneurship Teaching: An Evaluation Based on Importance Performance Analysis

Abstract

The quality of entrepreneurship teaching in Vocational High School (VHS) is so low that the use of experiential learning (EL) could be an alternative. To actualize this, a thorough evaluation is imperative as a basis for proper designing of EL. This study aims to analyse the suitability of the implementation of EL in entrepreneurship teaching in VHS using importance performance analysis (IPA). This study was conducted using survey method on four EL components: concrete experience, reflective observation, abstract conceptualization, and active experimentation. The sample consists of 701 VHS students and graduates from seven districts/cities in West Nusa Tenggara, Indonesia. The research data were analysed comparatively and the suitability of the IPA quadrant. The study indicated that EL-based entrepreneurship teaching process did not meet respondents’ expectations. All EL components were fully implemented in entrepreneurship teaching. The components in active experimentation aspect are the lowest in implementation. All components in active experimentation and some in other components were categorized as an important aspect of entrepreneurship teaching whose learning achievement are still low. The results of the study are crucial in determining the need to design an entrepreneurship teaching that integrates all four components so as to generate quality graduates.