Contribution of Production-Based Learning, Student Engagement, and Locus of Control towards Entrepreneurship Learning Outcomes in Engineering Education

Asmar Yulastri, Hendra Hidayat, - Ganefri, Surfa Yondri, Ifdil Ifdil


This study was motivated by entrepreneurship learning outcomes in engineering education that could not have a significant positive impact on students’ interest in entrepreneurship. Currently, entrepreneurship learning is boring, predictable, and has not provided a good learning experience. This study described and tested the contribution of production-based learning, student engagement, and locus of control to entrepreneurship learning outcomes. This research used a quantitative method. The population was all students who take the entrepreneurship course in engineering education for 2,600 people, and the sample is 307 students. The research instruments used a reliable and valid Likert scale and the test for assessing entrepreneurship learning outcomes. Data were analyzed using parametric statistics. The results obtained from this research; there is the contribution of production-based learning, student engagement, and locus of control to the entrepreneurship learning outcome. Production-based learning provides an opportunity for students to be directly involved in a collaborative learning process. Besides, the raising of internal locus of control, for the level of confidence of students in the learning process, has a good impact on the entrepreneurship learning outcome students. The process of learning entrepreneurship by applying production-based learning also becomes more meaningful. It gives an influence on external locus of control, such as job opportunities and readiness in the community to be well open. Thus, it also automatically contributes to the improvement of the quality of graduates in engineering education.


production-based learning; student engagement; locus of control; entrepreneurship learning outcomes, engineering education.

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