This study aims to examine the effect of the Entrepreneurship-based Project Based Learning (PjBL-E) model integrated with a pedagogical Deep Learning approach on students’ problem-solving skills and cognitive learning outcomes in biology learning. The novelty of this study lies in the integration of entrepreneurship values and pedagogical deep learning principles into Project Based Learning to create contextual and meaningful learning experiences. Entrepreneurship integration encourages students to develop innovative products, identify real-world problems, and apply biological concepts in practical and socio-economic contexts. Meanwhile, the pedagogical Deep Learning approach promotes reflective thinking, conceptual understanding, critical analysis, and the ability to connect theory with authentic situations. Through project-based activities, students actively engage in inquiry, collaboration, decision-making, and reflective evaluation processes that support higher-order thinking skills. This study used a quasi-experimental method with a nonequivalent control group design. The sample consisted of experimental and control classes selected from Grade X students at SMAN 3 Bengkulu City. Data were analyzed using normality and homogeneity tests and independent-samples t-test analysis. The results showed a significant difference between groups (sig. 2-tailed = 0.001; p < .05), indicating that the PjBL-E model with a Deep Learning approach significantly improved students’ problem-solving skills and cognitive learning outcomes.
Oktasari et al. (Wed,) studied this question.
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