Nanang Rahman, Suyatno Sutoyo, Achmad Lutfi
Based on the results of previous studies, evidence was acquired indicating that the creative thinking abilities of pupils in various locations of Indonesia still require improvement. Creative and innovative thinking in science learning integrated with entrepreneurship produces entrepreneurial science thinking. Learning interventions are needed to develop competitive graduates who can face challenges and rapid changes in the 21st century. This research aims to validate the Project Based Entrepreneurial Science Thinking (PBEST) learning model. The educational development research design used is the validation studies design, which tests two criteria, namely testing content validity (which is also called relevance) and construct validity (which is also called consistency). This validation involves three experts in science education, and the validation instrument uses a validation sheet. The research and data analysis indicate that the PBEST learning model consistently produces highly relevant results that meet rigorous validity and reliability standards (with a percentage of agreement ≥ 75%). The PBEST learning model consists of four stages, namely: (1) Observe and thinking project, (2) Design project, (3) Monitoring and evaluation project, (4) Economic value. The validation of the implementation supporting learning tools confirms the validity and reliability of the semester learning plans, lecture program units, student worksheets, student books, creative thinking skill tests, and entrepreneurial science thinking tests. The PBEST learning paradigm is applicable for enhancing both creative thinking skills and entrepreneurial science thinking. © 2024 Sciedu Press. All rights reserved.
Doctoral Program of Science Education, Faculty of Mathematics and Natural Sciences, State University of Surabaya, Surabaya, Indonesia; Study Program of Primary Teacher Education, Muhammadiyah University of Mataram, Mataram, Indonesia
