Fostering Entrepreneurial Science Thinking through Technology-Integrated PBEST: An Innovative Model for Elementary Science Learning

Nanang Rahman, Nur Fitri Hidayanti, Dwi Remawati

Abstract


Elementary science education needs learning approaches that move beyond conceptual understanding toward the development of useful and value-generating solutions. However, the integration of science learning, digital technology, and entrepreneurship remains limited in elementary education. This study aimed to examine the implementation of Technology-Integrated PBEST as an innovative model for fostering Entrepreneurial Science Thinking (EST) in elementary science learning. A quantitative descriptive approach was employed across six elementary schools. Data were collected using a four-point Likert-scale questionnaire assessing students’ responses to the PBEST Model and the EduSciTech Market Simulator, comprising 25 indicators. The results showed very positive responses to both the PBEST Model (93.4%) and the EduSciTech Market Simulator (93.2%), with an overall response of 93.3%. Students particularly responded positively to project engagement, product development, and interactive transaction and product features. These findings provide initial empirical support for Technology-Integrated PBEST as a learning model that connects scientific inquiry, technology-supported learning, solution development, and value creation. The model offers a contextual learning environment with potential to support the development of EST in elementary science education, although further experimental research is needed to establish its effectiveness.

Keywords


Entrepreneurial Science Thinking; Technology-Integrated PBEST; Elementary Science Education

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References


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