Implementation of the Design Thinking Model in Entrepreneurship Learning at Senior High School

Abstract

This case study evaluates the implementation of Design Thinking-based entrepreneurship learning in fostering deep learning and 21st-century skills at SMA XYZ South Tangerang. As a human-centered, iterative problem-solving approach, Design Thinking is considered important in entrepreneurship education because it trains students to identify authentic opportunities, tolerate risk, and learn through failure-dispositions central to entrepreneurial success. Design Thinking is therefore regarded not merely as a design methodology, but as a pedagogical vehicle for cultivating an entrepreneurial mindset. A single case study approach was used, with data collected through interviews, classroom observations, a focus group discussion (FGD) with eleven teachers, a student survey (n = 141), and document analysis. Findings show that Design Thinking was implemented systematically through the empathize, define, ideate, prototype, and test stages, integrated into intracurricular and cocurricular activities, particularly the Entrepreneurship Week program. The learning process fostered deep learning through mindful, meaningful, and joyful learning, and significantly developed 21st-century skills: collaboration (94%), creativity (92%), communication (90%), and critical thinking (90%). Design Thinking-based entrepreneurship learning is concluded to be effective in creating meaningful, contextual, and engaging learning experiences relevant to 21st-century education demands.