Implementing Performance Character Internalization in Entrepreneurship Education: A Qualitative Case Study in Indonesian Islamic Higher Education
DOI:
https://doi.org/10.61255/jupiter.v4i4.1305Keywords:
Character Internalization, Entrepreneurship Education, Islamic Higher Education, Performance Character, Student EntrepreneursAbstract
Purpose - This study aims to analyze the implementation of performance character internalization in entrepreneurship education and examine its role in shaping students’ entrepreneurial character, particularly within the context of Islamic higher education. The study addresses the gap between skill-oriented entrepreneurship education and character-based approaches that emphasize behavioral and ethical development.
Methods - This study employed a qualitative single-case study design at Universitas Islam Tasikmalaya, Indonesia. The research was conducted from January to June 2025 and involved 20 informants, consisting of 15 students with entrepreneurial experience and five entrepreneurship lecturers selected through purposive sampling. Data were collected through semi-structured in-depth interviews, participant observation, and document analysis. The data were analyzed using an interactive qualitative analysis process involving data condensation, data display, and conclusion drawing, supported by source and method triangulation and member checking.
Findings - The findings reveal that performance character internalization occurs through three interconnected mechanisms: curriculum integration, experiential learning, and habituation through continuous business practice. However, character integration in the curriculum remains largely implicit and is not yet supported by structured and measurable assessment indicators. Successful student entrepreneurs demonstrate discipline, responsibility, resilience, consistency, and adaptability. These characteristics develop gradually through cognitive (knowing), affective (believing), and behavioral (acting) stages, with behavioral embodiment representing the most advanced stage of internalization.
Research Implications - Entrepreneurship education should move beyond the development of technical competencies by explicitly integrating character development into curriculum design, experiential learning, mentoring, and assessment systems. In Islamic higher education, values such as amanah and ṣidq can provide an ethical foundation for responsibility, accountability, honesty, and consistency in entrepreneurial behavior. Institutions are therefore encouraged to develop measurable indicators of character development alongside conventional business-performance outcomes.
Originality - This study contributes to character-based entrepreneurship education by demonstrating how performance character is internalized through an integrated process of experience, reflection, and habituation. Its originality lies in positioning performance character internalization as a mechanism linking entrepreneurship learning to sustainable entrepreneurial behavior while interpreting amanah and ṣidq as ethical foundations of entrepreneurial character within Indonesian Islamic higher education.
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