Co-Curricular Entrepreneurship Learning for Fostering Independence and Creativity among Elementary School Students

Abstract

This study investigates the implementation of co-curricular entrepreneurship learning in fostering independence and creativity among fourth-grade students at SD Inpres Bertingkat, Gowa Regency, Indonesia. The study responds to the need for entrepreneurship education in elementary schools that moves beyond conceptual explanation and provides concrete learning experiences through planning, production, marketing, and reflection. A descriptive qualitative design was employed from February to April 2026. Seven informants participated in the study, consisting of the school principal, two fourth-grade teachers, and four fourth-grade students. Data were collected through non-participant observation, semi-structured interviews, and documentation. Data trustworthiness was strengthened through source, technique, and time triangulation. The data were analyzed through reduction, display, and conclusion drawing, supported by thematic coding procedures consisting of open coding, axial coding, and selective coding. The findings show that co-curricular entrepreneurship learning enabled students to design simple products, use recycled materials, work in groups, market their work, and evaluate their learning process. These activities strengthened students’ independence, responsibility, creativity, problem-solving capacity, risk-taking courage, motivation, interest in entrepreneurship, and work ethic. However, the implementation still faced uneven student confidence, limited product variation, unequal guidance needs, and weak parental involvement. The study concludes that co-curricular entrepreneurship learning can serve as a practical character-building model in elementary education when supported by teacher facilitation, school commitment, project variation, reflective learning, and gradual mentoring.