ANALYSIS OF MULTIMODAL-BASED ENTREPRENEURSHIP MODULES IN ENHANCING DIGITAL ENTREPRENEURIAL CREATIVITY IN EQUIVALENCY EDUCATION

Abstract

Background - Equivalency education programmes (Paket C) play a crucial role in providing learning opportunities for learners who are excluded from formal education pathways. Entrepreneurship education within nonformal settings is expected to equip learners with practical skills and creativity to adapt to the rapidly growing digital economy. However, existing entrepreneurship learning modules in equivalency education are predominantly text-based, lack interactivity, and provide limited opportunities for authentic digital entrepreneurial practice, which constrains learners’ creative development.

Objective - This study aims to analyse multimodal-based entrepreneurship learning modules and examine their contribution to enhancing digital entrepreneurial creativity among learners in equivalency education programmes. Method - The study employed a qualitative exploratory case study design conducted at Community Learning Centres (Sanggar Kegiatan Belajar/SKB) in Semarang Regency and Semarang City, Indonesia. Data were collected through classroom observations, in-depth interviews with educators and learners, focus group discussions, and document analysis of learning modules and learner artefacts. Data were analysed using thematic analysis supported by triangulation of sources and methods to ensure trustworthiness. Results - The findings indicate that most existing entrepreneurship modules remain dominated by textual content and provide limited hands-on digital entrepreneurial activities. In contrast, multimodal-based modules integrating videos, visual materials, and project-based tasks significantly increased learner engagement, learning motivation, and creative expression in developing digital business ideas. Nevertheless, implementation challenges were identified, including limited digital infrastructure and educators’ digital literacy. Conclusion - Multimodal-based entrepreneurship learning modules have strong potential to enhance digital entrepreneurial creativity in equivalency education, provided they are supported by adequate infrastructure and educator capacity building. Novelty/Contribution - This study contributes to nonformal education literature by providing empirical evidence on multimodal entrepreneurship learning in equivalency education and positioning multimodal modules as strategic pedagogical interventions for fostering digital entrepreneurial creativity.