Abstract
Entrepreneurship education management has rapidly emerged as a key research focus, shaping global and national educational policies. In Indonesia, its development within state Islamic senior high schools is relatively recent. This descriptive qualitative study, guided by Deming’s PDCA cycle framework, explores how two such schools implement entrepreneurship education management in the state Islamic senior high schools. Data were gathered through interviews, observations, and document analysis. The findings show that in the planning phase, both schools align their educational visions with entrepreneurial values. Their curricula integrate entrepreneurship, supported by learning facilities like labs and cooperatives, alongside trained human resources. Learning modules are crafted to be practical and relevant. During the implementation phase, students engage in hydroponic farming—an activity combining agriculture and food processing—through Project-Based Learning (PBL) and technology, reinforced by partnerships for internships and fieldwork. In the checking phase, progress is tracked via hydroponic control cards, with assessments focusing on process and skill development rather than grades. However, in the acting phase, differences arise for both schools. These initiatives enhance student creativity and business ideation and also significantly improve students’ entrepreneurial competence, especially in the aspects of practical skills, independence, and adaptability to economic dynamics. Overall, the entrepreneurship education management fosters the development of adaptive, innovative graduates ready for global competition.
Keywords: Entrepreneurship Education, Islamic Senior High School, Management, Qualitative Study.