Theme-Based Edupreneurship Model for Reading Achievement and Learner Autonomy
Article Sidebar
-
Theme-Based Learning, Edupreneurship, Reading Achievement, Learning Independence, Learning Styles
Abstract
This study examines the effectiveness of a Theme-Based Learning Model within an edupreneurship framework to improve students’ reading achievement and learning independence. A mixed-method triangulation design was applied, combining quantitative data from pre- and post-tests and questionnaires with qualitative insights from student interviews. The participants were third-semester English education students categorized into four VARK learning styles: visual, auditory, reading/writing, and kinesthetic. Results indicate that all learning style groups experienced an improvement in reading achievement after the implementation of theme-based learning. Auditory and visual learners showed the most significant progress, while kinesthetic learners demonstrated moderate improvement. Questionnaire and interview findings further reveal that the model promotes learning independence, with visual learners exhibiting the highest level of autonomous learning behaviors. The integration of thematic content made learning more engaging and contextual, allowing students to connect reading activities with real-world scenarios, fostering critical thinking and creativity two essential competencies in edupreneurship. The study concludes that the Theme-Based Learning Model serves as an effective instructional approach that simultaneously enhances academic performance and cultivates independent learning. These findings provide valuable insights for educators and curriculum designers in integrating reading instruction with entrepreneurial oriented learning practices. The model is recommended for broader implementation across courses or institutions, as it aligns with 21st-century education goals by supporting student-centered learning, innovation, and lifelong learning.
Full text article
References
[1] S. O. OLATUNJI, “English language teacher education for instructional media production: A neglected component of edupreneurship,” Ilorin Journal of Education, vol. 45, no. 1, pp. 313–331, 2024.
[2] T. A. Arif, “The effect of the cooperative integrated reading and composition (circ) method assisted by visual media on the writing skills of class v students,” Jurnal Pendidikan, vol. 23, no. 2, pp. 194–203, 2023.
[3] Z. Abidin, Bahrun, and Juanda, “Learning independence of students through learning using the savi approach in mtss unggul nura,” https://repository.ar-raniry.ac.id/id/eprint/17100, 2019.
[4] R. Sanjaya, M. M. Marianti, B. M. Sulungbudi, and A. C. Kiboy, “Exploring servant leadership and intrapreneurship with organizational antecedents in indonesian schools,” APTISI Transactions on Technopreneurship (ATT), vol. 6, no. 3, pp. 481–491, 2024, https://doi.org/10.34306/att.v6i3.467.
[5] R. Supinah, I. Nuriadin, and C. Suryani, “Best practices for strengthening students’pancasila profile with the theme of entrepreneurship,” JP (Jurnal Pendidikan): Teori Dan Praktik, vol. 8, no. 1, pp. 38–45, 2023.
[6] P. Andini, E. Gurendrawati, and A. Sumiati, “The influence of learning discipline and learning motivation on self-regulated learning with parenting patterns as a moderating variable,” International Journal of Multidisciplinary Research and Literature, vol. 2, no. 2, 2023.
[7] N. N. Zulkifli, M. Letchumanan, S. Kamarudin, N. D. A. Halim, and S. Hashim, “A review: The effectiveness of using tiktok in teaching and learning,” in International Conference on Computer and Education, 2022.
[8] C. Lukita, M. Hardini, S. Pranata, D. Julianingsih, and N. P. L. Santoso, “Transformation of entrepreneurship and digital technology students in the era of revolution 4.0,” APTISI Transactions on Technopreneurship, vol. 5, no. 3, pp. 291–304, 2023, https://doi.org/10.34306/att.v5i3.356.
[9] U. Rahardja, O. Candra, A. K. Tripathi, M. M. A. Zahra, B. S. Bashar, I. Muda, N. K. A. Dwijendra, S. Aravindhan, and R. Sivaraman, “The use of hybrid solar energy to supply electricity to remote areas: Advantages and limitations,” Mathematical Modelling of Engineering Problems, vol. 10, no. 2, 2023.
[10] A. Sijabat, S. Diliarosta, and N. Leonie, “Development of ulos learning model with ar to foster cultural appreciation,” APTISI Transactions on Technopreneurship, vol. 7, no. 1, pp. 72–83, 2025, https://doi.org/10.34306/att.v7i1.471.
[11] Y. Rahayu, J. Mujiyanto, S. Suwandi, and S. Fitriati, “The impact of electronic storybook and print picture book on the reading comprehension of undergraduates with varying levels of critical thinking,” Migration Letters, vol. 20, pp. 224–237, 2023.
[12] M. A. W. Saputra, D. Ochtaffia, D. Apriani, S. C. Yusfi, and M. Gori, “Blockchain applications in education affecting challenges and problems in digital,” Blockchain Frontier Technology, vol. 2, no. 2, pp. 15–23, 2023.
[13] X. Guo, Z. Wang, and K. Shao, “Research on english major reading teaching based on cbi concept,” Education Research, vol. 7, no. 11, pp. 1758–1762, 2023.
[14] Y. Xianli, “A study on the application of cbi teaching mode in college english reading course for media majors: A case study,” International Journal of Linguistics, Literature and Translation, vol. 7, no. 4, p. 92, 2024.
[15] A. Ratih and F. Arsih, “Implementation of project-based learning in 21st century learning in science learning: A systematic literature review,” in International Conference on Education Innovation, 2024, pp. 15–24.
[16] P. Tuzer and A. Kilimci, “Enhancing efl students critical reading skills through theme-based poetry: A deconstructive approach,” International Journal of Language Academy (IJLA), vol. 12, no. 2, p. 304, 2024.
[17] W. K. Monib, A. Qazi, and M. M. Mahmud, “Exploring learners’ experiences and perceptions of chatgpt as a learning tool in higher education,” Education and information technologies, vol. 30, no. 1, pp. 917–939, 2025.
[18] A. N. Johan, G. P. Krismono, and J. Triana, “A genre analysis of the texts in english textbook ‘pathway to english’ used by tenth grade students,” English Education and Literature Journal, vol. 2, no. 1, pp. 11–13, 2022.
[19] H. Yang and S. Kyun, “The current research trend of artificial intelligence in language learning: A systematic empirical literature review from an activity theory perspective,” Australasian Journal of Educational Technology, vol. 38, no. 5, pp. 180–210, 2022.
[20] J. Southworth, “Bridging critical thinking and transformative learning: The role of perspective-taking,” Sage Journals, vol. 20, no. 1, 2022.
[21] D.-s. Nopas, “Algorithmic learning or learner autonomy? rethinking ai’s role in digital education,” Qualitative Research Journal, 2025.
[22] Destriana, D. N. Armariena, and Marleni, “Development of comics based learning media in class 2 theme 5 material my experience at home,” Esteem Journal of English Education Study Program, vol. 7, no. 2, pp. 437–445, 2024.
[23] X. Hong and L. Guo, “Effects of ai-enhanced multi-display language teaching systems on learning motivation, cognitive load management, and learner autonomy,” Education and Information Technologies, vol. 30, no. 12, pp. 17 155–17 189, 2025.
[24] J. Jones, E. Harris, Y. Febriansah, A. Adiwijaya, and I. N. Hikam, “Ai for sustainable development: Applications in natural resource management, agriculture, and waste management,” International Transactions on Artificial Intelligence, vol. 2, no. 2, pp. 143–149, 2024.
[25] H. Liu, J. Fan, and M. Xia, “Exploring individual’s emotional and autonomous learning profiles in ai-enhanced data-driven language learning: An expanded sor perspective,” Learning and Individual Differences, vol. 122, p. 102753, 2025.
[26] I. A. Fadilah, A. Jaya, and Y. Uzer, “Visual representation and comprehension: The exploration of multi-modal text to energize reading of the tenth grade students’ at state vocational high school 5 of palembang,” Esteem Journal of English Education Study Program, vol. 6, no. 1, pp. 125–130, 2023.
[27] A. R. Arrasul, L. Rahmawati, Y. N. Sabata, S. Hardianti, and A. Haluti, “Small group discussion in teaching reading comprehension at sma negeri 2 toili,” Bee Journal: Babasal English Education Journal, vol. 4, no. 2, pp. 94–103, 2023.
[28] E. Idrizi, S. Filiposka, and V. Trajkovikj, “Gender impact on stem online learning: A correlational study of gender, personality traits and learning styles in relation to different online teaching modalities,” Multimedia Tools and Applications, vol. 82, no. 19, pp. 30 201–30 219, 2023.
[29] Usuluddin, Z. Fikni, M. Husnu, and R. Nadia, “Exploring the impact of kinesthetic learning strategies on speaking ability: A study for integrating movement and english language,” Culture: Journal of Cultural, Literary, and Linguistic Studies, vol. 8, no. 2, 2024.
[30] M. Akteruzzaman, S. B. Sattar, and S. M. J. Anwar, “Motivation in l2 learning: An analysis with self-determination theory,” Multidisciplinary Reviews, vol. 6, p. 1985, 2023.
[31] C.-M. Chen, J.-Y. Wang, and R.-H. Zhao, “An effective method for incentivizing groups implemented in a collaborative problem-based learning system to enhance positive peer interaction and learning performance,” Interactive Learning Environments, vol. 30, no. 3, pp. 435–454, 2022.
[32] S. W. Chong and H. Reinders, “Autonomy of english language learners: A scoping review of research and practice,” Language Teaching Research, vol. 29, no. 2, pp. 607–632, 2025.
[33] S. Sudaryono, R. Pratomo, A. Ramadan, R. Ahsanitaqwim, and E. Fletcher, “Artificial intelligence in predictive cybersecurity: Developing adaptive algorithms to combat emerging threats,” Journal of Computer Science and Technology Application, vol. 2, no. 1, pp. 1–13, 2025.
[34] OECD, AI to Support Neurodivergent Learners in Vocational Education and Training. Paris: OECD Publishing, 2026.
[35] L. B. Nilson and B. J. Zimmerman, Creating self-regulated learners: Strategies to strengthen students’ self-awareness and learning skills. Routledge, 2023.
Authors
Copyright (c) 2026 Asti Veto Mortini, Sri Wuli Fitriati, Rahayu Puji Haryanti, Sri Wahyuni, Juan Carlos Rodriguez
This work is licensed under a Creative Commons Attribution 4.0 International License.
This journal permits and encourages authors to post items submitted to the journal on personal websites while providing bibliographic details that credit its publication in this journal.
Authors are permitted to post their work online in institutional/disciplinary repositories or on their own websites. Pre-print versions posted online should include a citation and link to the final published version in Journal of Librarianship and Scholarly Communication as soon as the issue is available; post-print versions (including the final publisher's PDF) should include a citation and link to the journal's website.