Analysis of Student Needs Related to the Digital Economics Course Learning Model Based on Project Based Learning (PjBL) for Strengthening Student Digital Business Competence

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Project-Based Learning in Digital Economics Boosts Student Business Competencies, Study Shows

PADANG, FORMOSA NEWS — The rapid development of digital technology requires a workforce skilled in modern digital business practices, making practical training essential for higher education students. A comprehensive study conducted by researchers at Universitas PGRI Sumatera Barat in 2026 reveals that 91.3% of business students actively require a Project-Based Learning (PjBL) model in their Digital Economics courses. The findings highlight an urgent need to transition from theoretical lectures to hands-on project experience to strengthen essential digital skills.

The research was conducted by a team of academics from the Faculty of Economics and Business at Universitas PGRI Sumatera Barat, consisting of Sri Wahyuni, Stevani, Jimi Ronald, Vivina Eprillison, and Riri Annisa. Their findings were published in June 2026 in the International Journal of Contemporary Sciences. This study is crucial because traditional lecture methods fail to provide students with the practical skills demanded by today's digital economy, such as social media management, e-commerce operations, and data analytics.

The Gap Between Academia and the Digital Economy

Over the past decade, digital transformation has fundamentally altered how businesses operate, market products, and interact with customers. Key pillars of modern commerce now include e-commerce platforms, social media marketing, financial technology, and artificial intelligence.

While universities play a pivotal role in preparing the next generation of business leaders, traditional teaching practices remain heavily theoretical. Students often learn economic theories without gaining direct experience in managing online businesses, designing digital content, or executing digital marketing strategies. To bridge this gap between industry needs and classroom instruction, educational models must evolve toward contextual, real-world applications.

Simplified Research Methodology

To evaluate student needs accurately, the researchers at Universitas PGRI Sumatera Barat used a quantitative descriptive research design. The study involved 120 undergraduate students from three distinct academic programs:

• Economics Education
• Accounting Education
• Entrepreneurship

All participating students had completed the Digital Economics course, making them ideal subjects for assessing classroom effectiveness. Data was collected through a structured questionnaire using a five-point Likert scale to measure agreement across five core indicators: demand for innovative learning, project-based methods, technology integration, business competency building, and field collaboration. The collected data was then evaluated using percentage analysis techniques.

Key Findings of the Study

The data demonstrates an overwhelming student preference for practical, project-based education integrated with modern technology:

• High Demand for Innovative Models (93.9% Average): A significant 98.7% of students expressed a need for technology-based learning, 92.8% demanded more practical activities, and 90.2% wanted more engaging classroom methods.
• Strong Interest in Project-Based Learning (91.3% Average): 93.6% of students wished to produce tangible digital business products, 91.1% wanted to manage a digital business directly, and 89.4% preferred working on real-world projects.
• Essential Digital Competencies Needed (91.42% Average): Students identified digital entrepreneurship (94.8%) and digital marketing (94.6%) as the most critical skills, followed by marketplace management (91.2%), content creation (89.8%), and digital data analysis (86.7%).
• Tool and Technology Preferences (91.64% Average): Students overwhelmingly favored integrating business social media (96.7%), e-commerce marketplaces (92.8%), digital payments (91.7%), graphic design and AI tools like Canva (90.5%), and Google Analytics (86.5%) into the curriculum.

Real-World Impact and Institutional Implications

The results of this study offer important insights for higher education institutions, educators, and industry leaders. Implementing a Project-Based Learning model in digital economics allows students to solve real business problems, build teamwork skills, and create actual digital ventures while still in school.

For university administrators and curriculum designers, the study serves as a roadmap for modernizing business education to align with Industrial Revolution 4.0 standards. Integrating practical tools like AI platforms, e-commerce management, and analytics directly into coursework ensures graduates are immediate assets to the job market or equipped to launch independent startups.

"Through the application of a project-based learning model integrated with digital technology, students gain more than theoretical knowledge," explained lead author Sri Wahyuni and her research team from Universitas PGRI Sumatera Barat. "They develop practical skills, creativity, critical thinking, and real-world readiness essential for the modern workforce."

Author Profile

• Full Name: Sri Wahyuni, M.Pd.
• Affiliation: Faculty of Economics and Business, Universitas PGRI Sumatera Barat, Indonesia
• Expertise: Economic Education, Digital Learning Models, and Digital Entrepreneurship

Official Research Source

• Article Title: Analysis of Student Needs Related to the Digital Economics Course Learning Model Based on Project Based Learning (PjBL) for Strengthening Student Digital Business Competence
• Authors: Sri Wahyuni, Stevani, Jimi Ronald, Vivina Eprillison, and Riri Annisa
• Journal: International Journal of Contemporary Sciences (IJCS), Vol. 4, No. 6, 2026, pp. 1745–1766
• DOI / Link: https://doi.org/10.55927/5ctfdk06
• URL Jurnal: https://journalijcs.my.id/index.php/ijcs