Enhancing Computer Students’ Technological and Entrepreneurial Skills Through Industry-Supported Bread Proofer Learning

Wilda Susanti; Yenny Desnelita; Nicholas Renaldo; Achmad Tavip Junaedi; Suhardjo Suhardjo; Mukhsin Mukhsin; Yohanes Yohanes; Dewi Fortuna Ayu; Jahrizal Jahrizal; Affilla Fetty Anggraheni

doi:10.61230/reflection.v4i2.161

Authors

Wilda Susanti Institut Bisnis dan Teknologi Pelita Indonesia, Indonesia
Yenny Desnelita Institut Bisnis dan Teknologi Pelita Indonesia, Indonesia
Nicholas Renaldo Institut Bisnis dan Teknologi Pelita Indonesia, Indonesia
Achmad Tavip Junaedi Institut Bisnis dan Teknologi Pelita Indonesia, Indonesia
Suhardjo Suhardjo Institut Bisnis dan Teknologi Pelita Indonesia, Indonesia
Mukhsin Mukhsin Institut Bisnis dan Teknologi Pelita Indonesia, Indonesia
Yohanes Yohanes Universitas Riau, Indonesia
Dewi Fortuna Ayu Universitas Riau, Indonesia
Jahrizal Jahrizal Universitas Riau, Indonesia
Affilla Fetty Anggraheni AMIK Mahaputra Riau, Indonesia

DOI:

https://doi.org/10.61230/reflection.v4i2.161

Keywords:

Industry-Supported Learning, Experiential Learning, Computer Education, Technological Skills, Entrepreneurial Skills, Bread Proofer, Industry–University Collaboration, Cyber-Physical Systems, IoT, Practice-Based Learning

Abstract

This study explores the potential of an industry-supported bread proofer as a practice-based learning platform for enhancing computer students’ technological and entrepreneurial skills. The study employed a qualitative descriptive approach involving five computer students who participated in learning activities using an industry-supported bread proofer. Data were collected through observation, semi-structured interviews, and student reflections and analyzed using thematic analysis. The findings indicate that interaction with the bread proofer helped students connect computer-related knowledge with a real industrial production process. Students developed a broader understanding of sensors, automation, data collection, Internet of Things (IoT), monitoring, and system control. The learning activities also stimulated entrepreneurial thinking, particularly in identifying technological problems, recognizing business opportunities, developing technology-based solutions, and considering value creation for bakery businesses. The findings further indicate that industry-supported equipment can function as more than laboratory infrastructure; it can serve as an authentic cyber-physical learning environment that connects technological education, problem solving, innovation, and entrepreneurship. The study highlights the potential of industry–university collaboration to provide authentic and industry-relevant learning experiences for computer students. Although the findings cannot be generalized due to the qualitative design and limited participants, they provide an initial foundation for integrating industrial equipment from non-computing sectors into interdisciplinary computer education.

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