Active Learning Teaching and Learning Model of Entrepreneurship Subject at English Education Program of Indonesia University of Education Amir F.Hidayat 1 & Deddy Suryana 2 12 Indonesia University of Education, Bandung, Indonesia amir_fh@upi.edu, deddysuryana88@upi.edu The awareness to build the relevance between learning methods, modern world development, and characteristics of students are the starting point of this study. New era of world development can directly change the characteristics of students. This phenomenon needs to be the focus of attention of educators. Due to the facts, educators are required to have an understanding of postmodern education characteristics. One of the characteristics of postmodern education is that learners have a higher degree of dominance in student-centred learning activities. One effort to realize the learning situation oriented to learners is through the implementation of Active Learning method. On account of these facts, this study aims to portray the implementation of Active Learning method in Entrepreneurship subject at English Education program of UPI. The exploration is focused on 3 things: the implementation of Active Learning method, its impact, and student's responses to the use of this learning method. In this study, qualitative descriptive research design was used as the research method, since the data analysed is a portrait of a learning activity containing the data of students and lecturer perception. The subjects of this study are one lecturer of the related subject and 51 students of English Education program of 2016/2017 academic year. Based on the data analysis, this study came up with 3 conclusions. The first conclusion is that the implementation of Active Learning method is reflected in the things that some of the efforts created by the lecturer can trigger the creation of active learning and safe learning environment, the use of relevant types of assessment, and the characteristics of the active learning situation. The second conclusion is that the Active Learning method has a positive impact on students' ability in terms of entrepreneurial theory and practice. The third conclusion is that students gave positive responses to the use of Active Learning methods. In addition, this study also observes obstacles encountered in the implementation of Active Learning methods, which can be used as a reference for educators who want to implement this methods in similar practices with wider contexts. Keywords: Active Learning, Student-centred, Learning Methods, Entrepreneurship INTRODUCTION Meaningfulness of learning can be obtained when students implement their knowledge in real life (Michael & Modell, 2003: 20). Meaningful learning can be realized if the lecturer is able to facilitate the students to get real benefit from the knowledge they get. As a facilitator who has the power to control the classroom, lecturers are required to have the ability to design a range of learning experiences that can lead students to meaningful learning. Lecturers can provide a meaningful learning experience through the selection of learning methods that adhere to the principle of constructivism (Santrock, 2008). Basically, constructivism is a view based on students’ activities that include learning experiences i.e. creating, interpreting, and reorganizing knowledge individually (Windschitl, 2004). Meaningfulness in learning process is built through the involvement of students, in other words educators should create a space for students’ knowledge implementation (learning by doing) (Gibbs in McDermott & Dovey, 2013:93). One of the learning methods that adheres to the principle of constructivism is Active Learning (AL) method. AL methods reflect the principle of constructivism through the dominance of student involvement (Holtzman in Pedersen, 2010:198). In line with Prince (in McDermott & Dovey, 2013:92) who defines AL as instructional method emphasizing the high level of student participation in the learning process. Additionally, Bonwell & Eison (in Bergh, Ros, & Beijaard, 2014:733) add that creating of a meaningful learning experience is one of AL method objectives. These statements strengthen the assumption that AL method can make students get meaningful learning experiences. Moreover, the dominance of students’ high activity is in line with the characteristics of postmodern education. In postmodern education, the role of educators do not dominate in teaching and learning activities, because students have a higher degree of domination which is called student-centered class room activities (Delors in Roman, 2014:31). The advantages of the AL method are documented in several previous studies, including research that provides empirical data that AL learning methods can improve students' learning outcomes (Lewis & Harrison, 2012; LaCosse, et al., 2017; Ball & Eckel, 2004); AL methods can improve students' ability in understanding the concepts of Research Methodology subject (McDermott & Dovey, 2013); and AL method of learning can increase students interest in subjects that were previously considered unattractive (Bridges, Harnish, & Sillman, 2012; Karafantis & Lapadula, 2011). In the study of LaCosee et. al.