Tujuan penelitian ini adalah untuk mengetahui: 1) pengaruh Model pembelajaran Student Teams Achievement Divisions (STAD) dan Team Assisted Individualization (TAI) terhadap prestasi belajar Kewirausahaan, 2) pengaruh antara siswa yang memiliki minat belajar tinggi, minat belajar sedang dan minat belajar rendah terhadap prestasi belajar Kewirausahaan, 3) interaksi pengaruh model pembelajaran dan minat belajar siswa.
Penelitian ini merupakan penelitian kuantitatif dengan metode Eksperimental. Populasi umumnya adalah seluruh siswa SMK di Kabupaten Ngawi, sedang populasi target yaitu siswa kelas  XII SMK se-Kabupaten Ngawi. Teknik sampling random sampling. Sampel dalam penelitian ini berjumlah 70 siswa meliputi 34 seswa kelas XII AK I SMK PSM 1 Kedunggalar untuk eksperimen STAD dan 36 siswa kelas XII TKR B SMK Nagara untuk eksperimen TAI. Instrumen penelitian ini terdiri dari test prestasi belajar kewirausahaan dan angket minat belajar. Hasil uji coba test prestasi belajar dianalisis dengan uji validitas isi, uji realibilitas, tingkat kesukaran, daya pembeda dan uji validitas butir. Uji validitas tiap butir test dilakukan teknik korelasi product moment dari pearson pada taraf signifikan 5%. Uji realibilitas instrumen menggunakan KR-20 dari Kuder-Richardson. Dengan bantuan program MS Exel diperoleh angka koofisien reliabilitas sebesar 0,91. Uji prasyarat analisis terdiri dari uji normalitas dan uji homogenitas. Uji normalitas dilakukan dengan metode Lilliefors. Hasilnya seluruh kelompok data berdistribusi normal. Uji homogenitas menggunakan uji Bartlett. Hasil seluruh kelompok data variansi homogen. Teknik analisis data untuk pengujian hipotesis dalam penelitian ini adalah analisis Variansi Dua Jalan dengan sel tak sama, desain faktorial 2x3 dan taraf signifikansi 0,05. Uji lanjut pasca Anava dengan  Uji Scheffe’s.
Berdasar uji hipotesis dibuktikan (1) Ada perbedaan pengaruh yang signifikan antara model pembelajaran terhadap prestasi belajar (Fobs 5,20 > Ftab = 3,92). Dari besarnya rataan pemberian model pembelajaran STAD menghasilkan prestasi belajar yang lebih baik dari pada pemberian model pembelajaran TAI. (2) Ada perbedaan pengaruh yang signifikan antara tingkat minat belajar siswa terhadap prestasi belajar kewirausahan (Fobs 12,26 > Ftab = 3,07). Dari besarnya rataan dibuktikan bahwa siswa yang minat belajarnya tinggi lebih baik prestasi belajarnya daripada siswa yang minat belajarnya sedang maupun rendah dan siswa yang mempunyai minat belajar sedang mempunyai prestasi belajar yang sama dengan siswa yang mempunyai minat belajar rendah.(3) Tidak terdapat interaksi pengaruh model pembelajaran dan minat belajar siswa (Fobs 1,33 <  Ftab = 3,07).

The objectives of this research are to investigate: (1) the effect of the cooperative learning models of STAD type and TAI type on the learning achievement in Entreprenuership; (2) the effect of the students’ high, moderate, and low learning interests on  the learning achievement in Entreprenuership; and (3) the interaction of effect between the cooperative learning models and the students’ learning interests the learning achievement in Entreprenuership.
This research used the experimental quantitative research method with the factorial design of 2 x 3. Its population was all of the students of Vocational High Schools of Ngawi Regency. The targeted population was all of the students in Grade XII of Vocational High Schools of Ngawi Regency. The samples of research were taken by using the random sampling technique. They consisted of 70 students; 34 students in Grade XII AK 1 of Vocational High School PSM 1 of Kedunggalar for the experimentation of the learning model of STAD type and 36 students in Grade XII TKR B of Vocational High School of Nagara the experimentation of the learning model of TAI type. The data of research were collected through test of achievement in Entrepreneurship and questionnaire of learning interest. The data of learning achievement in Entrepreneurship were analyzed by using the content validity test, reliability test, difficulty level test, differentiability, and item validity test. The item validity test used the Pearson’s Product Moment Correlation at the significance level of 5%. The reliability test used Kuder-Richardson’s KR-20 formula. Based on the data processing aided with MS Excel, The value of reliability coefficient was 0.91. The pre-requisite tests included normality test and homogeneity test. The former used Lilliefors’s method, and its result shows that all of the data had a normal distribution. Meanwhile, the latter used the Bartlett’s test, and its result shows that all of the data had homogenous variances. The proposed hypotheses of research were tested by using the two-way analysis of variance with unbalanced cells at the significant level of 0.05. The result of the ANAVA test was then tested by using the Scheffe’s formula.
The results of research are as follows: 1) There is a significant effect of the cooperative learning models on the learning achievement in Entrepreneurship as indicated by Fobs = 5.20 > Ftab = 3.92. Based on the mean score, the cooperative learning model of STAD type results in a better learning achievement than that of TAI type. 2) There is a significant effect of the students’ learning interests on the learning achievement in Entrepreneurship as shown by Fobs =12.26 > Ftab = 3.07. Based on the mean score, the students with the high learning interest have a better learning achievement in Entrepreneurship than those with the moderate and low learning interests, but the students with the moderate learning interest have the same learning achievement in Entrepreneurship as those with the low learning interest. 3) There is not any interaction of effect between the cooperative learning models and the students’ learning interests on the learning achievement in Entrepreneurship as signified by Fobs =1.33 <  Ftab = 3.07