Analisis pengangguran dan kesempatan kerja yang ada di Indonesia terutama pada masa pandemic covid19 merupakan tujuan yang ingin dicapai dalam penelitian ini. Metode penelitian dalam penelitian yang dilakukan kali ini yaitu dengan menggunakan analisis deskriptif, dimana data berasal dari data sekunder yaitu data yang sudah disediakan oleh BPS (Badan Pusat Statistik). Hasil penelitian yaitu 1) Tingkat pengangguran terbuka berdasarkan jenis kelamin dominasi oleh laki-laki dari pada perempuan dari tahun 2018-2020; 2) Rata-rata pengangguran terbuka yang ada di Indonesia pada terutama pada bulan februari di tahun 2020 tingkat pengangguran sebesar 4,92% meningkat menjadi 6,26% pada tahun 2021; 3) Jumlah pengangguran pada bulan agustus 2019 dan agustus 2020 mengalami peningkatan sebesar 1,84%; 4) Proporsi lapangan pekerjaan informal pada sector non-pertanian berdasarkan pada kelompok umur mengalami peningkatan dari tahun 2019 meningkat pada tahun 2020 sebesar 4,73%; 5) Proporsi lapangan kerja informal sector non-pertanian didominasi oleh jenjang pendidikan < SD dengan rata-rata dari tahun 2017-2019 sebesar 66,22%, sedangkan tingkat pendidikan universitas untuk bekerja di lapangan kerja informal jumlahnya cukup rendah yaitu dari tahun 2017-2019 rata-ratanya sebesar 11,20%; dan 6) proporsi lapangan pekerjaaan informal sector non-pertanian didominasi oleh daerah tempat tinggal pedesaan dengan rata-rata dari tahun 2018-2020 sebesar 54,67%, sedangkan untuk daerah perkotaan yang kerja informal sector non-pertanian lebih kecil yaitu dari tahun 2018-2020 rata-ratanya sebesar 41,15%.

The development of appropriate learning instrument will be able to make the learning process run optimally and it is hoped that it will provide a different experience for students, especially to understand the material they are learning. The purpose of this study was to develop an economic e-module based on problem-based learning using a hybrid learning approach. In addition, to determine the existence of problem solving skills, creative thinking skills, and student learning outcomes in economic subjects. The method used was research and development. The results obtained were 1) an increase in students' abilities in pre-action student's ability of 69.81, then in the first stage of the trial it showed an increase of 80.37, and in the second stage of the trial also showed an increase of 85. ,56; 2) an increase in students' abilities like in the pre-action student's ability of 71.6, then in the first stage of the trial showed an increase of 82.56, and in the second stage of the trial also showed an increase of 93.06; and 3) pair 1 between the pre-action and stage 1 trials of 0.042 <0.05 indicated a significant difference, then from the results of pair 2 between the stage 1 trial and stage 2 trials of 0.005 <0.05 also indicated the presence of a significant difference. So the results of pair 1 and pair 2 showed a significant difference between before and after the development of an economic e-module based on problem-based learning with a hybrid learning approach. Keywords: E-Modul, Problem-Based Learning, Hybrid Learning

This study aims to examine how entrepreneurship education affects students' selfefficacy, entrepreneurial intentions, and risk tolerance, as well as how these factors affect students' self-efficacy, and the impact of self-efficacy on students' entrepreneurial intentions. Confirmatory research is the type of study that was used, and its primary goal was to test the proposed hypothesis. The respondents of this research were 430 university students in Jabotabek who were determined by simple random sampling method. The instrument in this study adopted a research instrument that had been developed by previous researchers where all the answers to questions would be measured in five scores using a 5-point ordinal Likert scale, ranging from strongly agree (point 5) to strongly disagree (point 1). Structural equation modeling with SmartPLS 3.0 software is used in the data analysis technique. The findings of this study show that entrepreneurship education has no significant impact on students' entrepreneurial intentions, self-efficacy, or risk tolerance; however, tolerance has a positive and significant impact on students' self-efficacy, which in turn has a positive and significant impact on students' entrepreneurial intentions.