Study of the Influence of Education and Literation of Entrepreneurship in Vocational High Schools: Indonesian Case

Abstract

This paper aims to explain the factors that influence of entrepreneurship education and entrepeneurship literacy of vocational students (SMK). A paper based on research on 1,440 vocational grade XI students in 12 provinces in Indonesia obtained through random techniques, in the sense that each student has the same opportunity. Primary data collection is done through the distribution of questionnaires to students and analyzed by SEM techniques through the help of the Lisrel program version 8.70. The study found that the variables of school management, the role of teachers, teaching factories, and community participation had a positive influence on supporting facilities variables and entrepreneurship education variables. Facility support itself has a positive effect on entrepreneurship education, furthermore it has a positive effect on students' entrepreneurial literacy. On the other hand, external cooperation indicators contribute the strongest value for the school management variable, competent educator indicators of the teacher role variable, production training in the factory teaching variable, production marketing assistance in the community participation variable, and capital assistance information in the supporting facilities variable. In the entrepreneurship education variable, the indicator that contributes the strongest value is the identification of business prospects, while the entrepeneurship literacy variable is an indicator of business creativity. The implication is that entrepreneurship education efforts need to pay more attention to the above influence variables as well as indicators that have the effect strength of each variable.
 
 Received: 20 August 2020 / Accepted: 2 November 2020/ Published: 17 January 2021

Recognition of Entrepreneurship Program in Independent Campus Policies: Indonesian Case

“…With entrepreneurial competence, college graduates have the ability to integrate entrepreneurial knowledge, skills, attitudes and behaviors based on the potential around them. The theory and practice of entrepreneurship learning fosters creativity and innovation, independence, and entrepreneurship after completing education through the utilization of local potential, cooperation with business actors, suppliers of goods, service providers, and others (Yohana, Dania, & Prihandono, 2021).…”

“…These characteristics include: self-confidence, initiative, task and result oriented, risk taking, leadership behavior, forward-looking, disciplined, working together, building good relationships, learning new things, utilizing science and technology, thinking positively, improving added value, being creative and innovative to make changes, sensitive to the environment, seeking information continuously, etc. (Meredith et al, 1982;Meredith, 1992;Hisrich, Peters, and Shepherd, 2009;Yohana, Dania, & Prihandono, 2021). With entrepreneurship education, one of which is expected to prevent college education graduates from becoming unemployed.…”

“…CFA to test construct measurement models or confirmatory factor models that show the operationalization of variables into measurable indicators that are formulated in the form of certain equations and / or path diagrams. (Joreskog and Sorborn, 1993;Ferdinand, 2002;Kusnendi, 2008;Hair et al, 2010;Haryono and Wardoyo, 2017;Sarjono and Yulianita, 2019;Yohana, Dania, & Prihandono, 2021). CFA is carried out as a validity test to determine whether the indicators and variables actually form the latent variables under study by comparing the loading factor of at least 0.5.…”

“…On average, developed countries with stable economies have an entrepreneurial ratio of 14 percent compared to their total population. In Indonesia, the ratio of the number of entrepreneurs is still low, although from year to year the number shows an increasing trend (Yohana, Dania, & Prihandono, 2021). Data from the Central Statistics Agency (2019) notes that the number of entrepreneurs in Indonesia has increased from 1.56 percent in 2014 to 3.1 percent in 2016, but is still relatively small compared to the population of 267 million.…”

“…The effort that needs to be done is how to increase it to 14 percent. Even in 2020 the number of entrepreneurs tends not to increase, even decreases for various reasons (Bisnis, 2019;Yohana, Dania, & Prihandono, 2021). It is hoped that the Independent Campus policy will encourage the growth of student interest in choosing and fostering entrepreneurship after graduating.…”