The Contribution of Internal Locus of Control and Self-Concept to Career Maturity in Vocational Higher Education

Hidayat, Hendra; Ardi, Zadrian; Herawati, Susi; Khairul,; Amrina, Zulfa

doi:10.18502/kss.v3i15.4370

Cited by 7 publications

(9 citation statements)

References 32 publications

(43 reference statements)

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“…Developing countries have significant weaknesses in the entrepreneurial culture and human resources [16,17]. University partnerships with national and international organizations are also essential for disseminating knowledge and entrepreneurial mindset.…”

Section: A Related Workmentioning

confidence: 99%

The Validation of Smart Entrepreneur Model (SEM) for Student Using Exploratory Factor Analysis (EFA)

Yulastri¹,

Dewi²,

Hidayat³

et al. 2021

Int. J. Adv. Sci. Eng. Inf. Technol.

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The entrepreneurial student program reflects the Indonesian government's growing emphasis on the necessity of developing entrepreneurship skills and mindsets among university students. However, a method for implementing this program has not been thoroughly defined. This research aims to examine the validity of the Smart Entrepreneur Model (SEM) construct using Exploratory Factor Analysis (EFA). A research and development approach were used. It was divided into three stages. This study aims to describe the outcome of the second step, which is the statistical analysis test with EFA. It summarizes the findings of an examination of the SEM construct. The model's construction consists of nine phases: 1) Training Program Preparation, 2) Psychometric Test (pretest), 3) Determination of Mentor Selection Participants, 4) Training, 5) Project Work, 6) Project Monitoring, 7) Seminar and Report, 8) Psychometric Tests (Posttest), and 9) Project Evaluation. EFA was performed to analyze construct validity with the aid of IBM SPSS Amos 20. This construct validity test was performed on 72 randomly selected students who participated in a SEM course. They were asked to complete a questionnaire. The EFA results are valid. In fact, of the nine phases studied, there is only one with an Eigenvalue greater than one. In terms of phase development in this training model experiment, it is possible to infer that the 9 phases examined have created a unified model. As a result, the SEM entrepreneurship training approach is valid.

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Section: A Related Workmentioning

confidence: 99%

The Validation of Smart Entrepreneur Model (SEM) for Student Using Exploratory Factor Analysis (EFA)

Yulastri¹,

Dewi²,

Hidayat³

et al. 2021

Int. J. Adv. Sci. Eng. Inf. Technol.

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“…Tidak dipungkiri bahwa pelaksanaan di lapangan penggunaan pendekatan ini dalam konseling kelompok perlu kajian lebih dalam. Hal ini didasarkan atas fakta bahwa sebagaian besar konselor sekolah di Indonesia masih belum menerapkan basis pendekatan yang jelas dalam memberikan pelayanan konseling, terutama konseling kelompok (Afdal et al, 2019;Ardi et al, 2019;Hidayat et al, 2019;Illahi et al, 2018).…”

Section: Pendahuluanunclassified

Modifikasi Konseling Kelompok Untuk Siswa Dengan Pendekatan Rational Emotive Behavior Therapy (REBT) di Tengah Pandemi Covid-19

et al. 2020

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<em>Guidance and Counseling Services is one of the services that can play an active role in the midst of this co-19 pandemic so students can adjust to conditions, in accordance with the rules set by the government, keep the spirit of learning and can control their stress and anxiety in a healthy manner. In this case the role of the BK teacher / school counselor is very important. However, various obstacles may arise in the learning process due to pandemic conditions that cannot be ascertained when it will end. This is a formidable challenge for school counselors / school counselors. One solution that can be done is to modify group counseling services using the Rational Emotive Behavioral Therapy (REBT) approach. In this article, we will discuss the modification of group counseling services for students with the Rational Emotive Behavioral Therapy (REBT) approach in the midst of the covid pandemic 19</em>

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“…Understanding the problems and character of students at the beginning of learning becomes essential [67], as a primary ingredient in thinking about entrepreneurship learning that is right on target, so students have a good understanding and knowledge of entrepreneurship [68], so that it impacts on learning outcomes [69]. A well-prepared Entrepreneurship learning, one of them is product-based so that it will indirectly provide learning readiness to students and provide space for other students to get involved in learning [70]. Through this process, the belief to be earnest in learning will grow in students, which will also affect maturity in thinking and working [71].…”

Section: The Contribution Of Production-based Learning Student Enmentioning

confidence: 99%

Contribution of Production-Based Learning, Student Engagement, and Locus of Control towards Entrepreneurship Learning Outcomes in Engineering Education

Yulastri

Hidayat

Ganefri

et al. 2020

Int. J. Adv. Sci. Eng. Inf. Technol.

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This study was motivated by entrepreneurship learning outcomes in engineering education that could not have a significant positive impact on students' interest in entrepreneurship. Currently, entrepreneurship learning is boring, predictable, and has not provided a good learning experience. This study described and tested the contribution of production-based learning, student engagement, and locus of control to entrepreneurship learning outcomes. This research used a quantitative method. The population was all students who take the entrepreneurship course in engineering education for 2,600 people, and the sample is 307 students. The research instruments used a reliable and valid Likert scale and the test for assessing entrepreneurship learning outcomes. Data were analyzed using parametric statistics. The results obtained from this research; there is the contribution of production-based learning, student engagement, and locus of control to the entrepreneurship learning outcome. Production-based learning provides an opportunity for students to be directly involved in a collaborative learning process. Besides, the raising of internal locus of control, for the level of confidence of students in the learning process, has a good impact on the entrepreneurship learning outcome students. The process of learning entrepreneurship by applying production-based learning also becomes more meaningful. It gives an influence on external locus of control, such as job opportunities and readiness in the community to be well open. Thus, it also automatically contributes to the improvement of the quality of graduates in engineering education.

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The Contribution of Internal Locus of Control and Self-Concept to Career Maturity in Vocational Higher Education

Abstract: .

Cited by 7 publications

References 32 publications

The Validation of Smart Entrepreneur Model (SEM) for Student Using Exploratory Factor Analysis (EFA)

The Validation of Smart Entrepreneur Model (SEM) for Student Using Exploratory Factor Analysis (EFA)

Modifikasi Konseling Kelompok Untuk Siswa Dengan Pendekatan Rational Emotive Behavior Therapy (REBT) di Tengah Pandemi Covid-19

Contribution of Production-Based Learning, Student Engagement, and Locus of Control towards Entrepreneurship Learning Outcomes in Engineering Education

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