THE PERSPECTIVE OF ENTREPRENEURSHIP EDUCATION AND INDUSTRIAL FIELD WORK PRACTICE AND THE IMPACT OF ENCOURAGING YOUNG

GENERATION BUSINESS INTEREST IN INTERMEDIATE EDUCATION PJAEE, 17 (4) (2020)

THE PERSPECTIVE OF ENTREPRENEURSHIP EDUCATION AND

INDUSTRIAL FIELD WORK PRACTICEAND THE IMPACT OF
ENCOURAGING YOUNG GENERATION BUSINESS INTEREST IN
INTERMEDIATE EDUCATION (CASE STUDY IN X VOCATIONAL
SCHOOL IN BANDUNG CITY-WEST JAVA- INDONESIA)

Deden Sutisna1, FiqriNursamsi Pratama2, Thania Destyrapuri3, CholifSaukhi Pramadie4,

Rani Nur Ramdani5
1
[email protected], [email protected],
3
[email protected],[email protected],
5
[email protected]

DedenSutisna, FiqriNursamsiPratama, ThaniaDestyrapuri, CholifSaukhiPramadie,

Rani Nur Ramdani. The Perspective of Entrepreneurship Education And Industrial
Field Work Practice And The Impact of Encouraging Young Generation Business
Interest In Intermediate Education--Palarch’s Journal Of Archaeology Of
Egypt/Egyptology 17(4), 2766-2776. ISSN 1567-214x
Keywords:Entrepreneurship Education, Industrial Field Work Practices, and Entrepreneurial
Interest

ABSTRACT
The purpose of this study is to examine the contribution and driving force of entrepreneurship
education and industrial work practices towards the interest of educated young people in
entrepreneurship. The research method uses descriptive and verification, data analysis tools
use regression, correlation and coefficient of determination, data are tested using validity,
reliability and classical assumptions, while the population is 110 and taken as a sample of 86
students.
The results showed that the level of contribution of each variable studied was still relatively
small with the driving force in fostering entrepreneurial interest as well as among young
people educated in Bandung City. Apart from that, each contribution measured has a
significant value.
Based on it can be concluded that entrepreneurship education and industrial work practices
towards the interest of educated young people in entrepreneurship in the city of Bandung are
still weak or small and they are more likely to be interested as employees or workers in
existing agencies.

Keywords: Entrepreneurship Education, Industrial Field Work Practices, and Entrepreneurial

Interest.

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INTRODUCTION
Improving the quality of human resources is an absolute requirement to
achieve development goals for the current era. One vehicle for improving the
quality of human resources is education. Education is a very important thing
and cannot be separated from one's life, both in the family, community and
nation. The functions and objectives of national education have been
formulated in Law No. 20 of 2012 Article 1 concerning the National
Education System.

Education is a business or activity that is carried out deliberately, regularly

and plans with the intention of changing or developing the desired behavior.
School as a formal institution is a means in achieving the educational goals.
SMK is an educational institution that aims to prepare students to become
skilled workers and prioritize the ability to carry out certain jobs.

In order to later be able to build a better Indonesia, reduce poverty levels, and
high unemployment rates According to BhektiSuryani (2016). The tragic
institution is a significant source of unemployment contributing to Indonesia,
this fact was obtained from the Central Statistics Indonesia as follows:

Table 1.
Data on Open Unemployment Rate According to Highest Education
Completed
Higher Education Completed 2018 2019

Februari Agustus Februari

Didn't / hasn't attended school 42.039 31.774 35.655

Not completed / not graduated from 446.812 326.962 435.655

elementary school

Elementary school 967.630 898.145 954.010

Junior high school 1.249.761 1.131.214 1.219.767

Senior High School 1.650.636 1.930.320 1.680.794

Vocational high School 1.424.428 1.731.743 1.381.964

Diplomat I / II / III 300.845 220.932 269.976

University 789.113 729.601 839.019

Total 6.871.264 7.000.691 6.816.840

Sources:https://www.bps.go.id/statictable/2009/04/16/972/pengangguran-
terbuka- menurut-pendidikan-tertinggi-yang-ditamatkan-1986---2019.html

The central statistics agency said that the current level of open unemployment
in Indonesia produced by SMKs reached 1,424,428 in February 2018 and
1,381,964 in February 2019. To reduce the high unemployment amount is not
only the government's duty, the public can play an active role in creating
industry new work, while students must be equipped with intelligence and

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knowledge, both through entrepreneurship subjects and the implementation of

industrial work practices to foster entrepreneurial interest in students.

The low student interest in entrepreneurship is unfortunate. Students should

better understand that the industry cannot absorb all vocational graduates.
Entrepreneurship can be applied in various fields of work and their lives in the
future. Thus entrepreneurship is also very useful for the future and can save
students from unemployment. Therefore, fostering and developing
entrepreneurial interest through entrepreneurship subjects and the
implementation of industrial work practices for vocational students is an
important step to increase the number of entrepreneurs in Indonesia.

The results of the pre-survey conducted at one of the favorite schools in SMK
X in the city of Bandung-West Java in organizing the implementation of
industrial work practices as an effort to equip students in knowing the real
world of work.

Table 2:
Questionnaire results in Vocational High School X Bandung-West Java
No Statement Yes No

1. Students get Entrepreneurship subjects at school 35 -

2. Entrepreneurship lessons affect your interest in 15 20

entrepreneurship

3. Industrial work practices encourage you to be an 5 30

entrepreneurial student

4. Interest of students to become employees 26 9

5. Become the owner / leader of the company itself 17 18

6. Become an employee with a large salary 27 28

The results of the interim survey showed that the existence of entrepreneurship
learning materials at the Vocational School did not have a strong impact in
supporting the creation of students' entrepreneurial interest after completing
their studies at the Vocational School. Their choices are more interested in
becoming workers in the company and becoming leaders in other companies
than as leaders and owners in their own companies. Based on this, the
measurement of the results of research on the entrepreneurial interest of SMK
X students is important and interesting to study at this time especially the
respondents are students and who will be faced with economic conditions after
COVID 19.

The purpose of this study is to collect data and information about the
contribution of entrepreneurship education and the implementation of
industrial work practices towards entrepreneurial interest in students of the
Department of Engineering and Business of SMK X in Bandung City
Academic Year 2019/2020, while the objectives are 1) To find out the

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contribution of education entrepreneurship towards students' entrepreneurial

interest, 2) To find out the contribution of subjects in the implementation of
industrial work practices to entrepreneurial interests and 3) To find out the
contribution of entrepreneurship education and industrial work practices
simultaneously to entrepreneurial interests

LITERATURE REVIEW

In accordance with the objectives and research questions that have been
explained in this study focused on three variables, namely entrepreneurship
education, industrial work practices and entrepreneurial interest. All three will
be explained as the basis for developing hypothetical frameworks in the form
of theoretical discussion in this study.

Entrepreneurship is a discipline that studies the values, abilities, and behavior

of a person in facing life's challenges and how to obtain opportunities with
various risks that may be faced. Entrepreneurship is a separate scientific
discipline, has a systematic process, and can be applied in the form of
applying creativity and innovation (Suryana, 2013). According to Marzuki
Usman (Suryana, 2014: 13). Suryana (2013) states that entrepreneurship is not
only an innate talent or business experience field, but also can be learned and
taught. While Zimmerer, Scarborough and Wilson (2008) in Wedayanti and
Giantari (2016), stated that one of the factors driving entrepreneurial growth in
a country lies in the role of educational institutions through the
implementation of entrepreneurship education.
According to Suryana (2013), the factors driving success in entrepreneurship,
success in entrepreneurship is determined by three factors, namely:
1. Will and ability. People who do not have the ability but a lot of will and
people who have the will but do not have the ability, both will not be a
successful entrepreneur. Conversely, people who have the will and ability will
be successful.
2. Strong determination and hard work. People who do not have a strong will,
but have a willingness to work hard and people who like to work hard, but do
not have a strong determination, both of them will not become successful
entrepreneurs.
3. Opportunities and opportunities. There is a solution there is an opportunity,
otherwise there is no solution there will be no opportunity. Opportunities exist
if we create the opportunities themselves, not looking for or waiting for
opportunities that come to us.
Education is an influence on the development of one's soul or entrepreneurial
spirit actually different from other external influences. In general, the
influence of the surrounding environment (physical and social) is passive, in
the sense that the environment does not provide a coercion to individuals. The
environment only gives an opportunity or an individual opportunity. In
contrast to environmental factors, education is carried out with full awareness,
has specific goals, targets, and targets and is given systematically to develop
existing potentials (Wibowo, 2011). According to Darmawan, et al (2016), the
education indicator is that education has provided provision of entrepreneurial
knowledge, education forms the character of entrepreneurship, education helps

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increase self-confidence, education enhances knowledge, moral / moral

education, education enhances creativity and innovation.
The Dual System Education Policy was developed based on the dual system
concept in Germany, which is a form of organizing education and vocational
skills training which is systematic and synchronous between the educational
program in schools with the mastery of expertise programs obtained through
direct work activities in the world of work (Ahmad Rizali, et al, 2009: 45).
Industrial work practices aim to prepare and foster workforce, both structural
and functional, who have the ability to carry out loyalty, women carry out
dedication and good disciplinary abilities. (OemarHambalik, 2007: 16).
Entrepreneurial interest is the desire, interest, and willingness of individuals to
work hard in meeting their needs without fear of the risks that will occur.
(Anggraeni, 2015: 2).
In order to foster student interest in entrepreneurship, several stages cannot be
abandoned. Interest can arise from within oneself or influence from outside,
besides that the skills, experience and knowledge gained by students are the
most basic capital that must be possessed. Entrepreneurship subjects are one
way of delivering entrepreneurship knowledge to vocational students. With the
existence of entrepreneurship subjects, it is expected to be able to foster
student interest in entrepreneurship. Industrial work practice is a means of
training students' professionalism, namely by mastering skills through working
directly in the world of work / industry. Industrial work practices, will provide
learning and work experiences for students in the work world as appropriate as
their area of expertise. From the description above, the framework of thinking
is obtained that is the relationship between the subject of entrepreneurship
education and the implementation of industrial work practices on students'
interest in entrepreneurship and this research has the following research
paradigms:

Pendidikan
Kewirausahaa

MinatBerwir
ausaha

PraktekKerjaIn
dustri
Picture 1: Research Paradigm

Based on this paradigm, the following research hypotheses can be arranged: 1)

Entrepreneurship Education has a significant effect on Student Entrepreneurial
Interest, 2) The Implementation of Industrial Work Practices has a significant
effect on students' Entrepreneurial Interest, and 3) Entrepreneurship Education
and Industrial Employment Practices has a significant effect on
Entrepreneurial Interest student.

RESEARCH METHODS

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The object of research is the characteristics inherent in the research subject. In

research terminology, the object of this research is called the research variable
(Nuryaman& Christina, 2015: 5). The object of research examined in this
study is Entrepreneurship Education as the first independent variable,
Industrial Work Practices as the second independent variable, and students'
Entrepreneurial Interest is the dependent variable, with the research unit of
Vocational High School X students in Bandung.

The research method used in this research is descriptive and verification

research methods using a combination of quantitative and qualitative
approaches. The data collected was tested for validity, reliability, classic
assumption and data normality tests. To measure the direction of the
relationship between the independent and dependent variables also the amount
of the contribution used Coefficient of Multiple Linear Regression and
Determination Coefficient, with the following formula:

Koefisienregresi Y= a+bx1+bx2+e
Whare : a = Constant
bx1= Entrepreneurship Education Variable
bx2= Practice Work Variables
e= efsilon or other factors outside the studied variable.

The coefficient of determination Kd = r2 x 100

Where: Kd = coefficient of determination
r2 = correlation coefficient

The measurement scale used in this research is the interval scale and the data
source used is primary data. Primary data is data collected by individuals. The
primary data needed in this study is the results of a questionnaire, which is a
set of written questions that have been formulated previously where
respondents write or record their answers, generally in several alternatives that
have been predetermined. Syakaran and bougie dalam (zulganef 2018: 146).
Based on the data obtained, the population of students is 110 people and the
sample used by researchers is 86 people.

RESEARCH RESULT
The discussion in this study starts from the data test, analysis of the
contribution of each variable and hypothesis testing in accordance with the
research objectives. The analysis process and research results can be explained
as follows:

Validity test:
The validity test results show that the correlation value of each statement item
with the total score obtained is greater than 0.1660 so it can be explained that
the statement items used are valid and can be used in further data analysis.

Reliability Test:
The results of the reliability test conducted on all items in this study indicate
that all research items can be said to be reliable because the Cronbach's Alpha

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reliability values are> 0.60 namely 0.848, 0.845, and 0.825. Thus it can be
said that all statement items are very reliable.

Classic assumption test:

The results of the calcic assumption test show that the data did not occur
multicollinearity , heteroscedasticity and the distribution of data is normal
distribution because it is on or between linear lines.

Based on the results of the analysis shows that:

1. The direction of the relationship between entrepreneurship education and
industrial field work practices with student entrepreneurial motivation is
unidirectional, meaning that if both of these variables experience changes
increases or vice versa, then the interest in entrepreneurship will also
change the same. The results of the regression equation are obtained as
follows:Y= 8.430+0.164X1 +0.509X2
2. The relationship between entrepreneurship education with entrepreneurial
interest is 0.51 and the rest is 0.49 determined by other variables. This
relationship has a fairly close degree.
3. The relationship between the implementation of work practices in the
entrepreneurial industry with entrepreneurial interest of 0.65 and the rest
of 0.35 is determined by other variables. This relationship has a close
degree.
4. The relationship between entrepreneurship education and the
implementation of industrial work practices is 0.61 and the rest 0.39 is
determined by other variables. This relationship has a close degree.
5. The contribution of the influence of entrepreneurship education with
entrepreneurial interest by 26% and the remaining 74% is determined by
other variables. This relationship has a small degree.
6. The contribution of the influence of the implementation of industrial work
practices with an interest in entrepreneurship is 43% and the remaining
57% is determined by other variables. this influence has a small degree.
7. The contribution of the influence of the implementation of industrial work
practices with entrepreneurship education is 37.21% and the remaining
62.79% is determined by other variables. this influence has a small degree.

8. Simultaneously the contribution of the influence of entrepreneurship

education and the implementation of work practices in the entrepreneurial
industry with interest in entrepreneurship by 45% and the remaining 55%
is determined by other variables. This influence has a considerable degree.

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The supporting documents of the analysis results above are as follows:

Table 3:ANOVAa
Model Sum of Squares df Mean Square F Sig.
1 Regression 1352.072 1 1352.072 34.027 .000b
Residual 3894.038 98 39.735
Total 5246.110 99
a. Dependent Variable: Minatberwirausaha
b. Predictors: (Constant), Pendidikan Kewirausahaan

Table 4: Model Summary- 1

Change Statistics
R Adjusted R Std. Error of R Square F Sig. F
Model R Square Square the Estimate Change Change df1 df2 Change
1 .508a .258 .250 6.30358 .258 34.027 1 98 .000
a. Predictors: (Constant), entrepreneurship Education

Table 5:Model Summary- 2

Std. Error Change Statistics
R Adjusted of the R Square F Sig. F
Model R Square R Square Estimate Change Change df1 df2 Change
1 .653a .426 .420 5.54162 .426 72.830 1 98 .000
a. Predictors: (Constant), Industrial works practice

ETable 6: Coefficientsa-1
Unstandardized Standardized
Coefficients Coefficients Correlations
Std. Zero-
Model B Error Beta t Sig. order Partial Part
1 (Constant) 8.994 1.721 5.227 .000
Praktek .601 .079 .611 7.646 .000 .611 .611 .611
Kerja
Industri
a. Dependent Variable: Entrepreneurship education

Table 7:Correlations
Pendidikan
Minatberwirausaha Kewirausahaan PraktekKerjaIndustri
Pearson Minatberwirausaha 1.000 .508 .653
Pendidikan .508 1.000 .611
Correlation Kewirausahaan
PraktekKerjaIndustri .653 .611 1.000

Sig. (1- Minatberwirausaha . .000 .000

Pendidikan .000 . .000
tailed) Kewirausahaan
PraktekKerjaIndustri .000 .000 .

N Minatberwirausaha 100 100 100

Pendidikan 100 100 100
Kewirausahaan
PraktekKerjaIndustri 100 100 100

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Table 8:Coefficientsa
Unstandardized Standardized
Coefficients Coefficients Correlations
Std. Zero- Partia
Model B Error Beta t Sig. order l Part
1 (Constant) 8.430 1.741 4.841 .000
Pendidikan .164 .090 .173 1.814 .073 .508 .181 .137
Kewirausah
aan
PraktekKerj .509 .089 .547 5.724 .000 .653 .502 .433
aIndustri
a. Dependent Variable: Entrepreneurship Interest

Table 9:Model Summary

Change Statistics
Std. Error
Mode R Adjusted of the R Square F Sig. F
l R Square R Square Estimate Change Change df1 df2 Change
1 .667 a
.445 .434 5.47800 .445 38.910 2 97 .000
a. Predictors: (Constant), Industrial Works Practioce, Entrepreneurship Education

Based on data analysis results both partially and simultaneously that the
influence of entrepreneurship education and field industry work practices are
significant.

CONCLUSIONS AND RECOMMENDATIONS

Departing from the results of the above analysis it can be concluded that:

1. The relationship between entrepreneurship education with the interests of

entrepreneurship in SMK X students in Bandung is quite close. The
relationship between the implementation of work practices in the
entrepreneurial industry with the interests of entrepreneurship is close or
strong. Both of the correlations measured have a bad degree. This means
that the entrepreneurial interest of students in relation to education and
work practices is not very good or encouraging. Whereas the relationship
between entrepreneurship education and the implementation of industrial
work practices has close or strong degrees. This means that there is a
strong relationship between education and industrial work practices and
vice versa, but this relationship is also not optimal.

2. The contribution of the influence of entrepreneurship education with an

interest in entrepreneurship has a small degree. While the contribution of
the influence of the implementation of industrial work practices with an
interest in entrepreneurship also has little influence. Both contributions
indicate that the factors of entrepreneurship education and industrial work
practices in SMK X students have not been able to contribute well to
students' entrepreneurial interests. While the contribution of the influence
of the implementation of industrial work practices with entrepreneurship
education also has the same effect, which is small.
3. Simultaneously the contribution of the influence of entrepreneurship
education and the implementation of work practices in the entrepreneurial

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industry with an interest in entrepreneurship has a considerable degree.

However, this influence is still at a level below the large and very large.

Thus it can be concluded that the contribution of entrepreneurship education

and industrial work practices to students of SMK X in the city of Bandung is
still unable to provide support and impetus for young people with high school
education who are strong towards the interest in entrepreneurship.

As a suggestion from the results of this research, two important things are
needed:

1. Improvement of the curriculum that is more practical for students to learn

about entrepreneurship education, for example, is more dominant in the
cases and elements of informatics practices that are not dominated by
theory.
2. Industrial prkatek work is directed more towards sectors that are more
object oriented, not sector out-of-date colonialist objects.

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