Referensi Hasil Penelitian

ABSTRAK

Penelitian ini dilatarbelakangi oleh rendahnya kesiapan berwirausaha siswa SMK, meskipun standar kompetensi lulusan SMK dirancang untuk siap kerja dan berwirausaha. Tujuan dari penelitian ini adalah untuk mengetahui pengaruh pengetahuan kewirausahaan, dukungan sosial, dan efikasi diri terhadap kesiapan berwirausaha siswa. Pendekatan penelitian ini adalah kuantitatif dengan metode survei. Populasi penelitian ini adalah siswa kelas XI SMK Negeri 1 Ciamis Tahun Ajaran 2025/2026 berjumlah 634 siswa. Teknik sampling yang digunakan adalah proportionate stratified random sampling dengan sampel sebanyak 245 siswa. Hasil penelitian menunjukkan bahwa: 1) Pengetahuan kewirausahaan berpengaruh positif dan signifikan terhadap kesiapan berwirausaha siswa. 2) Dukungan sosial berpengaruh positif dan signifikan terhadap kesiapan berwirausaha siswa. 3) Efikasi diri berpengaruh positif dan signifikan terhadap kesiapan berwirausaha siswa. 4) Pengetahuan kewirausahaan, dukungan sosial, dan efikasi diri berpengaruh positif dan signifikan terhadap kesiapan berwirausaha siswa. Dapat disimpulkan bahwa kesiapan berwirausaha siswa terbentuk oleh integrasi antara aspek kognitif, lingkungan sosial, dan keyakinan internal yang saling memengaruhi dalam memantapkan pilihan karier siswa menjadi wirausahawan.

Keywords: Entrepreneurial readiness, entrepreneurial knowledge, social support, self-efficacy.

ABSTRAK

Artikel ini membahas penelitian tentang pengaruh pengetahuan kewirausahaan terhadap kesiapan berwirausaha, lingkungan keluarga terhadap kesiapan berwirausaha, efikasi diri terhadap kesiapan berwirausaha, pengetahuan kewirausahaan terhadap kesiapan berwirausaha yang dimediasi oleh efikasi diri, dan lingkungan keluarga terhadap kesiapan berwirausaha yang dimediasi oleh efikasi diri. Populasi dalam penelitian tersebut melibatkan 141 siswa kelas XII program keahlian Otomasi Administrasi Perkantoran SMK Negeri Mojoagung yang telah mengambil mata pelajaran Produk Kreatif dan Kewirausahaan. Teknik simple random sampling digunakan untuk memilih sampel dan 104 responden dipilih. Teknik penelitian ini menggunakan penelitian kuantitatif dengan tipe kausal asosiatif, dan metode pengumpulan data menggunakan angket. Teknik analisis data yang digunakan adalah analisis jalur. Hasil yang diperoleh menyimpulkan bahwa pengetahuan kewirausahaan berpengaruh positif dan signifikan terhadap kesiapan berwirausaha (P Value = 0.008), lingkungan keluarga tidak berpengaruh positif terhadap kesiapan berwirausaha (P Value = 0.182), efikasi diri berpengaruh positif dan signifikan terhadap kesiapan berwirausaha (P Value = 0.019), tidak terdapat pengaruh yang signifikan pengetahuan kewirausahaan terhadap kesiapan berwirausaha yang dimediasi oleh efikasi diri (P Value = 0.068), dan lingkungan keluarga terhadap kesiapan berwirausaha yang dimediasi oleh efikasi diri berpengaruh positif dan signifikan dengan dampak signifikan (P Value = 0.049).

Kata Kunci: Pengetahuan kewirausahaan, kesiapan berwirausaha, lingkungan keluarga, efikasi diri.

ABSTRACT

This study aims to analyze the mediating role of entrepreneurial readiness in the relationship between entrepreneurial practice and entrepreneurial interest among students of SMK Negeri 3 Jakarta. A quantitative approach was employed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The population consisted of students from grade X, XI, and XII of the Office Administration and Business Services program, with 118 students selected through proportionate stratified random sampling. Data were collected via Likert-scale questionnaires. Results indicate that: (1) entrepreneurial practice positively and significantly affects entrepreneurial readiness (β = 0.661; p = 0.000); (2) entrepreneurial practice does not directly and significantly affect entrepreneurial interest (β = 0.204; p = 0.059); (3) entrepreneurial readiness positively and significantly affects entrepreneurial interest (β = 0.594; p = 0.000); and (4) entrepreneurial practice positively and significantly affects entrepreneurial interest through entrepreneurial readiness as a full mediator (β = 0.392; p = 0.000). These findings suggest that increasing students' entrepreneurial interest cannot occur directly through practice alone, but requires that practical experience first be internalized into personal readiness.

Keywords: Entrepreneurial interest, entrepreneurial practice, entrepreneurial readiness, vocational education, vocational high school students.

ABSTRACT

From the behavioral perspective, this study analyzed the entrepreneurial readiness of youth in terms of opportunity identification, motivational factors, resources, and entrepreneurial ability. The study examined the effect of entrepreneurship training on young people’s readiness to engage in entrepreneurial activity and the components behind successful startups. SEM was applied to a sample of 490 students from the Universiti Sains Islam Malaysia. The findings highlight the positive effect of opportunity identification, motivation, and resources on entrepreneurship and the central role of entrepreneurship training in all factors, including entrepreneurial ability. The role of entrepreneurship training implies that young individuals are able to develop their entrepreneurial ability. The study thus shows the individual’s ability to change over the course of a lifetime. For individuals interested in the startup process, this study provides information capable of influencing their new business ventures.

Keywords: Entrepreneurial readiness, opportunity identification, motivation, resources, entrepreneurial ability, entrepreneurship training.

ABSTRACT

There is a growing body of literature on the contribution of hard skills to the enhancement of entrepreneurial behaviour. However, the role of acquiring soft skills in shaping entrepreneurial readiness is yet to be sufficiently comprehended. This research sought to examine the significance of soft skills in shaping the entrepreneurial readiness behaviour of students at higher education institutions in South Africa. Specifically, the study investigated the effects of soft skills on the selected dimensions of entrepreneurial readiness behaviour namely venture creation, innovative financing and venture growth. Students from the Central University of Technology (CUT) and the University of the Free State (UFS) participated in this study. A descriptive, explorative cross-sectional design involving 300 students enrolled for entrepreneurship courses, was adopted. Cluster sampling was employed as the main sampling technique. The average variance extracted (AVE), linear regression and Cronbach’s alpha coefficient were used as indicators of reliability and validity in the statistical package for the social sciences (SPSS) and Smart PLS software. The results suggest that soft skills exert a positive, and significant, effect on the entrepreneurial readiness behaviour of students. This study provides critical insights into how entrepreneurial readiness behaviour can be explained through fostering soft skills, honing venture creation, innovative financing, venture growth and entrepreneurial activities of students. The study contributes to the Theory of Planned Behaviour (TPB) by demonstrating how soft skills create a germane context for the stimulating, exhibiting and actioning specific entrepreneurial behaviours among nascent entrepreneurs in South Africa.

Keywords: Soft skills, entrepreneurial readiness behaviour, higher education institutions, venture creation, innovative financing, venture growth.

ABSTRACT

The number of students in Vietnam who start their own businesses is on the rise; therefore, it is necessary to conduct this research in order to determine the factors that influence the preparation of female students for business ownership and management. The study participants were selected using a technique known as convenience sampling. In July and August of 2021, the required data collection for the analysis occurred. Two hundred forty-four female students attending one of four institutions in Ho Chi Minh City, Vietnam, filled out the questionnaire. According to the findings of this study, academic year, major, and parental business license did not significantly impact female students' entrepreneurial preparedness. A further reality is that a person's readiness to engage in entrepreneurial activity was impacted by their knowledge of entrepreneurship, social norms, and behavioral control. There were differences in the ways in which criteria associated with permanent residences, such as central, province, and district, influence the entrepreneurial readiness of female students. The key finding highlights that characteristics significantly influence female students' readiness for entrepreneurship, distinguishing the impact of demographic factors on this preparedness. The outcomes offer valuable insights for female college students aspiring to become entrepreneurs and underscore the importance of further research to assess entrepreneurial readiness among Vietnamese students comprehensively.

Keywords: Behavioral control, entrepreneurial readiness, knowledge of entrepreneurship, pedagogical student, social norms.

ABSTRACT

Entrepreneurial self-efficacy (ESE) has been described as the cognitive element that can stimulate entrepreneurial readiness. There is a paucity of research on whether graduates of Technical and Vocational Education and Training (TVET) institutions in Nigeria are entrepreneurially ready for future work, particularly in the field of entrepreneurship. Previous studies have noted that individuals will not take entrepreneurial action until certain personality traits are triggered. This study investigated the entrepreneurial readiness of exit level students using ESE task phases at three selected TVET institutions in Nigeria. It will assist policymakers in identifying the specific cognitive traits that can stimulate entrepreneurial behavior in students. A sample of 301 exit level students was selected from a target population of 1,212 using a convenience sampling technique. Only 289 students participated in the study. The quantitative data was analyzed using Pearson Product Moment Correlation to test the relationships among variables, and regression analysis was conducted to determine the level of influence between ESE and entrepreneurial readiness. The study found that, while other components of ESE positively impact students’ entrepreneurial readiness, ESE marshaling does not have a significant impact. While all the other pairs of ESE show significant relationships with the male students’ entrepreneurial readiness, only ESE implementing has a significant relationship with the female students’ entrepreneurial readiness. We thus conclude that the entrepreneurship education curriculum at the selected TVET institutions is not adequately addressing training in ESE marshaling skills. The implication for practice is that entrepreneurship training should focus on building economic resources skills for business start-ups.

Keywords: Entrepreneurial self-efficacy, entrepreneurial readiness, skills, self-efficacy, technical, and vocational education and training, business creation.

ABSTRACT

Entrepreneurship has become a central issue in an effort to improve the nation’s economic welfare. Several previous studies agree that the ideal country is one that has an entrepreneurial contribution of at least 4% of its total population. However, when compared with other countries, Indonesia’s entrepreneurial contribution is currently still low because it has only reached an entrepreneurial ratio of 3.47%. One of the causes of this low contribution is the lack of effective entrepreneurship education. Some empirical evidence has not been able to explain how entrepreneurship education is able to prepare generation Z to become entrepreneurs through various new literacies. This research aims to investigate the influence of entrepreneurship education on the entrepreneurial readiness of generation Z students, which is moderated by digital business literacy and financial literacy. This research was conducted using a quantitative approach and involved 700 students in Makassar City, Indonesia. The data analysis technique used is partial least squares structural equation modeling (PLS-SEM) analysis. Research findings show that entrepreneurship education plays an important role in the entrepreneurial readiness of generation Z students, which is strengthened by digital business literacy and financial literacy. The findings of this research can help expand and develop concepts related to digital business literacy and financial literacy in the context of entrepreneurship education in higher education, so that, by implication, this research provides a valuable contribution to entrepreneurship education, which paves the way for further research regarding entrepreneurial readiness in the context of diverse higher education through various other new literacies.

Keywords: Entrepreneurship education, entrepreneurial readiness, digital business literacy, financial literacy, generation Z.

ABSTRACT

Substantial investment in entrepreneurship education did not resolve the issue of only 50% of vocational graduates finding employment, highlighting the need to foster entrepreneurial pursuits. To examine the impact of achievement goals on the entrepreneurial psychological readiness (EPR) of vocational high school students, as mediated by psychological capital in Pekanbaru, Indonesia. This study involved 378 vocational high school students from all available vocational fields. Data were collected with the assistance of class teachers after completing administrative processes with the school. This research employs a quantitative methodology and is assisted by SEM-SmartPLS statistical analysis. The data collection instruments consist of four components: self-report, the Goal Measure-Revised (AGQ-R), 12 items; the PsyCap questionnaire (PCQ), 12 items and the EPR, 24 items. A two-step partial least squares structural equation modelling (PLS-SEM) approach was used to evaluate the measurement and structural models. The relationship between achievement goals and entrepreneurship psychological readiness is completely mediated by psychological capital that this hypothesis indicates. We conclude that the relationship between achievement goals and psychological readiness for entrepreneurship through psychological capital shows a significant influence. The study underscored the critical role of psychological capital in enhancing entrepreneurial readiness and suggested that balancing goal orientation with psychological well-being was essential for developing entrepreneurial potential among vocational students. This study underscores the importance of psychological capital in fostering entrepreneurial readiness, revealing its indispensable role in achieving entrepreneurial success.

Keywords: Achievement goals, entrepreneurship, psychological capital, psychological readiness, vocational students.