Danan Wuryanto Pramono
Universitas Gajayana Malang
Journal Homepage: https://tempora.arbain.co.id/
Article Info ABSTRACT
This study explores the influence of entrepreneurship education,
entrepreneurial intention, government policy, and self-confidence on
entrepreneurial interest among vocational high school students in the
Culinary and Hospitality departments in Depok and Bogor. A quantitative
research approach is adopted, focusing on causal relationships between the
variables. The sample consists of 332 students selected using purposive
sampling, with data collected via a structured questionnaire. The research
examines the direct and mediating effects of entrepreneurship education,
entrepreneurial intention, government policy, and self-confidence on
entrepreneurial interest. The results show that entrepreneurship education
significantly affects entrepreneurial interest, with intention, government
policy, and self-confidence playing important mediating roles in this
relationship. The findings suggest that fostering entrepreneurship education,
supportive government policies, and high self-confidence can effectively
stimulate entrepreneurial interest among students. This research emphasizes
the need for schools to integrate entrepreneurship education into curricula to
enhance students’ entrepreneurial skills and increase their likelihood of
pursuing entrepreneurial careers.
Keywords:
entrepreneurship education,
entrepreneurial intention,
government policy
Corresponding Author:
Email: pramonodw502@gmail.com
1. INTRODUCTION
Indonesia is a country with a significant population. According to data from the Central Bureau of Statistics
(BPS), the population was 278.69 million people in mid-2023. This number increased by 1.05% from the
previous year, where in mid-2022, Indonesia’s population was 275.77 million people. The rapid population
growth has resulted in high unemployment due to the increase in the labor force, which is not accompanied
by the expansion of job opportunities (Isma et al., 2020). Unemployment remains a difficult issue to solve
and is a major obstacle to the development of a country.
According to data from the Central Bureau of Statistics (BPS) in 2023, Indonesia had an open unemployment
rate of 5.45%. With job opportunities, unemployment will decrease and provide opportunities for those who
do not have jobs. One way to reduce unemployment is by starting a business or becoming an entrepreneur, as
entrepreneurship is currently a trend among young people (Aini & Oktafani, 2020).
Indonesia’s economy is supported by entrepreneurial activities as these are closely related to efforts to
improve the economic welfare of society. The more entrepreneurs a country has, the more it will improve the
country’s economic growth.
Entrepreneurial intention refers to a person’s strong resolve to become an entrepreneur or to start a business.
Tubbs & Ekeberg (1991) stated that entrepreneurial intention is a representation of planned actions to engage
ISSN: 3090-7128
Danan Wuryanto Pramono
46
in entrepreneurial behavior. Before starting a business, one needs a strong commitment to begin it. Reynolds
& Miller in Lo Choi Tung (2011: 34) “understood entrepreneurial intention as the personal commitment of
the potential entrepreneur to start up.” Lo Choi Tung (2011: 34) stated that “entrepreneurship intention is a
cognitive representation of actions for exploiting a business opportunity by applying entrepreneurial learning
(knowledge and skills).”
Interest is an important foundation for someone to perform activities well, being the motivation to take action
(Purwanto, 2010). According to the Theory of Planned Behavior developed by Ajzen (1991), interest is
defined as an effort or attempt to do something. Interest is a crucial basis for success in the learning process,
and entrepreneurial interest is the inner drive to engage in a business activity to earn income without relying
on others (Busro, M. 2017).
Interest is the feeling of preference and attraction to something or an activity (Kartika et al., 2019).
Entrepreneurial interest is the desire within someone to create a business, manage, take risks, and develop
their own enterprise. With entrepreneurial interest among students, it is expected to increase job
opportunities, improve economic growth, and reduce the rising unemployment rate.
Vocational High Schools (SMK) play an active role in the country’s economic development. Many graduates
produced by these schools with quality human resources, however, are not yet capable of starting their own
businesses. It is rare to find a student who begins their life successfully by starting a business, while the
number of SMK graduates continues to increase every year. This situation does not match the availability of
job opportunities to accommodate them all (Taufik, Azhad, and Hafidzi, 2018).
One of the roles of schools in enhancing entrepreneurship is by providing knowledge about entrepreneurship
through entrepreneurship subjects. The goal of this subject is to create students with an entrepreneurial spirit.
Education is an important aspect of improving human resources. Many students graduate from both public
and private SMKs each year with the hope of enhancing the quality of human resources and contributing
positively to the economy.
The law that underpins the implementation of Practical Work Experience (PKL) for SMK students is Law
No. 20 of 2003 on the National Education System. Government Regulation No. 19 of 2005 on National
Education Standards also regulates the standards of the learning process, including PKL.
For a 3-year SMK, PKL is conducted for a minimum of 6 months or equivalent to 792 Learning Hours (JP)
and can be done in semester 5 or 6. For a 4-year SMK, PKL is conducted for a minimum of 10 months or
meets 1,368 JP and can be done in semester 7 or 8. Other legal bases include Minister of Education and
Culture Regulation No. 50 of 2020 on Practical Work Experience for Students, Government Regulation No.
41 of 2015 on Industrial Human Resource Development, Minister of Manpower Regulation No. 6 of 2020 on
Domestic Internship Implementation, and Minister of Industry Regulation No. 3/M-IND/PER/1/2017 on
Guidelines for Vocational High School Development Based on Competency and Industry Linkages. PKL is a
crucial part of the SMK curriculum to provide real-world work experience for students. PKL is implemented
based on cooperation between SMK and the business/industry world (DU/DI). PKL aims to improve
students’ competence and competitiveness in the job market. The Vocational School Directorate’s guidelines
state that vocational education aims to prepare students to work in specific fields.
Knowledge of entrepreneurship teaches prospective entrepreneurs to be independent, brave, and skilled in
business so that entrepreneurs can minimize the risk of failure. This knowledge can be acquired through
entrepreneurship subjects, which provide both theoretical knowledge and hands-on practice of selling a
product that has been created (Blegur and Handoyono, 2020).
Entrepreneurship education is a way to overcome poverty and a ladder towards financial independence for
individuals. Entrepreneurship subjects in SMK provide the knowledge and skills needed to shift from job
seekers to job creators. The material taught in this subject includes capturing business opportunities and
utilizing them, business strategies, production and marketing, as well as strategies to face competitors and
maintain customers. All important aspects of entrepreneurship are taught starting from the 10th grade, so
students are encouraged to become entrepreneurs, and it is hoped that the unemployment rate for the highest
education graduates will decrease (Nursita, 2021).
ISSN: 3090-7128
Danan Wuryanto Pramono
47
Factors that may hinder students’ entrepreneurial interest include self-confidence. Self-confidence, derived
from the English term “self-confidence,” refers to belief in one’s own abilities, strengths, and judgments. In
other words, self-assessment is a positive judgment about oneself. Confidence is a key trait of
entrepreneurship; an entrepreneur must not only believe in their ability to succeed but also have faith in the
success of their business. Self-confidence affects creativity, courage, initiative, and enthusiasm in work.
According to research by Susilawaty, E. A. (2022), there is a significant impact of entrepreneurship
education on entrepreneurial interest. Wicaksono (2021) showed that entrepreneurship education
significantly influences entrepreneurial interest. Tata Cahyasari Kardiana (2019) found that entrepreneurship
education has a partial effect on entrepreneurial interest of 6.30%, and self-confidence has a partial effect on
entrepreneurial interest of 26.31%. Research by Agustin, C. E. V., Pratiwi, N. M. I., & Mulyanti, A. (2023)
titled “The Influence of Entrepreneurship Education, Self-Confidence, and Creativity on Entrepreneurial
Interest Among Students of the Faculty of Economics and Business, Untag Surabaya” found that
entrepreneurship education and students’ self-confidence individually did not have a significant effect on
entrepreneurial interest, whereas creativity had a significant partial effect on entrepreneurial interest.
2. METHOD
Research Approach
This type of research is quantitative research, which emphasizes data (numbers) that are processed using
statistical methods. Based on the problem, this research is causal research, which focuses on the cause-andeffect relationship between two or more variables. The method used is the survey method (nonexperimental).
The variables used in this study consist of four independent variables: entrepreneurship education (X1) and
intention (X2), with mediating variables including government policy (Z1) and self-confidence (Z2), and one
dependent variable, which is entrepreneurial interest (Y).
Population and Sample
The population in this study is determined as all Vocational High School (SMK) students in the Culinary and
Hospitality departments in the cities of Depok and Bogor who are studying entrepreneurship subjects and are
active students. The sample in this study consists of a portion of these students from the Culinary and
Hospitality departments in Depok and Bogor who are actively studying entrepreneurship subjects, have
participated in Industrial Work Practices (PRAKERIN), and are active students. The total population consists
of 49 schools x 40 students = 1960 individuals.
The most commonly used sample size estimation method in PLS-SEM and other fields is the method
recommended by Hair et al., in the journal by Kock and Hadaya (2018), which involves the “10-times rule.”
This is a variation of the most commonly used method, which is based on the sample size needing to be
larger than 10 times the number of inner or outer model components that represent latent variables in the
model.
A sample is a part of the total characteristics possessed by the population (Sugiyono, 2017). The sampling
method used in this study is purposive sampling. This method involves selecting samples based on specific
criteria or considerations. It is a type of non-probability sampling, where not all members of the population
have an equal opportunity or chance to be selected as samples (Sugiyono, 2017). The criteria for sample
selection in this study are:
1. Vocational High School students in the Culinary and Hospitality departments in Depok and Bogor.
2. Students who are currently studying entrepreneurship subjects.
3. Students who have completed Industrial Work Practice (PRAKERIN).
4. Students who are active.
ISSN: 3090-7128
Danan Wuryanto Pramono
48
To determine the sample size, the researcher uses Slovin’s formula to measure it, as stated by Hendryadi et al.
(2019):
𝑛 = N
1+Ne2
Note:
n = Sample size
N = Total Population
e = Error tolerance
There are two conditions in Slovin’s formula to determine the error tolerance, which are:
1. The value of e = 10% (0.1) when the population is large.
2. The value of e = 20% (0.2) when the population is small.
Slovin’s formula is used when the total population is known. Additionally, according to Hendriyadi et al.
(2019), if the population size is too large when directly sampling the members, Slovin’s formula can be used
to calculate the required sample size.
Based on the data, the number of vocational high schools in Depok with the hospitality major is 13 schools,
and the culinary major is 9 schools, while in Bogor, the number of schools with hospitality is 14 schools and
culinary is 13 schools, resulting in 49 schools x 40 students, or 1,960 students in total. The population of
students is quite large. Therefore, the error tolerance in this study uses 10% (0.1). To determine the sample
size for this study, Slovin’s formula is used in the following calculation:
𝑛 = 1960
1+1960 (0.05)2
= 1960
1+1960(0.0025)
= 1960
1+4.9
= 1960
5.9
=332
In the calculation using Slovin’s formula, the result is 332, which means the researcher needs a sample size
of 332.
Data Collection Technique
ISSN: 3090-7128
Danan Wuryanto Pramono
49
In this study, data collection was carried out by distributing several statements in the form of a questionnaire,
which was systematically arranged and directed at Vocational High School (SMK) students in the Culinary
and Hospitality departments in the cities of Depok and Bogor. The distribution used the purposive sampling
technique, meaning it was based on specific criteria. The criteria for respondents in this study were that they
are SMK students in the Culinary and Hospitality departments in Depok and Bogor, studying
entrepreneurship subjects, are active students, and have completed Industrial Work Practice (PRAKERIN).
The distribution of the questionnaire was carried out by providing a Google Form link via social media to
respondents who met the established criteria. The data in the questionnaire were measured using a Likert
scale.
3. RESULTS AND DISCUSSION
The conceptual framework is the flow that serves as the foundation for the research conducted by
the researcher (Lubis, 2017). In this study, the conceptual framework is based on the entrepreneurial interest
of students. According to Baldacchino (2008), entrepreneurship is the creative and innovative ability used as
the foundation, strategy, and resources to seek opportunities for success.
Entrepreneurship plays an important role in addressing unemployment and promoting the creation of
sustainable business stability, so increasing entrepreneurial interest among students is necessary. In this case,
the object of the research is vocational high school students in the Culinary and Hospitality departments in
Depok and Bogor cities. Schools must strengthen strategies to attract students’ interest in entrepreneurship
through Entrepreneurship Education, Intent, Government Policies, Self-Confidence, and entrepreneurial
interest.
Entrepreneurship Education and Entrepreneurial Interest
Entrepreneurship education is crucial as it serves as a catalyst for students’ interest in becoming
entrepreneurs. It is said to be important because entrepreneurship education is a learning process aimed at
shaping students’ personalities towards an entrepreneurial career (Lestari and Wijaya, 2012). Through
entrepreneurship education, each student is expected to develop entrepreneurial values and criteria, which
can stimulate an interest in becoming an entrepreneur. Therefore, the following hypothesis can be drawn:
H1: Entrepreneurship education significantly influences entrepreneurial interest.
Intention and Entrepreneurial Interest
Entrepreneurial intention refers to a person’s firm determination to become an entrepreneur or engage in
entrepreneurship. Tubbs & Ekeberg (1991) stated that entrepreneurial intention is a representation of planned
actions for engaging in entrepreneurial behavior. Before someone starts a business, a strong commitment is
needed to begin the venture. Reynolds & Miller in Lo Choi Tung (2011: 34) “understood entrepreneurial
intention as the personal commitment of the potential entrepreneur to start up.” Lo Choi Tung (2011: 34)
stated that “entrepreneurship intention is a cognitive representation of actions for exploiting a business
opportunity by applying entrepreneurial learning (knowledge and skills).” Based on the above explanation, in
this study, entrepreneurial intention is interpreted as the firm determination of vocational school students to
start a business. Thus, the following hypothesis can be drawn:
H2: Entrepreneurial intention significantly influences entrepreneurial interest.
Entrepreneurship Education and Government Policy as a Mediation
Referring to David McClelland’s theory, a development sociology expert, a country can be considered
prosperous if 2% of its population are entrepreneurs. Therefore, entrepreneurship becomes very important to
instill in every student through the curriculum. Entrepreneurship is a crucial element in the country’s
development pillars, as it plays a significant role in creating large-scale job opportunities, reducing
unemployment, promoting equitable economic development, reducing economic power concentration, and
contributing to the overall development of the economy (Kompas, 2012). Thus, the following hypothesis can
be drawn:
H3: Entrepreneurship education significantly influences entrepreneurial interest through the
mediation of government policy.
Entrepreneurial Intention and Government Policy as Mediation
Entrepreneurial intention can be influenced by government policies related to fieldwork practices (PKL).
PKL provides direct experience in the workplace, which can increase entrepreneurial interest as students
ISSN: 3090-7128
Danan Wuryanto Pramono
50
observe real business opportunities and experience challenges in the field. Therefore, the following
hypothesis can be drawn:
H4: Entrepreneurial intention significantly influences entrepreneurial interest through the mediation
of government policy.
Entrepreneurship Education and Self-Confidence as Mediation
Entrepreneurial interest is an individual’s tendency or desire to engage in entrepreneurial activities by
creating new products through existing business opportunities and being willing to take risks (Nurhadi et al.,
2015). Interest emerges naturally, without coercion, because interest is a passion and desire. The stronger the
entrepreneurial interest, the greater the benefits one will experience. Bharata (2019) stated that
“entrepreneurship education is a systematic effort to help provide knowledge related to business opportunities
that are still open and continue to evolve with time.” This means that students who have received
entrepreneurship education will begin to think about starting a business by observing opportunities in their
environment. The knowledge gained from entrepreneurship education will provide valuable skills and
knowledge to students in their lives. This condition indicates that students want jobs that match their
expectations, leading to a sense of satisfaction. This will encourage students to study entrepreneurship
education more diligently, improving their skills, and eventually developing their entrepreneurial interest.
Self-confidence refers to the belief an individual has in their competence, ability, and potential, which is
supported by experience, actual potential, achievements, and realistic expectations about oneself. Rahmat
(2000) defined self-confidence as an individual’s belief in themselves and how they view themselves as a
whole, referring to the concept of self-image. Essentially, self-confidence is the ability to convince oneself of
their abilities, whether it is in developing positive judgment about oneself or the surrounding environment.
This indicates that entrepreneurship education is the first step in attracting students’ interest in
entrepreneurship. The self-confidence that students possess based on their abilities allows them to use it to
start a business and be prepared to face the risks that may arise. With the presence of entrepreneurship
education and high self-confidence, students can be motivated to start a business using their abilities,
creativity, and determination. This aligns with the research conducted by Kardiana, T. C., & Melati, I. S.
(2019); Rahmatullah, R., Hasyim, S. H., & Noviani, L. (2023), which found that entrepreneurship education
and self-confidence significantly influence employee performance. Therefore, the following hypothesis can
be drawn:
H5: Entrepreneurship education significantly influences entrepreneurial interest through the
mediation of self-confidence.
Entrepreneurial Intention and Self-Confidence as Mediation
Entrepreneurial intention and self-confidence are closely related and mutually influence each other. High
self-confidence can encourage someone to have entrepreneurial intentions, while entrepreneurial intentions
can increase an individual’s self-confidence in running their business. Therefore, the following hypothesis
can be drawn:
H6: Entrepreneurial intention significantly influences entrepreneurial interest through the mediation
of self-confidence.
Government Policy and Entrepreneurial Interest as Mediation
Government policies regarding fieldwork practices (PKL) have a strong and positive relationship with
entrepreneurial interest. PKL provides practical experience that can enhance skills and knowledge, increasing
the interest of individuals to start their own businesses. Research indicates that PKL can provide knowledge
and skills that motivate students to engage in entrepreneurship. Therefore, the following hypothesis can be
drawn:
H7: Government policy significantly influences entrepreneurial interest.
Self-Confidence and Entrepreneurial Interest as Mediation
Self-confidence has a strong relationship with entrepreneurial interest, and entrepreneurial interest itself can
serve as mediation between self-confidence and entrepreneurial behavior. This means that self-confidence
encourages entrepreneurial interest, and this interest further influences an individual’s behavior to become an
entrepreneur. Therefore, the following hypothesis can be drawn:
H8: Self-confidence significantly influences entrepreneurial interest.
4. CONCLUSION
ISSN: 3090-7128
Danan Wuryanto Pramono
51
This research adopts a quantitative approach, focusing on statistical data analysis to explore the causal
relationships between various factors influencing entrepreneurial interest among Vocational High School
students in the Culinary and Hospitality departments. The study identifies four independent variables
(entrepreneurship education, intention, government policy, and self-confidence) and one dependent variable
(entrepreneurial interest). The research employs a purposive sampling technique, selecting a sample of 332
students from a population of 1,960 students. Data is collected through questionnaires, and the analysis aims
to examine the direct and mediating effects of these variables on entrepreneurial interest. The results indicate
that entrepreneurship education, intention, government policy, and self-confidence all play significant roles
in shaping students’ entrepreneurial interests, with mediation effects observed across several relationships.
These findings highlight the importance of fostering a supportive educational environment and policies that
nurture entrepreneurial skills and self-confidence to stimulate interest in entrepreneurship among students.
5. REFERENCES
Aini, S. (2020). Pengaruh motivasi dan pengetahuan kewirausahaan terhadap minat berwirausaha mahasiswa
(Doctoral dissertation, IAIN Padangsidimpuan).
Aini, Q., & Oktafani, F. (2020). Pengaruh pengetahuan kewirausahaan, motivasi berwirausaha dan
lingkungan keluarga terhadap minat berwirausaha mahasiswa fakultas komunikasi dan bisnis telkom
university. Jurnal Ilmiah Ekonomi Dan Bisnis, 17(2), 151-159.
Agustin, C. E. V., Pratiwi, N. M. I., & Mulyati, A. (2023). Pengaruh pendidikan kewirausahaan, kepercayaan
diri dan kreativitas terhadap minat berwirausaha pada mahasiswa fakultas ekonomi dan bisnis UNTAG
surabaya. Sosialita,2 (2),482-493.
Ajzen, I. (1991). The theory of planned behavior. Organizational behavior and human decision processes,
50(2), 179-211.
Alma, Buchari. (2010) Kewirausahaan (edisi revisi). Bandung: CV Alfabeta.
Andrean, K. (2019). Pengaruh ilmu pendidikan kewirausahaan, kepercayaan diri dan motivasi terhadap minat
berwirausaha.
Arikunto, S. 2010. Prosedur Penelitian: Suatu Pendekatan Praktik. Edisi Revisi. Jakarta: Rineka Cipta
Basrowi. (2014). Kewirausahaan: Untuk Perguruan Tinggi. Catakan kedua. Bogor: Gralia Indonesia
Bharata, W. (2019). Pengaruh Pendidikan Kewirausahaan dan Motivasi Usaha terhadap Minat Berwirausaha
(Studi pada Mahasiswa Fakultas Ekonomi Universitas Muhammadiyah Ponorogo). Capital: Jurnal
Ekonomi Dan Manajemen, 2(2), 98-114.
Blegur, A., & Handoyo, S. E. (2020). Pengaruh pendidikan kewirausahaan, efikasi diri dan locus of control
terhadap intensi berwirausaha. Jurnal Manajerial Dan Kewirausahaan, 2(1), 51-61.
Busro, M. (2017). Strategy Increasing Entrepreneurship Interest. International Research Journal of Business
Studies, 10(3), 147–158. https://doi.org//doi.org/10.21632/irjbs
Cempaka Widyawati, N. P., & Mujiati, N. W. (2021). Pengaruh Pendidikan Kewirausahaan Terhadap Minat
Kewirausahaan Dengan Efikasi Diri Kewirausahaan Sebagai Variabel Pemoderasi (Doctoral
dissertation, Udayana University).
Ermawati, E., & Widodo, J. (2015). Pengaruh pengetahuan wirausaha dan kepercayaan diri terhadap minat
berwirausaha siswa kelas xi jurusan pemasaran SMK Negeri 2 Semarang tahun ajaran 2014/2015.
Economic Education Analysis Journal, 4(3).
Ghozali, Imam. 2018. Aplikasi Analisis Multivariat Dengan Program IBM SPSS 25. Semarang: Badan
Penerbit Universitas Diponegoro
Hakim, T, (2004). Mengatasi Rasa Tidak Percaya Diri. Jakarta: Puspa Swara
Hurlock, E. B. (2002). Psikologi Perkembangan: Suatu Pendekatan Sepanjang Rentang Kehidupan (ed.5).
Jakarta: Erlangga.
Isma, A. (2020). Pengaruh entreprenurial self-efficacy, subjective norm, dan locus of control terhadap
entrepreneurial intention melalui entrepreneurial attitude pada mahasiswa Fakultas Ekonomi Universitas
Negeri Makassar (Doctoral dissertation, Universitas Negeri Malang).
Isrososiawan, S. (2013). Peran kewirausahaan dalam pendidikan. Society, 4(1), 26- 49.
Kardiana, T. C., & Melati, I. S. (2019). Pengaruh Pendidikan Kewirausahaan, Kepercayaan Diri dan
Ekspektasi Pendapatan Terhadap Minat Berwirausaha. Economic Education Analysis Journal, 8(3),
1182-1197.
Kartika, S., Husni, H., & Millah, S. (2019). Pengaruh kualitas sarana dan prasarana terhadap minat belajar
siswa dalam pembelajaran pendidikan agama Islam. Jurnal Penelitian Pendidikan Islam, 7(1), 113.
Kurniawan Hari. (2023),”Panduan Penyusunan Proposal Penelitian”.Yogyakarta: Universitas Cendekia Mitra
ISSN: 3090-7128
Danan Wuryanto Pramono
52
Indonesia.
Lauster, Peter. 2002. Tes Kepribadian (Alih Bahasa: D.H Gulo). Edisi Bahasa Indonesia. Cetakan
Ketigabelas. Jakarta: Bumi Aksara.
Lestari, R. B., & Wijaya, T. (2012). Pengaruh pendidikan kewirausahaan terhadap minat berwirausaha
mahasiswa di STIE MDP, STMIK MDP, dan STIE MUSI. In Forum Bisnis Dan Kewirausahaan Jurnal
Ilmiah STIE MDP (Vol. 1, No. 2, pp. 112-119). STIE MDP.
Lubis, M. H. (2020). Pengaruh Pendidikan Kewirausahaan dan Self Confidence terhadap Kesiapan
Berwirausaha Mahasiswa Program Studi Pendidikan Ekonomi Angkatan 2017 Universitas Jambi
(Doctoral dissertation, Universitas Jambi).
Mulyani, E. (2011). Model pendidikan kewirausahaan di pendidikan dasar dan menengah. Jurnal Ekonomi
dan Pendidikan, 8(1).
Nursita, L. (2021). Dampak Mata Kuliah Kewirausahaan terhadap Minat Berwirausaha Mahasiswa. Ideas:
Jurnal Pendidikan, Sosial, dan Budaya, 7(3), 83-88.
Purwanto, N. (2010). Psikologi Pendidikan: Bandung: PT Remaja Rosdakarya. Oemar Hamalik.
Rahmatullah, R., Hasyim, S. H., & Noviani, L. (2023). Kepercayaan Diri, Kreativitas dan Motivasi
Pengaruhnya Terhadap Minat Berwirausaha Generasi Milenial. Indonesian Journal of Learning
Education and Counseling, 5(2), 157-166.
Rajab, S. (2022). Pengaruh Kepercayaan Diri Mahasiswa Terhadap Dorongan Berwirausaha. Jurnal Bisnis
Kompetitif, 1(2), 213-218.
Ridyah, R. (2020). TA: Pengaruh Pendidikan Kewirausahaan dan Dukungan Keluarga Terhadap Minat
Berwirausaha Melalui Mediasi Self Awareness pada Mahasiswa Universitas Dinamika Surabaya
(Doctoral dissertation, Universitas Dinamika).
Risakotta, K. A., & Sapulette, S. G. (2023). Pengaruh Pendidikan Kewirausahaan dan Lingkungan Keluarga
Terhadap Minat Berwirausaha dengan Self Efficacy sebagai Variabel Pemoderasi. Jurnal Riset
Mahasiswa Akuntansi, 11(1), 2-15.
Rosyanti, R., & Irianto, A. (2019). Pengaruh Pendidikan Kewirausahaan dan Lingkungan Keluarga Terhadap
Motivasi Berwirausaha Mahasiswa Jurusan Pendidikan Ekonomi Universitas Negeri Padang. Jurnal
Ecogen, 2(3), 587- 595.
Sani, F., Syahrial, H., & Isnaniah, I. (2022). Pengaruh Kepercayaan Diri dan Berani Mengambil Resiko
Terhadap Niat Berwirausaha pada Masyarakat Kelurahan SEKIP Kecamatan Medan Petisah. Jurnal
Ilmiah Manajemen dan Bisnis (JIMBI), 3(1), 67-78.
Santrock, J.W. (terjemahan : Saragih, S). (2003). Adolescence perkembangan remaja. Jakarta: Erlangga.
Slameto. Belajar dan faktor-faktor yang mempengaruhi. Jakarta: Rineka Cipta, 2010
Sri, P. D., & Haryono, A. (2021). Pengaruh Self Confidence, Pendidikan Kewirausahaan Dan Literasi
Ekonomi Terhadap Minat Berwirausaha Mahasiswa S1 Pendidikan Ekonomi Fakultas Ekonomi
Universitas Negeri Malang Angkatan 2016. In Prosiding Seminar Nasional Ekonomi Pembangunan
(Vol. 1, No. 5, pp. 598-602).
Sugiono. 2010. Metode Penelitian Kuantitatif, Kualitatif Dan R&D. Bandung: Alfabeta
Suryamannim, M. (2006). Minat Berwirausaha pada Mahasiswa Pendidikan. Teknik Elektro. Skripsi. FTUNS.
Suryana, Yuyus. 2003. Kewirausahaan. Pedoman Praktis, Kiat, dan Proses Menuju Sukses. Jakarta: Salemba
Empat.
Suryana (2006). Kewirausahaan Pedoman Praktis: Kiat dan Proses Menuju Sukses. Edisi 3. Salemba Empat.
Jakarta.
Susanti, A. (2021). Pengaruh Pendidikan Kewirausahaan, Motivasi Berwirausaha Dan Lingkungan Keluarga
Terhadap Minat Berwirausaha Mahasiswa (Pada Akademi Kesejahteraan Sosial Ibu Kartini). E-Bisnis:
Jurnal Ilmiah Ekonomi dan Bisnis, 14(2), 80-88.
Susilawaty, E. A. (2022). Pengaruh Pendidikan Kewirausahaan Dan Media Sosial Terhadap Minat
Berwirausaha Mahasiswa. Journal of Business Administration, 2(1), 1-15.
Taufik, A., Azhad, M. N., & Hafidzi, A. H. (2018). Faktor yang mempengaruhi minat berwirausaha
mahasiswa. Jurnal Penelitian IPTEKS, 3(1), 86-99.
Thantawy, R. (2005). Kamus istilah bimbingan dan konseling. Jakarta: Grasindo.
Ulfa, F. (2019). Pengaruh Ketahanmalangan dan Kepercayaan Diri Terhadap Minat Berwirausaha.
Psikoborneo: Jurnal Ilmiah Psikologi, 7(3), 475-481.
Yani, J. A., Mangkunegara, A. A. A. P., & Aditama, R. (1995). Sugiyono. 2017, Metode penelitian
kuantitatif, kualitatif, dan R&D. bandung: Alfabeta. Procrastination And Task Avoidance: Theory,
Research and Treatment. New York: Plenum Press, Yudistira P, Chandra, Diktat Ku.
Yuhendri, L. V. (2015). Perbedaan Minat Berwirausaha mahasiswa ditinjau dari jenis kelamin dan pekerjaan
orang tua. Prosiding Snema, 2, 244-249.
ISSN: 3090-7128
Danan Wuryanto Pramono
53
Wicaksono, B. H. (2021). Pengaruh Pendidikan Kewirausahaan dan Kreativitas Terhadap Minat
Berwirausaha Siswa SMK PGRI 1 Jakarta. (Doctoral dissertation, Universitas Negeri Jakarta).
Wijaya, T., Nurhadi, N., & Kuncoro, A. M. (2015). Intensi berwirausaha mahasiswa: Perspektif pengambilan
risiko. Jurnal Siasat Bisnis, 19(2), 109-123. https://www.bps.go.id/id/statisticstable/2/MTk3NSMy/jumlah-penduduk pertengahan-tahun–ribu-jiwa-.html
https://www.bps.go.id/id/pressrelease/2023/05/05/2001/februari-2023 tingkatpengangguran-terbuka–
tpt–sebesar-5-45-persen-dan-rata-rata-upahburuh-sebesar-2-94-juta-rupiah-per-bulan.html.
