The Contribution of Learning Entrepreneurship on the

Establishment of Attitude Entrepreneurship

Riza Yonisa Kurniawan, Novi Trisnawati and Yoyok Soesatyo

Department of Economics Education, Faculty of Economics, Universitas Negeri Surabaya

rizakurniawan@unesa.ac.id

Keywords: Entrepreneurial Learning, Attitude of Entrepreneurship.

Abstract: Learning entrepreneurial of education economy was intended to produce a candidate young entrepreneurial

which after they pass having provisions and mental as entrepreneurs and not mental employees. Research

aims to identify the establishment of the attitudes and entrepreneurship awareness of students after getting

learning entrepreneurship. The influence of learning entrepreneurship measured by the follow in the

classroom, mastery entrepreneurship, the climate/learning, interest on entrepreneurship students, and attitude

student achievement. This research used a quantitative approach to the number of samples from 80 students,

the data analysis technique used is descriptive analysis is by analysing the study data percentage. The result

showed that a significant contribution of teaching us entrepreneurship on establishing an entrepreneurship.

This means the higher the level mastery learning and improving the quality of learning entrepreneurship,

bigger implication a change in attitude entrepreneurship.

1 INTRODUCTION

Entrepreneurship has an important role in

strengthening the economy of a country,

entrepreneurship into the national economic strength

that drives technology, science, and innovation. All

that is the result of a dynamic process that creative

and innovative entrepreneurs. An entrepreneur that

create jobs and pro-mote economic growth. Fauzi

(2016) the number of entrepreneurs in Indonesia

increased four million people over a period of ten

years. From the results of the economic census shows

an increase since the 2006 economic census, in 2006

the number of entrepreneurs in Indonesia is around

22.7 million people and 2016 increased by 26.7

million or an increase of 17.6 percent. This increase

cannot be separated from GOI efforts to continuously

improve the amenity, access, and licensing for the

business climate in Indonesia is getting better.

Besides other factors that support the increasing

number of entrepreneurs in Indonesia is their

entrepreneurial education has been done at the basic

education level. Entrepreneurship education is a

medium that to establish entrepreneurial attitude is

good, which is creative, innovative, and resilient.

Hadi (2014) revealed that the entrepreneurial and

are two things that cannot be separated,

entrepreneurship education is able to form an

independent character, tenacious, and tough on the

students. Attitudes formed then because of an

increase in self-efficacy, effort and academic

achievement of students. Lilian (2012) explains that

there is a correlation between the increase in self-

efficacy, effort, and achievement in the formation of

attitudes. Students with good academic achievement

tend to have a good attitude. Therefore

entrepreneurship education needs to be done to shape

the attitudes of entrepreneurs for aspiring young

entrepreneurs to have mental as employers, not

employees. This study was conducted to determine

the contribution of entrepreneurial learning to the

formation of an attitude someone in entrepreneurship,

student interest in entrepreneurship after getting

learning material on entrepreneurship and

entrepreneurial mastery of the material.

Entrepreneurship definition has a very broad and

different from some opinions. In general,

entrepreneurship is often defined as the ability of the

soul, the ability, and passion for creating something

new and to make worth more. Scott et. al (2015)

defines entrepreneur an attempt to create a new

Kurniawan, R., Trisnawati, N. and Soesatyo, Y.

The Contribution of Learning Entrepreneurship on the Establishment of Attitude Entrepreneurship.

In Proceedings of the 2nd International Conference on Economic Education and Entrepreneurship (ICEEE 2017), pages 597-601

ISBN: 978-989-758-308-7

597

innovation by exerting all efforts owned. The

entrepreneurial spirit must be able to move

dynamically and following technological progress

and adjusting the demands of globalization, as

described by Muntean (2016) entrepreneurs are the

ones who are free spirited, has a quality, innovative,

and can adjust itself according to global demands.

Entrepreneurship education needs to be done to

introduce entrepreneurship from an early age in the

younger generation. Entrepreneurial regeneration in

the world is very important because the future

challenges facing not only the demands of

globalization but also the advancement of technology.

Introduce the world of entrepreneurship from an early

age will also build mental younger generations as a

maker of employment and not just as a job seeker.

Meiriza (2015) says that infuse perceptions and

attitudes of entrepreneurship need to be done since

school age.

The quality and entrepreneurship skills also

determine the quality of the work done, the ability to

see opportunities and make the right decisions can be

honed through entrepreneurship education, Fenton

and Barry (2011) revealed an excess of graduates in

entrepreneurship education, among others; (1)

Employers without entrepreneurship education does

have more experience when compared to graduates of

entrepreneurship education, but graduates in

entrepreneurship education have more competence so

that more learn and adapt, (2) A graduate in

entrepreneurship education have more future

prospects, because it is really prepared to be ready to

enter the world of entrepreneurship, and not because

of necessity, (3) attitude and mental graduated with

entrepreneurship education have been set up before

entering the world of entrepreneurship, so has the

readiness of more than the entrepreneur without an

entrepreneurial education. Indeed entrepreneurship

education is done to train prospective entrepreneur

mental readiness, maturity, and mental

entrepreneurial attitude, prospective entrepreneurs

will be better pre-pared to enter the world of business.

2 METHODS

2.1 Research Type

This is descriptive research with the quantitative

approach, this study drew entrepreneurial learning

con-tributes to the formation of an entrepreneurial

attitude through mastery of the material, academic

achievement, and student interest in entrepreneur-

ship after getting learning material on entrepreneur-

ship.

2.2 Population and Sample

The population of this study was the student of the

domestic economic education universities Surabaya

320 students. Sujarweni (2014: 66) provides guidance

in determining the sample is between 30-100

elements. Then the sample is the student of economic

education with the number of 80 students.

2.3 Data Collection Techniques

Data retrieved by using a survey conducted in the

classroom that includes, mastery of the material,

learning environment, student interest in

entrepreneurship, and entrepreneurial attitudes.

Mastery of the material is measured using evaluation

questions while learning atmosphere, student interest,

and entrepreneurial attitudes were measured by a

questionnaire with the following assessment

categories.

Table 1: Criteria achievement.

Letter Score Interval

A 4 85 ≤ A ≤ 100

A- 3,75 80 ≤ A- < 85

B+ 3,5 75 ≤ B+ < 80

B 3 70 ≤ B < 75

B- 2,75 65 ≤ B- < 70

C+ 2,5 60 ≤ C+ < 65

C 2 55 ≤ C < 60

D 1 40 ≤ D 55

E 0 0 ≤ E < 40

Table 2: Criteria atmosphere learning.

Interval score Cate

0 – 25

Less

26 – 50

Adequate

51 – 75

High

76 - 100

Very High

Grouping students by category value a show of

learning achievement and mastery of the material

very well. The lower of value criteria students the

value of procurement of materials be told less

entrepreneurial.

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598

2.4 Data Analysis Technique

This research uses descriptive analysis to describe the

object under study. The instrument used was a

questionnaire compiled by the research variables

atmosphere of learning and interest in

entrepreneurship. Meanwhile, to measure the level of

mastery of the material used instrument problem.

3 RESULTS AND DISCUSSION

3.1 Control Matter

Measurement mastery of entrepreneurship conducted

after the learning process is done, by comparing the

achievements of material dominated.

After giving the material and test mastery of the

material, obtained from 80 student achievement as

follows.

Table 3: Value achievement study.

Categor

A A- B+ B- B

Value

34 13 8 14 11

Percentage 42,5% 16,25% 10% 17,5% 13,75%

In Table 3 are known student learning

achievement predicated A amounted to 34 or as much

as 42.5% of, the acquisition of existing low learning

achievement on the criterion value B with the number

of 11 students or 13.75% of the total. The highest

value obtained learning achievement is 93 and the

lowest 43.

3.2 Learning Atmosphere

Study visits of activity or participation of students

during the activities of entrepreneurial learning.

From the data collection activity of students in

learning activities obtained the following data:

Table 4: Value participation learning.

Cate

Poo

Fai

Very

value

Partici

ation 9 22 34 15

Percentage 11.25% 27.5% 42.5% 18.75%

From the data reveal that the level of participation

of students with the most dominating during the

activities of entrepreneurial learning, the number of

34 students or 42.5% of the total sample. While

students with low participation rate amounted to 9

students or 11.25% of the total. Measuring the level

of active participation of students during the learning

activities obtained the highest score is 89 points and

the lowest scores 11 points, it indicates that the

interests of students at the high entrepreneurship.

3.3 The Interest in Entrepreneurship

From the results of measurements carried out on 80

students obtained the data as follows:

Table 5: Data interest in entrepreneurship.

Cate

Poo

Fai

h Ver

Value interests 8 28 27 17

Presentation 10% 35% 33.75% 21.25%

After entrepreneurial learning by the student's

interest in entrepreneurship is high enough, when

seen in table 5 number of students who have high

interest and interest categories are being fairly

balanced. The highest interest earned points is 91 and

the lowest was 13 points. With the number of students

who have a high interest in a number of 27 students

or 33.75% of the total, while students who have been

numbered 28 with the presentation of 35% of the total

sample.

3.4 Entrepreneurial Attitude

The results of data processing on entrepreneurial

attitudes can be shown in the table below:

Table 6: Value entrepreneurial attitude.

Cate

Poo

Fai

Very

value

Participation 11 10 42 17

Percentage 13,75% 12,5% 52,5% 21,25%

Table 6 shows the entrepreneurial attitude after

participating in entrepreneurial learning. Students

with high entrepreneurial attitude number 52,0% or

The Contribution of Learning Entrepreneurship on the Establishment of Attitude Entrepreneurship

599

as many as 42 people have a good entrepreneurial

attitude after participating in entrepreneurial learning.

While the achievement of students with less attitude

only 13.75% or a total of 11 people of the total.

Based on the description above research result

shows that the mastery of the material or the learning

achievement is closely related to the formation of

attitudes in entrepreneurship. The higher the person's

level of mastery of entrepreneurial stronger it will

strong stance also entrepreneurial attitudes are

formed. Makerere et al (2010) explains that the

cognitive abilities of entrepreneurship will have an

impact on behavior and eventually form a strong

entrepreneurial attitude. Besides mastery of the

material will also improve the ability in

entrepreneurship, be-come more innovative, and have

the performance to become a successful entrepreneur

in the future, as described by Cruz et al (2009),

entrepreneurial learning will improve management

capabilities, somebody, it relates to innovation and

the ability to analyze a person, entrepreneur is

someone who is able to analyze their surroundings

and create opportunities.

From the aspect of participation and interest of the

students also have contributed to the formation of an

entrepreneurial attitude. An increase in student

participation when following entrepreneurial learning

shows the amount of student interest in

entrepreneurship. Chen and Lai (2010) mentions

factors that can affect the formation of an

entrepreneurial attitude that is; (1) environmental

conditions in the study, (2) Self-traits Conditions

relating to the learning environment learning

environment, where learning environment to support

learning activities the participation of learners will

increase. Adetayo (2006) the decisive factor is the

formation of an entrepreneurial attitude, personality,

learning, experience, social factors, and culture.

Learning does con-tribute to the formation of an

entrepreneurial attitude, the better the quality of

learning the entrepreneurial attitude getting stronger.

Hatten and Ruhland (2010) reinforce the statement

that their study revealed that after participating in

learning activities in SBI. (Small Business Institute)

student participation and student interest in

entrepreneurship are also higher, the height of these

two factors contributes to shaping the entrepreneurial

attitude.

4 CONCLUSIONS

Entrepreneurial learning aims to establish the mental

attitude and prospective entrepreneurs from an early

age through cognitive mastery, independence

attitude, tenacious, and creative. The results of this

study indicate a positive contribution to the formation

of learning the entrepreneurial attitude of

entrepreneurship on economic education students.

The three variables that measured learning

achievements, activity or participation of students

during the learning entrepreneurship. The results

indicate the formation of entrepreneurial attitudes

related to entrepreneurship mastery of the material.

The higher level of mastery of entrepreneurial k the

stronger the person's mental and entrepreneurial

attitude. Recommendation of this research the attitude

of a good entrepreneur will have an impact on the

individual’s work ethic and professionalism in the

future. To establish an entrepreneurial attitude among

the factors that contributed include student

achievement, then the provision of materials,

facilities, and the atmosphere of learning activities

should be supportive. Students will gain more

experience if often held seminars to hold discussions

with competent sources in the field of

entrepreneurship. It is also important to introduce an

entrepreneurial environment for learning activities,

namely to conduct a site visit of entrepreneurs or

small industrial center.

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