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these results, the effect of entrepreneurship education
support to the entrepreneurial intention through self-
efficacy is 0.068 (0.192 x 0.352) or 6.8%.
This study is relevant to what Murwani said
(2016, p.43-46) that through entrepreneurship
education, awaken entrepreneurial competence and
entrepreneurial characteristics. Findings Jusmin
(2012) also mentions the influence of entrepreneurial
learning on entrepreneurial intentions. Indirectly, the
level of self-efficacy affects a person's perception of
entrepreneurship education he / she obtains. This
finding is in line with what has been pointed out by
the European Commission in 2008 (Kirby & Ibrahim,
2011, p.182) as also cited by Murwani (2016, P. 12)
that entrepreneurship education contributes to
entrepreneurial business, Become "entrepreneurship
as a way of thinking and acting". Of course,
entrepreneurship education should reflect the quality
of entrepreneurial learning, both concerning
objectives, content, learning methods, and evaluation
of learning. The purpose of learning is not only to
teach about increasing awareness of students about
entrepreneurship, but at least to be entrepreneurs
(Fayolle and Gailly, 2008). On substance, includes
aspects of knowledge, skills, and work attitude as
found by Yuriani et al. (2012), even including "know-
why, know-how, know-who, know-when, and know-
what" as the study of Fayolle et al. (2008) and Fayolle
and Gailly (2008) as quoted by Murwani (2016, p21).
In terms of the learning model, as much as possible
using active and interactive learning models: such as
social reconstruction based learning, problem-based
learning and project-based learning (Murwani, 2016,
p 24) and others. From a practical point of view,
entrepreneurship education becomes essential for a
country's economic development, so it must be part of
the education policy in the College. Under the policy,
Turker and Selcuk (2009, p.156) in their study
suggested that entrepreneurship education in
universities.
Furthermore, based on Table 2, there is a linear
positive relationship between the relational supports
to the entrepreneurial intentions either directly or
indirectly through self-efficacy. The amount of
influence of relational support to entrepreneurship
intention is 0, 196 or 19.6% and the influence of
support of relational support to self-efficacy is equal
to 0, 229 or 22,9%. Based on these results, the effect
of relational support on entrepreneurial intentions
through self-efficacy is 0.080 (0.229 x 0.352) or by
8%. This finding differs from that of Turker and
Selcuk (2009, p. 150) that relational support factors
do not affect the entrepreneurial intentions. It is
understood because of the strong social ties (social
capital) for people living in Indonesian culture, as
collective energy capable of building cohesive social
relations (Dwiningrum, 2015). One element of social
capital is mutual trust (Dwiningrum, 2015,
Fiisabilillah et al., 2014), thus affecting one's actions,
including entrepreneurship. In his study, Priyanto
(2009) also illustrates the importance of such
relational support as an objective and subjective
reality. In the objective reality, the child will follow
the culture in which he lives or lives. Thus,
entrepreneurial social construction begins with
parents, friends, neighbors, teachers, who will
subsequently influence its subjective reality. At this
time, in the study of Downing (2005) as also quoted
Priyanto (2009) generalization occurs the nature of
entrepreneurship and which will ultimately produce
the intention of entrepreneurship or not to someone.
In subjective reality, the child will recognize the
existing institutions in society with a set of job
descriptions. This is where you get to know the
farmers, artisans, civil servants, traders and
businessmen, and others. If he sees that the craftsman
/ entrepreneur of his life is prosperous, then he will
dream of becoming a craftsman / entrepreneur
(Priyanto).
From the results of the study, the system /
structure support factor does not have a linear
relationship with the intention of entrepreneurship.
The amount of influence of support system / structure
support to entrepreneurial intention is 0, 132 or
13.2%, and the effect of system / structural support to
self-efficacy is -0, 003 or 0.3%. Based on these
results, the effect of system / structural support to the
entrepreneurial intention through self-efficacy is -
0.001 (-0.003 x 0.352) or 0.01% and is considered
insignificant. This finding also differs from Turker
and Selcuk (2009, p. 150) that to shape
entrepreneurial desires requires more comprehensive
support including collaboration from all sectors of
society. In the Indonesian context, these findings can
be understood as economic development still leaves a
gap or inequality (Iryanti, 2014). The inequality of
basic services is the cause of economic inequality
(Iryanti, 2014) so that the impact on the still
unemployment rate as well as data from BPS (2016).
Conditions like this cause all people living in
Indonesia to have perceptions, opinions, attitudes,
and behaviors may vary, including prospective
teachers (LPTK).
Factors Which Determine Students’ Entrepreneurship Intentions
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