The Effects of the Learning Achievement, Study Period, and

Activeness in Organizations on the Waiting Period Job Relevance

Darto Paulus Simanihuruk

Faculty of Economics, Universitas Negeri Medan, Medan -Indonesia

Keywords: Learning achievement, study period, activeness in organizations, waiting period, job relevance

Abstract: This study aimed to find out the effect of the learning achievement, study period, and activeness in

organizations on the waiting period and job relevance among graduates of the study program of economics

education, Faculty of Economics, Medan State University partially and simultaneously. This research method

using descriptive quantitative approach. Population in this research is the graduates of Economic Education

Program FE UNIMED year 2013-2017. Sampling of 186 respondents with proportionate random sampling.

The data were collected using questionnaire. Analytical technique using logisctic regression analysis. The

result of research is (1) learning achievement has no effect in job search period. (2) Learning achievement has

a positive effect on the job relevance. (3) Study period has no effect in job search period. (4) Study period has

no effect in job relevance. (5) Graduates who participate in the organization have a job search period faster

than those who are not participate. (6) Participation in the organization has no effect in job relevance. (7)

Learning achievement, study period, and participation in the organization collectively affect the job search

period. (8) Learning achievement, study period, and participation in the organization collectively affect the

job relevance.

1 INTRODUCTION

Unemployment is still a problem in Indonesia. Based

on Macro, unemployment is a workforce that is

currently unemployed, meanwhile based on micro,

unemployment is those who is able and willing to do

work but is currently unemployed (Suroto, 1986: 12-

13). Unemployment too defined as a workforce that

does not have a job or does not yet have work and are

actively seeking work (Kusnendi, 2003: 203).

Unemployment based on the reason is divided into

frictional, seasonal, cyclical, structural, and

technological unemployment (Kusnendi, 2003: 206-

208).

Now days, in fact of graduates of Indonesian

universities have a bachelor's degree and diplomas

are no longer an easy guarantee to get a job. For

marking this phenomenon, the term educated

unemployment arises. Educated unemployment is a

workforce that does not work but has a high school

education (high school) Diploma, and Bachelor).

Based on data obtained from Kemenristekdikti,

the number of study programs or the number of

students taking majors or educational study programs

was very high. This includes many undergraduate

degrees. The highest education program for the soul

was 110,879 people with a total workforce of 730,728

people, the number of students for graduates of

education and teacher programs was 15.17 percent

and classified as a bored graduate student. On the

other hand, currently competition between education

and teacher majors was getting tougher. Competition

was increasingly tightened since the registration of

CPNS teachers formation in the future must obtain

the title of teacher profession (Gr) to be accepted as a

CPNS teacher. To achieve a bachelor's degree,

undergraduate teachers can determine additional

schools known as the Pre-service Professional

Teacher Program (PPG). Not to mention competitors

who have education because the program was not

only attended by scholars, but can also be attended by

non-educational scholars.

As an educational institution, the Economic

Education study program is one of the majors at the

Faculty of Economics, Medan State University,

which creates graduates with degrees in education in

the field of economics. For this reason, all Economic

Simanihuruk, D.

The Effects of the Learning Achievement, Study Period, and Activeness in Organizations on the Waiting Period Job Relevance.

DOI: 10.5220/0009495706850691

In Proceedings of the 1st Unimed International Conference on Economics Education and Social Science (UNICEES 2018), pages 685-691

ISBN: 978-989-758-432-9

685

Education graduates are expected to have the

competence to become competent and professional

teachers. Therefore, it is necessary to conduct a

search of UNIMED Economic Education graduates,

to find out the competencies of graduates which are

produced as well as an effort to evaluate the

performance of study programs, one of them is by

measuring the waiting period and the relevance of

work.

The waiting period is defined as the length of time

a person gets the first job after graduating from the

last completed education. The waiting period or long

time to find a job is usually expressed in months or

years. Waiting period is closely related to

unemployment. Unemployment is a period in which

a person continues to be unemployed or the average

unemployment period of a worker.

In relation to the waiting period, someone will try

to find work to get a job that is considered feasible.

For this reason, a theory is needed to explain how

someone looks for work. Search theory or the theory

of looking for work according to Sutomo and

Prihatini (1999) is a model that explains the problem

of unemployment from the point of supply (Susanti,

2014). Search theory arises from economic

uncertainty where there is imperfect labor market

information. The unemployed do not know the

qualifications of the labor needed and the level of

wages offered by job seekers. they will maximize

expected net income and wage reservation or

reservation wages as criteria for accepting or rejecting

a job. Job seekers will stop looking for work when

additional costs or marginal costs from an additional

one job offer are equal to the marginal return of the

job offer.

There are several factors that can influence the

waiting period, including age, education, experience,

marital status, and wages (Astuti, 2013). In addition,

information in the imperfect labor market will make

a person unemployed at a certain time and will

continue to find the best job (Kaufman, 1999).

Meanwhile, according to Sutomo (2001), several

other factors that cause long time a person gets a job,

especially for educated labor, are caused by structural

inequalities between supply and employment, too

strong the influence of human capital theory on

people's thinking, and educational programs seen

from high school graduates and Bachelor who gets

the fastest job (Mariska, 2016). Then, based on

research conducted (Setiawan, 2010) on educated

workers in the city of Magelang, that age, education,

income and work experience have a positive

influence on the length of seeking employment.

While gender does not have an effect on the length of

time seeking work, there are differences between the

length of time seeking work for men and women.

Unlike the study (Putranto and Mashuri, 2012) for

graduates of the Department of Statistics, Sepuluh

Nopember Institute of Technology, work waiting

time can be influenced by factors of family members,

high school status, type of work chosen, and

motivation in finding work where chosen to be a

factor that further determines the waiting time for

work among other factors. Graduates who choose the

type of entrepreneurial work will work much faster,

so in this case it is important for the relevant

educational institutions to provide entrepreneurship

education to students.

Relevance according to the Big Indonesian

Dictionary means relationships, suitability, relation to

objectives, useful directly with what is needed

(Muhson et al, 2012). When producing graduates who

are unemployed, it means that a unit, type, or level of

education can be said to be less relevant to

community needs and social development (Suryadi,

2014: 11). An institution of higher education is said

to be relevant to its existence if all or most of its

graduates can be quickly absorbed by employment in

accordance with their fields and strategic rank

(Muhson et al., 2012). The level of absorption of

graduates in employment also depends on the quality

of graduates, namely the skills, knowledge, and

abilities possessed. Whether or not the competency of

graduates can be seen from the job profile includes

the type of work, number of hours worked, position,

and salary earned (Muhson et al, 2012).

The relevance of work can be influenced by

several factors, including unemployment, education

and training, labor market information, and changes

in economic structure. In relation to the long

unemployed factors, long-unemployed graduates

tend to have no choice to capture any employment

opportunities. For them, getting the first job is very

important to get experience (Saputra, 2014). While

the education and training factors concern the

competencies possessed by job seekers. According to

Alwi (2010) education is related to the relevance of

the curriculum where it also leads to the suitability of

courses, material in teaching books, and even

reference books used (Asnawi et al, 2015). Higher

education will provide knowledge in accordance with

work requirements. For this reason, certain types of

work require educational qualifications from majors

and certain GPAs that are charged to job applicants.

As for developing practical skills, educational

institutions will provide internship opportunities. For

this reason, some types of work require qualifications

in the form of work experience so that learning

through internships is very important. In addition, the

company has also anticipated by providing training in

the initial period of work (Saputra, 2014). In addition,

the information factors available in the labor market

also affect the relevance of work. Usually this

involves information about the skills needed by the

UNICEES 2018 - Unimed International Conference on Economics Education and Social Science

686

business world and even a system of remuneration

and wages. Finally, changing economic structures can

affect the relevance of work. Changes that occur in

the form of revolutionary changes in industry and

technology are accompanied by various forms of

transformation in the types of jobs and job

qualifications. This transformation eventually

resulted in a shift in the need for the types of

knowledge and skills of the workers (Suryadi, 2014:

39).

Based on the results of the 2016 UNNIMED

annual report, the average waiting period for

graduates to get the first job is for 3 months, where

the Faculty of Social and Economics is a faculty with

the respondent's work waiting period of 4 months

(more than the average waiting period of UNIMED).

Then most of the UNIMED respondents in the tracer

study amounted to 47.51% working according to their

field of study and 13.03% not working according to

their field of study. Based on research conducted by

Muhson et al. (2012) on FE UNIMED Economics

Education graduates, there were 6% of graduates who

had not yet worked and some of the respondents who

continued to study S2 were only counted as not the

workforce. If the conclusion is drawn, as many as

4.8% of graduates of S1 Economic Education have

not been absorbed in the labor market, while as many

as 95.2% have been absorbed in the labor market with

the waiting time getting the first job is 4 months. The

level of work relevance of graduates of Economic

Education reaches 51%. The salary level is not

relevant because 68% of graduates have sub-standard

salaries or Rp1,655,800 with a number of working

hours of less than 35 hours per week.

Learning achievement is proof of the success of

the learning process or the ability of a student to carry

out learning activities according to the weight

achieved (Winkel, 1996: 162). Learning achievement

in the world of work is one of the conditions that must

always be included when job seekers apply for jobs.

For college graduates who hold Diploma or Bachelor

degrees, their learning achievements are measured

through the GPA. In addition to the GPA, the study

period is related to the absorption of graduates in the

world of work. The study period or duration of study

is the length of time someone completes studies in

college (Samekto, 2014). The study period is the time

it takes for someone to take a study program at a

certain level of strata which is calculated through a

minimum Semester Credit Unit. Graduates who have

a study period longer than the average study period of

one class, will tend to be late in finding work. Then,

activeness of organization can be a consideration of

how graduates will be accepted to work.

Organizational activeness is someone's involvement

in organizational activities. For this reason, according

to Susseldrop, various forms of involvement or

activity in the organization can be in the form of

attending meetings, involving themselves in

discussions, participating in activities carried out,

taking part in decision-making processes by

expressing opinions, and participating in utilizing

program results (Suryobroto, 2009: 300) . Graduates

who have organizational experience in college or in

other words the graduates are actively organizing,

certainly get a lot of added value for job seekers to

receive them working in their place. For this reason,

learning achievement, study period, and

organizational activity are chosen to be independent

variables that can affect the waiting period and the

relevance of the work.

Based on this phenomenon, the author wants to

conduct research on "The Effect of Learning

Achievement, Study Period, and Activeness of

Organizing on the Waiting Period and the Relevance

of Work Graduates of Economic Education Faculty

of Economics, Medan State University".

2 RESEARCH METHOD

This study uses a quantitative descriptive approach

with the research subject being a graduate of the

Faculty of Economics UNIMED. Data used in the

form of primary data and secondary data. The

variables examined in this study consisted of three

independent variables and two dependent variables.

The dependent variable in this study is the waiting

period and the relevance of the work. The two

dependent variables are measured using Dummy

variables. Waiting period 0 means not fast and 1 fast.

while the relevance of category 0 work is irrelevant

and 1 is relevant. The independent variables in this

study include the CPI variable, the period of study

and active organization. The GPA variable and study

period are quantitative data while the organizational

activeness variable is categorical and measured using

Dummy 0 variable which means it is inactive and 1

active. Figure 1. The following illustrates the research

paradigm.

The Effects of the Learning Achievement, Study Period, and Activeness in Organizations on the Waiting Period Job Relevance

687

Figure 1: Research Paradigm

The population in this study were 348 graduates

of the UNIMED FE Economics Education class of

2013-2017. Sampling was 186 respondents using the

proportionate random sampling technique. Table 1.

illustrates the distribution of research samples

graduated from the FE UNIMED Economic

Education.

Table 1: Distribution of Research Samples

Year Number of

Population

Number of

Samples

2013 100 53

2014 79 42

2015 65 35

2016 66 36

2017 38 20

348 186

The method of data collection uses a

questionnaire, where the questions in the

questionnaire do not require a validity test because

the answers in the questionnaire are accurate and

definitely describe the conditions experienced by the

respondents. Similar to the validity test, the

instrument used in this study does not require

reliability testing because the answers contained in

the questionnaire are unlikely to produce different

data even though the instrument was used several

times for the same respondent. The analysis technique

uses logistic regression analysis.

3 RESULT AND DUSCUSSION

The results showed that the average waiting period

obtained the first job (after graduating S1) of the

respondents of 3.26 months. The first job relevance

level of respondents was 41.40%, where the majority

of respondents in this study or 63.98% obtained non-

teacher jobs at their first job and only 36.02% were

classified as working as teachers. Most respondents

work for the first time in private companies, namely

44.60%. The average income of the respondent's first

job was Rp2,084,946, with the average income for the

type of work of the teacher amounting to

Rp1,325,373, while the average income for the type

of work for the non-teacher was Rp2,512,605. For

this reason, it can be concluded that overall,

respondents who obtained non-teacher jobs at their

first job obtained higher average income compared to

respondents who worked as teachers. Based on the

number of hours worked in a week, respondents in

this study 53.76% were categorized as full-employed

workforce because they worked above 35 hours per

week.

Meanwhile, for the history of the type of work

now, the level of relevance of the work of respondents

currently rose to 45.70%, where the majority of

respondents or 61.29% currently work as non-

teachers, amounting to 34.41% who work as teachers,

and as much as 4.30% are currently not working when

the study takes place because 6 respondents prefer to

be housewives, 1 person is continuing his studies S2,

and 1 person has just resigned and is looking for

work. Based on the type of work agency now, 34.90%

of respondents are currently private companies. The

average income from occupation owned by

respondents has now risen to Rp2,989,354, with the

average income for the type of work of the teacher

rising to Rp1,815,589 and for the type of non-teacher

work being increased to Rp3,648,158. For this reason,

it can be concluded that overall, respondents who

worked as non-teachers obtained higher average

income compared to respondents who worked as

teachers. Based on the number of hours worked in a

week, the respondents in this study 57.53% were

categorized as full employed workforce or increased

by 3.76% from the first job.

Then it is necessary to test hypotheses on the five

variables used in this study. However, before testing

the hypothesis, a multicollinearity test is conducted

on the three independent variables. Based on the

results of multicollinearity test between independent

variables in this study, the correlation matrix value is

worth less than 0.8. This means that multicollinearity

was not found among the three independent variables

used in the study. Furthermore, hypothesis testing can

be done. Based on the results of hypothesis testing

using logistic regression, conclusions can be drawn as

follows.

UNICEES 2018 - Unimed International Conference on Economics Education and Social Science

688

Based on the results of the hypothesis testing of

the learning achievement variable (GPA) on the

waiting period partially using the Wald test, the Wald

t count is obtained at 0.005 with a significance of

0.943. Because the significance value is greater than

0.05, the GPA variable has no effect on the waiting

period to get the first job of the UNIMED FE

Economics Education Study Program graduate.

The results of testing the hypothesis of the effect

of GPA on the relevance of the work show a positive

value on the regression coefficient of 2.404, Wald's t

count is 5.769 and significance is 0.016 or less than

0.05. The GPA Odds ratio for job relevance shows a

positive value of 11.068. For this reason, it can be

concluded that the GPA has a positive effect on the

relevance of the graduates' first job. The greater the

graduates' GPA, the chance for graduates to obtain the

first relevant type of work is 11,068 times greater,

where other factors are considered constant. That is,

the greater the graduates' GPA, the chances of

graduates working first after graduating S1 as civil

servant teachers, teaching staff, private teachers,

lecturers and entrepreneurs are greater 11,068 times.

GPA shows the learning outcomes obtained by

someone after going through education.

According to Alwi (2010) education itself is

related to the suitability of courses, material in

textbooks and reference books used and universities

as educational institutions will provide knowledge

according to work needs (Asnawi et al., 2015). In

relation to education and work needs, all graduates of

the Economics Education Study Program certainly

gain insight into economics, entrepreneurship

science, teaching methods, and how to administer

teacher administration that can support their work

needs. So that graduates of the Economic Education

Study Program who obtain a higher GPA are

considered to have more mastery of the knowledge

and are more likely to have jobs that are relevant to

the education they pursue.

Then, the results of partial hypothesis testing

indicate that the study period does not affect the

waiting period of UNIMED FE Economics Education

Study Program graduates. Regression coefficient

obtained for 0.405 with Wald test t count of 3.173 and

significance of 0.075 or greater than 0.05. This was

also supported by research conducted by Dewi (2017)

in the year 2005-2009 graduates of Economic

Education Study Program where the results of the

study found that the study period did not affect the

waiting period. In addition, research conducted by

Putranto and Mashuri (2012) on the analysis of

factors that influence the waiting time for fresh

graduate work in ITS Statistics.

Testing the hypothesis of the influence of the

study period on the relevance of the work, obtained a

regression coefficient of -0.296 with Wald test tcount

of 1.951 and significance of 0.162 or greater than 0.05

so that the study period did not partially affect the

relevance of work of Economic Education Study

Program graduates. This is because the study period

does not have a direct relationship with the first type

of work that is classified as relevant work in this

study.

Furthermore, the results of the hypothesis test

influence the activeness of the first category of

organization (active organization) for the partial

waiting period, obtained a regression coefficient of -

0.695, Wald test tcount of 4.535, significance of

0.033 or less than 0.05 and odds ratio of 0.499. For

this reason, it was concluded that the activeness of the

first category of organization (active organization)

had a negative effect on the waiting period of

Economic Education Study Program graduates

partially. In this case, graduates who are actively

organizing have a 0.499 times greater chance of

obtaining a fast waiting period (less than three

months) compared to graduates who are not actively

organizing. Organizational activity has something to

do with organizational experience. Graduates who

have organizational experience have the provision of

competing in the world of work. In addition, the

activity of students in organizing has a positive effect

on job readiness (Widyatmoko, 2014). The results of

this study are in accordance with the benefits of the

organization according to Sukirman (2004), namely

training cooperation, adding insight and fostering

self-confidence which will later be useful in the world

of work. Someone who is active in organizing during

college, shows a personality that is more ready to

work than those who are not actively organized. This

is the consideration of the labor seekers. For that the

opportunity for graduates who are actively organizing

to get a short waiting period is getting bigger.

However, in another study conducted by Putranto and

Mashuri (2012) on "Analysis of Factors Affecting the

Fresh Graduate Work Wait Time in the ITS Statistics

Department with Ordinal Logistic Regression

Method" it was found that organizational experience

had no effect on work waiting time.

Hypothesis test results influence the active

activity of the first category (active organization) on

the relevance of the work partially, obtained a

regression coefficient of -0.063, Wald t test count of

0.039, significance of 0.844 or more than 0.05 and the

odds ratio of 0.939. For this reason, it was concluded

that the activeness of the first category of

organization (active organization) did not affect the

The Effects of the Learning Achievement, Study Period, and Activeness in Organizations on the Waiting Period Job Relevance

689

relevance of the work of Economic Education Study

Program graduates partially. According to Sudarman

(2004) organizational experience can shape the

personality of students so as not to show an influence

on the type of work first obtained after graduation, but

rather leads to an increase in soft skills.

Finally, simultaneous hypothesis testing

regarding the effect of learning achievement (GPA),

study period, and organizational activity on the

waiting period of graduates of the Economics

Education Study Program FE UNIMED, obtained a

significance result of 0.034 or less than 0.05. So it can

be concluded that simultaneously or at least one of the

three independent variables above affects the

graduate waiting period. Likewise with the results of

simultaneous hypothesis testing regarding the effect

of learning achievement (GPA), study period, and

activeness of the organization on the relevance of the

work of graduates of Economics Education Study

Program FE UNIMED, obtained significance results

of 0.008 or less than 0.05. So that simultaneously or

at least one of the three independent variables above

affects the relevance of graduate work.

Then the model that has been formed must go

through the model conformity test. The suitability

testing of the model in this study used the Hosmer and

Lemeshow test. Based on the results of the model

testing to see the effect of the GPA variables, study

period, and organizational activeness on the waiting

period the significance was 0.128 or greater than 0.05.

This means that there is no significant difference

between the value of observation and the model so

that the model is said to be fit. Likewise, the

significance of the model testing on the effect of the

GPA variable, study period, and organizational

activity on job relevance, obtained a significance of

0.416 or greater than 0.05, so that no significant

difference was found between the observation value

and the model so that the model was said to be fit.

After conducting a model suitability test, the

model needs to be tested for the probability of

classification errors. For this reason, it is necessary to

test the model classification. Based on the results of

the classification test on the waiting period variable

model, the percentage accuracy of the model in

classifying observations was 66.1%. This means that

from 186 observations, there are 123 observations

that are appropriate for classification by the logistic

regression model. While the results of the

classification test on the model of job relevance

variables, obtained the percentage accuracy of the

model in classifying observations by 59.7%. This

means that from 186 observations, there were 111

observations that were appropriate in their

classification by the logistic regression model.

4 CONCLUSSIONS

Based on the results of data analysis and discussion,

the conclusions are as follows:

1. Learning achievement (GPA) does not affect

the waiting period of UNIMED FE Economics

Education Study Program graduates

2. Learning achievement (GPA) has a positive

effect on the relevance of the work of

UNIMED FE Economics Education Study

Program graduates

3. The period of study does not affect the waiting

period of UNIMED FE Economics Education

Study Program graduates

4. The period of study does not affect the

relevance of the work of UNIMED FE

Economics Education Study Program

graduates

5. Active organization has a negative effect on

the waiting period of UNIMED FE Economics

Education Study Program graduates with

6. Organizational activity does not affect the

relevance of the work of UNIMED FE

Economics Education Study Program

graduates

7. Learning achievement (GPA), study period,

and active organization have a simultaneous

effect on the waiting period of UNIMED FE

Economics Education Study Program

graduates

8. Learning achievement (GPA), study period,

and active organizational activities

5 SUGGESTIONS

The suggestions that can be given relating to the

results of this study include:

1. The learning achievement of the graduates of

the Faculty of Economics of UNIMED is good

because the majority of graduates obtain a

GPA with a very satisfying predicate. This is

an illustration for students to maintain good

academic achievement and if necessary be

increased to cum laude. Improving learning

achievement can be done by developing more

varied ways of learning by learning with peers.

In addition, the improvement of learning

achievement can be done by maximizing the

functions of department-level organizations to

UNICEES 2018 - Unimed International Conference on Economics Education and Social Science

690

hold academic tutorials through the student

association work program.

2. The interest in organizing graduates of the

Faculty of Economics of the Medan State

University is good because the majority of

graduates are active in organization. This is an

illustration for students to continue to be active

and participate in organizations, even old

students need to build interest in organizing

new students. Student organizations together

with the campus environment need to provide

an understanding of the benefits of organizing

with a more varied approach, for example

holding an introduction program for high-

performing organizational managers, so that

new students gain an understanding that

organization will not interfere with their

studies.

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