The Effect of Enterpreneurship Education and Family Environment

on the Enterpreneural Interest of Tenth Grade Students of SMK

Swasta Eria Medan in the Academic Year of 2017/2018

Ummi Chairani

, Opy Triansyah

, Eduward Situmorang

, Swara Kasih Kartini Putri

, Nurul Shadrina

Bintang

and Muhammad Bukhori Dalimunthe

Postgraduated student Education Of Economy, Universitas Negeri Medan, Medan -Indonesia

Faculty of Economics, Universitas Negeri Medan, Medan -Indonesia

Keywords: Entrepreneurship Education, Family Environment, Entrepreneurial Interest

Abstract: This research aimed to find out (1) how big the impact of entrepreneurship education is on the

entrepreneurial interest of students (2) how big the influence of family environment is on the entrepreneurial

interest of students (3) how big the impact of entrepreneurship education and family environment is on the

entrepreneurial interest of the tenth grade students of SMK Swasta Eria Medan in the academic year of

2017/2018. The variable used in this research is entrepreneurship education and family environment as

independent variables and entrepreneurial interest as the dependent variable. This research is a research on

population with 75 tenth grade accounting students of Sekolah Menengah Kejuruan Swasta Eria Medan as

the respondents. The techniques of collecting data used are observation, interview and questionnaire.

Validity and reliability test were conducted to test the validity and the reliability of the variables of

entrepreneurship education, family environment and the entrepreneurial interest. The result of this research

indicated that (1) entrepreneurship education had significant effect on the entrepreneurial interest which is

shown by the tvalue>ttable, which is 9.487>1.666 with significance level value of 5% (2) family

environment had significant effect on the entrepreneurial interest, which is shown by the tvalue >ttable,

which is 4.391 > 1.666 with significance level value of 5% (3) entrepreneurship education and family

environment had significant effect on the entrepreneurial interest, which is shown by the tvalue >ttable,

which is 7.218>2,736 with significance level value of 5% and R2 0.788 or 78.8%.

1 INTRODUCTION

Unemployment is regarded as one of economy

problems Indonesia is facing at this moment.

Unemployment is a result of the number of labor

forces that is not proportional to the number of jobs.

One of the solutions taken to overcome

unemployment is by creating entrepreneurship. The

government's effort to create entrepreneurship is

through education. Education must be able to play

an active role in preparing educated humans and

Vocational High Schools (SMK) is one of the levels

of education that is expected to be able to overcome

unemployment.

To direct students to have the desired mindset,

the mindset of the children must be focused on the

independent efforts rather than expecting work from

others. It is better to create a job than expecting job

from someone else. To form an entrepreneurial

human being and able to do entrepreneurship in

vocational students, then what must be embedded

first is the interest in entrepreneurship itself.

Noore (in Suryana, 2006: 63) suggests that

factors that influence entrepreneurial interest are

seen from internal factors, namely tolerance, risk

taking, personal value, entrepreneurship education,

entrepreneurial experience, age, and commitment.

While the external factors are family, friends of

parents and social networks.

The provision of entrepreneurial knowledge

through entrepreneurship education to vocational

students is very necessary. The higher the

entrepreneurial knowledge of the vocational

students, the more their insights will be opened

about entrepreneurship. Ideally, schools can help

shape students' interests in entrepreneurship.

Chairani, U., Triansyah, O., Situmorang, E., Putri, S., Bintang, N. and Dalimunthe, M.

The Effect of Enterpreneurship Education and Family Environment on the Enterpreneural Interest of Tenth Grade Students of SMK Swasta Eria Medan in the Academic Year of 2017/2018.

DOI: 10.5220/0009496902130216

In Proceedings of the 1st Unimed International Conference on Economics Education and Social Science (UNICEES 2018), pages 213-216

ISBN: 978-989-758-432-9

213

Entrepreneurship education is one of the factors that

triggers interest in entrepreneurship. A person who

has obtained training, seminars, entrepreneurship

courses will be interested in entrepreneurship.

In addition to the provision of the entrepreneurial

education, another factor that that has effect on the

interest in entrepreneurship is the family

environment. Family support can be used as

encouragement and motivation to grow interest in

entrepreneurship. The family can also encourage

students by giving a real picture about advantages to

have business of their own. The family environment

is the primary education environment that is first

received by a child as from the family children first

get education and guidance since their birth.

According to Kasmir (2011: 6), encouragement

in the form of a strong motivation to advance from

the family is also the initial capital to become an

entrepreneur. The profession background of the

parents is one of the factors that plays a role in

children's interest in entrepreneurship where the

work of parents is entrepreneurial. Therefore, their

children are expected to continue the parent's

business or to create their own business.

Based on the description above, the purpose of

this study is to find out whether there is an influence

of entrepreneurship education and family

environment on entrepreneurial interest in

entrepreneurship of the tenth grade accounting

students of SMK Swasta Eria Medan in the

academic year of 2017/2018.

2 THEORICAL STUDY

Entrepreneurship Education Theory

According to Asmani (2011: 120), entrepreneurship

education is a weapon that destroys unemployment

and poverty, and becomes a ladder towards the

dream of every society to be financially

independent, has the ability to build individual

prosperity, while at the same time entrepreneurhsip

contributes to developing the welfare of society.

Therefore, entrepreneurship education can be

defined as an effort by educational institutions to

instill knowledge, values, spirit and entrepreneurial

attitudes towards students and students to equip

themselves to be independent, creative and

innovative human beings.

Entrepreneurship education teaches

entrepreneurial values that will shape character and

behavior for entrepreneurship so students can be

independent. Entrepreneurship education is also able

to equip students with various entrepreneurial

competencies which will bring great benefits to their

lives.

Family Environment Theory

Djali (2012: 99) stated that the Family Environment

is the first place where life begins and is very

influential on student success.

The importance of education for students in the

family environment has effect on the success of the

students.

Entrepreneurial Interest Theory

According to Kurniawati (2015: 75), Interest in

entrepreneurship can be seen as an intention to

create a new organization or business or as a risk-

taking behavior to start a new business.

Entrepreneurial interest is the desire, interest and

willingness to work hard or to be strong-willed to be

self-reliant or to fulfill their needs without feeling

afraid of the risks that will be experienced, as well as

the strong will to learn from failure.

3 METHODOLOGY

Population is a generalization area consisting of

objects / subjects that have certain qualities and

characteristics set by the researcher to be studied and

then drawn conclusions. If the subject is less than

100 people then the sample should be taken entirely

from the population. Therefore, in this case the

researcher chose the sampling technique by means

of total sampling, namely sampling the entire

population of 74 students.

The method used for collecting data are

observation, interview and questionnaire. The testing

of the research instrument was done before the

questionnaires were given to the respondents. The

testing of the instruments was conducted with

validity and reliability test. Validity test results

obtained that rvalue > rtable therefore, the variable

X1 is said to be valid 23 items, variable X2 is said to

be valid 21 items, and variable Y is said to be valid

21 items while the results of reliability are cronbach

alpha values greater than 80%, then, instruments is

said to be reliable. If the data are said to be valid and

reliable, then the next stage is data analysis.

4 ANALYSIS

Research data analysis in this study was conducted

with classical assumption and multiple regression

analysis. Two kinds of classic assumption tests used

in this study are: Normality Test, and Homogeneity

Test. In this study, there were two independent

variables with one dependent variable, namely

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

214

entrepreneurship education (X1), family

environment (X2), which affects the interest in

entrepreneurship (Y).

The relationship of these three variables is a

straight line (linear) so that this study used multiple

regression. Multiple linear regression analysis in this

study was used to determine the effect of

independent variables and dependent variable.

5 RESULTS

To find out the effect of entrepreneurship education,

and the family environment on entrepreneurial

interest, it can be seen from the results of multiple

regression analysis. In the analysis, there are several

classical assumptions that must be met, namely

normal distribution, and homogeneous data. In the

P-plot graph, the data spreads around the diagonal

line and follows the direction of the histograph line

to the normal distribution pattern, so the dependent

variable Y (Entrepreneurial Interest) meets the

assumption of normality. The homogeneity test is

seen from the dependent variable Y, the mean

value> 0.05 is 0.452> 0.05, so it can be said that the

variance of each sample is the same (homogeneous).

Table 1: Enterpreneurial Interest

Table 2: Family Encironment

Table 3: Model Summary

The analysis used in this study is linear regression

with three predictors, which are entrepreneurship

education (X1), family environment (X2), and

entrepreneurial interest (Y). This regression model

can be used to determine the effect of

entrepreneurial education, and family environment

on entrepreneurial interest simultaneously and

partially.

Based on the results of the table coefficients,

multiple regression equation was obtained as

follows:

Y = 9,127+ 0,630X1 + 0,521 X2

The regression equation means:

Constant = 9,127

This value was taken from the unstandardized

coefficients in the table of coefficients. If the

independent variables (entrepreneuriship education,

family environment) are considered equal to zero,

then the average interest in entrepreneurship is

9,127.

Coefficient X1 = 0.630

If the entrepreneurship education variable increases

by one point while the family environment variable

is constant. Then, it will result an increase in the

entrepreneurial interest by 0.630

Coefficient X2 = 0.521

If the variable learning achievement has

increased by one point while the variable work

practices of the industry and family environment are

considered to be correct, it will cause an increase in

entrepreneurial interest by 0.521.

Based on the ANOVA table above, it can be seen

that the significance value of the F test was 0.000

<0.05 so it can be concluded that there was an

influence of entrepreneurship education and family

environment together on students' entrepreneurial

interests.

Based on the table of coefficients above it can be

seen that the significance value of the three variables

was <0.05, so it can be concluded that there was an

influence of entrepreneurship education on

entrepreneurial interest, and family environment on

entrepreneurial interest.

To see the magnitude of the influence of the

independent variables on the dependent variable as a

whole can be seen in the following summary model

table:

Based on the summary model table, the adjusted

R2 value of 0.788 (78.8%) means that the

independent variables of entrepreneurship education

and family environment together influence the

dependent variable of entrepreneurial interest in the

tenth grade accounting students of SMK Swasta Eria

Medan at 78.8%. While the remaining 100% -

78.8% = 21.2% is explained by other variables

outside this research.

The Effect of Enterpreneurship Education and Family Environment on the Enterpreneural Interest of Tenth Grade Students of SMK Swasta

Eria Medan in the Academic Year of 2017/2018

215

The magnitude of the contribution of industrial

work practice variables to students' entrepreneurial

interest was equal to (0.630)2 x 100% = 39.69%,

and the magnitude of the environmental contribution

to student entrepreneurship is equal to (0.521)2 x

100% = 27.15 %.

Entrepreneurship education of the students can

foster the entrepreneurial interest of the students

because during approximately 3 consecutive years in

the entrepreneurship education, students were taught

directly in the Business World or World Industry,

they were taught about the intact and real knowledge

of how to create something new and different. This

is in accordance with what was stated by

Prawirokusumo (in Surayana, 2006: 11) that

Entrepreneurship contains a complete and real field

of knowledge, that is, there are complete scientific

theories, concepts and methods. Entrepreneurship is

a scientific discipline that has its own object, namely

the ability to create something new and different,

Entrepreneurship is a tool to create equity of

business and income, or fair and prosperous people's

welfare.

The amount of influence of students'

entrepreneurship education showed that there was a

sense of accounting interest from students of SMK

Eria Medan to become an entrepreneur. If this

condition is driven by an entrepreneurial teacher to

provide motivation, it can develop the

entrepreneurial interest for the students. The

influence of the family environment on students'

interest in learning was quite small, due to lack of

encouragement from parents towards their children's

interests, so that interest cannot develop. Parents

should give encouragement / motivation to their

children to develop their desired talents and

interests, with a better encouragement from parents,

a child will have more confidence to become an

entrepreneur. From these results, schools, teachers,

students and parents are recommended to give

motivation to their children that after graduation

they do not have to be an employee, but they can be

an entrepreneur.

If everyone thinks of being an entrepreneur,

Indonesia's unemployment rate can be reduced as the

presence of young entrepreneurs can employ the

labor forces. Regarding this, the school in this case

has a role which teachers of entrepreneurship

subjects always need to provide motivation and also

provide entrepreneurial material using some

approaches, such as approaches by describing the

success of some entrepreneurs and those who have

not been successful. The reason is to make the

students who take entrepreneurship subject

interested and can grow interest in student

entrepreneurship. This is in line with what Kasmir

said (2011: 6) that Encouragement in the form of a

strong motivation to advance from the family is also

the initial capital to become an entrepreneur.

6 CONCLUSIONS

Based on the results of this study it can be concluded

that there was a significant effect of

entrepreneurship education and family environment

on the entrepreneurial interests of students partially

and simultaneously. From this research, it can be

suggested that: to make channel the children's

interests properly, teachers of entrepreneurship

subject and parents should provide motivation to

children to become an entrepreneur, and family

environment conditions should also be considered

as it can influence children to become entrepreneurs.

REFERENCES

Asmani, Jamal Ma’mur. (2011). Sekolah Entrepreneur.

Yogyakarta: Harmon.

Djali. (2012). Psikologi Pendidikan. Jakarta: Bumi Aksara.

Kasmir. (2011). Kewirausahaan. Jakarta : PT.Rajagrafindo

Persada.

Suryana. (2006). Kewirausahaan Kiat dan Proses Menuju

Sukses. Bandung : Salemba Empat.

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