Ega
Saiful Subhan, Budi Eko Soetjipto, Cipto Wardoyo
Universitas
Negeri Malang, Malang, East Java, Indonesia
Email:
[email protected], [email protected],
[email protected]
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ARTICLE INFO
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ABSTRACT
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Received : 12 April
2022
Revision : 03 May
2022
Received : 19 May
2022
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This research aims
to
acknowledge the effect
of non-formal education, social and family environment, information
technology, and business capital on entrepreneurial interest in STIE Yapis
Dompu students.
This
research is a quantitative descriptive and analytic study with a survey
method at STIE Yapis Dompu titled "Factors Affecting Entrepreneurial
Interests in STIE Yapis Dompu Students. "The analytical
technique used to measure the factors that influence entrepreneurial interest
in STIE Yapis Dompu students is multiple linear regression using the SPSS
version 21 program for windows. The results show that: 1) Partially, there
is a significant effect of social and family environment variables and
business capital on the entrepreneurial interest of STIE Yapis Dompu
students. Meanwhile, the variables of non-formal education and information
technology have no significant effect on the entrepreneurship interest of
STIE Yapis Dompu students. 2) Simultaneously, the variables of non-formal
education, social and family environment, information technology, and venture
capital significantly affect the entrepreneurship interest of STIE Yapis
Dompu students. The results of this study produce a coefficient of
determination (R2) of 0.485, which means the ability of the four independent
variables to explain the variable interest in entrepreneurship is 48.5%,
while the rest (100% - 48.5% = 51.5%) is explained by the following factors:
other factors outside the study. 3) The most dominant variables from other
variables are the social and family environment. The assumption that
non-formal education has a dominant influence on the entrepreneurial interest
of STIE Yapis Dompu students has not been proven true.
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Keywords:
Interest
in entrepreneurship; non-formal education; social and family environment;
information technology; working capital
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Introduction
Unemployment
in Indonesia is still a difficult problem to overcome. Unemployment can have a
significant impact on the economy and society in a variety of ways and to
different degrees (Pohlan,
2019). This is due to many job applicants
compared to the existing job fields. The Head of the Central Statistics Agency
(BPS), Dr. Suhariyanto, revealed that the Open Unemployment Rate (TPT) in
Indonesia in August 2017 reached 5.50%. The decline in 2018 in August reached
5.34% (BPS,
2018a). Likewise, the number of TPT in West Nusa Tenggara (NTB)
in August last year (2017) was 3.32%. TPT increased to 3.72%, which happened at
the district level, one of which occurred in Dompu district in 2017 was 2.36%
and increased to 3.29% (BPS,
2018b). The conditions that achieve this will
be exacerbated if each individual is only oriented as a job seeker, not as a
job creator who can accommodate several employees through entrepreneurship. In
addition, today's job seekers face an ever-increasing amount of data and a
time-consuming recruitment process (Mhamdi,
Moulouki, El Ghoumari, Azzouazi, & Moussaid, 2020).
Many undergraduate
students, including STIE Yapis Dompu, are more focused on finding work, not
creating jobs. Most people in the world, including Indonesians, seem not to be
interested in pursuing a career as an entrepreneur (Santosa
& Krisdiyanto, 2012). Many of them also delay graduation
because they feel they are not ready to participate in the recruitment
selection rather than preparing to open a new business Universities should
concentrate more on how graduates can develop jobs (Sumarsono,
2016). In addition, the community's
perception, including families, is that being a Civil Servant (PNS)
guarantees future success more than entrepreneurship (Permana
& Martono, 2014).
STIE Yapis
Dompu is one of the universities that provides entrepreneurship education
materials. In general, entrepreneurship is the attitude, soul, and ability to
create something new that is very valuable and useful for themselves and
others. Entrepreneurship is a mentality and a soul eel that is always striving
to enhance their devotees' work and increase their wealth (Ratten
& Usmanij, 2021). As a higher education institution with
a vision of becoming an excellent institution and able to create graduates who
have strong personalities and integration are professional in their fields, have
an entrepreneurial spirit, and have scientific intelligence. From this vision,
STIE Yapis Dompu fully supports the development of the entrepreneurial world by
fostering an entrepreneurial spirit in college students as an alternative to
reducing the unemployment rate.
By having
an entrepreneurial spirit, students are expected to be able to create jobs. Entrepreneurship
is a method of thinking and a way of living that is constantly engaged in
advancing the work of those who practice it in order to boost their own
financial well-being (Prasetyo,
Kadir, Wahab, & Shihab, 2021). Entrepreneurial
spirit is not just about being an entrepreneur, trader, or businessman; this is
also about adding any value to your job (Laura
Hardilawati, Hinggo, Zaki, & Sinaga, 2018). To grow
new entrepreneurs, it is necessary to improve the quality of human resources (Anggraini,
2017). The influence of non-formal education,
such as training/courses and guidance for students, is an important factor in
growing and developing the desire, spirit, and entrepreneurial behavior among
the younger generation (Rahmadi
& Heryanto, 2016; Rahmat, 2018).
Based on initial
observations on April 11, 2018, researchers found that several STIE Yapis Dompu students
had successfully started entrepreneurship such as food businesses, clothing,
selling electrical pulses, typing and printing services, and performing arts,
workshops, laundry businesses, handicrafts. Hand, cosmetics, and so on that are
sold online or offline. Moreover, found students who are not entrepreneurs at
all. The researcher also found several factors that influenced the students'
interest in entrepreneurship, including non-formal education obtained from
training or off-campus courses, influence or support from the social and family
environment, information technology, and business capital which became a major
consideration for students to become entrepreneurs.
From some of the
problems mentioned above, there are still many other problems that are thought
to affect the interest in entrepreneurship of students; therefore, it is
necessary to research the factors that influence the interest in
entrepreneurship with the title "Factors that influence the interest in
entrepreneurship of stie yapis dompu students".
In order to keep this
research focused and not stretched too far, this research is limited to the
following:
1.
What
is examined are the factors that influence the interest in entrepreneurship in
students at stie yapis dompu, including non-formal education, family
environment, information technology, and business capital.
2.
The
subjects in this study were stie yapis dompu students who were still active.
Method
In this study, the
authors used quantitative research with survey methods and descriptive and
analytical research approaches. The population in this study was STIE Yapis
Dompu students who were still active, with 349 people as respondents. In taking
the sample, the researcher used the slovin formula (Jonathan, 2006) to obtain a sample of 80 students. The data
collection technique in this study used a questionnaire with a measurement
scale using the Liert technique (Sugiyono,
2019).
Result And Discussion
A. Description of
Respondent Characteristics
Respondents
in this study were students of STIE Yap is Dompu, who was still active as
many as 80 people with characteristics based on gender, age, study program,
entrepreneurship, and parental occupation.
1. Validity Test
a. Test the
Validity of Non-Formal Education Instruments (X1)
Table 1
Result of Non-formal
Education Variable Test (X1) Correlations
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Non-formal education
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X1.1
|
Pearson
Correlation
|
.478**
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X1.2
|
Pearson
Correlation
|
.105
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X1.3
|
Pearson
Correlation
|
.314**
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X1.4
|
Pearson
Correlation
|
.663**
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X1.5
|
Pearson
Correlation
|
.542**
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X1.6
|
Pearson
Correlation
|
.451**
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X1.7
|
Pearson
Correlation
|
.601**
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X1.8
|
Pearson
Correlation
|
.648**
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Non-formal
education
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Pearson
Correlation
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1
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|
Sig.
(2-tailed)
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N
|
80
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Source: Processed
Data Appendix 4: 85).
Based on
the instrument validity test results of the non-formal education variable,
there are valid items because of the value of r arithmetic > r
table. Moreover, found invalid question items, namely item number two
(2), because of the value of r arithmetic < r table
(0.105 < 0.220). One way to overcome this is to drop invalid questionnaires.
b. Test the
validity of social and family environment variables (X2).
Table 2
Validity
Test of Social and Family Environment Variables (X2).
|
Correlations
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Social
and Family Environment
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X2.1
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Pearson
Correlation
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.413**
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X2.2
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Pearson
Correlation
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.292**
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X2.3
|
Pearson Correlation
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.551**
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X2.4
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Pearson
Correlation
|
.487**
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X2.5
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Pearson
Correlation
|
.360**
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X2.6
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Pearson
Correlation
|
.539**
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X2.7
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Pearson
Correlation
|
.631**
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X2.8
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Pearson
Correlation
|
.467**
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Lingkungan
Sosial dan Keluarga
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Pearson
Correlation
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1
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Sig. (2-tailed)
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N
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80
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Source:
Processed Data
Based
on the instrument validity test results of the social and family environment
variables, all items are valid because of the value of r arithmetic
> r table.
c. Test the
validity of the Information Technology variable (X3)
Table 3
Information
Technology Variable Validity Test Results (X3)
|
Correlations
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Information Technology
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X3.1
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Pearson
Correlation
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.516**
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X3.2
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Pearson
Correlation
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.606**
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X3.3
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Pearson
Correlation
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.516**
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X3.4
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Pearson
Correlation
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.657**
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X3.5
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Pearson
Correlation
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.582**
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X3.6
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Pearson
Correlation
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.253*
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X3.7
|
Pearson
Correlation
|
.502**
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X3.8
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Pearson
Correlation
|
.558**
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Information
technology
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Pearson
Correlation
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1
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|
Sig.
(2-tailed)
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N
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80
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Source:
Processed Data
Based
on the results of the instrument validity test of the information technology
variable, it shows that all items are valid because of the r arithmetic > r
table value.
d. Test the
Validity of Working Capital Instruments (X4)
Table 4
Validity
Test Results for Working Capital Variables (X4)
|
Correlations
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Working
Capital
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X4.1
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Pearson
Correlation
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.028
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X4.2
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Pearson
Correlation
|
.548**
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X4.3
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Pearson
Correlation
|
.308**
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X4.4
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Pearson
Correlation
|
.590**
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X4.5
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Pearson
Correlation
|
.317**
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X4.6
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Pearson
Correlation
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.623**
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X4.7
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Pearson
Correlation
|
.548**
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X4.8
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Pearson
Correlation
|
.554**
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Working
capital
|
Pearson
Correlation
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1
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|
Sig.
(2-tailed)
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N
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80
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Source:
Processed Data
Based
on the results of the instrument validity test of the venture capital variable,
it shows that all items are valid because of the value of r
arithmetic > r table. Moreover, found invalid question
items, namely item number one (1) because the value of r arithmetic <
r table (0.171 < 0.220). One way to overcome this is to drop
invalid questionnaires.
e. Entrepreneurial
Interest Instrument Validity Test (Y)
Table 5
The results
of the validity test of the entrepreneurial interest variable (Y)
|
Correlations
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Entrepreneurial interest
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Y.1
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Pearson
Correlation
|
.486**
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Y.2
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Pearson
Correlation
|
.349**
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Y.3
|
Pearson
Correlation
|
.467**
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Y.4
|
Pearson
Correlation
|
.416**
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Y.5
|
Pearson
Correlation
|
.445**
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Y.6
|
Pearson
Correlation
|
.555**
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Y.7
|
Pearson
Correlation
|
.564**
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Y.8
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Pearson
Correlation
|
.405**
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Y.9
|
Pearson Correlation
|
.454**
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Y.10
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Pearson
Correlation
|
.427**
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Y.11
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Pearson
Correlation
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.206
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Y.12
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Pearson
Correlation
|
.569**
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Entrepreneurial
interest
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Pearson
Correlation
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1
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Sig.
(2-tailed)
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N
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80
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Source:
Processed Data
Based
on the results of the instrument validity test of the entrepreneurial interest
variable, it shows that all items are valid because of the value of r
arithmetic > r table. Moreover, found invalid question
items, namely item number eleven (11) because the value of r arithmetic
< r table (0.206 < 0.220). One way to overcome this is to drop
invalid questionnaires.
The
r table observations obtained the value of the sample (N) = 80 of 0.220. So,
referring to the results of the validity test, it was found that after Dropping
some invalid items, all instruments were obtained starting from the X variable,
which consisted of X1, X2, X3, and X4, as well as for the Entrepreneurial
Interest variable (Y) all resulted in the value of r arithmetic
> r table. So it can be concluded that all instruments in this
study can be said to be valid.
Table 6
Instrument
Reliability Test Results
|
Variable
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r
Cronbach’s Alpha
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Question
Items
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Description
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Non-formal
education (X1)
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0, 591
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7
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Unreliable
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Social
and family environment (X2)
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0, 462
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8
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Unreliable
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Information
technology (X3)
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0,572
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8
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Unreliable
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Working
capital (X4)
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0,495
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7
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Unreliable
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Entrepreneurial interest (Y)
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0, 641
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11
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Reliable
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Source: Processed Data
The
results of the instrument reliability test show that all independent variables
covering non-formal education (X1), social and family environment (X2),
information technology (X3), and business capital (X4)
are not reliable because r Alpha Cronbach value <0.6. At
the same time, the dependent variable, namely the interest in entrepreneurship
(Y), is reliable because r Alpha Cronbach a value is >
0.6.
Table 7
Autocorrelation
Test Results
|
Model Summary b
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|
Model
|
Durbin-Watson
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1
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2.063
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a. Predictors: (Constant), Working Capital, Information
Technology, Non-formal Education, Social and Family Environment
b. Dependent Variable: Entrepreneurial interest
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Source: SPSS 17.0 Processed Data, 2019
Based
on the results of the autocorrelation test table, it is known that the DW value
of 2,063 is compared with the value of the significance table of 5% (0.05) with
a total sample of 80 and the number of independent variables 4 (K=4) = 4.80 so
that the dU result from the table r = 1,743. DW value > dU limit and DW less
than (4-dU) = 4 – 1.743 = 2.257. So it can be concluded that there is no
autocorrelation problem.
3.
Classical
Assumption Test
a.
Normality test
Table 8
Data
Normality Test Results
|
One-Sample Kolmogorov-Smirnov Test
|
|
|
|
Unstandardized Residual
|
|
Kolmogorov-Smirnov
Z
|
.489
|
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Asymp.
Sig. (2-tailed)
|
.970
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Source: Processed Data
The
normality test results found that the significance of the normality test was
0.970, which was greater than the significance level (0.970 > 0.05). Thus,
the research data are normally distributed so that the regression analysis can
be carried out.
b.
Multicollinearity Test
Table 9
Multicollinearity
Test Results
|
Coefficients a
|
|
Model
|
Collinearity Statistics
|
|
Tolerance
|
VIF
|
|
1
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(Constant)
|
|
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Non-Formal
Education
|
.811
|
1.232
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Social
and Family Environment
|
.744
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1.344
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Information
technology
|
.781
|
1.281
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Working
Capital
|
.787
|
1.271
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Source: Processed Data
From
the multicollinearity test table, it is known that the tolerance value for
non-formal education is 0.811 > 0.1 (10%), the social and family environment
is 0.744 > 0.1 (10%), information technology is 0.781 > 0.05 (10%), and
working capital is 0.885 > 0.1 (10%), then all independent variables do not
occur multicollinearity.
Based
on the multicollinearity test, it is known that the VIF value of non-formal
education is 1.232 < 10, the VIF value of the social and family environment
is 1.344 < 10, the VIF of information technology is 1.281 < 10, and the
VIF of venture capital is 1.271 > 10, so it can be concluded that all the
independent variables are not there is a multicollinearity problem.
c. Autocorrelation Test
Table 10
Autocorrelation
Test Results
|
Model Summary b
|
|
Model
|
Durbin-Watson
|
|
1
|
2.063
|
|
a. Predictors: (Constant), Working Capital, Information
Technology, Non-formal Education, Social and Family Environment
b. Dependent Variable: Entrepreneurial interest
|
Source: Processed Data
Based
on the results of the autocorrelation test table, it is known that the DW value
of 2,063 is compared with the value of the significance table of 5% (0.05) with
a total sample of 80 and the number of independent variables 4 (K=4) = 4.80 so
that the dU result from the table r = 1,743. DW value > dU limit and DW less
than (4-dU) = 4 – 1.743 = 2.257. So it can be concluded that there is no
autocorrelation problem.
d. Multiple Linear Regression Hypothesis Test
Table 11
Multiple Linear Regression Analysis Results
|
Coefficientsa
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|
|
Model
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Unstandardized Coefficients
|
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B
|
|
1
|
(Constant)
|
-.412
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|
Non-Formal
Education
|
.047
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|
Social
and Family Environment
|
.624
|
|
Information
technology
|
.298
|
|
Working
Capital
|
.446
|
|
a.
Dependent Variable: Entrepreneurial interest
|
|
Source:
Processed Data
The results
of the regression analysis obtained the following regression equation:
Y=
(-0,412) + 0,047X1 + 0,624X2 + 0,298X 3 +
0,446X4 + e
The
regression model can be interpreted as follows:
1) The
constant value (a)
is (-0.412). This can be interpreted if the variables of non-formal education,
social and family environment, information technology, and business capital are
negative. The interest in entrepreneurship is expected to decrease by (-0.412).
2) b3 = 0.047
means that if the other independent variables are considered constant for every
increase in the non-formal education variable (X1), students' level
of interest in entrepreneurship will also increase.
3) b3 = 0.624
means that if the other independent variables are considered constant for every
increase in the social and family environment variables (X2),
students' level of interest in entrepreneurship will also increase.
4) b3 = 0.298
means that if the other independent variables are considered constant for every
increase in the information technology variable (X3), students'
level of interest in entrepreneurship will also increase.
5) b3 = 0.446
means that if the other independent variables are considered constant for every
increase in the working capital variable (X4), students' level of
interest in entrepreneurship will also increase.
The
results of the multiple linear regression hypothesis tests consisting of the F
test (simultaneous), t-test (partial), dominant variable test, and coefficient
of determination (R2) are as follows:
a).
Simultaneous Test (F Test)
The F test
is used to determine whether the variables of non-formal education, social and
family environment, information technology, and business capital have a
significant influence on interest in entrepreneurship. The results of the simultaneous
test are as follows:
Table 12
Simultaneous
Test Results (F Test)
|
ANOVA b
|
|
Model
|
F
|
Sig.
|
|
1
|
Regression
|
17.635
|
.000a
|
|
Residual
|
|
|
|
Total
|
|
|
a. Predictors:
(Constant), Working Capital, Information Technology, Non-formal Education,
Social and Family Environment
b. Dependent
Variable: Entrepreneurial interest
Source:
Processed Data
From
the results of simultaneous hypothesis testing with the F test, it can be seen
that the value of Farithmethic > Ftable (17.635
> 2.494) with a significance value or p-value < a (0.000 < 0.05),
then Ho is rejected, and Ha is accepted so that it is proven true. This means
that non-formal education, social and family environment, and business capital
simultaneously affect the entrepreneurship interest of STIE Yapis Dompu
students.
b) Partial
Test (t-Test)
This
test is used to determine the magnitude of the effect of each independent
variable partially on the dependent variable. Partial test results are as
follows:
Table 13
Partial
Test Results (t-Test)
|
Coefficientsa
|
|
|
Model
|
T
|
Sig.
|
|
|
|
1
|
(Constant)
|
-.080
|
.937
|
|
|
Non-formal
Education
|
.364
|
.717
|
|
|
Social
and Family Environment
|
3.854
|
.000
|
|
|
Information
Technology
|
1.967
|
.053
|
|
|
Working
Capital
|
3.583
|
.001
|
|
|
a.
Dependent Variable: Entrepreneurial interest
|
|
Source: Processed Data
Based on the table of results of partial hypothesis testing with t-test, and it
is known tha tthe ttable value is 1.992, it can be seen that the
effect of each independent variable on the dependent variable is as follows:
1) Partial
test results (t test) for non-formal education (X1)
Non-formal
education has t arithmetic < t table
(0.364 < 1.992) and a significance value or p-value > a (0.717
> 0.05), then H0 is accepted and Ha is rejected, so it is not proven true.
This means that non-formal education is not an important factor in the interest
in entrepreneurship for STIE Yapis Dompu students.
2) Partial
test results of social and family environment (X2)
The social
and family environment has t arithmetic > t
table (3.854 > 1.992) and a significance value or p-value < a (0.000
< 0.05), then H0 is rejected. Ha is accepted so that it is proven true. This
means that the social and family environment is one of the important factors in
the interest in entrepreneurship in STIE Yapis Dompu students.
3) Information
technology partial test results (X3)
Information
technology has a value of t arithmetic < t table
(1.967 <1.992) and a significance value or p-value > a (0.053
> 0.05), then H0 is accepted, and Ha is rejected so that it is not proven
true. This means that information technology is not an important factor in the
interest in entrepreneurship in STIE Yapis Dompu students.
4) The results
of partial test of working capital (X4)
Working
capital has t arithmetic > t table (3.583 >
1.992). A significant value or p-value < a (0.001 < 0.05),
then H0 is rejected, and Ha is accepted so that it is proven true. This means
that business capital is one of the important factors in the interest in
entrepreneurship in STIE Yapis Dompu students.
c) Dominant
Variable Test
Dominant
test is conducted to determine which independent variable has the most
influence on the dependent variable compared to several other independent
variables.
Table 14
Dominant
Variable Test Results
|
Coefficientsa
|
|
Model
|
Unstandardized Coefficients
|
Sig.
|
|
B
|
|
1
|
(Constant)
|
-.412
|
.937
|
|
Non-formal
Education
|
.047
|
.717
|
|
Social
and Family Environment
|
.624
|
.000
|
|
Information
Technology
|
.298
|
.053
|
|
Working
Capital
|
.446
|
.001
|
|
a.
Dependent Variable: Entrepreneurial interest
|
|
|
|
|
|
|
Source:
Processed Data
From
the results of multiple linear regression hypothesis testing, it has been found
that the value of and the significance of each variable, it can be concluded
that the most dominant variable from the independent variable is the variable
"social and family environment" because the value of b = 0.624
where the value is further away from zero ( 0) or the value of t
arithmetic = 3.854 is greater than the other variables, and the value of
sig < a (0.000
< 0.05). Thus, Ho is accepted, and Ha is rejected so that it is not proven
true.
d) Determination
Coefficient (R2)
The
coefficient of determination analysis aims to determine how far the ability of
the independent variables together to explain the dependent variable (interest
in entrepreneurship).
From
the results of the analysis using the SPSS 17.0 program application, it can be
seen in the following table:
Table 15
Determination
Coefficient Test Results
|
Model Summary
|
|
Model
|
R Square
|
|
1
|
.485
|
a.
Predictors: (Constant), Working Capital, Information Technology,
Non-formal Education, Social and Family Environment
Source:
Processed Data
The
table above shows that the value of the coefficient of determination (R2)
is 0.485 or 48.5%. This means that the ability of the independent variables
together, namely non-formal education, social and family environment,
information technology, and business capital, to explain the interest in
entrepreneurship is 48.5%, where the value is close to zero (0) and still away
from one (1) so that it only has an effect in the moderate category (see table
3.2 p.39). While the rest (100% - 48.5% = 51.5%) is influenced/explained by
other factors outside the study.
Conclusion
Based on the data
obtained from the results of the study, it can be concluded as follows:
Non-formal
education does not have a significant effect on interest in entrepreneurship.
This can be seen from the t arithmetic < t table
(0.364 < 1.992). The value of sig > a (0.717 > 0.05).
The
social and family environment significantly influences the interest in
entrepreneurship. This can be seen from the t arithmetic > t
table (3.854 > 1.992). The value of sig < (0.00 < 0.05).
Information
technology does not have a significant effect on interest in entrepreneurship.
This can be seen from the value of tarithmethic < ttable
(1,967 < 1,992). The value of sig > a (0.053 > 0.05).
Working
capital has a significant influence on interest in entrepreneurship. This can
be seen from the t arithmetic < t table
(3.583 > 1.992). The value of sig < a (0.01 > 0.05).
The
most dominant variable that influences entrepreneurial interest in STIE Yapis
Dompu students is the social and family environment variable because the value
of b = 0.624,
where the value is further away from 0 or the t count value of 3.854 is greater
than other variables, and the value of sig < a (0.000 < 0.05). So
Ho is accepted, and Ha is rejected and not proven true.
Non-formal
education, social and family environment, information technology, and business
capital have a significant influence simultaneously (together) on the
entrepreneurship interest of STIE Yapis Dompu students. This is shown through
multiple regression test which shows that the value of F arithmetic > F
table (17.635 > 2.494) with a significance value or p-value < (0.000 <
0.05).
The
multiple linear regression equation is as follows: Y= (-0.412) + 0.047X1 +
0.624X2 + 0.298X3 + 0.446X4 + e
The
coefficient of determination (R2) is 0.485 or 48.5%, which means
that the independent variables' ability, namely non-formal education, social
and family environment, information technology, and business capital, to
explain an interest in entrepreneurship is 48.5%. While the rest (100% - 48.5%
= 51.5%) is influenced/explained by other factors beyond the study.
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Copyright
holder:
Ega Saiful Subhan,
Budi Eko Soetjipto, Cipto Wardoyo (2022)
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|
First publication right:
Journal of
Social Science
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This
article is licensed under:
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THE FACTORS AFFECTING
STIE YAPIS DOMPU STUDENTS’ INTEREST IN
ENTREPRENEURSHIP