The Impact of Entrepreneurship Education to Entrepreneurial

Intention and Motivation

Febrina Iqhyanul Imansari

Postgraduate Universitas Negeri Surabaya, Indonesia

Keywords: Entrepreneurship Education, Entrepreneurial Intention, Entrepreneurial Motivation.

Abstract: The increasing economic growth of a country cannot be separated from the existence of entrepreneurs that

can increase employment and productivity so that it affects the increased economic growth so that

entrepreneurship education is required early to increase interest and motivation for entrepreneurship,

especially among students. The purpose of this paper is to analyze the influence of entrepreneurship education

on the interest and motivation of entrepreneurship of economic education students. The method of this

research is associative research using quantitative approach. The sample in this research is University of

Surabaya Economic Education Student. Technique of collecting data in this research that is using test to know

entrepreneurship education, and questionnaire to know intention and motivation entrepreneurship student of

economic education. The result of this study showing that Entrepreneurship Education has a positive and

significant influence on entrepreneurship interest and Entrepreneurship education also has a positive and

significant influence on entrepreneurship motivation.

1 INTRODUCTION

Unemployment becomes one of the problems that

occur in some countries is no exception in Indonesia.

Unemployment occurs because the number of

available jobs is not proportional to the number of job

seekers. In Indonesia, the open unemployment rate in

August of 2016 is 5.61% as shown in the following

graph:

Figure 1: Open Unemployment Rate in Indonesia

Source: Badan Pusat Statistik (Bps.go.id)

From the graph above can be seen that the

unemployment rate from 2015 to 2016 decreased,

whereas in 2016 the unemployment rate per month

increased. Nevertheless, unemployment remains a

problem that needs to be resolved and must be

addressed immediately because this unemployment

can affect the economic growth of a country and the

welfare of society itself. Unemployment causes a

decrease in the productivity of a country so that the

output produced by a country will also decrease, it

affects the economic growth rate of a country.

Economic growth in Indonesia can be seen in the

following graph:

Figure 2: Indonesia GDP Growth Rate of Basic Year 2010

Imansari, F.

The Impact of Entrepreneurship Education to Entrepreneurial Intention and Motivation.

In Proceedings of the 2nd International Conference on Economic Education and Entrepreneurship (ICEEE 2017), pages 257-262

ISBN: 978-989-758-308-7

257

From the above chart can be seen in 2017 the first

quarter of Indonesia's economic growth of 5.01

percent. The rate of economic growth has increased

from the previous year. This corresponds to the

previous unemployment chart. When the number of

unemployed decreases then economic growth

increases. The relationship between unemployment

and economic growth can also be explained by

Okun's law or "Okun's Law" which explains the

negative relationship between unemployment and

economic growth, where as unemployment rises,

economic growth declines and vice versa if

unemployment declines, economic growth increases.

Therefore, to increase economic growth one of

them by reducing the unemployment rate in

Indonesia. One way to reduce the unemployment rate

is by creating jobs or in other words by growing

entrepreneurship in order to reduce unemployment in

Indonesia. Nowadays it should be more inculcate

thinking to the people of Indonesia for as opening job

field not as job seeker. This should be instilled

especially for high school and college graduates so

that they are not joboriented but how to create jobs

for the community as well as for the welfare of their

lives.

Growing the entrepreneurial spirit is needed from

an early age, that is, since it is still in the educational

institution. This is where the role of educational

institutions to instill entrepreneurial spirit to learners,

to foster motivation and interest of learners to

entrepreneurship after graduation later. The role of

educational institutions is to provide entrepreneurship

education. Entrepreneurship education is expected to

generate entrepreneurial spirit in accordance with the

potential of each learner. Not a lot of unemployment

is from college graduates, this is the reason for

entrepreneurship education as one of the subjects in

universities such as Universitas Negeri Surabaya. The

existence of entrepreneurship education is to instill

entrepreneurship spirit in the students so have interest

and motivation to entrepreneurship both still in

college and after graduation later. Have a thought that

this time what is needed is to open a job field instead

of looking for a job.

In accordance with the results of research

conducted by Michael Lorz (2011) which states that

"entrepreneurial intention will be positively

influenced by the entrepreneurship education

program". In addition, the research conducted by

Remeikiene et al (2013) concluded that "The student

of economics is of the opinion that education has a

positive impact on their intentions to seek for

entrepreneurship." Research conducted by Yunita

(2013) also shows that there is a positive influence

between entrepreneurship education on

entrepreneurship motivation.

Department of Economic Education has a mission

"Developing entrepreneurial spirit" so that

entrepreneurship education becomes a compulsory

course for students majoring in economic education.

It is expected that with this entrepreneurship

education can foster interest and motivation of

students of economic education courses for

entrepreneurship. However, according to researcher

observation, after getting entrepreneurship course,

Economics education student who continue

entrepreneurship is only 5% of the total student of

economic education program class of 2014.

Previously, entrepreneurship students only because of

the demands of the subject of entrepreneurship

practice in order to get value from the eyes

Entrepreneurship lectures. Based on this background,

researchers are interested to examine the effect of

entrepreneurship education to the interest and

motivation of entrepreneurship student of economic

education program class of 2014 at Universitas

Negeri Surabaya.

2 LITERATURE REVIEW

2.1 Entrepreneurship Education

Understanding education according to Law no. 20 of

2003 on National Education System as a conscious

and planned effort to create learning atmosphere and

learning process so that learners actively develop

their potential to have spiritual power of religion, self-

control, personality, intelligence, noble character, as

well as the skill needed by him, Society, nation and

state. While the definition of entrepreneurship

according to Purnomo (2005: 20) is a capability in

thinking creative and innovative behavior that is used

as the basis, resources, driving force, the purpose of

strategy, tips and processes in the face of life

challenges. The science of entrepreneurship

according to Daryanto (2012: 4) is a discipline that

studies about the values, abilities and behavior of a

person in facing the challenges of life to obtain

opportunities with various risks that may be faced.

According to Soeharto Prawirokusumo in

Daryanto (2012: 4), entrepreneurship education needs

to be taught as a separate independent discipline

because: a. Entrepreneurship contains a complete

body of knowledge and the real that there is a theory,

concepts, scientific methods are lengkah; B.

Entrepreneurship has two concepts, namely startup

and venture growth venture; C. Entrepreneurship is a

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discipline that has its own object, the ability to create

something new and different; D. Entrepreneurship is

a tool for creating equitable distribution and revenue

bending.

Here are some ways to instill entrepreneurship

education for students according to Asmani (2011:

124), namely:

a. Increase the practitioner from theory

The educational institution should multiply the

practice rather than the theory. An interactive

applicative learning model should be applied to

encourage students to entrepreneurship learning

spirit. Better if learners practice their business ideas

while still in college and school so as to practice the

theory directly obtained.

b. Develop teaching methodologies

In an educational institution requires an

applicative, motivate, creative and inspirational

teaching strategies that motivate learners in learning

and practicing entrepreneurship.

c. Learning Strategy / Innovation

Learning innovation strategy known as Spices

acronym which is short for student entered, problem

based, integrated aching, community oriented, early

clinical exposure and self-directed learning. This

strategy is most appropriate applied to

entrepreneurship lectures.

d. The role of department managers

Any innovation or change of teaching and

learning method should be designed, implemented,

monitored and evaluated by the manager consistently

and consistently, as well as making vision of the goals

to be achieved. Learning innovation or

entrepreneurship education requires appropriate

strategies or can accommodate the entrepreneurial

character of the entrepreneur.

2.2 Entrepreneurial Intention

Interest according to Purnomo (2005: 66) is an

awareness of the soul that is active to receive

something from the outside. While Interests

according to White and Bernard in Purnomo (2005:

66) is a condition that occurs when a person sees

temporary characteristics or meanings of situations

connected with desires or needs themselves.

Meanwhile, interest in entrepreneurship according to

Purnomo (2005: 67) is defined as a strong desire of a

person, whether conscious or unconscious are

satisfied through certain behaviors. Empathic al that

need to be considered in the interest variable are: 1.

Interest is considered as "catcher" or intermediary

motivational factors that have an impact on the

behavior, 2. Interest shows how strong a person's

effort to dare to try to do something. 3. Interest shows

how much effort a person is planning to do, 4. Interest

is closest to dealing with subsequent behavior.

Interest in entrepreneurship can be seen from two

main indicators are: 1. how strong a person's effort to

dare to try to do entrepreneurial activity; How much

effort a person is planning to engage in

entrepreneurial activity (such as managing time and

finances for entrepreneurial purposes).

2.3 Entrepreneurial Motivation

According to Terry in Purnomo (2005: 59)

Motivation is an intrinsic desire that encourages a

person to act. Meanwhile, according to Donnel,

motivation is defined as the impetus and effort to

meet or satisfy a need or a goal. There are three

aspects related to motivation are: 1) What factors that

drive behavior. 2) Where the behavior is directed. 3)

How the behavior is maintained.

There are several motivations in entrepreneurship

are: a) Financial reasons, namely to earn a living to

get rich, to seek additional income as a guarantee of

financial stability; B) The social reason of obtaining

prestige / status to be known and respected to be an

example for others, in order to meet the crowds; C)

The reason for the service is to provide employment

to the community, to organize the community, to help

the community economy for the future of the family;

D) The reason for self-fulfilment is to be self-

sufficient, to achieve something desirable, to avoid

dependence on others, to be more productive, and to

use personal abilities.

3 METHODS

The type of research used in this study is associative

research because this study aims to determine the

effect of entrepreneurship education on the interest

and motivation entrepreneurial student of economic

education program of Universitas Negeri Surabaya.

While the approach used in this study is a quantitative

approach. According to Sugiyono (2007: 15),

quantitative research emphasizes the testing of

theories through the measurement of variables with

numbers, words, and sentences. The design of this

research are:

The Impact of Entrepreneurship Education to Entrepreneurial Intention and Motivation

259

Information:

= partial impact

Figure 3. Entrepreneur Education Chart

The research was conducted at the Faculty of

Economics, State University of Surabaya, located at

the Campus of Surabaya State University of

Surabaya, East Java. Population in this research is all

student of education program of economy class of

2014 which is counted 81 student. The sampling

technique in this research use saturated sampling

technique with sample number 81 students. The

research instrument used by the researcher is a closed

questionnaire. Questionnaire that the number of items

and alternative answers have been determined,

respondents just choose according to the actual

situation. Questionnaire is used to measure the

variables of entrepreneurship education,

entrepreneurship interest and entrepreneurship

motivation. Researchers develop the instrument using

Likert scale with four alternative answers are

Strongly Agree (SS), Agree (S), No Agree (TS),

Strongly Disagree (STS). In order for the data

obtained in accordance with the actual fact (valid) and

is permanent or reliable (reliable). Then the required

validity test and reliability test on the instrument. The

result of validity test shows that the result of pearson

correlation or rhitung is bigger (>) than rtabel. Rtabel

for n = 81 with 5% significance is equal to 0,213, so

that every item of statement in research instrument in

the form of questionnaire about entrepreneurship

education, entrepreneurship interest, and

entrepreneurship motivation are valid. The results of

the reliability test show that the cronbach's Alpha

(0.846> 0.60) result in the entrepreneurship

educational instrument is considered reliable, while

the entrepreneurship interest instrument produces

cronbach's Alpha of 0.822> 0.60 so it is stated

reliably and the entrepreneurship motivation

instrument cronbach's alpha 0.883> 0.60 The

technique of data collection in this research is using

questionnaire, interview, documentation,

observation, data analysis technique in this research

is by using classical assumption test (normality test,

linearity test, heteroscedasticity test), simple

regression analysis, hypothesis test (t test) And

coefficient of determination.

4 RESULT AND DISCUSSION

In this study to measure the entrepreneurship

education variable using 12 statements, to measure

the entrepreneurship interest variable using 13

statements and to measure entrepreneurship

motivation using 9 statements.

4.1 Normality Test

Table 1: Tests of Normality x

Kolmogorov-Smirnov

Shapiro-Wilk

Statistic

Sig.

Statistic

Sig.

.089

.173

.983

.376

a. Lilliefors Significance Correction

Table 2: Tests of Normality y

Tests of Normality

Kolmogorov-Smirnov

Shapiro-Wilk

Statistic

Sig.

Statisti

Sig.

.098

.052

.970

.055

.090

.161

.982

.324

a. Lilliefors Significance Correction

The table above shows that the value of

significance of entrepreneurship education variables

of p = 0.173, so p> α (0,05). Thus the sample comes

from a normally distributed population. For

entrepreneurship interest variable shows a

significance value of 0.052> 0.05 so that the sample

comes from normally distributed populations. The

variable of learning motivation shows a significance

value of 0.161> 0.05 so that the sample comes from a

normally distributed population.

Entrepreneur

Education

Entrepreneurial

Intention

Entrepreneurial

Motivation

ICEEE 2017 - 2nd International Conference on Economic Education and Entrepreneurship

260

4.2 Test Linearity

Table 3: ANOVA Table

Sum of

Squares

Mean

Square

Sig.

Between

Groups

(Combined)

396.617

20.875

1.138

.339

Linearity

77.182

4.207

.045

Deviation

from

Linearity

319.435

17.746

.967

.507

Within Groups

1119.037

18.345

Total

1515.654

From the anova table above shows that the sig

value of 0,507, this means the value of sig> 0,05, so

it can be concluded that between entrepreneurship

education variable with entrepreneurship interest has

a linear relationship.

4.3 Heteroscedasticity Test

Figure 4: The appearance of spreading points and does not

occur a certain pattern

From the picture above can be seen that the

appearance of spreading points and does not occur a

certain pattern. Thus it can be concluded that there is

no heteroscedasticity.

4.4 T Test

Table 4: Coefficients

Model

Unstandardized

Coefficients

Standard

ized

Coeffici

ents

Sig.

Collinearity

Statistics

Std.

Error

Beta

Tolera

nce

VIF

(Const

ant)

32.697

3.906

8.371

.000

.218

.106

.226

2.059

.043

1.000

a. Dependent Variable: y1

The table above shows that entrepreneurship

malnutrition variables have a significance value of

0.043 that is less than (<0.05) so it can be concluded

there is a significant influence between

entrepreneurship education on entrepreneurship

interests.

Table 5: Coefficients

Model

Unstandardized

Coefficients

Standar

dized

Coeffici

ents

Sig.

Collinearity

Statistics

Std.

Error

Beta

Toler

ance

VIF

(Cons

tant)

22.384

2.299

9.73

.000

.198

.062

.337

3.18

.002

1.000

1.00

a. Dependent Variable: y2

The table above shows that the entrepreneurship

education variable has a significance value of 0.002

that is less than (<0.05) so it can be concluded there

is a significant influence between entrepreneurship

education on entrepreneurship motivation.

4.5 Coefficient of Determination

Table 6: Model Summary

Model

Square

Adjusted

R Square

Std. Error of

the Estimate

Durbin-

Watson

.226

.051

.039

4.267

1.915

a. Predictors: (Constant), x

b. Dependent Variable: y1

The table above shows the coefficient of

determination seen in the column Adjusted R Square

of 0.039 or 3.9% so it can be concluded that the

The Impact of Entrepreneurship Education to Entrepreneurial Intention and Motivation

261

contribution of entrepreneurship education to

entrepreneurship interest of 3.9%, while the rest

influenced by other variables outside the variable that

is not examined.

Table 7: Model Summary

Model

R Square

Adjusted

R Square

Std. Error of

the Estimate

Durbin-

Watson

.337

.114

.103

2.511

2.036

a. Predictors: (Constant), x

b. Dependent Variable: y2

The table above shows the coefficient of

determination seen in the Adjusted R Square column

of 0.103 or equal to 10.3% so it can be concluded that

the contribution of entrepreneurship education to the

entrepreneurship motivation of 10.3%, while the rest

is influenced by other variables outside the variable

that is not examined.

5 CONCLUSION

Entrepreneurship Education has a positive and

significant influence on entrepreneurship interest,

meaning that the better entrepreneurship education

that is obtained by the students, the higher the

entrepreneurship interest for the students of the

economic education program of the State University

of Surabaya. Entrepreneurship education also has a

positive and significant influence on entrepreneurship

motivation, which means that the better

entrepreneurship education obtained by students, the

higher the motivation for entrepreneurship of the

students of economics education program of the state

university Surabaya. In this study useful for

entrepreneurship education to entrepreneurship

interest of 3.9%, while the rest due to other variables

that are not examined. While the contribution of

entrepreneurship education to entrepreneurship

motivation of 10.3%, while the rest due to other

variables that are not examined. Because in the results

of this study showed a small effect and largely

influenced by other variables, it is advisable for

researchers to further add other variables beyond this

research variables. From the results of research

obtained although there is a positive and significant

influence but only little effect. Thus, preferably with

the existence of entrepreneurship education that is

obtained by students can be a provision for

entrepreneurship not only as a compulsory course and

to get grades, but it should be a motivation and can

foster an interest to become a young entrepreneur

who can help the economy of the surrounding

community.

REFERENCES

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

Yogyakarta: Harmoni

Astiti, Yunita Widyaning. 2014. Pengaruh Pendidikan

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Keterampilan Bewirausaha Mahasiswa Pendidikan

Ekonomi Universitas Negeri Yogyakarta, (Online)

Daryanto. 2012. Pendidikan Kewirausahaan. Yogyakarta:

Gaya Media

Lorz, Michael. 2011. The Impact of Entrepreneurship

Education on Entrepreneurial Intentio, Dissertation

(Online).

Purnomo, Bambang Haadi. 2005. Membangun semangat

kewirausahaan. Yogyakarta: LaksBang PRESSindo

Remeikiene, Rita etc. 2013. Explaining Entrepreneurial

Intention of University Students: The Role of

Entrepreneurial Education, (Online)

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