Corresponding Author: Julyestra Vidha
Thaashaar
E-mail: [email protected]
INTRODUCTION
Some developing countries make the need for the
provision of educational services that prepare their students for work an
absolute necessity. Most secondary students in developing countries have
difficulty accessing higher Education after completing secondary Education (Ali, 2017). This is shown
by the School Participation Rate (APM) data in Indonesia of 31.19% (Barat, n.d.). This APM
number states that the ability of universities to absorb high school graduates
is only as big as the APM number from the total existing graduates. This leaves
68.81% of Secondary Education graduates to have other options, namely being
ready to work or becoming entrepreneurs. Based on various sources of study and
business practices, it is necessary to develop a vocational education
curriculum that follows the era of the industrial revolution 4.0 and is
relevant to answering the need for new skills (Wardina et al., 2019). Indonesia has
six strategic issues that are priorities for vocational revitalization namely
the alignment and updating of the curriculum; learning innovation; fulfilment
and improvement of the professionalism of teachers and education personnel; and
school partnerships with the business/industrial world and universities;
standardization of primary facilities and infrastructure; and
structuring/institutional management (Rahayu et al., 2020).
Based on the regulation of vocational Education in
Indonesia, it can be concluded that most of the vocational education rules are
quite comprehensive. Still, the Open Unemployment Rate (TPT) in Indonesia comes
from vocational school graduates with the highest value (Basuki, 2022). This is shown
by Central Bureau of Statistics (BPS) data TPT of Vocational High Schools (VHS)
reached 11.16% as of February 2022. This condition does not follow Government
Regulation (PP) No. 17/2010, which states that vocational Education aims to
create ready graduates. Based on the analysis of several experts, one of the
causes of the problem is the relatively weak entrepreneurial ability and
vocational identity of vocational school students. This shows that the
technical skills provided in vocational learning are not enough to equip
vocational students in the face of competition when working. Therefore,
previous studies stated that one of the best ways to improve the ability of
vocational goals VHS students is to provide a more focused portion of entrepreneurship
learning.
In Appendix 1 point B to The Regulation of The
Minister of Education and Culture (PERMENDIKBUD) no. 34/2018 concerning the
national standard for VHS states that to realize the goals of vocational Education,
one of the competency standards for VHS graduates is to have productive
abilities following their fields of expertise either for work or entrepreneurship
(Addawiyah, n.d.). There are nine
areas of competence of VHS graduates, one of which is entrepreneurship. In the
area of entrepreneurial competence, there are three graduate competency
standards, namely: having the ability to identify and take advantage of
opportunities, consider & take risks, and having a strong desire and
ability to manage businesses by utilizing knowledge and skills in certain
skills.
Vocational
School in West Java
West Java, with an area of 3,609,528.44 Ha
consisting of 18 districts, nine cities, 627 districts, 645 villages, and 5312
villages, has a population per the year 2018 of 48,683,861 people consisting of
24.6 million men and 24 million women of which 64.70% are of productive age
between the ages of 15-60 years with high schools (SMA/VHS/SLB) as many as 1655
high schools, 2908 VHS, 382 SLB where 846 of them are public schools with a
total of 1,533,248 students. In the Expected Years of Schooling (HLS), West
Java province's achievement has been increasing over the past three years.
Achievements in 2017 amounted to 12.42 and experienced growth until 2019
amounted to 12.48. Average annual growth of 0.24%. Likewise, with the RLS
achievement, in 2017, it reached 8.14, experiencing growth until the 2019
achievement of 8.37. The average annual growth is 1.4% (West Java provincial
government Education Office, 2019).
VHS graduates dominate the Open Unemployment Rate
due to mismatches with industry or company needs, and in August 2021, it was
11.16%. The limited new job opportunities and the absence of a link and match
between the competencies possessed by the workforce and the job market
triggered a high Open Unemployment Rate from VHS graduates, especially in West
Java; the Open Unemployment Rate for VHS reached 16.71% in August 2021 (Statistik, 2022). The limited
availability of job opportunities, many layoffs, and lack of interest in
independent businesses trigger high unemployment in West Java (Nuraini & Puspitasari, 2022).
Business
Issue
Based on data from BPS, the total labour force in
February 2022 was 24.82 million people, an increase of 0.32 million people
compared to February 2021. The Labour Force Participation Rate (TPAK) rose by
1.48 percentage points. The working population is 22.75 million, up by 0.44
million from February 2021. TPT in February 2022 was 8.35 per cent, down by
0.57 percentage points compared to February 2021. The job opportunities that
experienced the largest percentage increase were in the agriculture, forestry
& fisheries sector, as well as the provision of accommodation and food and
drink sectors (each by 0.56 percentage points) (Indonesia, 2021). Meanwhile,
the largest decline in employment was in the other service sector (1.20
percentage points), from 1.41 million people in February 2021 to 1.16 million
people in February 2022.
Based on West Java Open Data in 2020, the number of
vocational school graduates in 2019 amounted to 311,892 students from public
and private vocational schools. This total number of graduates is not
comparable to the value of open jobs in the 2019 period. Based on data from BPS
West Java in 2019, there were 10,068 registered vacancies and vacancies by
business fields (industry, trade, transportation, services, and other finance)
amounted to 3,141 vacancies. So that the total of these vacancies amounted to
13,209 job vacancies; this total job vacancy can only be met by 4.2% of total
VHS graduates; even VHS graduates must compete with graduates from other levels
of Education.
VHS graduates dominate TPT due to a mismatch (inappropriate)
with the industry or company's needs, and TPT in August 2021 amounted to
11.16%. The limitation of new job opportunities and the absence of a link and
match between the competencies of the workforce and the job market triggered
high TPT from VHS graduates, especially in West Java the TPT number of VHS
reached 16.71% in August 2021 (Statistik, 2022). The limited
availability of jobs, many layoffs, and the lack of interest of job seekers for
independent business are the factors triggering the high TPT in West Java (West
Java Education Office, 2021).
Figure
1. Conceptual Framework in Achieving Vocational School Goals
The framework of this study, individual
competitiveness, will be confined to the variables of entrepreneurial intention
and entrepreneurial mindset and supported by the quality of Education obtained
so that students can achieve their vocational education goals. The limited new job opportunities and the absence
of a link and match between the competencies possessed by the workforce and the
job market triggered high Open Unemployment Rate (OUR) from Vocational High
School (VHS) graduates, especially in West Java, the OUR for VHS reached 16.71%
and 11,13% for Indonesian scope. Lack of opportunities for VHS graduates in the
industrial world because the needs are not aligned, the government must be able
to open other opportunities for VHS graduates, not only to become ready-to-work
graduates. VHS graduates need to have other options when they are not absorbed
in the industrial world, namely entrepreneurship. Research purpose on this
study is to find the cause of
the low competitiveness of VHS students after graduation
compared to other equivalent levels; measuring relationship of quality of
education, entrepreneurial mindset, and entrepreneurial intention in achieving
the goals of vocational goals; and give the recommendations for improving the
competitiveness of VHS students in West Java.
METHOD
This is a mixed-method
research in which data collection is carried out quantitatively and
qualitatively. The mixed method research method is a research approach that
involves collecting quantitative and qualitative data, combining two forms of
data, and using different designs, which can involve philosophical assumptions
and theoretical frameworks (Creswell, 2014).
The population in the quantitative study involved
students of public and private VHS in West Java in five districts/cities,
namely Kab. Bogor, Kab. Tasikmalaya, Kab. Garut, Kab. Indramayu, and Cimahi
City. The sample consisted of students who were in classes XII and XIII. The
population in this study were students of public and private VHS in five
districts/cities of West Java province who were sitting in classes, XII and
XII. Cimahi city was chosen because it became the largest TPT contributor in
West Java with 13.07% (Indonesia, 2021),
followed by Bogor City in second place with 12.22%.
Indramayu Regency was chosen because there is a mismatch between the
availability of VHS and the region's potential; in Indramayu Regency, the
availability of fisheries and marine vocational schools is only 2 out of 138
vocational schools.
To conduct this
study, researchers calculated the needs of respondents based on the number of
VHS student population in West Java amounted to 1,089,865 students from 2,908
public and private VHSs, with a level of confidence to achieve 95%. A margin of
error of 5% is required total sample following the theory is 385 students.
Based on that, the authors distributed 400 survey sheets for students to fill
out. In the survey data collection process, only 341 survey sheets were filled
out by students. One person represents the total sample of participants in the
qualitative method from each of the 6 VHS to conduct structured interviews
regarding the information on VHS graduates and curriculum. After the data has
been collected from the questionnaire, this study will conduct data analysis
using descriptive statistics and PLS-SEM using Smart PLS for Windows. The
details of the data analysis will be further explained in the following
sections.
RESULTS AND DISCUSSION
Validity
Test
Validity is based on how far an empirical measure
is sufficient to describe the true meaning of the concept under study (Morissan & Andy Corry, 2012). Decision-making
based on the calculated r-value (Corrected Item-Total Correlation) > r table
as 0,106, for df = 341�2 = 339; α = 0,05, so the items/ questions/ on the
research are valid and vice versa.
a. Entrepreneurial
Intention (X1) Variable Validity Test
Table 1. Entrepreneurial Intention Variable
Validity Test Results
|
Entrepreneurial Intention
|
r count
|
Sig.
|
Criteria
|
|
El1
|
0.874
|
0.00
|
Valid
|
|
El2
|
0.855
|
0.00
|
Valid
|
|
El3
|
0.853
|
0.00
|
Valid
|
Source:
Data Processing Result (2022
b.
Entrepreneurial Mindset
(X2) variable Validity Test
Table 2. Entrepreneurial Mindset Variable Validity
Test Results
|
Entrepreneurial
Mindset
|
rcount
|
Sig.
|
Criteria
|
|
EM1
|
0.654
|
0.000
|
Valid
|
|
EM2
|
0.692
|
0.000
|
Valid
|
|
EM3
|
0.649
|
0.000
|
Valid
|
|
EM4
|
0.652
|
0.000
|
Valid
|
|
EM5
|
0.703
|
0.000
|
Valid
|
|
EM6
|
0.750
|
0.000
|
Valid
|
|
EM7
|
0.763
|
0.000
|
Valid
|
|
EM8
|
0.777
|
0.000
|
Valid
|
|
EM9
|
0.700
|
0.000
|
Valid
|
|
EM10
|
0.557
|
0.000
|
Valid
|
|
EM11
|
0.427
|
0.000
|
Valid
|
|
EM12
|
0.710
|
0.000
|
Valid
|
|
EM13
|
0.580
|
0.000
|
Valid
|
|
EM14
|
0.544
|
0.000
|
Valid
|
|
EM15
|
0.681
|
0.000
|
Valid
|
|
EM16
|
0.701
|
0.000
|
Valid
|
|
EM17
|
0.702
|
0.000
|
Valid
|
|
EM18
|
0.644
|
0.000
|
Valid
|
|
EM19
|
0.649
|
0.000
|
Valid
|
|
EM20
|
0.581
|
0.000
|
Valid
|
|
EM21
|
0.678
|
0.000
|
Valid
|
|
EM22
|
0.568
|
0.000
|
Valid
|
|
EM23
|
0.718
|
0.000
|
Valid
|
|
EM24
|
0.702
|
0.000
|
Valid
|
|
EM25
|
0.755
|
0.000
|
Valid
|
Source:
Data Processing Result (2022)
c. Quality
of Education (X3) Variable Validity Test
Table 3. Quality of Education Variable Validity
Test Results
|
Quality of
Education
|
r count
|
Sig.
|
Criteria
|
|
QOE1
|
0.705
|
0.000
|
Valid
|
|
QOE2
|
0.757
|
0.000
|
Valid
|
|
QOE3
|
0.804
|
0.000
|
Valid
|
|
QOE4
|
0.788
|
0.000
|
Valid
|
|
QOE5
|
0.775
|
0.000
|
Valid
|
|
QOE6
|
0.774
|
0.000
|
Valid
|
|
QOE7
|
0.718
|
0.000
|
Valid
|
|
QOE8
|
0.762
|
0.000
|
Valid
|
|
QOE9
|
0.718
|
0.000
|
Valid
|
|
QOE10
|
0.626
|
0.000
|
Valid
|
Source: Data Processing
Result (2022)
d.
Vocational Goals (Y) Variable
Validity Test
Table 4. Vocational Goals Variable Validity
Test Results
|
Vocational
Goals
|
r count
|
Sig.
|
Criteria
|
|
VG1
|
0.611
|
0.000
|
Valid
|
|
VG2
|
0.656
|
0.000
|
Valid
|
|
VG3
|
0.682
|
0.000
|
Valid
|
|
VG4
|
0.747
|
0.000
|
Valid
|
|
VG5
|
0.761
|
0.000
|
Valid
|
|
VG6
|
0.750
|
0.000
|
Valid
|
|
VG7
|
0.706
|
0.000
|
Valid
|
|
VG8
|
0.668
|
0.000
|
Valid
|
|
VG9
|
0.754
|
0.000
|
Valid
|
|
VG10
|
0.687
|
0.000
|
Valid
|
Source:
Data Processing Result (2022)
Reliability
Reliability indicates the level of reliability or
trust in a measurement result (Morissan & Andy Corry, 2012). Alpha Cronbach
Coefficient (Cα) is the most used statistic to test the reliability of a
research instrument. A research instrument is indicated to have an adequate
level of reliability if Cronbach's Alpha coefficient is greater or equal to
0.700. Statement reliability calculations were carried out with the help of the
Smart PLS for the windows application program. Testing was carried out using
the Cronbach Alpha technique. If the Cronbach Alpha number is close to 1, the
higher the level of reliability. Based on the results of the calculations, the
reliability results are as follows:
Tabel 5. X1,
X2, X3 dan Y Variables Reliability Test Result
|
Variable
|
Cronbach's Alpha
|
N of Items
|
|
Entrepreneurial Intention (X1)
|
0.825
|
3
|
|
Entrepreneurial Mindset (X2)
|
0.947
|
25
|
|
Quality of Education (X3)
|
0.910
|
10
|
|
Vocational Goals (Y)
|
0.886
|
10
|
Source: Data
Processing Result (2022)
Multiple Linear
Regression Analysis
Multiple linear
regression analysis was used to determine the functional relationship between
Entrepreneurial Intention, Entrepreneurial Mindset, and Quality of Education to
Vocational Goals. The findings of multiple linear regression resulted from the
results of data processing using SPSS 26 software, as shown in the following
table:
Table 6. Multiple Linear
Regression Test Result
|
Model
|
Unstandardized Coefficient
|
Standardized Coefficient Beta
|
t
|
Sig
|
|
B
|
Std. Error
|
|
1
|
(Constant)
|
6.473
|
2.114
|
|
3.062
|
.002
|
|
Quality of Education
|
.074
|
.050
|
.073
|
1.479
|
.140
|
|
Entrepreneurial
Mindset
|
.260
|
.025
|
.588
|
10.559
|
.000
|
|
Enterpreneurial
Intention
|
.393
|
.152
|
.135
|
2.579
|
.010
|
|
a. Dependent Variable:
Vocational Goals
|
Source: Data Processing Result (2022)
On the unstandardized coefficients (B) values contained in the table,
the regression equation is formulated as follows:
Y = 6.473 + 0.393X1 + 0.260X2 + 0.074X3
Information:
Y����������� = Vocational Goals
X1��������� = Entrepreneurial Intention
X2��������� = Entrepreneurial Mindset
X3��������� = Quality of Education
In this equation, the regression coefficient of the
Entrepreneurial Intention variable (X1) is positive, meaning that the higher
the EI in vocational high schools in West Java, the higher the chance for
students to achieve vocational goals and vice versa. Then Entrepreneurial
Mindset (X2) also has a positive sign coefficient, which means that the better
the EM of students will increase the chances of achieving higher vocational
goals, and vice versa. Furthermore, Quality of Education (X3) also has a
positive coefficient, meaning that the higher the QoE in students will increase
the chances of achieving vocational goals, and vice versa.
Hypothesis Test
(F-count)
This study has 1 (one) hypothesis to be tested.
Testing the hypothesis aims to determine the effect of the independent
variables simultaneously on the dependent variable using the simultaneous test
(F-count). Testing the hypothesis, namely the effect of X1, X2, and X3
simultaneously on Y. To prove whether Entrepreneurial Intention, Entrepreneurial
Mindset, and Quality of Education simultaneously affect Vocational Goals,
testing is carried out with the following statistical hypotheses:
H0: �Entrepreneurial
Intention, Entrepreneurial Mindset, and Quality of Education simultaneously do
not affect Vocational Goals in West Java Vocational School Students.
Ha: �Entrepreneurial
Intention, Entrepreneurial Mindset, and Quality of Education simultaneously ��influence Vocational Goals in West Java
Vocational High School Students.
The F-test aims to test the significance of the
effect of the independent variables on the dependents together. The
significance level used by the authors in this F test is at the 5% level
(0.05). If the significance value is <0.05, it can be concluded that the
independent variable influences the dependent variable; preferably, if the
significance value is > 0.05, it can be concluded that the independent
variable does not affect the dependent.
To determine
the value of F, it is necessary to have degrees of freedom in the numerator and
degrees of freedom in the denominator with the following formula:
1.
Error rate (α) = 5% and degrees of freedom
(df)= (k-1) ;(n-k)
2.
Degrees of freedom quantifier = k-1 = 4-1 = 3
3.
Denominator degrees of freedom = n-k-1 = 341-4-1 =
366
4.
Then Ftable is 2.63
Simultaneous test through the F test obtained from
the ANOVA table as presented in the following table:
Table 7. F-Test Result (Simultant)
|
Model
|
Sum of Squares
|
df
|
Mean Square
|
F
|
Sig.
|
|
1
|
Regression
|
10916.716
|
3
|
3638.905
|
135.773
|
.000b
|
|
Residual
|
9032.082
|
337
|
26.801
|
|
|
|
Total
|
19948.798
|
340
|
|
|
|
|
a. Dependent Variable: Vocational Goals
|
|
|
b. Predictors: (Constant), Entrepreneurial
Intention, Quality of Education, Entrepreneurial Mindset
|
|
Source: Data
Processing Results (2022)
In the table above, Fcount is 135.773 with a
significance level of 0.000. Therefore, in both calculations, namely Fcount
> Ftable (135.773 > 2.63) and the significance level is 0.000 <0.05.
This shows that Ho is rejected and Ha is accepted, meaning that Entrepreneurial
Intention, Entrepreneurial Mindset, and Quality of Education affect Vocational
Goals in West Java Vocational High School students.
Determination
Coefficient
The coefficient of determination will be calculated
to determine how much influence Entrepreneurial Intention, Entrepreneurial
Mindset, and Quality of Education simultaneously have on Vocational Goals in
West Java Vocational High School students. SPSS 26 for windows software used by
researchers to process the value of the coefficient of determination as
presented in the following table:
Table 8. Determination Coefficient
|
Model Summary
|
|
Model
|
R
|
R Square
|
Adjusted R Square
|
Std. An Erroe in the Estimate
|
|
1
|
.740a
|
.547
|
.543
|
5.177
|
|
a. Predictors:
(Constant), Entrepreneurial Intention, Quality of Education, Entrepreneurial
Mindset
|
|
b. Dependent Variable:
Vocational Goals
|
Source: Data Processing Result (2022)
Based on the table above shows that the R-value is
0.740 and the R square (R2) is 0.547. The magnitude of the influence of Entrepreneurial
Intention, Entrepreneurial Mindset, and Quality of Education on Vocational
Goals is indicated by the coefficient of determination (CD) by calculating
using the following formula:
CD����� = R2 x 100%
= 0.547 x 100%
= 54.7%
The value of the coefficient of determination (CD)
above shows that 54.7% of Vocational Goals are influenced by Entrepreneurial
Intention, Entrepreneurial Mindset, and Quality of Education. At the same time,
the remaining 45.3% is influenced by other variables not examined in this
study.
Quantitative analysis
based on Data Survey
In the profile of respondents to West Java VHS
students, based on gender, it showed that the most respondents were female, 205
people (60.1%) and 136 men (39.9%), with respondents who occupied class XII as
many as 227 (66.6%) respondents and class XIII as many as 114 (33.4%)
respondents. A total of 341 respondents came from five districts and six VHS
through various expertise programs, which consisted of Office Governance
Automation, Computer Network Engineering, Hospitality Accommodation, Catering,
Software Engineering, Accounting, Pharmacist, Multimedia, Fashion Design,
Nursing, Office Management & Business Services, Automotive, and Motorcycle
Engineering & Business.
Based on the descriptive analysis of respondents'
responses regarding the Quality of Education variable, a score percentage of
82.21 was obtained. This value was included in the high category, meaning that
it can be concluded that the quality of Education in West Java Vocational
Schools is in good condition based on measurements of Curriculum, Teachers,
Learning Methods, and School Facilities. Of the 10 statement items submitted
regarding Quality of Education, the highest score was the 9th statement item
with a score of 1788 or 87.39%. This 9th statement item relates to schools that
teach their students about entrepreneurship and starting a business. This shows
that students feel that the quality of their school education is of good
quality.
Meanwhile, the lowest score is the 10th statement
item, with a total percentage of 75.71%. This 10th statement item relates to
the provision of special rooms (incubators) and entrepreneurship teachers
(mentors) assigned to develop student businesses already running in schools.
This shows that the availability of special rooms and teaching entrepreneurship
is not optimal in the eyes of students. This finding is in line with the
opinion of (Usman & Raharjo, 2012), which states that the
development of VHS is expected to create graduates who are capable of
entrepreneurship, but the implementation has not been carried out
synergistically. Hence, the level of efficiency is still low.
Furthermore, based on the descriptive analysis of
students' responses regarding the Entrepreneurial Mindset variable, a score
percentage of 81.33 was obtained. This value was included in the high category,
meaning that it can be concluded that the entrepreneurial mindset of West Java
VHS students is in good condition based on Beliefs About, Collaborate,
Innovative, Internal Locus of Control, Motivation, Resilience, Self-Efficacy,
and Take a Risk. Of the 25 statement items submitted regarding Entrepreneurial
Mindset, the highest score was the 22nd statement item, with a score of 1789 or
87.44%. The 22nd statement item relates to the inspiration for student success from
others. This shows that most students are inspired to see or measure success
from the success of others. Entrepreneurial interest is influenced by internal
and external factors; the influence of other people (external) can encourage them
to follow in their footsteps and provide inspiration to open their businesses (Widianingrum, 2020).
Meanwhile, the lowest score is the 4th statement
item, with a 1479 or 72.29%. This 4th statement item relates to the student's
ability to direct others. Although this statement shows that the level of
students' ability to direct their co-workers is in high condition, it is the
lowest compared to other statement items on the Entrepreneurial Mindset
variable, so it is necessary to increase students' interpersonal skills in
terms of directing or influencing others. Directing behaviour and getting
people to adopt plans that aim at the future are entrepreneurial abilities that
students need to have (Widianingrum, 2020).
Based on the results of the descriptive analysis of
student's responses regarding the Entrepreneurial Intention variable, a score
percentage of 80.75 was obtained, and this value was included in the high
category, meaning that it can be concluded that students' entrepreneurial
interest in West Java VHS is in good condition. Of the 3 statement items
submitted regarding Entrepreneurial Intention, the highest score was the 3rd
statement item, with a score of 1692 or 82.70%. This 3rd statement item relates
to students' beliefs in exerting all efforts to start and run their businesses.
This shows that students feel confident in their ability to seriously build a
business. According to Thompson, the entrepreneurial intention is a
self-recognized belief that they have a great interest in establishing a new
business and will consciously realize their interest in the future (Kurnia et al., 2018).
Meanwhile, the lowest score is the 2nd statement
item, with a 1598 or 78.10%. This second statement item relates to students'
professional career goals to become entrepreneurs. Although this statement
shows that the professional career goals of entrepreneurship VHS students are
in high condition, it is still the lowest compared to other statement items on
the Entrepreneurial Intention variable. According to research, the low ability
of students to seize opportunities, and the courage to start a business and
make decisions, more followers become followers, the less creative and low initiative
can hinder interest in entrepreneurship (Marini & Hamidah, 2014).
Finally, based on the descriptive analysis of
students' responses regarding the Vocational Goals variable, a score percentage
of 78.93 was obtained. This value was included in the high category, meaning
that it can be concluded that the vocational goals of students at VHS West Java
are in good condition based on measurements of Career Interests, Goals, Roles,
and Values. Of the 10 statement items submitted regarding Vocational Goals, the
highest scores were the 1st and 7th statement items with the same score of 1659
or 81.09%. Item 1 of this statement relates to the compatibility of students'
interests with vocational goals, and item 7 relates to students' views of
certain vocational goals they want to pursue when they leave school. This shows
that students have a high level of compatibility regarding their interests with
vocational goals and already have goals when students graduate from school
later.
Meanwhile, the lowest score is the 3rd statement
item, with a 1533 or 74.93%. Item 3 of this statement relates to a good
understanding of what kind of career one wants when students leave school.
Although this statement shows that the career understanding that will be
carried out when students graduate is in high condition, it is still the lowest
compared to other statement items on the Vocational Goals variable. Schools
need to prepare careers from an early age class X so that students have
sufficient opportunities to determine clear career goals, have plans and carry
out plans to achieve career goals (Widyastuti & Widyowati, 2015).
CONCLUSION
Based on the above discussion,
entrepreneurship education in VHS is considered good. However, the number of
VHS graduates, which still has the potential of 17% resulting in unemployment,
needs to be addressed to increase the competitiveness of VHS graduates, which
focuses on entrepreneurship education. This is stated as the best effort in
several studies as an improvement in the quality of VHS graduates after
completing their Education. The results of this study can be concluded that: 1)
Why VHS students are not able to compete at the level of acceptance in the
industry on a massive scale because 21.07% of vocational students have low
vocational goals, as evidenced by the results of quantitative research on
career interest points, only 77.85% of vocational students have who can play a
role in a career by 79.34%, and values in choosing a career are detected by
78.07% in VHS students. 2) The abilities of VHS students analyzed from two
different units (students and teachers/principals) and using mixed methods
stated mutually supportive results. Based on this study's determinant
coefficient, 54.7% of Vocational Goals are influenced by Quality of Education,
Entrepreneurial Mindset, and Entrepreneurial Intention. At the same time, the
remaining 45.3% is influenced by other variables not examined in this study. The
quantitative analysis stated that the calculated F result was 135,773 with a
significance level of 0.000. This indicates that Quality of Education,
Entrepreneurial Mindset, and Entrepreneurial Intention simultaneously affect
Vocational Goals in West Java Vocational High School students. 3)The
recommendations for increasing the competitiveness of VHS students following
the Vocational Goals is to improve the Entrepreneurial Mindset and
Entrepreneurial Intention and direct the process of improving the Quality of
Education in schools. Recommendations that can be made are described in the
input-process-output-outcome matrix to increase the competitiveness of VHS students.
REFERENCES
Addawiyah, S. (n.d.). Manajemen
Pembelajaran Bidang Studi Administrasi Perkantoran Di Smk Darussalam Ciputat.
Ali, M. (2017). Kebijakan pendidikan
menengah dalam perspektif governance di indonesia. Universitas Brawijaya Press.
Barat, B. P. S. J. (n.d.). Berita Resmi Statistik No.
13/02/32/Th. XVII.
Basuki, W. (2022). Manajemen pendidikan teknologi kejuruan
dan vokasi. Bumi Aksara.
Creswell, J. W. (2014). Qualitative, quantitative and
mixed methods approaches. Sage.
Indonesia, B. P. S. (2021). Berita resmi statistik. Pertumbuhan
Ekonomi Indonesia Triwulan II, 60/08.
Kurnia, D., Kusnendi, K., & Furqon, C. (2018). Pengaruh
Pengetahuan Kewirausahaan dan Efikasi Diri Terhadap Minat Wirausaha. PROMOSI:
Jurnal Program Studi Pendidikan Ekonomi, 6(2). http://dx.doi.org/10.24127/pro.v6i2.1690
Marini, C. K., & Hamidah, S. (2014). Pengaruh
self-efficacy, lingkungan keluarga, dan lingkungan sekolah terhadap minat
berwirausaha siswa SMK jasa boga. Jurnal Pendidikan Vokasi, 4(2).
Doi: 10.21831/jpv.v4i2.2545
Morissan, M. A., & Andy Corry, W. (2012). Farid Hamid. Metode Penelitian Survei. Jakarta: Kencana Prenada Media Group.
Nuraini, S., & Puspitasari, D.
(2022). STRATEGI DINAS TENAGA KERJA DALAM MENGURANGI ANGKA PENGANGGURAN DI MASA
PANDEMI COVID-19. Governance, 10(2), 49�64. https://doi.org/10.33558/governance.v10i2.5639
Rahayu, A., Wibowo, L. A., &
Sulastri, S. (2020). Analysis
of Link and Match Policies in Improving Work Readiness of Vocational Student in
West Java. 3rd Global Conference On Business, Management, and Entrepreneurship
(GCBME 2018), 179�181.
Statistik, B. P. (2022). BPS provinsi DKI jakarta.
Usman, H., & Raharjo, N. E. (2012). Model Pendidikan
Karakter Kewirausahaan di Sekolah Menengah Kejuruan. Jurnal Pendidikan
Teknologi Dan Kejuruan, 21(2).
Wardina, U. V., Jalinus, N., & Asnur, L. (2019). Kurikulum pendidikan vokasi pada era
revolusi industri 4.0. Jurnal Pendidikan, 20(1), 82�90.� https://doi.org/10.33830/jp.v20i1.240.2019
Widianingrum, E. (2020). Pengaruh
Efikasi Diri Dan Lingkungan Keluarga Terhadap Minat Wirausaha Siswa Smk Di Masa
Pandemi Covid-19. POINT:
Jurnal Ekonomi Dan Manajemen, 2(2),
133�141. https://doi.org/10.46918/point.v2i2.726
Widyastuti, N., & Widyowati, A. (2015). Hubungan antara
locus of control internal dengan kematangan karir pada siswa SMK N 1 Bantul. Humanitas:
Jurnal Psikologi Indonesia, 12(2).
