THE MEDIATION ROLE OF WELL-BEING STUDENTS ON THE INFLUENCE OF 21st CENTURY COMPETENCE AND BLENDED LEARNING ON ENTREPRENEURSHIP LEARNING ACHIEVEMENT (original) (raw)
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Proceedings of the 5th International Conference on Education and Technology (ICET 2019), 2019
The era of globalization requires all parties to improve the quality of their competence through education, both of formal education, non-formal education or informal. Skill education (PK) is one of all of the activities from non-formal education who can answer these demands. But, as we know from the phenomenon has happened, many of PK graduates, they're not ready to work based on their ability that they have. Suspected unpreparedness is caused by entrepreneurial attitudes. Therefore, the purpose of this research is to see the relationship and entrepreneurial attitude with and towards the work readiness of PK course participants at the Padang City Learning Activities Studio (SKB). This research used a correlational research design. The sample that used is technique random sampling, as many as 80% of the population,that consisted of 32 people. Data were analyzed using simple regression analysis techniques. Based on research findings, be concluded that entrepreneurial attitude is significantly related to work readiness of PK course participants with a rX price of 0.782. Thus, it is known that entrepreneurial attitudes contribute significantly to the work readiness of PK course participants. Accordingly, there is a need for efforts to foster entrepreneurial attitudes by all parties involved in the educational record activities.
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The main objective of this research is to investigate the role of quality in higher education and lifelong learning competencies in entrepreneurship competencies of undergraduate students. The statistical population of this study was all undergraduate students. The descriptive correlational research method was used. For collecting data these questionnaires were used: the Liberal Entrepreneurship Competency Questionnaire (2007), Mantz Academic Quality in Higher Education (1995) and the Life-Long Learning of Wielkiewicz and Meuwissen (2014). The results showed that the entrepreneurial and lifelong learning competencies are at a good level. There is also a positive and significant relationship between lifelong learning and entrepreneurship competencies.
International Journal of Humanities and Social Science, 2018
The high unemployment rate of vocational high school graduates, as released by Central Statistic Bureau (BPS) in 2017 , raises the notion that the entrepreneurship culture is still not entrenched. This raises the question, whether the entrepreneurial learning activities have been effective for improving the entrepreneurship competence and entrepreneurial intention of the graduates? This research is applied to the 12 th graders in Surabaya, Malang, Jombang, Madiun and Banyuwangi. In this study, entrepreneurship learning is grouped into 3 categories, namely : entrepreneurship theoretical learning, entrepreneurship theoretical learning combined by business practices, and entrepreneurship theoretical learning combined by student involvement in the business activities. To obtain the data, students were asked to conduct self assessment of entrepreneurial competence perceived based on 3 learning models they received. At the same time, students are asked to express their entrepreneurial intention perceptions. Descriptive and statistical analysis is used to analyze the data. This study revealed that entrepreneurial learning activities combining theoretical studies and involving students to business activities is the most effective learning model to improve entrepreneurship competence of students, especially for skill dimension and entrepreneurial attitude. The entrepreneurial learning activities combining theoretical studies and involving students to business activities is also effective to grow students entrepreneurial intention, especially the encouragement to entrepreneurship, immediately creating business activity after graduation, the effort to entrepreneurship, and set entrepreneurship profession as the first choice after graduation. This study recommends to schools that entrepreneurship learning activities should emphasize more on the theoretical study combined with the student involvement in business activities. This can be done by optimizing the business centre function, and strengthening the cooperation with the business institution.
Dinamika Ilmu, 2020
Entrepreneurship is one of the spearheads of the economy so it is important to provide entrepreneurship education and one of them is in higher education. With entrepreneurship education, students create jobs and reduce the numbers given. The purpose of this study is to develop an effective entrepreneurship learning model by analyzing the role of lecturer experience and internship programs on student entrepreneurial competencies. The research method used is quantitative research with primary data based on the results of research in the field using instruments such as rt to partially or simultaneously test the developed model. The results of the research, the experience of lecturers in carrying out entrepreneurial activities and industrial internship programs for students partially or simultaneously have a positive effect on the competence of students in the vocational department of the Islamic University of Indonesia.
The Student Entrepreneurship Readiness in Vocational Schools
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Technological developments cause huge challenges and threats to humans so humans must actively adapt and solve problems. Industrial Revolution 4.0 is a real form of the presence of various problems if they don't have competence in one field. Many layoffs and termination of cooperation, but also presents a new form of work with new expertise that causes the world of education must prepare graduates who have competence and entrepreneurial spirit to be independent. This qualitative research was conducted at a vocational high school by interviewing grade XI students. As many as 81.48% of students prepare themselves cognitively by learning in their preferred field. 7.4% of students stated that they had been directly involved in entrepreneurship. Besides that, 77.78% of students don't have entrepreneurial family backgrounds. It can be concluded, the readiness of students' entrepreneurship has existed in the form of improving their knowledge, but hasn't been directly involved in entrepreneurship.
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Interest in opening a new business after completing lectures at the State University of Medan is still a concern. This shows that the students' low interest in entrepreneurship. An entrepreneurial ecosystem can be formed because students come from various disciplines who are possible to have a meeting of demand and supply to become young entrepreneurs in the future. This study focuses on developing a model of variables related to entrepreneurial interest by using each item to explain the actual situation experienced by Medan State University students. This study uses a quantitative approach with survey research methods. The sample in this study were Unimed students using a questionnaire. The questionnaire used to collect data is an electronic questionnaire. The questionnaire was filled in by contacting the respondents via cellular telephone as many as 275 respondents. The results show that the seven question items as a whole still have not answered the needs of students in creating and developing entrepreneurial learning practices in initiating students to have entrepreneurial abilities independently. The results show that the self-confidence variable has a statement item that has the highest response, which is that I am more confident to start a business after taking entrepreneurship courses and the lowest response is that I start a new business seriously after taking entrepreneurship courses. Then, the task orientation and outcome variables have statement items that get the highest response, namely I am interested in taking entrepreneurship courses and the lowest response is that I am able to manage a business after taking entrepreneurship courses. Furthermore, the business risk variable has a statement item that has the highest response, namely I have learned to face risks in business after taking entrepreneurship courses and the statement that has the lowest response is I dare to take risks starting a business after taking entrepreneurship courses. Finally, on the future orientation variable, the statement item that has the highest response is Through entrepreneurship courses, from the University, my skills, knowledge, and interest in entrepreneurship have increased and the statement that has the lowest response is I have successfully identified future business opportunities. future after taking entrepreneurship courses.
Jurnal Pendidikan Vokasi, 2017
The objective of the research was to: (1) find the level of integrated learning effectiveness between the entrepreneurship subjects and the stone and concrete practical subject from the perspective of the teachers and the students; (2) to find the level of integrated learning implementation between the entrepreneurship subject and the stone and concrete practical subject; (3) to find the level of teacher and student activities within the integrated learning between the entrepreneurship subject and the stone and concrete practical subject; and (4) to find the level of student readiness within the integrated learning between the entrepreneurship subject and the stone and concrete practical subject. The researchers implemented the Research and Development approach with an orientation toward the product development. The research period in the form of learning implementation within the classroom was from January to February 2013. The research site was in 2 Pengasih State Vocational High ...
2020
Peace, prosperity, and sustainability are considered as the ultimatum for the countries and economies, and the rejection of which will result in retaliation or a breakdown in relations. To peace and sustainability to become a relative reality, the ̳graduates of tertiary education should be entrepreneurs at last in its simplest sense. Furthermore, for the countries irrespective of developed or developing , to maintain the momentum of developments and to look for the gaps and new competencies, creativity and innovation based startups, entrepreneurial skills in their workforces are considered as essential (Global HR Forum, 2018). Hence is the strong requirement for the quality in education to be revisited. Though the above is the need, the responsible bodies are yet to fathom the right and appropriate strategies to face the future challenges and the competitions with this need of entrepreneurship centered education. The main objective of the study is to find out how far the assessments...
International Journal of Business and Social Science, 2018
This study aims to identify the relationship between the 21 st century teaching and learning skills and the Entrepreneurship Lecturer in College Community Perak, Malaysia. Apart from that this study would to determine the factors of 21 st century teaching and learning skill that affect the competency of the Entrepreneurship Lecturer in College Community Perak, Malaysia. This study would provide few suggestions to build up the competency of the Entrepreneurship Lecturer. The concept paper contributes to the development of knowledge in field of entrepreneurship in the 21 st century among the Entrepreneurship Lecturer in College Community Perak, Malaysia. The findings of the study could also be a reference and added value in the field of lecturer's competency and entrepreneurship in pursuing the change in teaching and learning method of the 21 st century.