Research Article
Entrepreneurship Learning Models To Increase Entrepreneurial Readiness Of Vocational High School (VHS) Students
@INPROCEEDINGS{10.4108/eai.3-8-2019.2290745, author={S Muslim and N Kusumawati and E ` Ismayati and E Rahmadyanti and R N Achmad and P W Rusimamto and Soeparno Soeparno}, title={Entrepreneurship Learning Models To Increase Entrepreneurial Readiness Of Vocational High School (VHS) Students}, proceedings={Proceedings of the 1st International Conference on Management, Business, Applied Science, Engineering and Sustainability Development, ICMASES 2019, 9-10 February 2019, Malang, Indonesia}, publisher={EAI}, proceedings_a={ICMASES}, year={2020}, month={1}, keywords={tvet teva social economy and education country}, doi={10.4108/eai.3-8-2019.2290745} }- S Muslim
N Kusumawati
E ` Ismayati
E Rahmadyanti
R N Achmad
P W Rusimamto
Soeparno Soeparno
Year: 2020
Entrepreneurship Learning Models To Increase Entrepreneurial Readiness Of Vocational High School (VHS) Students
ICMASES
EAI
DOI: 10.4108/eai.3-8-2019.2290745
Abstract
Entrepreneurship subjects are adaptive group subjects, so all vocational students obtain this material, although it varies somewhat in the presentation. School average (VHS) provides this subject since the first semester of class 10. The study found that: (1) in general the entrepreneurial attitudes of vocational students still need to be improved; (2) the experience of entrepreneurship education in schools, entrepreneurial attitudes, self-efficacy, and entrepreneurial education in the family and community environment, have a positive and significant effect on the readiness of entrepreneurship of vocational students; (3) entrepreneurial learning through business centers, apprenticeships, and family backgrounds, simultaneously influencing positively and significantly on the entrepreneurial competencies of vocational students; (4) The "SMK Mart" unit plays a positive and meaningful role as an educational, economic and social media in the cultivation of entrepreneurial attitudes for vocational students; (5) teacher skills in teaching entrepreneurship need to be improved; (6) the entrepreneurial learning model in the form of an internet-based e-portfolio has proven effective; and (7) the "entrepreneurial extracurricular" model can function well in order to foster an entrepreneurial spirit for vocational students; and (8) the NHT cooperative learning model can improve learning activities and learning achievements of VHS students.
