SKRIPSI Jurusan Manajemen - Fakultas Ekonomi UM, 2019

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Pengaruh Pendidikan Kewirausahaan dan Kegiatan Praktik di Unit Penjualan Jasa (UPJ) Terhadap Minat Berwirausaha Melalui Kepribadian Wirausaha Siswa Kelas XII Pemasaran SMK Islam Batu

Ningrum Vina Tri Habsari Kusuma

Abstrak


ABSTRAK

Ningrum, Vina, T, H, K. 2019. Pengaruh Pendidikan Kewirausahaan dan Kegiatan Praktik di Unit Penjualan Jasa (UPJ) Terhadap Minat Berwirausaha Melalui Kepribadian Wirausaha Siswa Kelas XII Pemasaran SMK Islam Batu. Skripsi. Jurusan Manajemen. Fakultas Ekonomi. Universitas Negeri Malang. Pembimbing: Dr. Agus Hermawan, M.Si, GradDipMGT., MBus

 

Kata Kunci : Pendidikan Kewirausahaan, Kegiatan Praktik di Unit Penjualan Jasa (UPJ), Minat Berwirausaha, Kepribadian Wirausaha

Minat berwirausaha siswa di SMK Islam Batu masih rendah, hal ini selaras dengan hasil wawancara bersama guru kewirausahaan, menyatakan bahwa 25% siswa berwirausaha setelah lulus dari SMK dan wawancara siswa SMK Islam mengenai minat berwirausaha yang menyatakan bahwa mereka lebih tertarik untuk bekerja setelah lulus dari SMK. Untuk meningkatkan minat berwirausaha siswa kelas XII Pemasaran di SMK Islam Batu dapat dilakukan dengan melakukan pembelajaran kewirausahaan dan kegiatan praktik di unit penjualan jasa (UPJ) sehingga dapat mengembangkan kepribadian siswa dalam berwirausaha. karena kepribadian merupakan salah satu faktor yang mempertimbangkan karir atau pekerjaan yang akan dipilih, semakin matang kepribadian seseorang akan jauh lebih siap dalam menghadapi segala permasalahan.

Penelitian ini bertujuan untuk mengetahui:

(1) Deskripsi pendidikan kewirausahaan, kegiatan praktik di unit penjualan jasa (UPJ), minat berwirausaha, kepribadian wirausaha.

(2) pengaruh pendidikan kewiraushaan terhadap kepribadian wirausaha.

(3) pengaruh kegiatan praktik di unit penjualan jasa (UPJ) terhadap kepribadian wirausaha.

(4) pengaruh pendidikan kewirausahaan terhadap minat berwirausaha.

(5) pengaruh kegiatan praktik di unit penjualan jasa (UPJ) terhadap minat berwirausaha.

(6) pengaruh kepribadian wirausaha terhadap minat berwirausaha.

(7) pengaruh pendidikan kewirausahaan terhadap minat berwirausah melalui kepribadian wirausaha.

(8) pengaruh kegiatan praktik di unit penjualan (UPJ)  terhadap minat berwirausah melalui kepribadian wirausaha.

Penelitian ini menggunakan pendekatan kuantitatif, dengan menggunakan analisis deskriptif dan analisis jalur serta uji hipotesis menggunakan uji t dan sobel test. Populasi dalam penelitian ini sebanyak 85 siswa dengan menggunakan sampel jenuh, sehingga semua jumlah populasi digunakan sebagai sampel karena jumlah kurang dari seratus responden. Pengumpulan data dalam penelitian ini menggunakan angket dan juga dokumentasi.

Hasil analisis jalur menunjukkan bahwa:

(1) Pendidikan kewirausahaan siswa kelas XII Pemasaran di SMK Islam Batu dikategorikan sangat baik

(2) Kegiatan praktik di unit penjualan jasa (UPJ)  siswa kelas XII Pemasaran di SMK Islam Batu dikategorikan sangat baik.

(3) Minat berwirausaha siswa kelas XII Pemasaran di SMK Islam Batu dikategorikan sangat tinggi.

(4) Kepribadian wirausaha siswa kelas XII Pemasaran di SMK Islam Batu dikategorikan baik.

(5) Pendidikan kewirausahaan berpengaruh positif dan signifikan terhadap kepribadian wirausaha.

(6) Kegiatan praktik di unit penjualan jasa (UPJ) berpengaruh positif tetapi tidak signifikan terhadap kepribadian wirausaha.

(7) Pendidikan Kewirausahaan berpengaruh positif dan signifikan terhadap minat berwirausaha.

(8) Kegiatan praktik di unit penjualan jasa (UPJ) berpengaruh positif dan signifikan terhadap minat berwirasuaha.

(9) Kepribadian wirausaha berpengaruh positif dan signifikan terhadap minat berwirausaha.

(10) Pendidikan Kewirausahaan berpengaruh positif dan signifikan terhadap minat berwirausaha melalui kepribadian wirausaha, dan variabel kepribadian wirausaha mampu memediasi pendidikan kewirausahaan terhadap minat berwirausaha.

(11) Kegiatan Praktik di unit penjualan jasa (UPJ) berpengaruh positif dan tidak signifikan terhadap minat berwirausaha melalui kepribadian wirausaha, dan variabel kepribadian wirausaha tidak mampu memediasi kegiatan praktik di unit penjualan jasa (UPJ). Dalam penelitian ini menunjukkan bahwa besarnya pengaruh variabel pendidikan kewirausahaan, kegiatan praktik di unit penjualan jasa (UPJ) terhadap minat berwirausaha melalui kepribadian wirausaha sebesar 62,1% sedangkan sisanya dipengaruh oleh variabel lain diluar penelitian ini.

Berdasarkan hasil penelitian, disarankan:

(1) Penguatan Mata Diklat Kewirausahaan di tingkat SMK karena 7% siswa kelas XII  Pemasaran kurang dan tida setuju membuka usaha setelah lulus dari SMK.

(2) Menyediakan lingkungan tempat tinggal yang kondusif untuk berwirausaha, karena 14,1% siswa menyatakan bahwa lingkungan tempat tinggalnya kurang dan tidak mendukung mereka dalam membuka usaha baru.

(3) Meningkatkan kepercayaan diri siswa dengan melakukan pembelajaran atau praktik, karena 9% siswa dinilai bahwa mereka tidak yakin dengan keberlangsungan usaha mereka.

(4) Meningkatkan kemandirian siswa melalui penugasan secara individu sehingga mereka bisa bertanggung jawab atas tugas mereka sendiri tidak mengandalkan teman kelompoknya, karena 12,9% dinilai bahwa mereka sangat kurang memiliki kemandirian dalam menjalankan usaha.

(5) Guru memberikan pengertian dan penjelasan kepada siswa bahwa setiap masalah yang dihadapi dapat dijadikan pengalaman mereka dalam menjalankan usaha, karena 10,6% siswa dinilai masih kurang menggunakan kegagalan atau masalah yang  pernah dihadapai sebagai pengalaman.

(6) Guru memberikan penugasan yang lebih menantang, menghadapkan siswa dengan beberapa sudi kasus, karena 7% siswa dinilai tidak menyukai tantangan.

(7) Memberikan tugas kelompok pada siswa dan memiliki tanggung jawab setiap anggota kelompok, sehingga mereka belajar berani mengambil keputusan yang memiliki risiko cukup besar, karena 7% siswa dinilai bukan merupaka orang yang berani mengambil risiko.

(8) Penguatan dalam materi perencanaan bisnis, sehingga siswa dapat melakukan perencanaan dan memperkecil risiko, karena 14,1% siswa dinilai belum mampu melakukan perencanaan dna pengendalian usaha.

(9) Sekolah menambah bahan bacaan mengenai wirausaha dan menunjukkan orang  yang berhasil dalam bidang wirausahasebagai motivator, karena 23,5% siswa dinilai masih kurang suka membaca buku dan bertanya pada orang yang berpengalaman pada bidangnya.

(10) Penguatan dalam materi perencanaan dan strategi, karena 10,6% siswa dinilai belum dapat melakukan perencanaan dan strategi secara matang.

 

ABSTRACT

Ningrum, Vina, T, H, K. 2019. The Effect of Entrepreneurship Education and Practice Activities on Service Selling Unit (UPJ) Towards Interest Entrepreneurships Through Entrepreneurial Personality of Class XII Marketing Students at SMK Islam Batu. Sarjana’s Thesis Management Department. Faculty of Economics Universitas Negeri Malang. Advisor: Dr. Agus Hermawan, M.Si, GradDipMGT., MBus

 

Key Word : Entrepreneurship Education, Practice Activities at Service Selling Unit (UPJ), Interest  Entrepreneurship, Entrepreneurial Personality

The interest in entrepreneurship of students in SMK Islam Batu is still low, this is in line with the results of interviews with entrepreneurial teachers. states that 25% of students are entrepreneur after graduating from vocational school and SMK Islam Batu students about their interest in entrepreneurship stated that they were more interested in working after graduating from school. To increase the interest in entrepreneurship for students of class XII Marketing at SMK Islam Batu can be done by conducting entrepreneurial learning and Practice Activities on Service Selling Unit (UPJ) so that they can develop students' personalities in entrepreneurship,  because personality is one factor that considers the career or job to be chosen. The more mature the personality of a person will be far more ready to face all problem.

This study was aimed to find out:

(1) Description of entrepreneurship education, practical activities in the service selling unit (UPJ), interest in entrepreneurship, entrepreneurial personality.

(2) The effect of entrepreneurship education on entrepreneurial personality.

(3) The effect of practical activities in the service sales unit (UPJ) on entrepreneurial personality.

(4) The influence of entrepreneurship education on the interest in entrepreneurship.

(5) The effect of practical activities in the service sales unit (UPJ) on the interest in entrepreneurship.

(6) The influence of entrepreneurial personality on the interest in entrepreneurship.

(7) The influence of entrepreneurship education on the interest in entrepreneurship through entrepreneurial personality.

(8) The influence of practice activities in the sales unit (UPJ) on entrepreneurship interests through entrepreneurial personality.

This study employed a quantitative approach, by means of descriptive and path analysis as well as hypothesis testing by utilizing t test and single test. The population in this study comprised 85 students through saturated samples, so that all population numbers were employed as samples since there were fewer than one hundred respondents. Data collection in this study utilized questionnaires and also documentation.

The results of path analysis revealed that:

(1) Entrepreneurship education in class XII Marketing at SMK Islam Batu  is categorized as very good

(2) Practice Activities on Service Selling Unit (UPJ) education in class XII Marketing at SMK Islam Batu  is categorized as very good

(3) The interest in entrepreneurship for students of class XII Marketing at SMK Islam Batu is categorized very high

(4) Entrepreneurial personality of class XII students SMK Islam Batu  is categorized as good.

(5) Entrepreneurship education had a positive and significant effect on entrepreneurial personality.

(6) Practical activities in the service sales unit (UPJ) had a positive yet not significant effect on entrepreneurial personality.

(7) Entrepreneurship Education had a positive and significant effect on the interest in entrepreneurship.

(8) Practical activities in the service selling unit (UPJ) had a positive and significant effect on the interest in entrepreneurship.

(9) Entrepreneurial personality had a positive and significant influence on the interest in entrepreneurship.

(10) Entrepreneurship Education had a positive and significant effect on the interest in entrepreneurship through entrepreneurial personality, and the entrepreneurial personality variable was able to mediated entrepreneurial education towards the interest in entrepreneurship.

(11) Practical activities in the service sales unit (UPJ) had a positive and insignificant effect on the interest in entrepreneurship through entrepreneurial personality, and the entrepreneurial personality variable was not able to mediate in practical activities in the service sales unit (UPJ). In this study, it was showed that the magnitude of the influence of entrepreneurial education variables, practical activities in the service sales unit (UPJ) on the interest in entrepreneurship through entrepreneurial personality wass 62.1% while the rest was influenced by other variables outside of this study.

Departing from the results of the study, it is recommended:

(1) Strengthening Entrepreneurship lessons at the Vocational School level, because 7% of Class XII Marketing students lack and do not agree to open a business after graduating from SMK.

(2) Providing a conducive living environment for entrepreneurship, because 14.1% of students stated that their living environment was lacking and did not support them in opening a new business.

(3) Increasing students' self-confidence by doing learning or practice, because 9% of students were assessed that they were unsure about the sustainability of their business.

(4) Increasing the independence of students through individual assignments so that they can be held accountable for their own duties do not rely on their group friends, because 12.9% are judged that they have very little independence in running a business.

(5) The teacher gives understanding and explanation to students that every problem they face can be used as their experience in running a business, because 10.6% of students are considered still not using failure or problems that have experienced as experience.

(6) Teachers provide more challenging assignments, confronting students with several cases, because 7% of students are judged to not like challenges.

(7) Giving group assignments to students and having responsibilities for each group member, so that they learn to take decisions that have considerable risk, because 7% of students are considered not risk-taking.

(8) Strengthening in business planning material, so students can plan and minimize risk, because 14.1% of students are considered not able to do planning and control of the business.

(9) Schools add reading books about entrepreneurship and show people who are successful in entrepreneurship as motivators, because 23.5% of students are still considered to be less likely to read books and ask people who are experienced in their fields.

 

(10) Strengthening in planning and strategy material, because 10.6% of students are considered not able to do planning and strategy carefully