Anna Marganingsih,
Emilia Dewiwati Pelipa
STKIP Persada Khatulistiwa Sintang, Indonesia
E-mail:
[email protected], [email protected]
KEYWORDS psychocybernatic, entrepreneurial training, entrepreneurial
motivation |
ABSTRACT Indonesia is a country with
the fourth most populous population in the world, with a large population
causing a depletion of jobs. Furthermore, with fewer jobs, many people become
unemployed. One way to reduce unemployment is by entrepreneurship. However,
without motivation, entrepreneurship will not work. Thus, this study aims to
determine the effect of psychocybernatic integration and entrepreneurial
training on the entrepreneurial motivation of students of the Economics
Education Study Program STKIP Persada Khatulistiwa Sintang. The research was
conducted using a descriptive method with a quantitative approach. The
results of the research conducted show that the effect of psychocybernatic
integration (X1) on entrepreneurial motivation (Y) has a significance value
of 0.154. So that means psychocybernatic integration has a negative effect on
entrepreneurial motivation. Then, the effect of entrepreneurship training on
entrepreneurship motivation has a significance value of 0.003. So that means
entrepreneurship training has a positive and significant effect on
entrepreneurial motivation |
INTRODUCTION
The imbalance in
the number of jobs compared to the growth of the productive age population is
one of the causes of the large number of unemployed in Indonesia. Unemployment
is a common problem facing every country. In Indonesia, the highest number of
unemployed is precisely from the educated group. The number of unemployed is
usually in line with the increase in the population and is not supported by the
availability of new jobs or is not interested and intends to create minimal
employment for itself
(Maharani et al., 2022).
One way that can
reduce unemployment is by entrepreneurship. According to Hendro
in
Noviantoro & Rahmawati, (2017)
entrepreneurship is an ability to manage something that exists in oneself to be
improved to be more optimal so that it can improve the standard of living in
the future. With
entrepreneurship, it can create broad jobs, not rely on others to get jobs and
can help the government in reducing unemployment by creating jobs.
Without
motivation, it will also not produce anything for the running of an
entrepreneurship. Motivation is an impulse that exists in a person to do
something, including the drive in entrepreneurship. Mulyasa (2003) defines
motivation as a driving force or puller that causes behavior towards a certain
goal. Entrepreneurship is developed through the spirit of wanting (motivation)
entrepreneurship the ability to take risks the ability to read opportunities (Maryani et al.,
2019).� Sardiman (2006) suggests
that motivation is the driving force from within to carry out activities to
achieve goals. Kusumastuti (2013:94) states that
motivational factors have a positive and significant effect on entrepreneurial
interests (Daniel
& Handoy, 2021).
One of the
external factors that can be used to build motivation to become an entrepreneur
is through the world of education. In the world of education, especially for
entrepreneurship education, the learning process should use the concept of
educational curriculum innovation that focuses on the process of creating
values together that produces sustainable relationships in this case is
programmatic business development and synergizing academically. The learning
outcomes are an assessment that is assessed and viewed comprehensively related
to skills, habits, knowledge, and behavioral ethics (Pranatasari, 2020).
The economic
education study program at STKIP Persada Khatulistiwa shows that the campus environment affects the
motivation for entrepreneurship through psychocybernatic
integration and entrepreneurial training.
The purpose of
this study was to determine the influence of psychocybernatic
integration and entrepreneurial training on the entrepreneurial motivation of
students of the economic education study program of STKIP Persada
Khatulistiwa Sintang.
Based on the
description above, the author is interested in conducting research with the
title "The Influence of Psychocybernatic
Integration and Entrepreneurial Training on the Motivation of Entrepreneurship
of Students of the Economic Education Study Program STKIP Persada��� Sintang
Equator".
The research hypotheses to be tested are:
H0:� Psychocybernatic
integration negatively affects entrepreneurial motivation
H1:� Psychocybernatic
integration positively affects entrepreneurial motivation
H0: Entrepreneurship training
negatively affects entrepreneurial motivation
H1: Entrepreneurship training
positively affects entrepreneurial motivation
LITERATURE
REVIEW
a.
�Psychocybernatic
Training
Psycho-cybernetics
training, which is a form of cognitive intervention by paying attention to
cognitive and affective aspects, is chosen to be administered to be able to
improve the condition of subjective well being
individuals. Training as an educational part that concerns the learning process
to acquire and improve skills outside the applicable education system in a
relatively short time. Training is a vehicle to build Human Resources towards
an era of globalization that is full of challenges. Therefore, training
activities cannot be ignored, especially in entering the era of increasingly
fierce, sharp, heavy competition in this century.
In carrying out
this training, there are several factors that play a role, namely instructors,
participants, materials (materials), methods, training objectives and a
supportive environment. There are several factors that need to be considered
and play a role in training according to Veithzal Rivai (2004: 240) which the author uses as an indicator,
including: (1)Required Material. The material is
compiled from the estimated needs of the objectives of the exercise, the needs
in the form of teaching specific skills, presenting the necessary knowledge.
(2) Methods Used. The method chosen is to be adjusted to the type of training
to be carried out. (3) Training Instructor Ability. Look for other sources of
information that may be useful in identifying training needs. (4) Learning
Facilities or Principles. Guidelines where the learning process will run more
effectively. (5) Trainees. It is very important to take into account the type
of worker and the type of worker to be trained. (6) Training Evaluation. After
conducting the training, the results should be evaluated in the training,
taking into account the level of reaction, level of learning, level of work
behavior, level of organization, and final grades.
b.
Entrepreneur
Training
One way to
increase one's knowledge and motivation is through entrepreneurship training.
As a discipline, the science of entrepreneurship can be learned and taught, so
that every individual has the opportunity to appear as an entrepreneur.� Even to
become a successful entrepreneur, having talent is not enough, but you also
have to have knowledge of all aspects of the business that you will be engaged
in. Entrepreneurship training tailored to the characteristics of deaf
individuals is expected to increase their knowledge and motivation to become an
entrepreneur.
This entrepreneurship
training is a process of transferring knowledge and skills from source to
recipient to improve one's spirit, attitude, behavior, and ability to handle a
business or effort to find, create, and apply ways of working in a business
activity to obtain greater profits (Purnomo, 2017).
A good empowerment
program that is also able to bring out various unique potentials of the
community and develop assisted by new systems, tools, or technologies and the
role of a companion or facilitator that will accelerate the empowerment process
so that it has high added value, as well as a process to facilitate and
encourage the community to be able to place themselves proportionally and
become the main actors in utilizing their strategic environment to achieve a
sustainable development for� long-term
(Rumawas, 2018).
c.
Entrepreneurial
Motivation
To become a
reliable entrepreneur is embraced by high entrepreneurial motivation. The role
of motivation in entrepreneurship can be analogous to the driving fuel of the
engine. Adequate entrepreneurial motivation will encourage active behavior in
entrepreneurship, but too strong motivation can actually negatively affect the
effectiveness of the business. Most successful people in this world have strong
motivations that drive their actions. Motivation to develop new businesses is
needed not only by self-confidence in terms of their ability to succeed, but
also by their ability to access information about entrepreneurial opportunities
(Amadea & Riana, 2020).
The factors that
affect the motivation for entrepreneurship according to
Susanti, (2021) are as
follows:
1)
Profit Can determine how much profit is
desired, profit received, and how much will be paid to other parties or
employees.
2)
Freedom Free to manage time, free from
supervisors, free from stressful rules and free from organizational/corporate
culture.
3)
Personal Dreams Free to achieve the
expected standard of living, escape from the repetitive work routine, because
they have to follow the vision, mission, dreams of others.
4)
Independence, Ihave
a sense of pride, because he can be independent in everything, such as capital,
independent in management or management, independent in supervision, and be a
manager of himself.
RESEARCH METHODS
The descriptive
method is a research method used in this study. Sugiyono
in
Jayusman & Shavab, (2020) �explained that descriptive research is
research conducted to determine the value of independent variables, either one
or more variables (independent) without making comparisons, or linking with
other variables. Meanwhile, the approach used in this study is a quantitative
approach, because the data in this study is in the form of numbers and data
management using descriptive statistical analysis to the conclusion of the
research results. The quantitative approach is a process of finding knowledge
that uses data in the form of numbers as a tool to analyze information about
what we want to know
(Djollong, 2014).
Quantitative
descriptive research approaches are often used in survey research. A study that
presents concise and simple data to find out the description of a symptom,
phenomenon or fact
(Martasari et al., 2018).� Data processing using SPSS software version 22.�
Then the data is analyzed until a conclusion is reached.
RESULTS AND
DISCUSSION
Hasil research at
STKIP Khatulistiwa Sintang
obtained the following characteristics of respondents.
Table 1
�Characteristics of Respondents
Gender |
Number (n) |
Frequency (%) |
Man |
7 |
28 |
Woman |
18 |
72 |
Total |
25 |
100 |
����������� � Based on��
table 1, it shows that those who participated were 25 respondents with 7
people or 28% male and 18 people or 72% gendered female.
On the
questionnaire distributed using an assessment with a Likert scale.� The Likert scale is a psychometric scale
commonly used in questionnaires, and is the most widely used scale in research
in the form of surveys. The Likert scale is used to measure the attitudes,
opinions, and perceptions of a person or group of people about social
phenomena. With the Likert Scale, the variables to be measured are described as
variable indicators
(Suwandi et al., 2019).
Likert scale with value weights as
follows.
1 = Strongly disagree
2 = Disagree
3 = Indecision
4 = Agree
5 = Very agreeable
Plot Probability
Normality Test
The normal probability plot is used to
compare the cumulative distribution of the normal distribution by looking at
the spread of data (points) on the diagonal axis of the graph (Karjono
& Wijaya, 2017).
Regression
models are said to be normally distributed if the plotting data (dots) that
describe the actual data follow diagonal lines.
Figure 1
�probability plot normality test� results
In the picture above, it is known that the data with
the Normal P-P Plot on the variable religiosity value used is expressed as
normal or close to normal. This is because the points in the distribution image
are seen spreading or approaching around the diagonal line and the spread of
the data points in the same direction by following the diagonal line
Multicholinearity Test
According to Imam Ghozali in Nurcahyo,� (2018)
the �multicollinearity test aims to test whether
the regression model found a correlation between free (independent) variables.
How to detect the presence of multicollinearity in the regression model is as
follows:
a.
Magnitude of Variance Inflaction
Factor (VIF), a guideline for a regression model that is free of
multicollinearity, namely the value of VIF ≤ 10.
b.
The amount of Tolerance guidelines for a
regression model that is free of multicollinearity, namely the Tolerance value
≥ 0.1.
Table 2 �Multicholinearity test results |
||||||||
Model |
Unstandardized
Coefficients |
Standardized
Coefficients |
t |
Itself. |
Collinearity
Statistics |
|||
B |
Std.
Error |
Beta |
Tolerance |
BRIGHT |
||||
1 |
(Constant) |
3.704 |
1.042 |
|
3.556 |
.002 |
|
|
Total_X1 |
.056 |
.038 |
.350 |
1.476 |
.154 |
.734 |
1.363 |
|
Total_X2 |
-.143 |
.222 |
-.153 |
-.646 |
.525 |
.734 |
1.363 |
|
a. Dependent Variable: Total_Y |
Description:
X1 = Psyco chybernatic
X2 =Entrepreneurship Training
Y = Entrepreneurial Motivation
From the results
of table 2. the analysis shows that all these variables have a tolerance above
0.1 and VIFs below 10. This shows that there is no multicollenierity
problem in the regression model above, which means that there is no high
correlation between free variables, so the regression model can be used.
Partial t
Test (Bergada Linear Regression)
� If the value of Sig. < 0.05 then it means
that the independent variable (X) partially affects the dependent variable (Y).
Table 3 �t test
results |
||||||||
Model |
Unstandardized
Coefficients |
Standardized
Coefficients |
t |
Itself. |
Collinearity
Statistics |
|||
B |
Std. Error |
Beta |
|
|
Tolerance |
BRIGHT |
||
1 |
(Constant) |
3.704 |
1.042 |
|
3.556 |
.002 |
|
|
Total_X1 |
.056 |
.038 |
.350 |
1.476 |
.154 |
.734 |
1.363 |
|
Total_X2 |
-.143 |
.222 |
-.153 |
-.646 |
.003 |
.734 |
1.363 |
|
a. Dependent Variable: Total_Y |
Based on table 3 the results of the t test
are as follows.
a.
The effect of psychocybernatic
integration (X1) on entrepreneurial motivation (Y) its significance value of
0.154. The significance value is greater than 0.05, then H0 is accepted and H1
is rejected. This means that psychocybernatic
integration negatively affects entrepreneurial motivation.
b.
The effect of entrepreneurship training on
entrepreneurial motivation has a significance value of 0.003. The significance
value is less than 0.05, then H0 is rejected and H1 is rejected. This means
that entrepreneurship training has a positive and significant effect on
entrepreneurial motivation.
Supported by
research conducted by Sri et al., (2020) which suggests
that Entrepreneurship training has a significant effect on Motivathe
Entrepreneur.� In line with the results
of research conducted by Ubaidillah
et al., (2021) stated
that entrepreneurship training, family environment support, motivation to
excel� and self-efficacy have a partial and simultaneous influence on
students' entrepreneurial interests.
CONCLUSION
Based on the results of the analysis it
can be concluded that:
Negatively affects
psychocybernatic integration on entrepreneurial
motivation.� Indicated by the results of
the t test with a significance value of 0.154 obtained.
Positive effect of
entrepreneurship training on entrepreneurial motivation.� Indicated by the results of the t test with a
significance value of 0.003 obtained.
REFERENCES
Amadea, Putu
Talitha, & Riana, I. Gede. (2020). Pengaruh Motivasi Berwirausaha,
Pengendalian Diri, Dan Lingkungan Keluarga Terhadap Niat Berwirausaha. E-Jurnal
Manajemen, 9(4), 1594�1613.
Daniel, &
Handoy, Sarwo Edy. (2021). Pengaruh Pendidikan
Kewirausahaan, Lingkungan, Dan Motivasi Berwirausaha Terhadap Intensi
Berwirausaha Mahasiswa. Jurnal Manajerial dan Kewirausahaan, 3(4),
944�952.
Djollong, Andi
Fitriani. (2014). Tehnik Pelaksanaan
Penelitian Kuantitatif. ISTIQRA�, 2(1), 86�100.
Jayusman, Iyus,
& Shavab, Oka Agus Kurniawan. (2020).
Studi Deskriptif Kuantitatif Tentang Aktivitas Belajar Mahasiswa Dengan
Menggunakan Media Pembelajaran Edmodo Dalam Pembelajaran Sejarah. Jurnal
Artefak, 7(1), 13�20.
Karjono, Albertus,
& Wijaya. (2017). Analisis Pengaruh Roe,
Der Dan Tato Terhadap Harga Saham Pada Perusahaan Manufaktur Sektor Industri
Barang Konsumsi Yang Terdaftar Di Bursa Efek Indonesia Periode. ESENSI, 20(2),
118�141.
Maharani, Devi Gita,
Syam, Agus, Inanna, Supatminingsih, Tuti, Muhammad, & Hasan. (2022). Pengaruh Pendidikan Kewirausahaan dan
Mental Berwirausaha terhadap Motivasi Berwirausaha pada Pelaku Usaha Aroepala
Food City di Kota Makassar. INSIGHT : Indonesian Journal of Social
Studies and Humanities, 2(1), 55�70.
Martasari, Evi,
Saparahayuningsih, Sri, & D., Delrefi. (2018). Kepercayaan Diri Anak Dalam Pembelajaran Pengembangan Berbahasa Pada
Kelompok B1 Paud Assalam Muara Bangkahulu Kota Bengkulu. Jurnal Ilmiah
Potensia, 3(1), 11�17.
Maryani, Heni,
Asriati, Nuraini, & Achmadi. (2019).
Pengaruh Pelatihan Kewirausahaan Dan Motivasi Kerja Terhadap Minat Berwirausaha
Penghuni Lapas Perempuan Kelas II A Pontianak. Jurnal Pendidikan dan
Pembelajaran Khatulistiwa, 8(10), 1�10.
Noviantoro, Galih,
& Rahmawati, Diana. (2017).
Pengaruh Pengetahuan Kewirausahaan, Motivasi Berwirausaha, Dan Lingkungan
Keluarga Terhadap Minat Berwirausaha Pada Mahasiswa Akuntansi FE UNY. Jurnal
Fakultas Ekonomi.
Nurcahyo, Bagus.
(2018). Analisis Dampak Penciptaan Brand
Image Dan Aktifitas Word Of Mouth (Wom) Pada Penguatan Keputusan Pembelian
Produk Fashion. JURNAL NUSAMBA, 3(1), 14�29.
Pranatasari,
Fransisca Desiana. (2020). Analisis Pengaruh
Entrepreneurial Motivation Terhadap Keputusan Menjadi Seorang Wirausaha. Jurnal
Ilmiah Bisnis dan Ekonomi Asia, 14(1), 26�34.
Purnomo, Bambang
Raditya. (2017). Efektivitas Pelatihan
Kewirausahaan Dalam Meningkatkan Pengetahuan Dan Motivasi Berwirausaha Pada
Penyandang Tunarungu. Ekspektra, Jurnal Manajemen dan Bisnis, 1(1),
21�30.
Rumawas, Wehelmina.
(2018). Pelatihan Kewirausahaan Wanita Kaum
Ibu Dan Pemuda Remaja Putri Jemaat Bukit Moria Malalayang. Jurnal Lppm
Bidang Ekososbudkum, 4(2), 52�58.
Sri, Dewi, Feby, Mfs
Sulistyawati, & Kesaulya, Astrid. (2020).
Pengaruh Pelatihan Kewirausahaan Dan Komitmen Kerja Terhadap Motivasi
Wirausaha. Jurnal Ekobis : Kajian Ekonomi Dan Bisnis, 4(1),
1�16.
Susanti, Agus.
(2021). Pengaruh Pendidikan Kewirausahaan,
Motivasi Berwirausaha Dan Lingkungan Keluarga Terhadap Minat Berwirausaha
Mahasiswa (Pada Akademi Kesejahteraan Sosial Ibu Kartini). Jurnal Ilmiah
Ekonomi Dan Bisnis, 14(2), 80�88.
Suwandi, Edi,
Imansyah, H. Fitri, & Dasri, H. (2019).
Analisis Tingkat Kepuasan Menggunakan Skala Likert Pada Layanan Speedy Yang
Bermigrasi Ke Indihome. Jurnal Teknik Elektro Universitas Tanjungpura, 1(1),
1�1.
Ubaidillah, Endra,
Syamnasti, Arlia Ulimaz, Pusparini, Citra Wahyu, Ghofur, Muhammad Abdul, Adha,
Maulana Amirul, & Ariyanti, Nova Syafira. (2021). Pengaruh Pelatihan Kewirausahaan, Dukungan Lingkungan Keluarga, Motivasi
Berprestasi Dan Self Efficacy Terhadap Minat Berwirausaha Mahasiswa. JAMP:
Jurnal Adminitrasi dan Manajemen Pendidikan, 4(3), 272�284.
Copyright holders:
Anna Marganingsih, Emilia Dewiwati Pelipa (2023)
First publication right:
Devotion - Journal of Research and Community Service
This
article is licensed under a Creative Commons
Attribution-ShareAlike 4.0 International