THE ROLE OF ENTREPRENEURSHIP COURSE TO GENERATE

FUTURE ENTREPRENEURS
(STUDENTS IN MASTER MANAGEMENT PROGRAM,
MERCU BUANA UNIVERSITY JAKARTA INDONESIA)

Havidz Aimaa, Wilhelmus Hary Susilob

havidz.aima@yahoo.com; wilhelmus.harysusilo@yahoo.com
Abstract. Demographically, Indonesia has a very wide area from Sabang to Merauke, rich in
natural resources consisting of flora and fauna, having a high economic values, but unfortunately
the number of the entrepreneur is only 1,56 percent. It is the lowest percentage compared to
Thailand 4 percent, Malaysia 5 percent, Singapore 7 percent, and even the United States reaching
11.5 percent. This is a heartbreaking fact that graduates are dependent on others to work. What are
wrong with courses offered? Observing these facts that happen in Indonesia, UMB has an
obsession to generate entrepreneurs not only from
the theoretical aspects, but also
the
willingness to run and manage a business. Therefore this study tries to reveal the role of
entrepreneurship course in the master management program towards of students mindset and
hopefully it can generate the future entrepreneurs. The independent variables consist of modules
(v1); student characteristics (v2) which include gender, age, and occupation; the characteristics of
the parents (v3), which include job and education. The Moderator variable (v4) is the students
mind set; and the dependent variable (v5) is students beliefs to do business. Respondents were 92
Master Management students; the data were obtained by using questionnaires on a scale of 1 - 10.
The data are processed by using two software namely Lisrel to obtain structural equation models
and SPSS to calculate the change in mindset and belief after attending the entrepreneurship course.
The research findings by using Lisrel are: (1) all independent variables namely module, individual
characteristics, and parents characteristics were not significant to influence students mind set in
master management program, Mercu Buana University Jakarta; (2) all these three variables and
students mindset, partially or simultaneously have a significant influence to change the students
belief to run a business. The average value of mind set was 6.0870 before attending the course
increased to 7.7983 after attending the lecture; and average value of belief increased from 6.2065
to 8.0870. By using SPSS, t-test revealed that after attending entrepreneurship course
entrepreneurship, both students mind set and students belief have changed significantly in Alfa
0,000.

Key words: Entrepreneurship

Characteristics

Mindset

Belief

INTODUCTION
Demographically, Indonesia has a very wide area from Sabang to Merauke, rich in natural
resources consisting of flora and fauna, having a high economic values, the amount of entrepreneur in
Thailand is 4 percent, Malaysia is 5 percent, Singapore is 7 percent, and even the United States reaching 11.5
percent. But Indonesia, which has natural resources in a large quantity, the entrepreneur only 1.56 percent. One
contributing factor is the mindset is because the Indonesian people in general to be employee oriented
.According Sakernas, BPS (2005), the highest percentage who has their own business is a public junior high
school education to those who are 22 percent and followed by a not completed primary school is 19.9 percent.
In contrast to the educated university only 5.3 percent have their own business, while as an employee as much
as 82.6 percent. It is assessed that the College create dependency. Mercu Buana University (in 2016, ranked
15th webometric version and 13th 4ICU version) is determined to carry out the noble task of the intellectual life

including generating personal businessman through the Faculty of Economics and Business and a Master in
Management. One Course is Entrepreneurship. Students are expected to not only have the competence theory,
but also a change of mindset and confidence in business.
According to Scarborough and Zimmerer (2005), An entrepreneur is one who creates a new
business in the face of risk and uncertainty for the purpose of achieving profit and g]growth by identifying
opportunities and assembling the necessary resources to capitalize on those opportunities. According to Aima
et al (2015), entrepreneur and mind set cannot be inherited, but it can be learned, especially learning from
experience (learning by doing).
A module is very important in the learning process. A module of a subject is delivered in fourteen
meetings consisting of (1) entrepreneurs conception and the reason become to entrepreneur; (2)
entrepreneurial profile, entrepreneurial habits, entrepreneur paradigm, and entrepreneur vs. manager; (3) family
business and franchise; (4) business risk and all of its aspects; (5) creativity, innovation, and method of
generating idea; (6) searching process and business opportunity in an industry, and opportunity analysis; (7)
investment criteria; (8) business plan; (9) marketing; (10) SWOT analysis and organizing; (11) financial
planning; (12) cycle of product or business; (13) students presentation of business plan; and (14) creative
problem solving.
Research results Order and Dyke (2009) concluded that women achieved a success rate that is
lower than the success rate of men. Holtz-Eakin et al., 2000; Michael RL., Et al. (2004), revealed that the level
of education and main subject is what determines significantly to the success of the business. When the level of
education combined with age, gender, ethnicity, and industry, a statistically significant relationship was found
between education levels founder/owner (founder) and his business success. It means, Individual characteristic
will influence the students mind set. Besides, the type and level of education also will influence mind set and
believe.
Mindseta habitual or characteristics mental attitude that determines how you will interpret
and respond to situations. According to Adi Gunawan that was posted by Erik Change (2008), five types of
mind set are: (1) a perfectionist, does not dare to try something that is not controlled with a very perfect; (2)
obsessive, given the continuous something so frightening that the fear of it being much larger than they really
were ; (3) pessimistic, believing that no matter how hard trying but that comes always bad things, (4)
dependent, who always has a dependency on others; and (5) independent, which can be independently to do
some things. All five dimensions of mind set mentioned before will be used in this research.
As an endogenous variable in this study is belief. Kandani, H. (2013) published a book entitled
If You Believe You Can Achieve. Tracy, B. (1993 ) in his book Maximum Achievement (success peak) asserts
that : "Sow a thought and you reap an act; Sow an act and you reap a habit; Sow a habit and you reap a
character; Sow a Character and you reap a destiny. "The bottom line is that we think will become a reality.
Furthermore Kandani, H. (2013) asserts that when we think positively about something or someone
circumstances, often the result would really be positive. We become what we think about all day (you are what
you think).
Self-confidence is one of the aspects of personality that is very important in human life.
Confident people are confident of their own abilities and have realistic expectations, even when their
expectations are not realized, they remain positive minded and can accept the failure. According to the

Thantaway

Dictionary of terms,
in Guidance and Counseling (2005), confidence is a mental or
psychological condition of a person who gives a strong conviction on him to do or perform some actions.
People who do not believe in themselves have a negative self-concept, lack of confidence in his ability, because
it is often shut down. some of the terms related to the issue of confident /confident that there are four kinds ,
namely: (1) Self-concept : how you conclude yourself as a whole , how do you see your self-portrait as a whole
, how do you conceptualize yourself as a whole; (2) Self-esteem: the extent to which you have positive feelings
toward yourself, how far you have something you feel precious or valuable than yourself, the extent to which
you believe that something of value, dignity or valuable inside; (3) Self-efficacy : the extent to which you have
confidence in the capacity you have to be able to perform tasks or handle the issue with great results ( to
succeed ). This is called the general self-efficacy. Or also, the extent to which you believe you are in your
capacity to handle certain matters. This is called the specific self-efficacy; (4) Self-confidence: how far you
have faith in your judgment on your ability and the extent to which you can feel the appropriateness to
succeed. Self-confidence is a combination of self-esteem and self-efficacy (James Neill, 2005).

Exposure based on confidence, we can also make some sort of conclusion that confidence is a
mental or psychological condition of a person, where an individual can evaluate the whole of himself, thus
giving a strong belief in his ability to take action in achieving goals in life. Tracy, Brian (2006) confirms the
belief that the law reads: Whatever you believe, with full confidence, will become a reality (believe create
reality). Someone will act consistently with one's deepest beliefs and deeply held by a person, no matter
whether it is true or false beliefs. All the beliefs held by a person over the years are the results of a learning
process. Trust the most dangerous for a person is called the self-limiting beliefs or self-limiting beliefs.
Furthermore Tracy, Brian (2012) in his book entitled The Power of Self Confidence that upon thousands of
books, articles, and research studies about the success affirmed and concluded that the quality of each in every
area oflife is self-confidence. Self-confidence, self-efficacy, and self-esteem were applied in this research as the
dimension of belief.

Statements of Problems
The statements of the problems in this research are as follows:
1.
2.
3.
4.

Do modules of entrepreneurship courses significantly affect on mindset change?

Do individual characteristics significantly affect on mindset change?
Do parents characteristics significantly affect on mindset change?
Do modules of entrepreneurship courses individual characteristics and parents characteristics simultaneously
affect on mindset change?
5. Do modules of entrepreneurship courses significantly affect on belief change?
6. Do individual characteristics significantly affect on belief change?
7. Do parents characteristics significantly affect on belief change?
8. Do students mindset significantly affect on belief change?
9. Do modules of entrepreneurship courses, individual characteristics, parents characteristics, and students
mindset simultaneously affect on belief change?
10. Is there a significant students mindset change after attending entrepreneurship course?
11. Is there a significant students belief change after attending entrepreneurship course?

The relationship among research variables can be seen in research paradigm (figure
1).

Modul
1

Karakter Individu
Jenis kelamin
Umur
Pekerjaan

Mindset/Pola Pikir
Perfeksionis
Obsesif
Pesimis
Dependent
independent

Karakter Orang Tua

Pekerjaan
pendidikan

Belief

6
7
9

Self-confidence
Self-Efiikasi
Self-Esteem

Figure 1. Research paradigm

RESEARCH METHODS
Research Design
This study uses a quantitative research methods, approaches a causal research design with
confirmatory strategy and test the hybrid model of structural equation modeling (SEM). Data analysis using the
software LISREL (Hair, 1998, Wijanto 200, Susilo and Julius, 2013 ). Besides, a paired t-test also applied to
measure changing in student mind set and students belief by using SPSS.
Sample and Research Data
The population is the students who are studying at graduate program (Master/S2) UMB; it
cannot be performed on a sample population generalization specified (Susilo, 2013) Techniques to determine

ekshaustif

the respondents in this study is total sampling or sampling

according Murti (2010 ) , as
the sampling frame established criteria of classroom courses taught by researchers at the Institute UMB in
Jakarta as many as 92 respondents. Further data collection procedures include; validity and reliability of
research instruments, questionnaires, filling out questionnaires by respondents in class during lectures and
collecting the completed instrument for further processing.
The operational definition of variables
The operational definition of variables in this research can be seen in Table 1 below:

Table 1. Operational Definition of research variable: Module (V1), Individual characteristic (V2), Parents
characteristic (V3), Mindset (V4), and Belief (V5).
N
o

Research Variables

1
2

Module (V1),
Individual
characteristic (V2)
Parents characteristic
(V3),
Mindset (V4)

Belief (V5)

dimension
Module
Gender, age, Job
Parents job, Parents education
Perfectionist,
Obsessive,
Pessimist,
Dependent, Independent
Self-confidence, Self Efficacy, Self
Esteem

Univariate analysis and Descriptive Statistics

Distribution of respondent data that has been obtained include: distribution of the higher
education institution, the number of respondents, the sex, the average age of the respondents and standard
deviation of age, can be seen in Table 2.
Table. 2 Data Distribution Characteristics of Respondents

No

Higher
Education S2

UMB

Respondent

Sex (%)

92

L= 52
(56,5
%)
P= 40
(43,5
%)

Mean
of age
31, 04
Thn

SD
7.29

Source: Primary data are processed

Male gender dominates higher education in graduate program. Refers to Table 2, for participants
age level higher education have an average value of 31 04 years with SD 7.29 years. Distribution of data on the
age and the module can be seen in Figures 2 and 3.

Figure2. Normality Test Result Data Age Distribution of Respondents

Figure 3. Normality Test Result Data Distribution Module Entrepreneurship and Innovation

Results of Structural Equation Model Analysis

The results of the analysis of structural equation model include; CFA test , test Hybrid , model
fitting test , and hypothesis testing . Mathematical equation hybrid model as follows:

1 = 11.1+ 12.2+ 13.3+ 1

2= 11.1+

12.2+ 13.3 + 2.1 1 + 2

(1).

(2).

Measurement Model Test with CFA

The results of the analysis of structural equation models include; CFA test, test Hybrid, a
model fitting test, and hypothesis testing. Hybrid models of mathematical equation are as follows:
Total hybrid model test results on the investigation of the influence Module (V1), Individual
Characteristics (V2), Parents Characteristics (V3 ) of the variable Mindset (V4 ) and Its Implications
on Belief (V5 ) can be seen in Figure 4.

Figure 3. Measurement Model Test Results on Research Variables: Module (V1), Individual
Characteristics (V2) , Parents Characteristics ( V3 ), Mindset (V4) implication on Belief
(V5) (Source : primary data processed)

Figure 4. Model Test Results total influence Hybrid Module (V1), Individual Characteristics ( V2 ) ,
Characteristics of Parents (V3), Mindset ( V4 ) and its Implications on Belief ( V5 )
(Source : primary data processed)

Furthermore, compatibility test model has a marginal level model fit that can be seen in
Table 3.
Table 3. Goodness of Fit Index Research Hybrid Model
Goodness of fit Index

Expectation Value
(Cut of
Value)

Model
Hybrid

Remark

x- Chi- square/ df

<3

1195,15/528
=2,26

Model Fit

GFI
CFI
IFI

0,90
0,90
0,90

0.52
0.85
0.85

Not Fit
Marginal Fit
Marginal Fit

(Source: primary data processed)

Research Hypothesis Testing

The results of the research hypotheses can be seen with the acceptance of the hypotheses if the
value of t outcome LISREL has a value > 2 and the value of determination R2 to see the contribution rate
influences simultaneously from all predictor variables (Wijanto , 2007 , Susilo and Julius, 2013 ), which can be
seen in Table 4 .
Table 4. Hypothesis Test Results Research Hybrid Model
No

Research Hypothesis

Calculate
d t value /

Remark

H1: There is a significant influence of module on

students mindset to graduate student in master
management, Mercu Buana University Jakarta
H2: There is a significant influence of individual
characteristic on Students mindset to graduate
student in master management, Mercu Buana
University Jakarta
H3:There is a significant influence of parents
characteristic on students mindset to graduate
student in master management, Mercu Buana
University Jakarta
H4: There are a significant influence of Module,
individual characteristics, parents Characteristics
simultaneously on students mindset to graduate
student in master management, Mercu Buana
University Jakarta.
H5: There is a significant influence of students
mindset on students belief to graduate student in
master management, Mercu Buana University
Jakarta
H6: There is a significant influence of students
characteristic on students beliefs to graduate
student in master management, Mercu Buana
University Jakarta
H7: There is a significant influence of students
characteristic on students belief to graduate
students in master management, Mercu Buana
University Jakarta

R2
t=-0.76

No confirmation

t= -1.34

No confirmation

t= 1.82

No confirmation

R2

1.01 Contribution

T= 4.24

confirmation

t= 4.34

confirmation

t= 3.15

confirmation

confirmation

H8: There is a significant influence of parents

characteristic on Students beliefs to graduate
students in master management, Mercu Buana
University Jakarta

t= -3.69

H9: There is a significant influence of module,

individual characteristics and
parents
characteristics simultaneously on students belief
to graduate students in master management,
Mercu Buana University Jakarta

R2

(Source: primary data processed)

Paired Samples Statistics

Mean

Std. Deviation

Std. Error Mean

Pair

MSBELUM

6,0870

92

1,51659

,15812

MSSUDAH

7,9783

92

1,27511

,13294

BBELUM

6,2065

92

1,52300

,15878

31%
Contribution

Pair

BSUDAH

8,0870

92

1,28945

,13443

Paired Samples Test

Paired Differences
95% Confidence Interval of
Std. Error
Mean
Pair 1

Std. Deviation

Mean

the Difference
Lower

Sig. (2t

df

tailed)

Upper

MSBELU
M
MSSUDA

-1,89130

1,23552

,12881

-2,14717

-1,88043

1,28253

,13371

-2,14604

1,63543

-14,683

91

,000

-14,063

91

,000

H
Pair 2

BBELUM
BSUDAH

1,61483

CONCLUSION
Based on the analyses of hybrid test results and the above discussion, the conclusion in this study
are as follows:

1. Distribution of respondents in this study consists of; Male = 40 % , Female = 60 % . Income level
( 5million ) = 61.9 % , and ( < 5 million ) = 38.1 % , and the average age of the respondents is
32.8 years with SD 7:32. The modules are eligible to consider as a strategy to develop of the
learning process in the entrepreneurship course in master management program, Mercu Buana
University, Jakarta.
2. All independent variables namely modules, individual characteristics, and parents characteristics
are not significant to influence students mindset in master management program, Mercu Buana
University, Jakarta.
3. The hypotheses were confirmed include; modules,
individual characteristics, parents
characteristics, and students mind set partially and simultaneously have a significant influence
on students beliefs to run a business to graduate student in master management, Mercu Buana
University Jakarta.
4.

Model research Hybrid Test total effect Module (V1), Individual Characteristics (V2 ) ,
Environmental Characteristics (V3) of the variable Mindset (V4) and Its Implications on Belief
( V5) have category Marginal models.

5. The average value of mindset before attending the entrepreneurship course is 6,0870; increase to
7,7983; the average value of students beliefs increases 6,2065 before attending the
entrepreneurship course to 8,0870 after attending the course. By using SPSS, the T test revels that
after attending the entrepreneurship course both the students mindset and students beliefs to run
a business increase significantly in Alfa 0,000.

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