







































 

 

  

 
EDUCATIO : Journal Of Education 

Volume 6 , Number 3, December 2021 
 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

  

  

The Role of Entrepreneurship Education to Increase 
Entrepreneurial Intention  among University Students 

 
Ratih Indriyani1 and Kristanto2 

Management Department, Petra Christian University 
E-mail: ranytaa@petra.ac.id1; kristantofufuk22@gmail.com2 

 

Accepted: 
August 17th  2021 

Reviewed:  
September 17th , 2021 

Published:  
November 30th 2021 

 
Abstract : This study aims to determine whether there is an influence of entrepreneurship 
education, entrepreneurial self-efficacy, and skills on entrepreneurial intentions in students 
in Yogyakarta. The research method used is quantitative. The sampling technique used in 
this research is simple random sampling. This research was conducted by distributing 
questionnaires to 156 students in Yogyakarta. The data was processed using a structural 
model equation approach with the technique Partial Least Square. The results of this study 
indicate that entrepreneurship education has a significant effect on entrepreneurial self-
efficacy, entrepreneurial skills, and entrepreneurial intentions; entrepreneurial self-efficacy 
and entrepreneurial skills have a significant influence on entrepreneurial intentions. 
 
Keywords : entrepreneurship education,entrepreneurial self efficacy, entrepreneurial skill, 

entrepreneusial intention 
 

 

INTRODUCTION 

In developing countries such as Indonesia, unemployment can be a serious problem 

because it affects the economic and social conditions in a country .1 Unemployed are those 

who belong to the labor force but are not working and are looking for work according to a 

certain time reference 2. The ratio of the number of entrepreneurs in Indonesia currently 

only reaches 2 percent of the total population, so it is necessary to increase the number of 

entrepreneurs to be able to encourage national economic growth3. The ratio of entrepreneurs 

in Indonesia is still relatively minimal and it is still necessary to increase the number of 

entrepreneurs to advance the economy in Indonesia. Efforts to increase the number of 

entrepreneurs to increase the ratio of entrepreneurs in Indonesia can be done by planting 

entrepreneurial intentions.  

There was an increase in the number of unemployed by 50 thousand people as of 

August 2019. With this increase, the number of unemployed people increased from 7 million 

 
1 Riska Franita, “Analisa Pengangguran Di Indonesia,” Jurnal Ilmu Pengetahuan Sosial 1, no. 3 (2016): 88–

93. 
2 Badan Pusat Statistik, n.d., accessed October 30, 2017, https://www.bps.go.id/publikasi/view/4238. 
3 “Berita Terupdate Terkait Pertumbuhan Ekonomi - Bisnis.Com,” accessed December 9, 2021, 

https://www.bisnis.com/topic/773/Pertumbuhan-Ekonomi. 

mailto:kristantofufuk22@gmail.com


  

 

  

Volume 6, Number 3, December 2021 | 275  

  

  

4people in August 2018 to 7.05 million people.. Data shows the open unemployment rate in 

August 2019 reached 5.28 percent, Yogyakarta employment data showed an increase of 2.86 

percent in Yogyakarta. Based on the level of education completed in February 2020, the 

highest unemployment was university-level graduates at 6.44 percent. In 2018, university-

level graduates became the highest open unemployment based on the level of education 

completed at 9.56 percent, while in 2019 it was 3.43 percent5. 

Entrepreneurship is the right solution to overcome a large number of unemployed 

in Indonesia. Entrepreneurs can provide jobs for others to reduce unemployment in 

Indonesia. Ng et al revealed that entrepreneurship is a driver of economic growth, job 

creation, and wealth creation for the country. With entrepreneurship, it will open up job 

opportunities to reduce the number of unemployed.6  

Entrepreneurial intentions must be instilled from an early age as the first step in 

entrepreneurship so that they can fight by relying on themselves and not being too dependent 

on others. Krueger, Reilly, and Carsrud 7 reveal that intention is the basis for carrying out 

entrepreneurial activities. Entrepreneurship activities can be started if it is based on a strong 

entrepreneurial intention. Karabulut 8 states that entrepreneurial intention is a person's 

intention to be able to make entrepreneurship a career with readiness to collect, build the 

required resources, and take risks. By having a great entrepreneurial intention, the 

opportunity to become an entrepreneur will be high so that many entrepreneurs can help 

overcome problems and can reduce the unemployment rate that occurs.  

Entrepreneurial intentions can be grown and developed with the help of good 

entrepreneurial knowledge. Maina 9 revealed that entrepreneurship education is part of the 

overall education system that involves management skills, ideas, and skills needed to create 

jobs. Suryana and Bayu 10 stated that entrepreneurship education aims to create reliable new 

entrepreneurs so that they can improve people's welfare. Unemployment will decrease along 

with the increase in people's welfare as a result of high entrepreneurial intentions with the 

encouragement of entrepreneurship education. Entrepreneurship education is one of the 

 
4 Rozaili Rozaili, “Proses Manajemen Perkantoran Badan Pusat Statistik (BPS) Kabupaten Pidie,” Jurnal 

Sains Riset 7, no. 3 (2019), http://dx.doi.org/10.47647/jsr.v7i3.21. 
5 Badan Pusat Statistik, “Statistik Transportasi Darat 2019,” 2019, last modified 2019, accessed 

September 7, 2021, https://www.bps.go.id/publication/2020/11/20/ddce434c92536777bf07605d/statistik-
transportasi-darat-2019.html. 

6 Hee Song Ng, Daisy Mui Hung Kee, and Mohammad Jamal Khan, “Effects of Personality, Education 
and Opportunities on Entrepreneurial Intentions,” Education + Training 63, no. 7/8 (2019): 992–1014, 
http://dx.doi.org/10.1108/et-02-2019-0040. 

7 Norris F Krueger, Michael D Reilly, and Alan L Carsrud, “Competing Models of Entrepreneurial 
Intentions,” Journal of Business Venturing 15, no. 5–6 (2000): 411–432, http://dx.doi.org/10.1016/s0883-
9026(98)00033-0. 

8 Ahu Tuğba Karabulut, “Personality Traits on Entrepreneurial Intention,” Procedia - Social and Behavioral 
Sciences 229 (2016): 12–21, http://dx.doi.org/10.1016/j.sbspro.2016.07.109. 

9 Sule Maina, “The Role of Entrepreneurship Education on Job Creation among Youths in Nigeria,” 
International Letters of Social and Humanistic Sciences 15 (2013): 87–96, 
http://dx.doi.org/10.18052/www.scipress.com/ilshs.15.87. 

10 Suryana Yuyus and Kartib Bayu, Kewirausahaan: Pendekatan Karakteristik Wirausaha Sukses (Jakarta: 
Kencana Prenada Media Group., 2010). 



  

 

  

Volume 6, Number 3, December 2021 | 276  

  

  

supporting factors to overcome unemployment. Research conducted by Puni, Anlesinya, and 

Korsorku 11 shows a significant relationship between entrepreneurship education and 

entrepreneurial intention in Ghana. But on the other hand, research conducted by Nowiński, 

et al  shows that there is no significant effect between entrepreneurship education and 

entrepreneurship12. 

The encouragement of entrepreneurial self-efficacy can increase entrepreneurial 

intentions. Zhao et al 13 state that self-efficacy is an individual's belief in his ability to 

successfully perform entrepreneurial tasks and roles. With high self-confidence, it can be a 

support to dare to carry out the role of entrepreneurship. McGee et al 14 revealed that 

entrepreneurial self-efficacy is the belief in individuals to successfully perform the tasks required 

to start and manage a new business and their expectations of the results of creating that new 

business. Research conducted by Puni et al. 15 shows a significant relationship between 

education and entrepreneurial self-efficacy. However, this is not in line with Research 

conducted by Cope 16 shows that there is no significant effect between entrepreneurship 

education and entrepreneurial self-efficacy. 

Entrepreneurial skills influence person's interest in entrepreneurship. Farooq (2016) 

states that the perception of entrepreneurship skills shows respondents' beliefs about certain 

skills that are important to become an entrepreneur. Wach and Wojciechowski 17 reveal that 

all entrepreneurs have the same certain entrepreneurial skills and willingness to take risks. Gieure 
18 states that entrepreneurship skills are important in influencing entrepreneurial intentions 

directly and positively. Based on the background and phenomenon of the problem above 

Entrepreneurship education obtained in lectures such as understanding related to 

entrepreneurship, the attitudes needed to become an entrepreneur, and the initial steps to 

becoming an entrepreneur greatly support individual self-confidence, entrepreneurial abilities 

 
11 Albert Puni, Alex Anlesinya, and Patience Dzigbordi Akosua Korsorku, “Entrepreneurial Education, 

Self-Efficacy and Intentions in Sub-Saharan Africa,” African Journal of Economic and Management Studies (2018). 
12 Witold Nowiński et al., “The Impact of Entrepreneurship Education, Entrepreneurial Self-Efficacy 

and Gender on Entrepreneurial Intentions of University Students in the Visegrad Countries,” Studies in Higher 
Education 44, no. 2 (2017): 361–379, http://dx.doi.org/10.1080/03075079.2017.1365359. 

13 Hao Zhao, Scott E Seibert, and Gerald E Hills, “The Mediating Role of Self-Efficacy in the 
Development of Entrepreneurial Intentions.,” Journal of Applied Psychology 90, no. 6 (2005): 1265–1272, 
http://dx.doi.org/10.1037/0021-9010.90.6.1265. 

14 Jeffrey E McGee et al., “Entrepreneurial Self–Efficacy: Refining the Measure,” Entrepreneurship Theory 
and Practice 33, no. 4 (2009): 965–988, http://dx.doi.org/10.1111/j.1540-6520.2009.00304.x. 

15 Puni, Anlesinya, and Korsorku, “Entrepreneurial Education, Self-Efficacy and Intentions in Sub-
Saharan Africa.” 

16 Merve Gerçek and Zeliha Özsoy-Güneş, “The Relationship between Social Entrepreneurshıp and 
Career Planning Attitudes: A Study on Pre-Service Teachers,” Turkish Online Journal of Educational Technology 
(2016). 

17 Krzysztof Wach and Liwiusz Wojciechowski, “Entrepreneurial Intentions of Students in Poland in 
the View of Ajzen’s Theory of Planned Behaviour,” Entrepreneurial Business and Economics Review 4, no. 1 (2016): 
83–94, http://dx.doi.org/10.15678/eber.2016.040106. 

18 Clara Gieure, Maria del Mar Benavides-Espinosa, and Salvador Roig-Dobón, “Entrepreneurial 
Intentions in an International University Environment,” International Journal of Entrepreneurial Behavior & Research 
25, no. 8 (2019): 1605–1620, http://dx.doi.org/10.1108/ijebr-12-2018-0810. 



  

 

  

Volume 6, Number 3, December 2021 | 277  

  

  

and increase interest in entrepreneurship. Along with the increase in entrepreneurial skills, 

the interest in entrepreneurship will also be higher. The relationship between 

entrepreneurship education, entrepreneurial self-efficacy, and entrepreneurial skills on 

entrepreneurial intention needs to be studied, especially for students. This study uses 

university students in Yogyakarta. 

 

LITERATURE STUDY 

Entrepreneurship Education  

Entrepreneurship is the creation and transfer of knowledge in business management for 

business creation 19. Welsh, Tullar, and Nemati 20 define entrepreneurship education as a 

phase to get the idea that failure is part of the entrepreneurial journey. Entrepreneurship 

education is one of the drivers to give birth to new entrepreneurs so that the problem of 

unemployment is reduced. Entrepreneurship education is an effort to add insight into 

entrepreneurship that is carried out consciously 21.  Entrepreneurship education is measured 

by Puni, et al., 22 including the introduction of opportunities and the acquisition of 

entrepreneurial knowledge. Opportunity recognition is characterized by awareness or 

sensitivity to potential business opportunities, actively moving to find these opportunities, 

and gathering information related to new ideas. Entrepreneurship acquisition of knowledge 

is a process by which individuals acquire knowledge and being able to reflect and apply 

knowledge. 

  

Entrepreneurial Self-Efficacy 

McGee et al. 23 revealed that entrepreneurial self-efficacy is an individual's belief to 

successfully perform the tasks required to start and manage a new business and their 

expectations of the results of creating a new business. Zhao et al.24  

 
19 Laura Rosendahl Huber, Randolph Sloof, and Mirjam Van Praag, “The Effect of Early 

Entrepreneurship Education: Evidence from a Field Experiment,” European Economic Review 72 (2014): 76–97, 
http://dx.doi.org/10.1016/j.euroecorev.2014.09.002. 

20 Dianne H B Welsh, William L Tullar, and Hamid Nemati, “Entrepreneurship Education: Process, 
Method, or Both?,” Journal of Innovation & Knowledge 1, no. 3 (2016): 125–132, 
http://dx.doi.org/10.1016/j.jik.2016.01.005. 

21 Dugassa Tessema Gerba, “Impact of Entrepreneurship Education on Entrepreneurial Intentions of 
Business and Engineering Students in Ethiopia,” African Journal of Economic and Management Studies 3, no. 2 (2012): 
258–277, http://dx.doi.org/10.1108/20400701211265036; Yuniningsih Yuniningsih et al., “Financial 
Performance Measurement Of With Signaling Theory Review On Automotive Companies Listed In Indonesia 
Stock Exchange,” IJEBD (International Journal Of Entrepreneurship And Business Development) 1, no. 2 (2018): 167–
177. 

22 Puni, Anlesinya, and Korsorku, “Entrepreneurial Education, Self-Efficacy and Intentions in Sub-
Saharan Africa.” 

23 McGee et al., “Entrepreneurial Self–Efficacy: Refining the Measure.” 
24 Zhao, Seibert, and Hills, “The Mediating Role of Self-Efficacy in the Development of Entrepreneurial 

Intentions.” 



  

 

  

Volume 6, Number 3, December 2021 | 278  

  

  

,revealed that self-efficacy is an individual's belief in his ability to successfully perform 

entrepreneurial roles and tasks. Entrepreneurial self-efficacy is the belief that a person has 

capabilities and abilities that are quite superior in what he wants to determine or want to 

achieve.25.  Entrepreneurial self-efficacy as measured by Puni, et al., 26 includes confidence in 

running a company, belief in being able to start a viable company, belief in controlling the 

process of creating a new company, belief in starting a company, and belief in how to develop 

a business. entrepreneurship. 

 

Entrepreneurial skills  

Entrepreneurship is the ability to create something new with the time and energy spent27. 

Teece 28 revealed that entrepreneurial skills include sensing, reaching, and transforming to 

develop dynamic abilities. Entrepreneurial skills allow a person to enrich his beliefs about 

entrepreneurial talent which provides knowledge about the challenges of starting a business 
29. Entrepreneurial self-efficacy measured by Rosique-Blasco, Madrid-Guijarro, and García-Pérez-

de-Lema 30 includes creativity, risk-taking, and proactiveness. Risk-taking is the tendency to 

take risks and tolerating uncertainty is a characteristic associated with entrepreneurs. 

Proactivity is concerned with taking initiative, anticipating, and taking advantage of new 

opportunities. 

 

Entrepreneurial Intention 

Karabulut 31 explains that entrepreneurial intention is a person's intention to be able 

to choose entrepreneurship as a career with readiness to collect, build the required resources 

and take risks. Prabhu, McGuire, Drost, and Kwong 32 reveal that entrepreneurial intention 

is a person's intention to become an entrepreneur or start his own business, with 

encouragement that comes from the desire and hopes to obtain economic benefits. Gerba 33 

described that entrepreneurial intention shows a person's state of mind in choosing 

entrepreneurial work rather than working as an employee. The Intention of entrepreneurial the 

 
25 Albert Bandura, Self Efficacy: The Exercise of Control. New York: W. H.. Freeman & Company, n.d. 
26 Puni, Anlesinya, and Korsorku, “Entrepreneurial Education, Self-Efficacy and Intentions in Sub-

Saharan Africa.” 
27 Donata Sobakinova, Yan Zhou, and Karrar Abdulelah Azeez Aureaar, “Self-Efficacy, Opportunity 

Recognition and Business Ideas,” in PervasiveHealth: Pervasive Computing Technologies for Healthcare, 2019. 
28 David J Teece, “Dynamic Capabilities: Routines versus Entrepreneurial Action,” Journal of Management 

Studies 49, no. 8 (2012): 1395–1401, http://dx.doi.org/10.1111/j.1467-6486.2012.01080.x. 
29 Montserrat Entrialgo and Víctor Iglesias, “The Moderating Role of Entrepreneurship Education on 

the Antecedents of Entrepreneurial Intention,” International Entrepreneurship and Management Journal 12, no. 4 
(2016): 1209–1232, http://dx.doi.org/10.1007/s11365-016-0389-4. 

30 Mario Rosique-Blasco, Antonia Madrid-Guijarro, and Domingo García-Pérez-de-Lema, 
“Entrepreneurial Skills and Socio-Cultural Factors: An Empirical Analysis in Secondary Education Students,” 
Education + Training 58, no. 7/8 (2016), http://dx.doi.org/10.1108/et-06-2015-0054. 

31 Karabulut, “Personality Traits on Entrepreneurial Intention.” 
32 Veena P Prabhu et al., “Proactive Personality and Entrepreneurial Intent,” International Journal of 

Entrepreneurial Behavior & Research 18, no. 5 (2012): 559–586, http://dx.doi.org/10.1108/13552551211253937. 
33 Tessema Gerba, “Impact of Entrepreneurship Education on Entrepreneurial Intentions of Business 

and Engineering Students in Ethiopia.” 



  

 

  

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determination to do anything to become an entrepreneur, thinking seriously about becoming 

an entrepreneur, intending to run his own company, determined to make a business venture 

in the future, seriously thinking about starting. business, and intend to start a business in the 

future 34. 

 

HYPOTHESIS DEVELOPMENT 

Entrepreneurship Education and Entrepreneurial Intentions 

Research conducted by Puni et al. 35 explained that the development of a greater 

intention in students for entrepreneurship occurs when they are faced with entrepreneurship 

education to equip them with entrepreneurial knowledge. Based on research by Adekiya and 

Ibrahim 36, entrepreneurship education has a significant effect on entrepreneurial intentions 

students. Neck and Greene 37 revealed that entrepreneurship education teaches behavioral 

traits needed by an entrepreneur in dealing with ambiguity and complexity to be successful. 

Prabu et al. 38 revealed that entrepreneurial intention is a person's intention to become an 

entrepreneur or start his own business. From this explanation, it can be concluded that when 

someone understands and has the qualities needed to become an entrepreneur, an intention 

will emerge which becomes the next process to start a business that will generate profits. 

H1: Entrepreneurship education affects entrepreneurial intentions.  

 

Entrepreneurship Education and  Entrepreneurial Self--Efficacy 

Employment Research conducted by Rauch and Hulsink 39 shows that 

entrepreneurship education increases the behavioral control perceived by students. Zhao et 

al. 40 found a significant relationship between formal learning and self-efficacy with the 

explanation that self-efficacy is an individual's belief in their ability to successfully perform 

entrepreneurial roles and tasks. Based on this explanation, it can be concluded that when 

someone has sufficient understanding and knowledge about entrepreneurship, it will increase 

 
34 Francisco Liñán and Yi–Wen Chen, “Development and Cross–Cultural Application of a Specific 

Instrument to Measure Entrepreneurial Intentions,” Entrepreneurship Theory and Practice 33, no. 3 (2009): 593–
617, http://dx.doi.org/10.1111/j.1540-6520.2009.00318.x. 

35 Puni, Anlesinya, and Korsorku, “Entrepreneurial Education, Self-Efficacy and Intentions in Sub-
Saharan Africa.” 

36 Adewale A Adekiya and Fatima Ibrahim, “Entrepreneurship Intention among Students. The 
Antecedent Role of Culture and Entrepreneurship Training and Development,” The International Journal of 
Management Education 14, no. 2 (2016): 116–132, http://dx.doi.org/10.1016/j.ijme.2016.03.001. 

37 Heidi M Neck and Patricia G Greene, “Entrepreneurship Education: Known Worlds and New 
Frontiers,” Journal of Small Business Management 49, no. 1 (2010): 55–70, http://dx.doi.org/10.1111/j.1540-
627x.2010.00314.x. 

38 A.A Anwar Prabu Mangkunegara, “Evaluasi Kinerja SDM” (Bandung: Penerbit PT. Refika Aditama 
(Anggota IKAPI), 2017). 

39 Andreas Rauch and Willem Hulsink, “Putting Entrepreneurship Education Where the Intention to 
Act Lies: An Investigation Into the Impact of Entrepreneurship Education on Entrepreneurial Behavior,” 
Academy of Management Learning & Education 14, no. 2 (2015): 187–204, 
http://dx.doi.org/10.5465/amle.2012.0293. 

40 Zhao, Seibert, and Hills, “The Mediating Role of Self-Efficacy in the Development of Entrepreneurial 
Intentions.” 



  

 

  

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a person's self-confidence when going to run it. Research conducted by Puni et al. 41 describes 

a significant relationship between education and entrepreneurial self-efficacy. The results of 

research by Witold, Mohamed, Drahoslav, Dana, and Csilla 42 also show that entrepreneurial 

self-efficacy has a positive effect on entrepreneurial intentions. 

H2: Entrepreneurship education affects entrepreneurial self-efficacy.  

 

Entrepreneurial Self-Efficacy and Entrepreneurial Intention 

Zhao et al. (2005), showed that self-efficacy is an individual's belief in his ability to 

successfully perform entrepreneurial roles and tasks. Prabu et al. (2012) revealed that 

entrepreneurial intention is a person's intention to become an entrepreneur or start his own 

business, with the urge to obtain economic benefits. Based on this explanation, it can be 

concluded that a strong belief in a person that he can do his job well will increase that 

person's entrepreneurial intention. Research conducted by Puni et al. (2018) shows that 

entrepreneurial self-efficacy has a positive effect on entrepreneurial intentions. The results 

of the research by Witold et al. (2017) also show a significant relationship between 

entrepreneurial self-efficacy and entrepreneurial intention. 

H3: Entrepreneurial self-efficacy affects entrepreneurship.  

 

Entrepreneurship Education and Entrepreneurial Skills 

Zhao et al. 43, explained that self-efficacy is an individual's belief in his ability to 

successfully perform entrepreneurial roles and tasks. Prabu et al. 44 revealed that 

entrepreneurial intention is a person's intention to become an entrepreneur or start his own 

business, with encouragement that comes from the desire and hopes to obtain economic 

benefits. Based on this explanation, it can be concluded that a strong belief in a person that 

he can do his job well will increase that person's entrepreneurial intention. Research 

conducted by Puni et al. 45 shows that entrepreneurial self-efficacy has a positive effect on 

entrepreneurial intentions. The results of the research by Witold et al. 46 also show a 

significant relationship between self-efficacy and entrepreneurial intentions. 

H4: Entrepreneurship education affects entrepreneurial skills.  

 

Entrepreneurial Skills and Entrepreneurial Entrepreneurial Intentions 

 
41 Puni, Anlesinya, and Korsorku, “Entrepreneurial Education, Self-Efficacy and Intentions in Sub-

Saharan Africa.” 
42 Nowiński et al., “The Impact of Entrepreneurship Education, Entrepreneurial Self-Efficacy and 

Gender on Entrepreneurial Intentions of University Students in the Visegrad Countries.” 
43 Zhao, Seibert, and Hills, “The Mediating Role of Self-Efficacy in the Development of Entrepreneurial 

Intentions.” 
44 Mangkunegara, “Evaluasi Kinerja SDM.” 
45 Puni, Anlesinya, and Korsorku, “Entrepreneurial Education, Self-Efficacy and Intentions in Sub-

Saharan Africa.” 
46 Nowiński et al., “The Impact of Entrepreneurship Education, Entrepreneurial Self-Efficacy and 

Gender on Entrepreneurial Intentions of University Students in the Visegrad Countries.” 



  

 

  

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Farooq 47 states that the perception of skills shows respondents' confidence in certain 

skills that are important to become an entrepreneur. Karabulut 48 reveals that entrepreneurial 

intention is a person's intention to be able to choose entrepreneurship as a career with 

readiness to collect, build the required resources and take risks. Based on this explanation, it 

can be concluded that entrepreneurship skills can foster individual interest in being able to choose 

entrepreneurship as a career. Research conducted by Gieure 49 shows a significant influence 

between entrepreneurial skills and entrepreneurial intentions. The results of the study explain 

that entrepreneurship skills are an important variable for interest in entrepreneurship. 

 

H5: Entrepreneurial skills have an effect on entrepreneurial intention 

 
Figure 1 

Research Model 

 

METHODS 

The type of research used is quantitative. According to Sugiyono 50, quantitative research 

is research that is used to examine certain populations or samples whose data collection uses 

research questionnaires and conducts quantitative data analysis to test predetermined 

hypotheses. 

The population is a general area consists of objects or subjects with certain qualities and 

characteristics determined by the researcher to be studied and the conclusions obtained The 

population in this study were active undergraduate students in Yogyakarta who had taken 

 
47 Muhammad Farooq Rehan, Jorn H. Block, and Christian O. Fisch, “Entrepreneurship in Islamic 

Communities: How Do Islamic Values and Islamic Practices Influence Entrepreneurship Intentions?,” Journal 
of Enterprising Communities 13, no. 5 (2019): 557–583. 

48 Karabulut, “Personality Traits on Entrepreneurial Intention.” 
49 Gieure, Benavides-Espinosa, and Roig-Dobón, “Entrepreneurial Intentions in an International 

University Environment.” 
50 Sugiyono, Metode Penelitian Pendidikan:(Pendekatan Kuantitatif, Kualitatif Dan R & D) (Alfabeta, 2008). 



  

 

  

Volume 6, Number 3, December 2021 | 282  

  

  

entrepreneurship courses. Sugiyono 51 defines the sample as part of the number and 

characteristics of the research population. The method of sampling used in this research is 

probability sampling. The Process sampling is carried out with the aim that there is an equal 

opportunity or opportunity for each element or member of the population to be selected as 

a sample. The technique used in this study is a simple random sampling technique. The minimum 

sample size for the recommended analysis method is partial least squares (PLS)100 samples. 52. 

The questionnaire was prepared using a Likert scale to be easily understood by respondents. 

The Likert scale consists of five levels, namely highly amenable to represent the number 5, 

agreed to represent the numbers 4, neutral to represent the number 3, do not agree to 

represent the number 2, and it did not agree to represent the number 1. 

This research uses structural equation modeling (SEM) with tools SmartPLS 3.0. Partial least 

squares (PLS) is an excellent analytical method because it is not based on many assumptions 

(Ghozali, 2014). There are several advantages of PLS according to Ghozali (2014) namely 

that it can be used to confirm theories, data does not have to be normally distributed 

multivariate, a good method because it is not based on many assumptions, can explain the 

relationship between variables, and can analyze constructs formed by reflective and 

formative indicators. 

 

DATA ANALYSIS 

Outer Model Analysis 

Table 1 

Convergent Validity  

Variable Indicator 
Loading 

Factor 
Result 

Entrepreneurship Education 

(X) 

X1 0731 Valid 

 X2 0749 Valid 

 X3 0760 Valid 

 X4 0720 Valid 

 X6 0753 Valid 

 X7 0805 Valid 

 X8 0773 Valid 

 X9 0782 Valid 

 X10 0737 Valid 

Entrepreneurial Intention (Y ) Y1 0806 Valid 

 Y2 0869 Valid 

 Y3 0823 Valid 

 Y4 0813 Valid 

 
51 Prof Sugiyono, “Metode Penelitian Kombinasi (Mixed Methods),” Bandung: Alfabeta (2015). 
52 Imam Ghozali, “Struktural Equation Modeling Metode Alternatif Dengan Partial Least Squares (PLS) 

Dilengkapi Software Smartpls 3.0. Xlstat 2014 Dan WarpPLS 4.0” (UNDIP, 2014). 



  

 

  

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 Y5 0.860 Valid 

 Y6 0.761 Valid 

Entrepreneurial Self-Efficacy 

(Z1) 

Z1.1 0834 Valid 

 Z1.2 0853 Valid 

 Z1.3 0860 Valid 

 Z1.4 0882 Valid 

 Z1.5 0828 Valid 

Entrepreneurial Skill(Z2) Z2.2 0.721 Valid 

 Z2.4 0.732 Valid 

 Z2.7 0.786 Valid 

 Z2.8 0.877 Valid 

  Z2.9 0.843 Valid 

 

The results of the analysis of validity show that all loading factors in each variable 

have a value greater than 0.7. This shows that all variable indicators in the study have met 

the criteria of convergent validity. 

Table 2 

Cross Loading 

Indikator EE EI ES ESE 

X1 0.731 0.323 0.285 0.367  
X2 

X3 

X4 

X6 

X7 

X8 

X9 

X10 

Y1 

Y2 

Y3 

Y4 

Y5 

Y6 

Z2.2 

Z2.4 

Z2.7 

Z2.8 

Z2.9 

0.749 

0.760 

0.720 

0.753 

0.805 

0.773 

0.782 

0.737 

0.426 

0.376 

0.417 

0.410 

0.491 

0.546 

0.306 

0.433 

0.329 

0.514 

0.442 

0.331 

0.380 

0.364 

0.482 

0.491 

0.378 

0.468 

0.413 

0.806 

0.869 

0.823 

0.13 

0.860 

0.761 

0.419 

0.522 

0.434 

0.633 

0.683 

0.403 

0.385 

0.338 

0.347 

0.466 

0.404 

0.439 

0.448 

0.690 

0.529 

0.610 

0.487 

0.607 

0.465 

0.721 

0.732 

0.786 

0.877 

0.843 

0.359 

0.341 

0.374 

0.431 

0.482 

0.378 

0.458 

0.508 

0.626 

0.498 

0.586 

0.476 

0.524 

0.507 

0.525 

0.468 

0.502 

0.639 

0.621 



  

 

  

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Z1.1 0.438 0.584 0.560 0.834 

Z1.2 0.431 0.565 0.607 0.853 

Z1.3 0.399 0.536 0.571 0.860 

Z1.4 0.493 0.558 0.599 0.882 

Z1.5 0.564 0.556 0.637 0.828 

 

Table 2 shows the correlation construct entrepreneurship education (X) with the 

indicator higher than the correlation indicator of the entrepreneurship education(X) with the 

construct entrepreneurial intention (Y), entrepreneurial skills (Z2), and entrepreneurial self-

efficacy (Z1). This also applies to three other variables, entrepreneurial intentions (Y), 

entrepreneurial skills (Z2), and entrepreneurial self-efficacy. (Z1). It can be concluded that 

the results of test cross-loading show that each latent construct can predict each variable in 

this research 

 

 

Table 3 

Composite Reliability and Cronbanch's Alpha   

Variable 

Composite 

Reliabil

ity 

Cronbach 

Alpha 
Result 

Entrepreneurship Education (X) 0.907 0.923 Reliable 

Entrepreneurial Intention (Y) 0904 0926 Reliable 

Enterpreneurial Self-Efficacy (Z1) 0.905 0.930 Reliable 

Entrepreneurial Skills (Z2) 0854 0895 Reliable 

 

Table 3 shows that composite reliability and Cronbach alpha values for each 

variable, show values above 0.7 so it can be concluded that the construct each variable is 

reliable. 

Table 4  

Average Variance Extracted (AVE) 

Variable Average Variance Extracted 

Entrepreneurship Education (X) 0.573 

Entrepreneurial Intention (Y) .677 

Entrepreneurial Self Efficay (Z1) 0.725 

Entrepreneurial Skills (Z2) .631 

 

The analysis of Table 4 shows that the value of Average Variance Extracted 

(AVE ) each variable is greater than 0.5. Based on this, it can be concluded that each 

variable can be said to be valid. 

 

Inner Model Analysis 



  

 

  

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 Figure 2 Inner Model Analysis 

 

Table 5  

R-squared Test 

variable R value2 

Entrepreneurial Intention (Y) 0.562 

Entrepreneurial Self Efficacy (Z1) 0.303 

Entrepreneurial Skills (Z2) 0.273 

 

Table 5 shows that the variability of the construct entrepreneurial intention (Y) 

can be explained by entrepreneurship education (X), entrepreneurial self-efficacy (Z1), 

and entrepreneurial skills (Z2) are 56.2%, the remaining 43.8% is explained by other 

variables not examined in this study. Then the variability of entrepreneurial self-efficacy 

(Z1) can be explained by entrepreneurship education (X) is 30.3%, the remaining 69.7% 

is explained by other variables not examined in this study. Furthermore, the variability of 

entrepreneurial skills (Z2) can be explained by entrepreneurship education (X) of 27.3%, 

the remaining 72.7% is explained by other variables not examined in this study. 

 

 

 

Predictive Relevance 

A study is considered to have relevance predictive if the value of the model is> 0. 

predictive relevance jugasering written as Q2.In this study, the predictive relevance will be 

calculated based on the formula: 

Q2  = 1 - (1 - R2Y) (1 - R2 Z1) (1 - R2 Z2)     

Q2  = 1 – (1 - 0.562) (1-0,303) (1-0,273) 

Q2  = 1 - (0.438) (0.697) (0.727) 

Q2  = 0.778057078 



  

 

  

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Based on the calculation above, the value of Q2 is 0.778057078. value Q2 The 

greater of 0 so that the model has predictive relevance.   

 

Table 6 

IndirectEffect 

Variable Relations IndirectEffectSpecific 

EE ES  EI 0216 

EE ESE EI 0150 

 

Table 6 shows that the variable Entrepreneurship education will affect 

entrepreneurial intentions through entrepreneurial skills with a value of 0.216. Then the 

variable Entrepreneurship education will also affect entrepreneurial intentions if it is 

through entrepreneurial self-efficacy with a value of 0.150. 

 

 

Table 7 

Hypothesis Testing 

Path Path coefficients  t statistics Result 

EE toward  EI 0174 2230 Significant 

EE  toward  

ES 

0522 7335 Significant 

EE toward   

ESE 

0550 6825 Significant 

ES  toward  EI 0414 5346 Significant 

ESE toward   

EI 

0272 3342 Significant 

 

Hypothesis 1: The analysis shows that the coefficient The path is positive with the value t-

statistic of 2.230 > the t- table value of 1.96. Thus entrepreneurship education (X) has a 

significant positive effect on entrepreneurship intentions (Y) so that the first hypothesis 

stating entrepreneurship education influences entrepreneurial intentions, accepted. 

Hypothesis Test 2 The results of the analysis show that the coefficient is path positive with a 

t statistic of 6.825  >value t table 1.96. Thus entrepreneurship education (X) has a 

significant positive effect on entrepreneurial self-efficacy (Z1) so that the second 

hypothesis which states educational effect on self entrepreneurial self efficacy, is accepted. 

Hypothesis 3: The results show that the coefficient path is positive with a t statistic  of   3.342> 

the value of t table is 1.96. Thus the entrepreneurial self-efficacy (Z1) has a significant 

positive effect on entrepreneurial intentions (Y) so that the third hypothesis stating the 

entrepreneurial self-efficacy influences entrepreneurial intentions, accepted. 



  

 

  

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Hypothesis 4: The results showed that the path coefficient (path) is positive with a score statistic 

of   7,335> the value t table 1.96. Thus entrepreneurship education (X) has a significant positive 

effect on entrepreneurial skills (Z2) so that the fourth hypothesis which states entrepreneurial 

education effect on entrepreneurial skills, is accepted. 

Hypothesis 5: The analysis shows that the path coefficient (path) is positive with a t statistic > 

0,414 value t table 1.96. Thus entrepreneurial skills (Z2) have a significant positive effect on 

entrepreneurship intentions (Y) so that the fifth hypothesis which states entrepreneurial 

skills influence entrepreneurial intentions, is accepted. 

 

RESULT AND DISCUSSION 

The Effect of Entrepreneurship Education on Entrepreneurial Intentions  

The results of the research that have been carried out show that entrepreneurship education 

has a significant and positive effect on the entrepreneurial intentions onin students in 

Yogyakarta. This shows that when students have high entrepreneurship education, the 

entrepreneurial intention of these students is also high. The item with the average on the 

highest entrepreneurship education variable is item X3 which contains" increases the ability 

to be better at seeing business opportunities. This shows that with the increased ability to see 

business opportunities resulting from entrepreneurship education, entrepreneurial interest 

will increase. 

The results of this study are following previous research conducted by Puni et al. 53 

which states that entrepreneurship education affects entrepreneurial intentions. Research 

also states that entrepreneurship education aims to equip them with entrepreneurial 

knowledge and opportunity recognition skills so that they can generate greater intentions to 

engage in entrepreneurship. Puni et al 54 stated that the development of great intentions to 

engage in entrepreneurship occurs when they are exposed to entrepreneurship education 

 

Effect of Entrepreneurship Education on Entrepreneurial Self Efficacy  

The results of research that have been carried out show education entrepreneurship have 

a significant and positive effect on the entrepreneurial intention of students in Yogyakarta. This 

shows that when students have high entrepreneurship education, the entrepreneurial 

intention of these students is also high. The results of this study are following previous 

research conducted by Puni et al. 55 which states that entrepreneurship education affects 

entrepreneurial intentions. The study also states that entrepreneurship education aims to 

equip them with entrepreneurial knowledge and opportunity recognition skills so that they 

can cultivate greater intention to engage in entrepreneurship. Puni et al56. stated that the 

 
53 Puni, Anlesinya, and Korsorku, “Entrepreneurial Education, Self-Efficacy and Intentions in Sub-

Saharan Africa.” 
54 Ibid. 
55 Ibid. 
56 Ibid. 



  

 

  

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development of great intentions for entrepreneurship occurs when they are faced with 

entrepreneurship education. 

 

The Influence of Entrepreneurial Self Efficacy on Entrepreneurial Intentions  

The results of the research that have been conducted show that entrepreneurial self-

efficacy has a significant and positive effect on entrepreneurial intentions among students in 

Yogyakarta. This shows that when students have high entrepreneurial self-efficacy where the 

intention of entrepreneurship in students is also high. Increasing individual self-confidence 

related to how to develop an entrepreneurial business will increase interest in 

entrepreneurship. The results of this study are following previous research conducted by 

Puni et al. which states that entrepreneurial self-efficacy affects entrepreneurial intentions. 

This study also states that when a person believes in himself that they can do things related 

to entrepreneurship, it will lead to their intention to become an entrepreneur. Puni et al. 

stated that self-confidence is one of the aspect to increase entrepreneurial intentions57. 

 

The Effect of Entrepreneurship Education on Entrepreneurial Skills 

The results of the research that have been conducted indicate that entrepreneurship 

education has a significant and positive effect on entrepreneurial skills onin university 

students in Yogyakarta. This indicates that when students have high entrepreneurship 

education, the entrepreneurial skills in these students are also high. Individual entrepreneurial 

abilities will increase with the support of the influence of the ability to see business 

opportunities. The results of this study are following previous research conducted by Galvao 

et al. 58 which states that entrepreneurship education affects entrepreneurial skills. The 

research also states that entrepreneurship education helps develop one's entrepreneurial skills 

and shows a positive influence. Entrialgo and Iglesias59 revealed that entrepreneurial skills 

are supported by student’knowledge in entrepreneurship. 

 

 

The Effect of Entrepreneurial  Skills on Entrepreneurial Intentions  

The results of the research that have been conducted show that entrepreneurship 

education has a significant and positive effect on entrepreneurial skills on university students 

in Yogyakarta. This indicates that when students have entrepreneurial skills high, the 

entrepreneurial intention in these students is also high. Interest in entrepreneurship is 

influenced by individual initiatives to seek opportunities. The results of this study are 

 
57 Ibid. 
58 Anderson Galvão, Carla Marques, and João J Ferreira, “The Role of Entrepreneurship Education and 

Training Programmes in Advancing Entrepreneurial Skills and New Ventures,” European Journal of Training and 
Development 44, no. 6/7 (2020): 595–614, http://dx.doi.org/10.1108/ejtd-10-2019-0174. 

59 Entrialgo and Iglesias, “The Moderating Role of Entrepreneurship Education on the Antecedents of 
Entrepreneurial Intention.” 



  

 

  

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following previous research conducted by the teacher 60 which states that entrepreneurship 

skills affect entrepreneurial intentions. The study also states that entrepreneurship skills are 

one of the important things to increase interest in entrepreneurship. Farooq 61 reveals that 

good entrepreneurial skills will encourage a person to cultivate an interest in 

entrepreneurship. 

 

CONCLUSION 

Entrepreneurship education affects student self-efficacy and entrepreneurial skills. 

Meanwhile, this study shows that entrepreneurial skills and entrepreneurial self-efficacy 

affect students' intentions in entrepreneurship. In the end, the results of this study also 

explain that entrepreneurship education has an impact on students' desire to become 

entrepreneurs. 

Universities in Indonesia should pay great attention to the entrepreneurship education 

that is held. Entrepreneurship education can generate interest in entrepreneurship for 

students. Suggestions for university students in Yogyakarta are to learn more about things 

related to solving problems and economics also social entrepreneurship. University students 

can improve entrepreneurial self-efficacy, by further exploring the right steps to be able to 

build a good company. Students also need to learn how to keep companies running well. By 

exploring more seriously, it can increase students' self-confidence.  

Entrepreneurial ability in the risk-taking aspect needs to be given more attention. 

Students can decide the best choice and increase courage in entrepreneurship by 

understanding the basics that must be considered in risk-taking. Students also need to 

increase knowledge related to entrepreneurship because, good knowledge related to 

entrepreneurship, can encourage them to become entrepreneurs.  

Future researchers can examine this research model on a wider sample of students. 

Further research can examine the Theory of Planned Behavior to get a deeper view of the 

formation of interest in starting a business in students. 

 

 

 

 

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