94 ABSTRACT This study aims to analyze the effect of Entrepreneurship Education on Entrepreneurship Intention of students of private Islamic universities in Jakarta. This study shall be focused on the variables of entrepreneurial education, namely Attitude and Self Efficacy, to mediate the effect of entrepreneurship education on entrepreneurial intention. The object of the study was 400 students from private Islamic universities in Jakarta with accreditation A and B, entrepreneurial curriculum as faculty and university subjects, and entrepreneurial concentration in major. This study applied a multivariate analysis using Structural Equation Modeling (SEM) method. The findings suggest that Entrepreneurship Education does not have a positive direct effect on Entrepreneurial Intention, yet has a considerable effect on Entrepreneurial Self-Efficacy and Attitude. However, Entrepreneurial Self-Efficacy has no effect on entrepreneurial intention. Entrepreneurship Intention is influenced by Entrepreneurship Attitude. Furthermore, this study obtained a noteworthy finding, namely the effect of Entrepreneurial Self-Efficacy on Entrepreneurship Attitude. Keywords: Self-Efficacy, Entrepreneurship Intention, Entrepreneurship Education, Entrepreneurship Attitude. Received: 15 May 2019 ; Accepted: 21 May 2019; Publish; December 2018 How to Cite: Samiono, B., Akbar, M., & Hamidah, H.. (2018). The Effect of Entrepreneurship Edu- cation on Entrepreneurship Intention of Students of Private Islamic Universities in Ja- karta. Journal of Business and Behavioural Entrepreneurship, 2(2), 94-102. https:// doi.org/10.21009/JOBBE.002.2.05 The Effect of Entrepreneurship Education on Entrepreneurship In- tention of Students of Private Islamic Universities in Jakarta Bambang Eko Samiono Doctoral Student of Human Resource Management, State University of Jakarta Email: bambangeko_im07s3@mahasiswa.unj.ac.id Ma’ruf Akbar Pascasarjana, State University of Jakarta Email: makrufakbar@unj.ac.id Hamidah Pascasarjana, State University of Jakarta Email: hamidah@unj.ac.id 95 INTRODUCTION Entrepreneurship is a program intensified by the government of Indonesia to overcome the unemployment issue, whose main focus is aimed at Micro, Small and Medium Enterprises (MSMEs). This sector contributes 99% of the total existing busi- ness units, able to increase employment up to 97% of the total labor. It is a highly vital program considering that the number of entrepreneurs in Indonesia is below 1% of the total population. This figure indicates that Indonesia is lagging behind Malaysia and Singapore whose number of entrepreneurs reaches 3% and 7.2% respectively. In addi- tion, the quality and competence of entrepreneurship in Indonesia regionally and glob- ally is lagging far behind. According to the 2018 Global Entrepreneur Index data, In- donesia regionally ranks 7th out of 10 countries in Southeast Asia. Globally, Indonesia ranks 90th among 137 countries surveyed. There are 450 private Islamic colleges in Indonesia managed by the Private Islamic Higher Education Cooperation Agency (BKS-PTIS). Higher Education Database (PDDIKTI) reveals 52 universities under the supervision of Higher Education Service Institutions (LL Dikti) Region III, among which are seven Islamic universities, and five of which are private Islamic universities registered with Accreditation A and B. There are merely two private Islamic universities that have special attention to entre- preneurship by opening a special concentration of entrepreneurship. The issues regard- ing the development of entrepreneurship in private Islamic tertiary institutions have become interesting to study, due to not merely the large number of universities and students in them, but also the fact that Indonesia is the largest Muslim country in the world unable to develop muslimpreneur. A number of studies have been carried out as approaches to identify various as- pects of the problems related to the effect of Entrepreneurship Education on Entrepre- neurial Intention in Indonesia and several third world countries, specifically in univer- sities. Studies of entrepreneurial intention were conducted in several universities in Indonesia, for instance by Adnyana and Purnami (2016: p. 60) studying the effect of Entrepreneurship Education on entrepreneurial intensity of students of Udayana Uni- versity as well as Wibowo and Pramudana (2016, p. 87) examining Entrepreneurship intention of Extension students of Economics and Business Faculty of Udayana Uni- versity, Bali. Both studies discovered similar findings. Studies of entrepreneurial inten- tion carried out in foreign universities are comparatively diverse. A study was carried out in ASEAN countries by Rengiah and Sentosa (2014, p. 68), examining the entre- preneurial intention of final level students having studied entrepreneurship courses from four universities. A similar study was conducted by Küttim et al (2014, p. 658) on students from 17 European countries. Oyugi (2015, p. 31) examined entrepreneurial intention of students studying entrepreneurship in their third year from three universi- ties in Uganda. Several aforementioned studies have similarities in applying the varia- bles of Theory of Planned Behavior (TPB), using a cross-sectional study and the varia- bles of entrepreneurship education to measure entrepreneurial intention. The findings disclosed that entrepreneurial intention was influenced by entrepreneurship education, entrepreneurial attitudes and self-efficacy. This research was conducted to study entrepreneurial intentions on the basis of the theory used was Theory of Planned Behavior (TPB) with the assumption that TPB clearly distinguishes attitudes related to personal interests regarding entrepreneurial behavior (personal level), and attitudes due to social influence (social level). This Samiono, B., Akbar, M., & Hamidah, H.. (2018). Journal of Business and Behavioural Entrepreneurship Volume.2 Nomor.2 2019 p (94-102)  The Effect of Entrepreneurship Education on Entrepreneurship Intention of Students of Private Islamic Universities in Jakarta.  https://doi.org/10.21009/JOBBE.002.2.05 96 study will focus on entrepreneurial education variable and their influence on entrepre- neurial intentions. Attitude and Self Efficacy as individual perceptions are used to me- diate the influence of entrepreneurship education on entrepreneurial intentions. Atti- tude and self-efficacy variables is an important indicator in measuring competencies and perceptions. Objective This study seeks to examine entrepreneurial intention of students of private Is- lamic universities in Jakarta on the basis of Ajzen's Theory of Planned Behavior (TPB) with the assumption that TPB clearly distinguishes attitudes related to personal inter- ests regarding entrepreneurial behavior (personal level), and attitudes due to social in- fluence (social levelThe study shall be focused on analyzing the effect of entrepreneur- ship education, specifically referring to the perceptions of students in curriculum, teaching methods and the support provided by universities for entrepreneurship to- wards entrepreneurial intention. Attitude and Self-Efficacy as individual perceptions are the variables selected to mediate the effect of entrepreneurship education on entre- preneurial intention. THE METHOD OF THE ST UDY This study applied the method of self-administered survey and associative causal quantitative approach, observing the direct and indirect effects of independent variables on the dependent variable. The Structural Equation Modeling (SEM) method was selected in the analysis of the study. The variables measured in this study were the endogenous variable: Entrepreneurial Intention/EI (Z) by Lee (2012, p.5) and exoge- nous variable: Entrepreneurship Education/EE (X) by Rengiah and Sentosa (2014,p.53), and intermediate variables: Entrepreneurship Attitude/ATE (Y1) devel- oped by Robison (1991, p.2), and Entrepreneurial Self-Efficacy/ESE (Y2) by McGee (2009, p.965). A Multivariate Analysis with Structural Equation Modeling (SEM) method is used with 1-5 Linkert Scale. The object of the study was students of private Islamic universities in Jakarta under the guidance of LL Dikti III with accreditation A and B as well as entrepreneurial curriculum and concentration in their major. These private Islamic universities are Muhammadiyah University of Prof. Dr. Hamka (Uhamka) and Al-Azhar University of Indonesia (UAI). The sample of this study was determined to be 400 active students having attended entrepreneurship lectures as the faculty and university subjects. RESULT AND DISCUSSION Based on SEM analysis, after obtaining exogenous and endogenous variables that have been fit with the empirical data in the measurement model and analysis of the Overall Structural Model, a combination of all latent variables is obtained. The path diagram of the equation to be estimated is presented in the following figure: 1. Samiono, B., Akbar, M., & Hamidah, H.. (2018). Journal of Business and Behavioural Entrepreneurship Volume.2 Nomor.2 2019 p (94-102)  The Effect of Entrepreneurship Education on Entrepreneurship Intention of Students of Private Islamic Universities in Jakarta.  https://doi.org/10.21009/JOBBE.002.2.05 97 Figure 1: Overall Structural Model fit The data of the study have obtained a modification of the index to meet the goodness of fit, the results of which are presented in Table 1. This model reveals the "minimum was achieved" result (Chi-square = 2667.556), Degrees of freedom = 1313 and Probability level = 0.000. Despite zero probability, this result shows that the overall model is in accordance with the sample data. The results of the goodness of fit full model of this study are presented in the following figure. Table 1: GOF Full Model Samiono, B., Akbar, M., & Hamidah, H.. (2018). Journal of Business and Behavioural Entrepreneurship Volume.2 Nomor.2 2019 p (94-102)  The Effect of Entrepreneurship Education on Entrepreneurship Intention of Students of Private Islamic Universities in Jakarta.  https://doi.org/10.21009/JOBBE.002.2.05 Goodness Of Fit Full Model Result Note Absolute fit Model Root Mean Square Error of Approximation (RMSEA) 0.051 ≤ 0.08 Good of Fit Goodness of Fit Index (GFI) 0.804 ≥ 0.90 Marginal Good Incremental Fit Model Comparative Fit Index (CFI) 0.922 ≥ 0.90 Good of Fit Normed Fit Index (NFI) 0.858 ≥ 0.90 Marginal Good Incremental Fit Index (IFI) 0.922 ≥ 0.90 Good of Fit Parsimonious Fit Model Adjusted Goodness of Fit Index (AGFI) 0.779 ≥ 0.90 not Good 98 The results of the model fit test in table 1 show the measurement of the absolute fit model, in which RMSEA = 0.051 and GFI = 0.804. Thus, it indicates that the model has good category. The calculation of incremental compatibility model reveals that CFI = 0.922, NFI = 0.858 and IFI = 0.922, meaning that the model has good criteria. Meanwhile, the measurement of the parsimonious fit model shows AGFI of 0.779, implying that the model has good category. Overall, it is stated that the analysis of the goodness of fit full model has been fit. Mostly, test parameters have been fulfilled according to the empirical data. In this study, it is concluded that the structural analysis of the model is possible. To test the magnitude of the influence of constructs, constructs on dimensions, and dimensions of the indicator, the standardized Regression Weight is applied as follows. Table 2: Standardized Regression Weight Based on Figure 3, it is concluded that the correlation between constructs is particular- ly good, specifically more than 0.50 of the following three variables: namely the corre- lation between entrepreneurship education and entrepreneurial self-efficacy, entrepre- neurial self-efficacy and entrepreneurial attitude, and entrepreneurial attitude and in- tention. Meanwhile, the remaining variables are below 0.50. According to the estimate from the aforementioned table, sub structural and structural regression modeling is ar- ranged as follows: Sub Structural Equations: Entrepreneurial Self Efficacy (Y2) = 0.589 * Entrepreneurship Education + 0.21 Entrepreneurship Attitude (Y1) = 0.601 * Entrepreneurial Self-Efficacy + 0.589 * Entrepreneurship Education + 0.08 Structural Equations: Entrepreneurship Intention (X) = 0.670 * Entrepreneurship Attitude + 0.113 * Entrepreneurial Self-Efficacy + (-0.024) * En- trepreneurship Education + 0.08 The evaluation of the effect of exogenous variables on endogenous variables is pre- sented in the Table 3. Samiono, B., Akbar, M., & Hamidah, H.. (2018). Journal of Business and Behavioural Entrepreneurship Volume.2 Nomor.2 2019 p (94-102)  The Effect of Entrepreneurship Education on Entrepreneurship Intention of Students of Private Islamic Universities in Jakarta.  https://doi.org/10.21009/JOBBE.002.2.05 Estimate Estimate ESE <--- EE 0.589 ESE1 <--- ESE 0.828 ATE <--- EE 0.312 ESE2 <--- ESE 0.928 ATE <--- ESE 0.601 ESE3 <--- ESE 0.994 EI <--- ATE 0.67 ESE4 <--- ESE 0.868 EI <--- ESE 0.113 ESE5 <--- ESE 0.849 EI <--- EE -0.024 EI1 <--- EI 0.799 ATE1 <--- ATE 0.905 EI 4 <--- EI 0.957 ATE 4 <--- ATE 0.946 EI 3 <--- EI 0.986 ATE 3 <--- ATE 0.745 EI 2 <--- EI 0.825 ATE 2 <--- ATE 0.925 EE 1 <--- EE 0.89 ESE1 <--- ESE 0.828 EE 2 <--- EE 0.933 ESE2 <--- ESE 0.928 EE 3 <--- EE 0.954 ESE3 <--- ESE 0.994 EE 4 <--- EE 0.76 ESE4 <--- ESE 0.868 99 Table 3: Squared Multiple Correlations It is evident that Entrepreneurial Self-Efficacy is explained by Entrepreneurship education by 0.375 or 37.5%, Entrepreneurship Attitude is explained by Entrepreneuri- al Self-Efficacy and Entrepreneurship Education by 0.68 or 68% and Entrepreneurship Intention is explained by Entrepreneurship Attitude, Entrepreneurial Self-efficacy, and Entrepreneurship Education by 0.558 or 55.8%. In terms of the analysis, it is concluded that entrepreneurship education has no effect on Entrepreneurial Intention (-0,024 attitude subscales). This result evidently contradicts several previous studies including those conducted by Lee Wei, (2012, p. 15); Hamidi (2008, p. 304); Oyugi (2011, p. 31); Muofhe (2011, p. 1); Karali (2013, p. 48); Küttim (2014, p. 658) and Malebana (2017, p. 1). However, this study has the similar findings to the study by Bae (2014, p. 217) and Patricia (2016, p. 72),that en- trepreneurship education has no effect on entrepreneurial intention. Further analyzing this phenomenon reveals that the highest positive response of Entrepreneurship Education is entrepreneurial support activities (EE3) of 0.954, pri- marily in the indicator of the entrepreneurship competition held by the campus (X.3.2) of 0.846. Meanwhile, the lack of focus is discovered precisely in the support provided by the university (EE4) (0.76), particularly the entrepreneurial facilities available on campus (X.4.1) (0.876) as well as the support provided by outside partners for entre- preneurship development on campus (X.4.3). It implies that students of private Islamic universities in Jakarta recognize entrepreneurial support activities (EE2) in entrepre- neurship education as highly crucial, in particular various activities in the form of competitions, allowing them to test a business concept into a real business as the re- sults of their education, for instance, student creativity programs or other entrepreneur- ial competitions. On the other hand, the students notice the lack of support of the uni- versities for entrepreneurial activities (EE4), particularly in the form of entrepreneurial support facilities such as entrepreneurship labs and business incubators as well as in establishing partnerships with outside parties. However, it appears that entrepreneur- ship education has so far not been able to directly influence entrepreneurial intention of the students. ` The findings of this study indicate the reality of the issue in developing entrepre- neurial education, including the inability of the culture of education in Indonesia to support the development of entrepreneurial spirit of their students, as highlighted by Ferbiyanto (2013, p. 43). Similar expression is conveyed by Wibowo and Pramudana (2011, p. 67), that entrepreneurship education in Indonesia is inadequate. Furthermore, the success of education process and its output is the benchmark for the success of en- trepreneurship education in Indonesia. Entrepreneurship education is able to take place effectively should it is supported by a number of aspects, whether internal or external aspects in the university. The internal aspects are further emphasized on the need for designing an effective learning curriculum able to be delivered through an appropriate teaching method. Complete facilities, both physical and non-physical, to support the course of the education process is also a demand to be fulfilled by universities (Suci et al, 2015, p. 1). Samiono, B., Akbar, M., & Hamidah, H.. (2018). Journal of Business and Behavioural Entrepreneurship Volume.2 Nomor.2 2019 p (94-102)  The Effect of Entrepreneurship Education on Entrepreneurship Intention of Students of Private Islamic Universities in Jakarta.  https://doi.org/10.21009/JOBBE.002.2.05 Estimate ESE 0.347 ATE 0.68 IE 0.558 100 This study discovered an interesting finding where entrepreneurial self-efficacy has a considerable effect on entrepreneurship attitude (0.601). Evidently, self-efficacy has no effect on Entrepreneurship Intention (0.113). A significant effect of Entrepre- neurial Self-Efficacy on Entrepreneurship Attitude is identified when the data analysis is conducted on the Amos program, hence the need for further study and discussion. The applied Theory of Planned Behavior (TPB) reveals no correlation, thus the hy- pothesis and assumption is not discussed beforehand. This phenomenon is identified in several studies by Saptono (2018, p.50), Matinez (2011, p.14), Izquirdo (2011, p.75), that attitudes mediate the correlation between entrepreneurial self-efficacy and inten- tion. The analysis of this issue ascertains that the self-efficacy of students is rather high for the ability to manage a business (ESE3) (0.994), primarily in opening a new business (Y2.3.1) (0.855). They tend to be risk-taking (0.828). The ability to overcome risk (ESE1) is mainly to rise from failure (Y2.1.3) (0.769). It implies that Entrtepre- neurial Self-Efficacy of students of private Islamic tertiary education in Jakarta is suf- ficient to manage new businesses as a result of Entrepreneurship Education on campus. However, they are constrained in terms of self-efficacy involving failure to deal with business risks. Certainly, they have not been able to deal with risk, specifically to be able to rise from failure in business. It is a reason why the effect of self-efficacy is not obtained on their Entrepreneurial Intention. In terms of entrepreneurship attitude, the respondents have high positive attitude of innovation in business (ATE2) (0.946), particularly the attitude to support innova- tion in a business (Y1.2.3) (0.806). The study found the lack in perceived personal control of business results (SK3) (0.745), mainly related to optimism to control a busi- ness venture (Y1.3.1) (0.718). It implies that students of private Islamic tertiary institu- tions in Jakarta have an attitude of supporting innovation in a business, yet they appear to have personal control, mainly on the results of a business. Apparently, learning about the uncertainties of the results of a business contributes negatively to their atti- tude concerning Entrepreneurship. Therefore, it is obvious that Entrepreneurial Self-Efficacy of the students of pri- vate Islamic universities in Jakarta, particularly in managing business, has a considera- ble effect on their Entrepreneurship Attitude in being positive and optimistic in per- ceiving business as innovation. Nevertheless, their low ability to overcome business failure due to a variety of risks renders them more pessimistic concerning the results of their effort. This effect is rather substantial on Entrepreneurship Attitude rather than on Entrepreneurial Intention. It is concluded that a positive entrepreneurial attitude is the key for students of Islamic universities in Jakarta to be able to increase their entrepre- neurial intentions. The entrepreneurial intentions shall not necessarily increase. The essence is for the efficacy to increase. However, entrepreneurial attitude is necessary as an intermediary. The role of entrepreneurship education is highly important to improve and devel- op supportive entrepreneurship attitude since positive Entrepreneurship Attitude shall be a mediation affecting Entrepreneurship Intention of students of private Islamic uni- versities in Jakarta. It is possible to develop positive entrepreneurship attitude by adopting them in the curriculum and teaching methods and practicing them in entre- preneurial support activities, one of which is by including motivational materials re- garding the entrepreneurial mindset where Islam strongly encourages entrepreneurship exemplified by Prophet Muhammad S.A.W. in his daily life. Samiono, B., Akbar, M., & Hamidah, H.. (2018). Journal of Business and Behavioural Entrepreneurship Volume.2 Nomor.2 2019 p (94-102)  The Effect of Entrepreneurship Education on Entrepreneurship Intention of Students of Private Islamic Universities in Jakarta.  https://doi.org/10.21009/JOBBE.002.2.05 101 CONCLUSION It is concluded that entrepreneurial intention of the students of private Islamic tertiary institutions in Jakarta is strongly influenced by entrepreneurial attitude they have instead of Entrepreneurship Education or Entrepreneurial self-efficacy. Entrepre- neurship Education and Entrepreneurial Self-Efficiency are important variables in the formation of Entrepreneurship Attitude. Eventually, it is essential for private Islamic University to have a special curriculum or teaching method able to improve the Entre- preneurship Attitude and Intention. They need to focus on several improvements as- pects which are weaknesses in building entrepreneurial intentions. Such as lack of business model material, theoretical exposures and teaching method that are less desir- able, and lack of supporting facilities. Universities must be able to change the curricu- lum not only emphasizing the improvement of hard skills purpose but also soft skills to build motivation, partnership, creativity and innovation aspects. In The end, not only student’s self-efficiency will increase but also their attitude. BIBLIOGRAPHY Adnyana, I. G. L. A., & Purnami, N. M. (2016). 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