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p-ISSN: 2722-399X;  e-ISSN: 2722-1857 
SiLeT, Vol. 2, No. 1, April 2021: 29-40 

©2021 Studies in Learning  
and Teaching 

 

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Studies in Learning and Teaching 
Homepage: https://scie-journal.com/index.php/SiLeT 
Email: silet@scie-journal.com 

The Effectiveness of the Business Incubator and Entrepreneurial 
Education in Interest to Start a Business in Vocational School Students 

Majoring in Marketing 

R Sulistyowati1 
1Departement of Economics Educations, Faculty of Economic and Business, Universitas Negeri Surabaya, Surabaya 

60231, Indonesia 

Article Info  ABSTRACT  

Article history: 

Received March 26, 2021 
Revised April 29, 2021 
Accepted April 30, 2021 
Available Online April 30, 2021 

Many media can be a tool for developing entrepreneurial potential in 
the school environment. One of them is a direct practice in the 
entrepreneurship laboratory, namely the Business Incubator. This 
research uses descriptive qualitative. The research states that the 
Business Incubator's Management at SMK Muhammadiyah 2 Malang 
is called the Business Incubator, there are three parts. Namely the 
photocopy room, used for student practice activities majoring in Office 
Administration and Islamic Banking, the second production room, 
used for practical activities majoring in marketing, the third 
entrepreneurship room, for students majoring in Marketing. The role 
of the Business Incubator as an entrepreneurship learning unit at SMK 
Muhammadiyah 2 Malang is perfect. It can be seen from the increasing 
enthusiasm of students in participating in entrepreneurship learning. 
The Business Incubator students have a place to practice 
entrepreneurial theory taught by the teacher. Empowerment of the 
Business Incubator to foster student interest in opening a business in 
students has been running. Some students can see it; most students 
have been able to read business opportunities and manage sales 
finances. Thus it can foster the characteristics of an entrepreneurial 
spirit in students. 

 

Keywords: 

Business Incubator 
Entrepreneurial Education 
Interest to Start a Business 

 
https://doi.org/10.46627/silet  

INTRODUCTION  
Vocational education is a place to prepare students to become productive humans, able to work 
independently, filling existing job vacancies according to the competencies in the expertise 
program they choose (Moslem et al., 2019). To be independent and productive, Vocational High 
School (SMK) students need to change their way of thinking by not becoming workers, but 
becoming someone who opens new jobs for others, because currently, competition in the business 
world is very tight along with the number of available jobs. not proportional to the number of 
workers (Basri et al., 2019; Perwita, 2017). 

The cause of the increase in unemployment cannot be separated from the education system 
which only emphasizes theory rather than practice (Nastiti & ’Abdu, 2020; Rifai & 
Sucihatiningsih, 2016). Therefore, to improve prospective SMK graduates' identity who have 
high-quality human resources, skills and can be competitive, for example, through education 
with entrepreneurship lessons (Usman & Raharjo, 2012). 

Efforts to reduce unemployment, at least there must be a change in the community's mindset, 
especially for SMK graduates from looking for work to creating jobs (Prihastiwi et al., 2018). 
Therefore, SMK graduates are not only focused on preparing to become a workforce in the 

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The effectiveness of the Business Incubator and Entrepreneurial Education in Interest to Start a Business in Vocational 
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business world but also on the willingness to become entrepreneurs (Basri et al., 2019). Courage 
to do business is the main asset a person must have to enter the world of work. The 
entrepreneurial interest of SMK graduates is still shallow (Ulgari et al., 2020). Because the practice 
of doing entrepreneurial activities is not easy, excessive fear of failure and loss often haunts one's 
soul when starting a business. 

To achieve educational goals, especially at the vocational level, has developed and 
implemented entrepreneurship lessons in the national curriculum for the Vocational 
Intermediate Level. This lesson is given to SMK following their respective skill competencies with 
theory and practice (Rami & Supardi, 2019). This combination is expected so that students will 
have the knowledge and skills after graduating. Because the entrepreneurship education given 
since SMK will foster an entrepreneurial spirit after graduation. Entrepreneurship education 
provides a theoretical basis for the concept of entrepreneurship and forms attitudes, behaviours, 
and a person's mindset in entrepreneurship. Capital investment to prepare students to start new 
businesses through the experience, skills and knowledge essential to entrepreneurship (Wibowo, 
2017). 

Many media can be a tool for developing entrepreneurial potential in the school environment 
(Amin et al., 2020). They are first forming a student activity unit to train entrepreneurial 
competence by making various types of handicrafts from students. Second, making a juju canteen 
is intended to train students' honesty because honesty is one of the characteristics of someone 
who has an entrepreneurial character. Third, student entrepreneurship training with hands-on 
practice in the entrepreneurial laboratory, namely the Business Incubator. 

The Business Incubator is a place to conduct trading business by involving education 
elements by relevant expertise competencies and can be implemented in a combination system 
with other skill systems (Lutfiani et al., 2020). The role of the Business Incubator, namely a 
training and education place for students that functions as a school production unit and as an 
entrepreneurial laboratory for students to carry out entrepreneurial practices, calculations or 
bookkeeping (Budiyanto et al., 2017). The existence of this practice is expected to motivate 
students in fostering student interest in entrepreneurship. 

Based on the Republic of Indonesia Number 19 of 2005 concerning National Education 
Standards in Chapter VII Article 42 Paragraph 2 states that. 

Each academic unit is required to have infrastructure which includes land, 
classrooms, academic unit leadership rooms, teaching rooms, administration rooms, 
library rooms, laboratory rooms, workshops, production unit rooms, canteen rooms, 
power and service installations, sports venues, a place of worship, a place to play, a 
place to create, and other spaces/places needed to support an orderly and sustainable 
learning process. 
Apart from that, as a place for entrepreneurial practice and training, the Business Incubator 

can help students provide training on how to trade, market an item, and open another business. 
This is done in opening a business by selling items in the Business Incubator to be sold in the 
business environment. It was intended to train students' independence and courage in 
communicating with customers and at the same time learning about marketing (Usman & 
Raharjo, 2012). 

This was reinforced by the existence of relevant previous research by amin et al. (2020), 
komara & bagus setiawan (2020), and lutfiani et al. (2020) Concluded that the current Business 
Incubator Management Model is not yet optimal, the Business Incubator Management Model as 
a result of the development consists of model components, model content and objectives. The 
model component includes a management function consisting of planning, organizing, 
implementing, supervising and managing the Business Incubator, covering aspects of 
production, marketing, finance, and human resources. The stages of implementing the Business 
Incubator consist of socialization, honest business, Business application activities. The Business 
Incubator management model can be implemented effectively and efficiently. 

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Based on the background described above, this research's focus is as follows: (1) Management 
of Business Incubators at SMK. (2) The effectiveness of the role of the Business Incubator as an 
entrepreneurial learning unit in SMK. (3) Empowerment of Business Incubators as a means of 
fostering student interest in opening businesses.  

RESEARCH METHOD 
This research uses a qualitative approach with descriptive research type. This research took place 
at SMK Muhammadiyah 2 Malang, located on Jalan Baiduri Sepah No.27, Tlogomas, Kec. 
Lowokwaru, Malang City. The data collection technique is done by observing, interviewing, and 
documenting. To test the data collected's validity, the researcher will do: first triangulation 
techniques between data sources, between data collection techniques, and between data 
collectors. Second, check the information's correctness to the informants the researcher in the 
research report has written. Third, I will discuss with colleagues in the department where the 
researcher teaches, including corrections under the supervisor—fourth, negative case analysis, 
namely cases that are not by the study results. Fifth, extend the research time. The research stages 
include pre-field training, selecting research locations, determining the object's boundaries, 
understudy, taking care of permits, selecting informants. 

 
Table 1.  Informant Research 

No. Informant Excavated information Description as 

1. Entrepreneurship 
teacher 

To explore information about entrepreneurial 
learning practices carried out at the Business 
Incubator 

Major 
Informants 

2. Management teacher 
and chairman of the 
Business Incubator 

To dig up information about the management 
activities of the Muhammadiyah 2 SMK 
Muhammadiyah 2 Business Incubator 

Major 
Informants 

3. Student managing the 
Business Incubator 

To find out information on the effectiveness of 
entrepreneurship learning in the Business 
Incubator in fostering student interest in 
entrepreneurship 

Additional 
informants 

4. Waka chart of facilities 
and infrastructure 

To find out general information about the need 
for facilities and infrastructure in the Business 
Incubator at SMK Muhammadiyah 2 Malang 

Major 
Informants 

(Source: Researcher, 2021) 

RESULTS AND DISCUSSION   
Management of Business Incubators at SMK Muhammadiyah 2 Malang 
So that all SMK Muhammadiyah 2 Malang Business Incubator activities are controlled, a Business 
Incubator management is formed. There are many functions of the organizational structure of the 
Business Incubator SMK Muhammadiyah 2 Malang. Descaprio (2013) states that there are four 
functions of Laboratory organizational structure, namely facilitating practice and research 
planning, facilitating management of research and practice activities in the laboratory, facilitating 
reporting and accountability for all activities in the laboratory so that they are quickly evaluated, 
making it easier to supervise all activities in the laboratory.  

Management of the Business Incubator is, of course, not solely for commercial purposes. In 
general, the management of the SMK Muhammadiyah 2 Malang Business Incubator is based on 
the basics of laboratory management according to Descaprio (2013) , which states, "Business 
incubators are managed and designed to improve, grow and develop the skills of their users in 
various activities." For example, if a Business Incubator is in the room. In the school's scope, the 
administrators must be able to improve students 'entrepreneurial learning practices and foster 

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students' interest in becoming entrepreneurs. The Business Incubator must be managed and 
designed to train the ability to compile and analyze the practice results, which are then continued 
to interpret the results of the practice. Therefore, the Business Incubator becomes the basis for the 
psychomotor development of students. Business Incubators are managed and designed to train 
skills in designing practical activities and implementing them. In the practice of entrepreneurship 
learning in the Business Incubator, students are taught to carry out product pentatonic, recap 
sales, excellent service, such as entrepreneurship learning theory that has been taught. The 
Business Incubator must be managed and designed flexibly and not pressure on those involved 
in it. This means that anyone can help manage the management of the Business Incubator at SMK 
Muhammadiyah 2 Malang. 

In general, the management of the Business Incubator at SMK Muhammadiyah 2 Malang is 
based on the laboratory management stated by Susanto (2017) as follows: (1) The Business 
Incubator must be managed and designed to improve, grow, and develop its users' skills in a 
variety of activities. For example, suppose a Business Incubator is in the scope of the School. In 
that case, the manager must be able to improve students 'entrepreneurial learning practices, and 
foster students' interest in becoming entrepreneurs, (2) Business Incubators must be managed 
and designed to be able to train the ability to compile and analyze practical results which are then 
continued to interpret the results of the practice. Therefore, the Business Incubator becomes the 
basis for students' psychomotor development, (3) The Business Incubator must be managed and 
designed to train the ability to communicate the results of practical activities. This means that in 
the practice of entrepreneurship learning in the Business Incubator, students are taught to 
communicate with customers, (4) Business Incubators must be managed and designed to train 
skills in designing practical activities and implementing them. This means that in the practice of 
entrepreneurship learning in the Business Incubator students are taught to carry out product 
promotion, recap sales, excellent service, such as entrepreneurship learning theory that has been 
taught, and (5) Business Incubators must be managed and designed flexibly and not pressure 
anyone involved in therein. This means that anyone can help manage the management of the 
Business Incubator at SMK Muhammadiyah 2 Malang. 

In the Business Incubator organizational structure, there are several positions and 
responsibilities for each task. Descaprio (2013) several positions must exist in every Business 
Incubator organizational structure, including the technical person in charge, the head of the 
Business Incubator manager, the coordinator of each Business Incubator field, and the Teacher 
who manages the Business Incubator. The board of directors' management and the Business 
Incubator/Marketing Officer's duties and responsibilities at SMK Muhammadiyah 2 Malang are 
as follows. 
  

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Figure 1. Organizational Structure of the Business Incubator at SMK Muhammadiyah 2 Malang 
(Source: Business Incubator SMK Muhammadiyah 2 Malang) 

 
 

Advisor   : Nur Cholis, S.Pd 
General Coordinator : Elok Nurani, S.Pd 
Coordinator I  : Dra. Yayuk Pujiastuti 
Coordinator II  : Elok Nurani, S.Pd 
Coordinator III  : Misriyah, S.Pd 
Secretary   : Elok Nurani, S.Pd 
Treasurer   : Dra. Yunanik 
Promotion  : Seluruh Wali Kelas 
Procurement  : Misriyah, S.Pd & Dra. Yunanik 
Delivery   : Elok Nurani, S.Pd & Dra. Indah Sulistyowati 
General   : Enny Dian Handayani, S.Pd & Mila Irawati, S.Pd 

So far, the management of the Business Incubator at SMK Muhammadiyah 2 Malang has 
been running correctly. In the production room and the shop, the marketing room is functioning 
on a semifinal basis. However, it is miserable that the Photocopy room Business Incubator does 
not function as it should be used as an additional teacher room. The factor that causes this to 
happen is that some of the Photocopy room, Business Incubator tools cannot be used. 

Emha (2006) many other factors have caused the shift in the function of the 
Laboratory/Business Incubator as a place to observe, find, and solve a problem, including, Lack 
of ability to manage School Laboratories, both from school leaders and teachers, Lack of 
understanding of the meaning and function of school laboratories and their implications for 
development. And improvement of the learning system. The procurement of facilities and 
infrastructure has not been evenly distributed, making learning practice difficult. One vital 
learning resource is the learning practice facilities and infrastructure that can help clarify concepts 
or understand and train students to achieve specific skills. The learning process using teaching 

ADVISOR 

COORDINATOR 

SECRETARY TREASURER 

COORDINATOR 1 

(photocopy room) 

COORDINATOR 2 

(production room) 

COORDINATOR 3 

(marketing room) 

PROMOTION PROCUREMENT DELIVERY GENERAL 

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aids/practices makes students have clear responses to the stimuli provided to leave a perfect 
observation impression on each student. 

Based on the Government Regulation of the Republic of Indonesia Number 19 of 2005 
concerning National Education Standards in Chapter VII Article 43 Paragraph 1 states that 
"Standards for the diversity of types of natural science laboratory equipment (IPA), language 
laboratories, computer laboratories, and other learning equipment in academic units are stated 
in the list, which contains the minimum type of equipment that must be available." The purpose 
of establishing the Entrepreneurship Laboratory or Business Incubator is to make it easier for 
students to understand the teacher's entrepreneurial learning theory, develop students' abilities, 
and foster an entrepreneurial spirit in students. The objectives of student activities in the 
Laboratory include: (1) Able to interpret experimental results to obtain findings and be able to 
solve problems, (2) Be thorough in practicing observations and be careful in recording 
observational practices, (3) Be able to plan and carry out experiments about what is being learned 
or researched in the Laboratory, (4) Skilled in carrying out practices using Laboratory equipment, 
and (5) Growing a positive attitude in carrying out practices in the Laboratory (Susanto, 2017). 

The management of the Business Incubator at SMK Muhammadiyah 2 Malang is running 
well. This can be proven by an organizational structure's existence, running the management of 
the Business Incubator at SMK Muhammadiyah 2 Malang by their duties and responsibilities. 
However, it still lacks maintenance regarding the facilities and infrastructure in the SMK 
Muhammadiyah 2 Malang Business Incubator. This can be seen in the Photocopy room Business 
Incubator, which is currently not being used properly because the photocopy room tools cannot 
be used. Then the Business Incubator in the marketing room shop also lacks tools in the form of 
a cash register, making it difficult for students to practice entrepreneurship learning (Descaprio 
,2013) 

Effectiveness of the Role of a Business Incubator as an Entrepreneurship Learning Unit 
Learning is an activity or process to gain knowledge, improve skills, improve attitudes and 
strengthen personality. Learning is believed to be able to develop various potentials that humans 
have. With the learning, it is hoped that it can increase the knowledge, attitudes, and skills that 
are owned. Learning is a conscious effort that aims to change a person's behavior. These learning 
activities need to be designed, arranged, monitored in such a way and evaluated to achieve 
predetermined goals (Suryono & Hariyanto, 2012). 

Entrepreneurship learning means a pattern that is used as a basic guideline in the form of 
global policies through stages that are directed to carry out ideal interactions between managers 
of educational institutions, educators, and student trainees, which are planned and organized in 
an education management mechanism and contain design and development factors for learning 
activities entrepreneurship (Sabatari & Hariyanto, 2015). The objectives of holding 
entrepreneurship learning are (1) building entrepreneurial character; (2) preparing business 
practice-based entrepreneurship learning services; (3) preparing industrial teaching pilot in SMK; 
(4) preparing junior high school graduates to become entrepreneurs. 

In order to achieve this goal, the Business Incubator SMK Muhammadiyah 2 Malang makes 
programs that involve active students in the management of the program, starting from activities 
in production, helping to produce original product drinks from SMK Muhammadiyah 2 Malang 
turmeric Asem, helping packing orders, making products itself for sale. In addition to the 
production site, students are also actively involved in managing the shop's Business Incubator. 
In the Business Incubator, students are given picket schedules to be on guard, student activities 
in the store's Business Incubator, starting from cleaning the room, arranging products, serving 
customers, recording bookkeeping, etc. by being actively involved in the management of the 
Business Incubator, it will increase understanding of learning entrepreneurship. 

Learning entrepreneurship through practice in the Business Incubator is very effective and 
positively affects students' entrepreneurial competence. This is by the relevant previous research 

https://doi.org/10.46627/silet.v2i1.61
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The effectiveness of the Business Incubator and Entrepreneurial Education in Interest to Start a Business in Vocational 
School Students Majoring in Marketing 
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by Lutfiani et al. (2020) who found that business incubators play an essential role in encouraging 
student creativity and innovation in entrepreneurship. The effectiveness of entrepreneurship 
learning by using a Business Incubator has been proven that can be proven by the active 
participation of students in practice at the Business Incubator at Muhammadiyah 2 Malang 
Vocational School, and many student activities are carried out in the Business Incubator. Students 
are also enthusiastic about accepting entrepreneurial learning theory. Teachers also find it easier 
to explain entrepreneurship learning through practice in the Business Incubator to more easily 
understand what the teacher has explained about entrepreneurship learning. 

Of course, there is entrepreneurship learning in every school, especially in the Marketing, 
Accounting, and Office Administration majors. Even in other departments, there is 
entrepreneurship learning. It is not enough if entrepreneurship learning is carried out the only 
in-class theory. Therefore, schools usually provide a place to practice doing entrepreneurial 
activities. One of the places to practice entrepreneurship learning owned by Muhammadiyah 2 
Malang Vocational School is in the form of a Business Incubator. With the Business Incubator at 
SMK Muhammadiyah 2 Malang, students can do direct practice according to the teachers' theory.   

Many student activities are carried out at the Business Incubator, starting from product 
arrangement, display arrangement, financial management, purchasing recap, marketing goods 
to customer service. With the Business Incubator to practice entrepreneurship learning, students 
can more easily understand and understand entrepreneurship learning, and teachers can easily 
explain it to students. The existence of a Business Center at SMK Muhammadiyah 2 Malang 
makes it easier for students to understand entrepreneurship learning. Learning theory in class 
alone is not enough to broaden students' insights about entrepreneurship, so establishing a 
Business Incubator as a student practice is very necessary and very helpful in improving learning. 
On the other hand, the schools here are based on vocational schools where practice must be more 
than theory. 

Barnawi & Arifin (2012) The purpose of holding entrepreneurship learning, namely (1) 
building entrepreneurial character; (2) preparing business practice-based entrepreneurship 
learning services; (3) preparing industrial teaching pilot in SMK; (4) preparing junior high school 
graduates to become entrepreneurs. In order to achieve this goal, the Business Incubator SMK 
Muhammadiyah 2 Malang makes programs that involve active students in the management of 
the program, starting from activities in production, helping to produce original product drinks 
from SMK Muhammadiyah 2 Malang turmeric Asem, helping packing orders, making products 
itself for sale. In addition to the production site, students are also actively involved in managing 
the shop's Business Incubator. In the Business Incubator, students are given picket schedules to 
be on guard, student activities in the store's Business Incubator, starting from cleaning the room, 
arranging products, serving customers, recording bookkeeping, etc. by being actively involved 
in the management of the Business Incubator, it will increase understanding of learning 
entrepreneurship. 

According to Suryono & Hariyanto (2012) , the learning function contains various functions 
such as helping, guiding, training, nurturing, caring for, growing, encouraging, shaping, 
straightening, assessing, and developing. The learning functions are carried out by educators, 
namely teachers, tutors, tutors, coaches, to make changes in themselves according to the learning 
objectives, which are the goals of education. 

The effectiveness of entrepreneurship learning by using a Business Incubator has been 
proven that can be proven by the active participation of students in practice at the Business 
Incubator at Muhammadiyah 2 Malang Vocational School. Many student activities are carried 
out in the Business Incubator. Students are also enthusiastic about accepting entrepreneurial 
learning theory. Teachers also find it easier to explain entrepreneurship learning through practice 
in the Business Incubator to more easily understand what the teacher has explained about 
entrepreneurship learning. 
 

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Empowerment of Business Incubators as a means of fostering interest in opening a business 
in students 
Apart from being a place to practice entrepreneurship learning and entrepreneurship training, 
the Business Incubator can help students to provide training on how to trade, how to market an 
item, and of course, how to open another business. This is done in opening a business by selling 
goods in the Business Center to be sold in the business environment. It is intended to train 
students' independence and courage in communicating with customers and at the same time 
learning about entrepreneurship. The Business Incubator aims to improve the skills where 
students get into the job market. The education delivery system will be successful if supported 
by good training, an orderly, directed and planned learning process, supported by a supply of 
educational staff competent in their field of work, and adequate facilities and infrastructure are 
available (Saptono, 2017). With the Business Incubator SMK Muhammadiyah 2 Malang, it can 
foster students' characteristics for entrepreneurship. 

Suryana (2003) The general characteristics of having an entrepreneurial spirit are full of self-
confidence. The indicators are full of confidence, optimism, commitment, discipline, and 
responsibility. Having initiative is the indicator that is full of energy, dexterous in action and 
activity. Have an achievement motivation. The indicator is the possible results and future insight. 
The indicators are daring to be different and being trustworthy and tough in acting with a 
leadership spirit. Dare to take calculated risks and therefore love challenges. An entrepreneur is 
always committed to doing his job to get the expected results. An entrepreneur is not half and 
half in doing his job because he is always diligent, resilient, never gives up. His actions were not 
based on speculation but careful calculation. An entrepreneur is brave enough to face risks to his 
work. 

The more courageous they feel the need to show an independent or powerful attitude on 
behalf of themselves. Likes to imagine and tries to express creativity and introduce the results to 
other parties. With hard work and accomplished step-by-step progress, self-confidence and a 
more fundamental attitude of optimism are generated. An entrepreneur always has the principle 
that what is done is an optimal effort to produce maximum value. This means that entrepreneurs 
do things carelessly, even though other people can do them. Values and achievements are the 
things that differentiate between the results of his work as an entrepreneur and others who do 
not have an entrepreneurial spirit (Alexander & Honig, 2016; Kalyoncuoğlu et al., 2017; Kouakou 
et al., 2019; Sherkat & Chenari, 2020; Walter & Block, 2016). 

Entrepreneurs generally have a higher creative and innovative power than non-
entrepreneurs. Things that others have not thought of have already occurred to him, and 
entrepreneurs can make their innovations into demand. The ideas and behavior of an 
entrepreneur cannot be separated from the demands and responsibilities. Therefore, commitment 
is highly treated at work so that it can give birth to responsibility (Kouakou et al., 2019; Ramadani 
& Ratten, 2015). Being an entrepreneur, you must always be brave in facing risks. The more 
students are daring to face the risk, the more excellent the risk, the more excellent the opportunity 
to take advantage of it, and vice versa (Asimakopoulos et al., 2019; Jabeen et al., 2017, 2017; Kreiser 
et al., 2010; Pihie & Arivayagan, 2016; Rapp-Ricciardi et al., 2018). Seeking opportunities does not 
mean that opportunities already exist. However, entrepreneurs must create their opportunities 
by creating something new and different and something more valuable, and easy to use. 

Students at SMK Muhammadiyah 2 Malang have read business opportunities, especially 
students majoring in Marketing. In contrast, students majoring in Accounting can read sales 
finance well. The Business Incubator SMK Muhammadiyah 2 Malang students who previously 
did not understand buying and selling became. Students who were previously embarrassed in 
communicating with the Business Incubator practice student were fluent in communicating. Most 
students desire to become entrepreneurs because by becoming entrepreneurs, students can open 
jobs for other people, work independently, and work according to their wishes. The benefits of 
entrepreneurship include the following: Increasing labor capacity, As a generator for 

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environmental development, production, distribution, environmental maintenance, welfare, et 
al. Becoming an example for other members of society, Always respecting applicable laws and 
regulations, Trying to assist others and social development, according to their abilities, Trying to 
educate their employees to be independent, disciplined, honest, diligent in dealing with work, 
Giving an example of how we have to live hard work, but not forgetting religious orders and 
always getting closer to Allah SWT, Living efficiently does not wasteful and not wasteful, 
Maintaining environmental harmony. 

However, some students do not want to become entrepreneurs because being entrepreneurs 
requires significant capital, is less respectful, and uncertain. Furthermore, other factors, namely 
psychological factors that shape society's negative attitude so that they are less interested in the 
entrepreneurial profession, including aggressive, competitive, selfish, dishonest, stingy, unstable 
sources of income, less respectful of low jobs, and so on (Descaprio, 2013) The Business Incubator 
of SMK Muhammadiyah 2 Malang as a means of cultivating students' entrepreneurial 
characteristics is quite good. This can be seen from students who have an entrepreneurial spirit, 
have a passion for opening a business, are active in entrepreneurial learning tasks, are honest, 
tenacious, and creative in practicing entrepreneurship learning in the Business Incubator. 

Apart from being a place to practice entrepreneurship learning and entrepreneurship 
training, the Business Incubator can help students to provide training on how to trade, how to 
market an item, and of course, how to open another business. This is done in opening a business 
by selling items in the Business Incubator to be sold in the business environment. Ramadani & 
Ratten (2015) It is intended to train students' independence and courage in communicating with 
customers and at the same time learning about entrepreneurship. Motivation from teachers at 
school to students needs to be done. Different teachers are also different ways of motivating their 
students, starting from giving appreciation in the form of cash to students, giving encouragement 
and praise to students, etc. This is done so that students do not get bored in participating in 
entrepreneurship learning and can foster students' interest in opening a business. 

The existence of entrepreneurship learning and a place to practice entrepreneurship learning 
in a Business Incubator will indirectly foster students' interest in becoming entrepreneurs. The 
teachers at SMK Muhammadiyah Malang have stated that the existence of a Business Incubator 
as support for entrepreneurship learning at SMK Muhammadiyah 2 Malang will increase 
students' interest in entrepreneurship, on the other hand, the background of the parents of 
students at SMK Muhammadiyah 2 Malang is an entrepreneur, it makes students want students 
with the same profession as their parents. Another factor is that it is increasingly difficult to find 
a job, and the higher the cost of going to college, students want to become entrepreneurs, and it 
is better to open jobs than to look for jobs. Having been given entrepreneurial skills from the 
school to students, the teachers at Muhammadiyah 2 Malang Vocational School are sure that their 
students can become successful entrepreneurs. 

In contrast to students whom researchers have interviewed, most students want to be 
entrepreneurs, and some want to become office employees. Some even want to become office 
employees as well as entrepreneurs. Based on students' statements, there are different desires, 
there are those who want to become office employees, bank employees, work in the tax office, the 
reason is that being entrepreneurs requires significant capital, making products to sell is a 
complicated process, on the other hand, there are also many students who are interested in 
becoming entrepreneurs because by becoming entrepreneurs they can opening jobs for other 
people, can be the boss, not regulated by people, and maybe there is also a family factor, the 
parents who work as entrepreneurs, finally the child wants to continue the parent's business. 
Some want to become office employees as well as open businesses. 

The Business Incubator of SMK Muhammadiyah 2 Malang as a means of cultivating students' 
entrepreneurial characteristics is quite good. This can be seen from students who have an 
entrepreneurial spirit, have a passion for opening a business, are active in entrepreneurial 

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learning tasks, are honest, tenacious, and creative in practicing entrepreneurship learning in the 
Business Incubator. 

CONCLUSION  
Based on the discussion, the researcher can draw the following conclusions. 

Management of the Business Incubator at SMK Muhammadiyah 2 Malang has 3 parts. The 
first part is a photocoppy room, used for student practice activities majoring in Office 
Administration and Islamic Banking, the second part is the production room, is used for practical 
activities majoring in Marketing, the third is the Entrepreneurship room, mainly used for 
students majoring in Marketing, but students majoring in Office Administration, Accounting, 
Sharia banking is also actively involved in managing the entrepreneurial space Business 
Incubator. The facilities and infrastructure contained in the Business Incubator of 
Muhammadiyah 2 Malang Vocational School, according to the researcher, were insufficient, it 
caused students to change their practice places in the entrepreneurial space Business Incubator. 
Meanwhile, in the Business Incubator in the Production room, little equipment is used. The 
entrepreneurial space business incubator is good enough. With the Business Incubator at SMK 
Muhammadiyah 2 Malang, entrepreneurship learning is very effective, teachers can easily 
explain entrepreneurship theory to students, while students can quickly understand what is 
explained by the teacher so that it can improve entrepreneurship learning. Empowering the 
Business Incubator as a means of fostering student interest in opening a business has gone well. 
With the existence of entrepreneurship learning and the Business Incubator as a place for practice, 
students understand entrepreneurship and can foster students' interest in opening a business. 

The limitation in this research is regarding the problem of financial management and 
distribution of sales results, for further researchers it can be suggested to further develop digital-
based business incubators and digital entrepreneurship learning. 

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Author (s): 

Raya Sulistyowati 
Department of Economics Educations, Faculty of Economic and Business 
Universitas Negeri Surabaya, 
Jl. Ketintang, Surabaya 60231, Indonesia 
Email: rayasulistyowati@unesa.ac.id 

 

https://doi.org/10.46627/silet.v2i1.61
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mailto:rayasulistyowati@unesa.ac.id

