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All Journal Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran
Muhammad Aqib Shafiq
Ghazi University
Education Languange, Linguistic, Communication & Media Mathematics Other

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Entrepreneurship Education and Perceived Economic Opportunities as Determinants of Students’ Entrepreneurial Decisions: The Mediating Role of Risk-Taking Behavior Sutrisno; Abu Muna Almaududi Ausat; Syamsuri; Susatyo Adhi Pramono; Hizbul Khootimah Azzaakiyyah; Muhammad Aqib Shafiq
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 2 (2026): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i2.20617

Abstract

This study aims to examine the influence of entrepreneurship education and perceived economic opportunities on students’ entrepreneurial decisions through risk-taking behavior as a mediating variable. This research integrates the Theory of Planned Behavior (TPB) and Behavioral Finance Theory (BFT) to explain how knowledge, opportunity perception, and psychological attitudes toward risk shape entrepreneurial decision-making among students. A quantitative approach was employed using a structured questionnaire distributed to university students in Semarang City who had participated in entrepreneurship courses. A total of 104 valid responses were analyzed using SEM-PLS, with respondents selected through a purposive sampling technique based on specific research criteria. The results indicate that entrepreneurship education and perceived economic opportunities have positive and significant effects on students’ risk-taking behavior. Furthermore, risk-taking behavior significantly influences students’ entrepreneurial decisions. The analysis also confirms that risk-taking behavior partially mediates the relationship between entrepreneurship education, perceived economic opportunities, and students’ entrepreneurial decisions. These findings highlight that entrepreneurial decisions among students are influenced not only by entrepreneurial knowledge and opportunity recognition but also by psychological readiness to take risks in uncertain economic conditions.
Unveiling the Role of Risk-Taking Ability in Mediating the Influence of Entrepreneurship Education, Digital Financial Literacy, and Financial Self-Efficacy on Students’ Courage to Start a Business Sutrisno; Garin Pratiwi Solihati; Syamsuri; Susatyo Adhi Pramono; Imam Jayanto; Muhammad Aqib Shafiq
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.19701

Abstract

This study aims to analyze the effects of Entrepreneurship Education, Digital Financial Literacy, and Financial Self-Efficacy on Students’ Courage to Start a Business, with Risk-Taking Ability as a mediating variable. A quantitative approach with a survey design was employed, with 100 university students in Banyumas Regency selected via purposive sampling. Data were collected through a structured online questionnaire and analyzed using SEM-PLS with a bootstrapping procedure. The results indicate that Entrepreneurship Education, Digital Financial Literacy, and Financial Self-Efficacy have positive and significant effects on Risk-Taking Ability. Furthermore, Risk-Taking Ability has a positive and significant effect on Students’ Courage to Start a Business. In addition, Risk-Taking Ability is proven to positively and significantly mediate the effects of the three independent variables on students’ entrepreneurial courage. These findings suggest that students’ entrepreneurial courage is largely determined by their ability to assess risks and opportunities and to make decisions under uncertainty. This study contributes theoretically by uniquely integrating financial aspects and psychological aspects within a single framework grounded in the Theory of Planned Behavior, Social Cognitive Theory, and Behavioral Finance Theory. By linking students’ digital financial capability with their risk-taking ability, the model explains how financial knowledge strengthens psychological readiness in entrepreneurial decision-making. The findings also provide practical implications for higher education institutions and policymakers in designing entrepreneurship programs that simultaneously develop digital financial competence and risk-taking capacity.
Entrepreneurship Education and Green Economy Literacy as Determinants of Sustainable Entrepreneurial Intention: The Mediating Role of Self-Efficacy Sutrisno; Abu Muna Almaududi Ausat; Susatyo Adhi Pramono; Syamsuri; Suherlan; Muhammad Aqib Shafiq
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 3 (2026): September (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i3.21891

Abstract

This study aims to examine the effects of entrepreneurship education and green economy literacy on sustainable entrepreneurial intention, with self-efficacy as a mediating variable. A quantitative approach was employed using purposive sampling involving 128 university students in Jakarta who had completed or were enrolled in entrepreneurship courses. Data were collected using multi-item instruments adapted from previous entrepreneurship and sustainability studies and measured on a five-point Likert scale. Measurement adequacy was established through outer loadings ≥0.70, AVE ≥0.50, Cronbach’s Alpha and Composite Reliability ≥0.70, and the Fornell–Larcker criterion. Data were analyzed using SEM-PLS with 5,000 bootstrap resamples. The results show that entrepreneurship education (β = 0.381) and green economy literacy (β = 0.426) significantly enhance self-efficacy, while self-efficacy significantly increases sustainable entrepreneurial intention (β = 0.548). Self-efficacy significantly mediates the relationships between entrepreneurship education, green economy literacy, and sustainable entrepreneurial intention (β = 0.222, p < 0.001). Universities should embed green literacy into entrepreneurship curricula through sustainability case studies, green business projects, and incubation and mentoring activities designed to provide practical mastery experiences and strengthen students’ self-efficacy for sustainable entrepreneurship.
Co-Authors Abu Muna Almaududi Ausat Garin Pratiwi Solihati Hizbul Khootimah Azzaakiyyah Imam Jayanto Suherlan Susatyo Adhi Pramono, Susatyo Adhi Sutrisno Sutrisno Syamsuri Syamsuri