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All Journal Journal of Business Management Education (JBME) Ideas: Jurnal Pendidikan, Sosial dan Budaya Munaddhomah: Jurnal Manajemen Pendidikan Islam Dinamika Pendidikan Jurnal Abmas
Dian Herdiana Utama
Universitas Pendidikan Indonesia
Religion Economics, Econometrics & Finance Education Social Sciences Other

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Peran Persepsi Kontrol Perilaku dalam Memediasi Pengaruh Pengetahuan Kewirausahaan terhadap Intensi Kewirausahaan Digital Alifah Kusumaningrum; Kusnendi Kusnendi; Dian Herdiana Utama
Ideas: Jurnal Pendidikan, Sosial dan Budaya Vol 8 No 4 (2022): Ideas: Pendidikan, Sosial, dan Budaya (November)
Publisher : Ideas Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32884/ideas.v8i4.1053

Abstract

The results of this study show perceived behavioral control in mediating the effect of entrepreneurial knowledge on the intensity of digital entrepreneurship. The sample of reasearch are 136 students/I SMK Negeri in West Jakarta Class X majoring in bold and digital business. This study uses a structural equation model analysis tool (PLS-SEM analysis) with the SmartPLS 3.0 application. The results show that entrepreneurial knowledge has a direct effect on the intensity of digital entrepreneurship in State Vocational High School students in West Jakarta which has a path coefficient of 0.230 and a p-value of 0.011 <0.050. Entrepreneurial knowledge has a significant positive effect on the intensity of digital entrepreneurship which is mediated by the perception of behavioral control in students/I SMK Negeri in West Jakarta which has a path coefficient of 0,102 and a p value of 0,009 < 0,050.
Pengaruh penerapan model pembelajaran teaching factory terhadap kesiapan berwirausaha Dian Herdiana Utama; B Lena Nuryanti; Nadia Agustina
Journal of Business Management Education (JBME) Vol 5, No 3 (2020)
Publisher : Business Education Program of Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jbme.v5i3.29978

Abstract

The teaching factory learning model is an integrated learning model. Entrepreneurship education is a process of learning to instill entrepreneurial values through habituation and maintenance of behavior and attitudes. Through the teaching factory learning model that is supported by learning entrepreneurship, students are expected to have readiness for entrepreneurship. The application of teaching factory teaching model aims to form student competencies through the unit of the school environment unit based on industry and supported by the implementation of entrepreneurial learning in the formation of an entrepreneurial mentality. This article examines the effect of the application of the Teaching Factory Learning Model to entrepreneurial readiness in class XI students of the Online Business and Marketing Program at SMKN 1 Bandung. The research method used in this research is descriptive and verification methods using path analysis.
Peningkatan kompetensi kewirausahaan mahasiswa melalui GROW coaching model Sulastri Sulastri; Dian Herdiana Utama; Girang Razati; Bambang Widjajanta; Puspo Dewi Dirgantari
Jurnal Abmas Vol. 24 No. 2 (2024): Jurnal Abmas
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/abmas.v24i2.76273

Abstract

The issue of unemployment among university graduates in Indonesia presents a significant challenge that requires strategic solutions. One effective approach is to foster an entrepreneurial spirit among students. This article discusses the implementation of the GROW Coaching Model as an entrepreneurial mentoring approach at the Indonesia University of Education (UPI). The program successfully enhanced students' entrepreneurial competencies by integrating the four key stages: Goal, Reality, Options, and Will. 80 percent of program participants reported being able to develop measurable business plans. The program also contributed to improving soft and hard skills, which are crucial to their business success..   Abstrak Masalah pengangguran lulusan perguruan tinggi di Indonesia menjadi tantangan yang perlu diatasi melalui pendekatan strategis. Salah satu solusi yang efektif adalah menumbuhkan semangat kewirausahaan di kalangan mahasiswa. Artikel ini membahas implementasi GROW Coaching Model sebagai pendekatan pendampingan kewirausahaan di Universitas Pendidikan Indonesia (UPI). Dengan mengintegrasikan empat tahapan utama yaitu Goal, Reality, Options, dan Will, program ini berhasil meningkatkan kompetensi kewirausahaan mahasiswa. Sebanyak 80 persen peserta program melaporkan mampu menyusun rencana bisnis yang terukur. Program ini juga berkontribusi pada peningkatan soft skill dan hard skill mahasiswa yang berperan penting dalam keberhasilan bisnis mereka. Kata Kunci: coaching model; GROW; kewirausahaan; pengabdian masyarakat
The Linking of Entrepreneurship Education and Entrepreneurial Readiness: The Mediating Role of Entrepreneurial Ecosystem Nita Ambarita; Suwatno; Dian Herdiana Utama
Dinamika Pendidikan Vol. 19 No. 1 (2024)
Publisher : Economics Education Department Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/dp.v19i1.4072

Abstract

This study aims to determine the linkage between Entrepreneurship Education and Entrepreneurial Ecosystem on Entrepreneurship Readiness among students of SMKN Tembilahan, Indragiri Hilir Regency. This research is a quantitative study with a research population of as many as 312 students, and the research sample was 175 students. This research instrument is a questionnaire developed from each research variable. The data were analyzed using Structural Equation Modeling (SEM) analysis with the Partial Least Square method. The results showed that entrepreneurship education has a positive and significant effect on entrepreneurial readiness. The mediation test results confirm that the entrepreneurial ecosystem doesn’t mediate the effect of entrepreneurship education on entrepreneurial readiness. This indicates that schools may not have adequate infrastructure to stimulate entrepreneurial interest among students. The study’s findings offer significant insights into how entrepreneurship education and entrepreneurial ecosystem can help vocational students to enhance entrepreneurial readiness.
The Power of Belief: How Self-Efficacy Shapes Teacher Readiness through Technological Pedagogical Content Knowledge-Based Dynamic Capabilities Aldila Krisnaresanti; Suwatno; Hari Mulyadi; Dian Herdiana Utama
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 1 (2026): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v7i1.2186

Abstract

In the digital transformation era, differentiated learning is an important strategy for addressing diverse students’ needs. This study examines the influence of teacher self-efficacy on readiness to implement differentiated learning and the mediating role of Technological, Pedagogical, and Content Knowledge (TPACK)-based Dynamic Capability. Using a quantitative approach and a survey of 73 economics teachers in Islamic high schools in Central Java, Indonesia, the data were analyzed using PLS-SEM. The results show that self-efficacy does not directly affect teacher readiness. However, self-efficacy significantly affects TPACK-based dynamic capability, which in turn significantly affects teacher readiness. The indirect mediation effect of TPACK-based dynamic capability reinforces the importance of adaptive professional capacity in e-learning integration. The main scientific contribution of this study is the introduction of a new construct, namely TPACK-based Dynamic Capability, which combines psychological theory (self-efficacy) with the TPACK framework through a dynamic capability perspective. This construct represents teachers’ ability to adaptively integrate technological, pedagogical, and content knowledge in changing contexts. The practical implication is that teacher professional development programs must emphasize increasing self-efficacy and TPACK-based adaptive skills to create effective differentiated learning in the digital era.
Co-Authors Aldila Krisnaresanti Alifah Kusumaningrum B Lena Nuryanti Bambang Widjajanta Girang Razati, Girang Hari Mulyadi Kusnendi Kusnendi Nadia Agustina Nita Ambarita Puspo Dewi Dirgantari Sulastri, S Suwatno