Abstract
The research aims to develop the valid and reliable measurement instruments of entrepreneurship intention in vocational secondary school students. Multi stage random sampling was used as the technique to determine sample (300 respondents). The research method used research and development with confirmatory factor analysis (CFA). Result of confirmatory factor analysis (CFA) at the second order with robust maximum likelihood method shows that valid and reliable instrument with the acquisition value of loading factor is more than 0.5 (> 0,5) and a significance value of t is more than 1,96 (> 1,96). Reliability test results shows that the value of the combined construct reliability (CR) of 0.97and a variance value extract (VE) to 0.52 is greater than the limit of acceptance CR ? 0.70 and VE ? 0.50. The conclusion of the measurement instruments of entrepreneurship intention with three dimensions and 31 items met the standards of validity and reliability in accordance with the instrument development process.
Highlights
Vocational High School (SMK) is one of the educational levels that produce ready-to-work graduates either working in companies or other institutions or working independently as an entrepreneur
The validity of construct of entrepreneurship intention instrument is conducted through stages of theoretical and empirical validity
The review and panel of experts provide recommendation of revision or improvement to the statement items that have been arranged by the researcher
Summary
Vocational High School (SMK) is one of the educational levels that produce ready-to-work graduates either working in companies or other institutions or working independently as an entrepreneur. According to Oktarina (2006), it is caused by the emergence of the era of globalization that requires SMK to continuously improve the quality of human resource graduates in order to compete in the national and international arena. This is in line with the increasing number of workforce in Indonesia, so the role of entrepreneurs to help the government in overcoming the increase in the number of workers who are not comparable with employment needs to be boosted strongly even more by starting to be invested in the level of SMK (Kusumantoro, 2007). The dimensions of qualified education include: (1) Students who are healthy, well nourished, and ready to participate and learn, and supported in learning by their families and communities; (2) An environment that is healthy, safe, protective, gender-sensitive, and provides adequate resources and facilities; (3) Contents that are reflected in the curriculum and relevant materials for the acquisition of basic skills, especially in the field of literacy, numeracy and life skills, and knowledge in the areas like gender, health, nutrition, and prevention of HIV / AIDS; (4) The process of trained-teacher applying the centered-teaching on children in the class and at school that is well-managed and has good assessment in order to facilitate the learning and to reduce the disparity; (5) The results that include knowledge, skills and attitudes, and that are related to the national goals for education and positive participation in the society
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