Intensi Siswa SMK Agribisnis dalam Berwirausaha Pertanian di Kabupaten Cianjur

Abstract

The agricultural sector is an important pillar of the economy, contributing significantly to production, income, and employment, and serves as the main source of income in many areas, including the Cianjur Regency, where 32.91% of its GDP comes from agriculture. In addition, this sector plays a crucial role in reducing poverty and promoting entrepreneurship. Cianjur Regency, with its numerous Agribusiness Vocational Schools (SMKs), has great potential to cultivate young entrepreneurs in agriculture. However, the entrepreneurial intentions of SMK students need to be enhanced through relevant and innovative education to face future challenges and contribute significantly to regional economic development. This study aims to understand the interests of Agribusiness SMK students in entrepreneurship and the factors influencing them as well as to provide recommendations for improving agribusiness education. According to the BPS data from 2022, the agricultural sector contributes 32.79% to Cianjur Regency's GDP, making it a leading sector, although it did not experience significant growth from 2019 to 2020. Cianjur Regency has a large productive-age population, particularly those aged 15-24, which has the potential to become entrepreneurs, especially in the agribusiness sector. The entrepreneurial potential in Cianjur Regency is supported by a plentiful human resource pool among high school/SMK students, although asset readiness and the environment still require improvement. This study aimed to analyze the entrepreneurial characteristics of SMK students and the factors influencing their entrepreneurial intentions in agriculture. This research was conducted in Cianjur Regency, West Java, at 11 SMKs with agribusiness curricula using both primary and secondary data. Primary data were obtained through questionnaires filled out by 658 12th-grade Agribusiness SMK students, while secondary data came from various sources, including BPS, the Ministry of Education, and the literature. Descriptive analysis and PLS-SEM analysis were used for data analysis. At the beginning of the PLS-SEM calculations, one indicator (BF1) with a loading factor below 0.70 was eliminated because it was invalid. After elimination, all the remaining indicators had values exceeding 0.70; thus, they were deemed valid. The AVE values for all the variables exceeded 0.50, indicating good convergent validity. Reliability was tested using Cronbach’s alpha, with all variables scoring > 0.70, indicating consistency and reliability. Discriminant validity was also fulfilled, where each indicator had a higher correlation with its measured variable than the others. Based on the f-square analysis results, attitude toward behavior (AT) and subjective norms (SN) had a low impact on entrepreneurial intentions, while perceived behavior control had a moderate influence. Behavioral beliefs and evaluations of behavioral consequences show low-to-moderate effects on AT, while other variables exhibit similar influences. The Q2 values for all variables exceeded 0, indicating that exogenous variables have predictive relevance for endogenous variables, with medium model prediction accuracy. This model also showed an acceptable fit (SRMR = 1.000) and a high Goodness of Fit (GoF) value (0.496), with no multicollinearity among latent variables. The analysis results indicate that behavioral beliefs and evaluations of behavioral consequences significantly affect attitudes toward behavior (AT) and positively impact the entrepreneurial intentions of Agribusiness SMK students. Additionally, normative beliefs and motivation to comply significantly influence subjective norms, which in turn affect students' entrepreneurial intentions. Perceived behavior control, including control beliefs and perceived power of control beliefs, has a significant impact on entrepreneurial intentions, with perceived behavior control being the strongest variable among the others. Increasing perceived behavioral control can enhance students' entrepreneurial intentions. Entrepreneurship education received by students, both in the classroom and through practical activities, provides experience and knowledge that supports their ability to manage resources and opportunities in entrepreneurship. The analysis results show that the R-Square value for the attitude toward behavior variable is 0.408, meaning that 40.8% of this variable can be explained by behavioral beliefs and evaluations of behavioral consequences, while the rest can be explained by other variables. The R-squared value for subjective norms reaches 0.282, indicating that this variable is explained 28.2% by normative beliefs and motivation to comply. The perceived behavior control variable also has an R-square of 0.378, showing that control beliefs and perceived power of control beliefs explain 37.8% of this variable. Finally, the R-Square value for the entrepreneurial intentions of Agribusiness SMK students in Cianjur Regency reached 0.381, indicating that 38.1% of this variable can be explained by attitude toward behavior, subjective norms, and perceived behavior control, with the rest explained by other variables. Although subjective norms are classified as weak, this model is considered valid and reliable for predicting entrepreneurial intentions, indicating that the three research hypotheses significantly influence students' entrepreneurial intentions. This study recommends maintaining and enhancing the factors that influence students' entrepreneurial interests through collaboration among various parties. The government is expected to sustain and improve the entrepreneurial ecosystem in schools through a curriculum that not only provides material, but also offers opportunities for practical implementation and simulations of entrepreneurial activities. Schools must apply entrepreneurship education directly to students and emphasize the importance of entrepreneurial activities in daily life. Higher education institutions are also expected to provide guidance, networking opportunities, and funding to enhance students' interest in entrepreneurship. In addition, families and the surrounding environment should provide encouragement and confidence to students in making entrepreneurial decisions.

The agricultural sector is an important pillar of the economy, contributing significantly to production, income, and employment, and serves as the main source of income in many areas, including the Cianjur Regency, where 32.91% of its GDP comes from agriculture. In addition, this sector plays a crucial role in reducing poverty and promoting entrepreneurship. Cianjur Regency, with its numerous Agribusiness Vocational Schools (SMKs), has great potential to cultivate young entrepreneurs in agriculture. However, the entrepreneurial intentions of SMK students need to be enhanced through relevant and innovative education to face future challenges and contribute significantly to regional economic development. This study aims to understand the interests of Agribusiness SMK students in entrepreneurship and the factors influencing them as well as to provide recommendations for improving agribusiness education. According to the BPS data from 2022, the agricultural sector contributes 32.79% to Cianjur Regency's GDP, making it a leading sector, although it did not experience significant growth from 2019 to 2020. Cianjur Regency has a large productive-age population, particularly those aged 15-24, which has the potential to become entrepreneurs, especially in the agribusiness sector. The entrepreneurial potential in Cianjur Regency is supported by a plentiful human resource pool among high school/SMK students, although asset readiness and the environment still require improvement. This study aimed to analyze the entrepreneurial characteristics of SMK students and the factors influencing their entrepreneurial intentions in agriculture. This research was conducted in Cianjur Regency, West Java, at 11 SMKs with agribusiness curricula using both primary and secondary data. Primary data were obtained through questionnaires filled out by 658 12th-grade Agribusiness SMK students, while secondary data came from various sources, including BPS, the Ministry of Education, and the literature. Descriptive analysis and PLS-SEM analysis were used for data analysis. At the beginning of the PLS-SEM calculations, one indicator (BF1) with a loading factor below 0.70 was eliminated because it was invalid. After elimination, all the remaining indicators had values exceeding 0.70; thus, they were deemed valid. The AVE values for all the variables exceeded 0.50, indicating good convergent validity. Reliability was tested using Cronbach’s alpha, with all variables scoring > 0.70, indicating consistency and reliability. Discriminant validity was also fulfilled, where each indicator had a higher correlation with its measured variable than the others. Based on the f-square analysis results, attitude toward behavior (AT) and subjective norms (SN) had a low impact on entrepreneurial intentions, while perceived behavior control had a moderate influence. Behavioral beliefs and evaluations of behavioral consequences show low-to-moderate effects on AT, while other variables exhibit similar influences. The Q2 values for all variables exceeded 0, indicating that exogenous variables have predictive relevance for endogenous variables, with medium model prediction accuracy. This model also showed an acceptable fit (SRMR = 1.000) and a high Goodness of Fit (GoF) value (0.496), with no multicollinearity among latent variables. The analysis results indicate that behavioral beliefs and evaluations of behavioral consequences significantly affect attitudes toward behavior (AT) and positively impact the entrepreneurial intentions of Agribusiness SMK students. Additionally, normative beliefs and motivation to comply significantly influence subjective norms, which in turn affect students' entrepreneurial intentions. Perceived behavior control, including control beliefs and perceived power of control beliefs, has a significant impact on entrepreneurial intentions, with perceived behavior control being the strongest variable among the others. Increasing perceived behavioral control can enhance students' entrepreneurial intentions. Entrepreneurship education received by students, both in the classroom and through practical activities, provides experience and knowledge that supports their ability to manage resources and opportunities in entrepreneurship. The analysis results show that the R-Square value for the attitude toward behavior variable is 0.408, meaning that 40.8% of this variable can be explained by behavioral beliefs and evaluations of behavioral consequences, while the rest can be explained by other variables. The R-squared value for subjective norms reaches 0.282, indicating that this variable is explained 28.2% by normative beliefs and motivation to comply. The perceived behavior control variable also has an R-square of 0.378, showing that control beliefs and perceived power of control beliefs explain 37.8% of this variable. Finally, the R-Square value for the entrepreneurial intentions of Agribusiness SMK students in Cianjur Regency reached 0.381, indicating that 38.1% of this variable can be explained by attitude toward behavior, subjective norms, and perceived behavior control, with the rest explained by other variables. Although subjective norms are classified as weak, this model is considered valid and reliable for predicting entrepreneurial intentions, indicating that the three research hypotheses significantly influence students' entrepreneurial intentions. This study recommends maintaining and enhancing the factors that influence students' entrepreneurial interests through collaboration among various parties. The government is expected to sustain and improve the entrepreneurial ecosystem in schools through a curriculum that not only provides material, but also offers opportunities for practical implementation and simulations of entrepreneurial activities. Schools must apply entrepreneurship education directly to students and emphasize the importance of entrepreneurial activities in daily life. Higher education institutions are also expected to provide guidance, networking opportunities, and funding to enhance students' interest in entrepreneurship. In addition, families and the surrounding environment should provide encouragement and confidence to students in making entrepreneurial decisions.