AND FEEDBACK SEEKING TOWARDS ENTREPRENEURIAL PERFORMANCE OF STUDENTS AT CIPUTRA UNIVERSITY

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1 AND EEDBACK EEKIN TOWARD ENTREPRENEURIAL PERORMANCE O TUDENT AT CIPUTRA UNIVERITY Wia Christia, Herry Purwoko Lecturer at Ciputra Uiversity, urabaya, Idoesia Lecturer at Ciputra Uiversity, urabaya, Idoesia Abstract This research aim to fid the role of Erepreeur i Residece, practitioer i academic life at Ciputra Uiversity i relatioship with the studes erepreeurial performace. Mixed method had bee use as research method to explore this aim. The object of this study is the role of erepreeur i Residece at Ciputra Uiversity urabaya. This research proved that the learig goals orieatio had positive effect o erepreeurial performace of studes. Keywords: Learig orieatio, feedback seekig, erepreeurial performace I. INTRODUCTION As a part of curriculum, learig methodology is a sigifica aspect that must be carefully plaed ad provided. Oe of the learig models beig developed i Ciputra Uiversity is erepreeurship learig by applyig meorig method, doe by team teachig. Team teachig i Ciputra Uiversity cosists of lecturers (uder the role of Erepreeur Eabler) ad busiess practitioers (uder the role of advisor/role model). Busiess practitioers as part of team teachig i Ciputra Uiversity are addressed as Erepreeur i Reside (EiR). The presece of EiR as part of team teachig is expected to: ispire, lead the learig orieatio, give feedback, ad assist the studes i erepreeurship learig process. However, o the other had, the effectiveess of learig process highly depeds o the lecturers capability to do kowledge trasfer or share to their studes, yet the EiR have ot yet bee equipped with teachig skills as lecturers have. Cosiderig this, Ciputra Uiversity must ideify ad study i depth i relatio to the roles of EiR, particularly o the followig aspects: learig orieatio ad feedback seekig that are give by the EiR to assist studes icrease their learig performace. Results of such study ca later be used as groud for developig best practice model for autheic erepreeurship learig which is effective as expected. II. PROBLEM ORMULATION Oe of the efforts to improve learig process by maximizig the collaboratio betwee lecturers ad EiR, is to fid out studes perspectives towards the roles of EiR i the terms of learig orieatio ad feedback seekig, which is formulated i the followig questios: How far is the role of EiR i providig orieatio ad target of learig to ifluece studes learig outcome? How far is the role of EiR i providig assistace to ifluece studes learig outcome? III. METHODOLOY This study was coducted by takig data from studes of eve semester i the academic year of 4/5 who erolled Erepreeurship4 (E4) offered by Ciputra Uiversity, urabaya. Total sampligs were studes ad divided i parallel classes. The research phases are as follows: a. Collectig data of EiR teachig process durig E 4 course at Ciputra Uiversity; b. Ideifyig or documeig model of erepreeurship learig ad learig process i Ciputra Uiversity;

2 c. Desigig questioaires ad validity / reliability tests; d. Collectig data from questioaire of studes perceptio towards the roles of EiR; e. Collectig data of studes learig outcomes take from their assigmes scores, mid term test score, ad fial test score; f. Processig ad aalyzig EM data, ad; g. Ierpretig results ad writig the result report. IV. ANALYI AND DICUION EiR i this study refers to the owers of veure busiess egaged i EReboa class ad are coordiated by chool of Erepreeurship & Humaity. A EiR takes role as a rolemodel for studes i erepreeurship or i doig busiess, through ieractio ad meorig activities with the studes. Variables to measure learig outcomes: Erepreeurial performace (EP): learig results or outcomes that are perceived as positive. This variable is measured by studes fial score as observed variable, raged betwee. Variable to measure learig process: a. Learig oal Orieatio (): a late variable i the questioaires, revealed by observed variables which reflect the studes perceptio towards the learig objective that is orieed i icreasig learig competece or outcomes. b. eedback eekig (): a late variable i the questioaires, revealed by observed variables which reflect the studes behaviors i askig EiR s feedback, i order to do evaluatio ad improveme to achieve their set target. I geeral, the model of these variables relatioships is illustrated as follows: oal Orieatio eedback eekig igure. The Model of Erepreeurial Performace The above model of variables relatioship, if stated io questios or relatioships hypotheses, ca be formulated io the followigs:. Is there a ifluece of Learig oal Orieatio variable towards Erepreeurial Performace?. Is there ay ifluece of eedback eekig variable towards Erepreeurial Performace? IV. EMBAED ANALYI IV. Cofirmatory actor Aalysis (CA) Variable to Test Validity EP Erepreeur ial Performace. Cofirmatory actor Aalysis (CA) for oal Orieatio () Variable variable idicators through questios i the questioaire were desiged to measure oal Orieatio () as late variable. Cofirmatory actor Aalysis (CA) was used to measure whether the late costruct is uidimesioal costruct as defied by variable idicators or ot. The costruct The loadig factor value ad the P value for each idicator to measure are show i Table.

3 Table. Loadig actors Value Relatio < < < Loadig actor s T P valu e.5 Descriptio,,,. Cofirmatory actor Aalysis (CA) for eedback eekig () Variable Variable late eedback eekig () as late variable was measured by idicator variables through questios i the questioaire. Cofirmatory actor Aalysis (CA) was used to measure whether the late costruct is a uidimesioal costruct uidimesioal as defied by 4X. The loadig factor value ad the P value for each idicator to measure are show i Table < X9 < X8 < X < X6 < X5 < X4 < ,,,,,,, Table. Value of Loadig actors Relatioship X X X X < < < < Loadi g actor s.65.5 T P valu e,,,, Descripti o X < , 9 <.5.4, X < < ,, 8 < < ,, By seeig the Pvalue i Table, it ca be kow that statistically, these idicator variables are sigifica sice p value is smaller tha α (5%). Thus, these idicator variables ca be used to measure as late variable. 6 5 < < ,,

4 4 <.6.5 8, By seeig the Pvalue i Table, it ca be kow that statistically, these idicator variables are sigifica sice p value is smaller tha α (5%). Thus, these idicator variables ca be used to measure as late variable. IV. Reliability Test After testig each of the late variables with CA, the ext phase was to test the reliability. Reliability is oe idicator to test coverge validity. Reliability test was doe by usig costruct reliability approach. The late variables are reliable if the value of costruct reliability is bigger tha.6. The calculatio is defied as followig: CR i i i i i The calculatio result of CR for each late variable are show i Table : Table. CR Value Late Variable i CR Based o CR value i Table, it ca be cocluded that all late variables are reliable. A. Discrimia Validity Test for Exogeous as Late Variable Discrimia validity was used to measure how far a costruct is differe from other costructs. High value of discrimia validity proves that a costruct is uique ad is able to measure pheomea beig studied. The way to measure is to compare the value of AVE root with correlatio value betwee costructs. A costruct is stated to have good coverge validity if the value of AVE root is bigger tha the correlatio value with other costructs. ormula to calculate AVE is as follows: AVE i i i i i i The calculatio result of AVE ad AVE Root are show i Table 4 : Table 4. Calculatio of AVE ad AVE root Variabel AVE AVE root The correlatio result of AVE Root of exogeous late variable are show i Table 4a. AVE Root of exogeous late variable Table 4. AVE Root Table Value for AVE root is positioed i the mai diagoal, with the value less tha correlatio value betwee exogeous as late variable. This proves that the variables have low coverge validity. To coclude, results of costruct validity test uder three criteria, which are coverge validity costruct reliability ad discrimia validity, are described i Table 5. 4

5 Table 5. Validity of ad variables eed to be paid atteio to sice their pvalue is smaller tha α=5% as sigifica value. The ifluece of relatioships is stated as such:. There is a positive ifluece of Learig oal Orieatio towards Erepreeur Performace (Each oescale icrease o the Learig oal Orieatio behavior measureme is followed by the icrease poi of erepreeur performace for.5). There is a egative ifluece of eedback eekig towards Erepreeur Performace (Each oescale icrease o the eedback eekig behavior measureme is followed by the decrease poi of erepreeur performace for.8) Total ifluece is displayed o Table.6 Table 6. Erepreeurial performace Variable EP.8.5 B. tructural Model Test oodess of fit Idex Variable EP.8.5 Expecte d Value Value Coclusio χ Chi quare mall 98,6 Not good RMEA,8,89 air I,9.464 Not ood Next step was to coduct test for structural equatio models simultaeously. After aalyzig the causality relatioship betwee exogeous as late variable, edoge as late variable, ad edoge as maifest variable, the test was coducted to simultaeously measure the ifluece betwee late variables ad coributio of each idicator variable i arragig the late variable. The value for oodess of it to see the feasibility level of the model ca be see i Table. Table.oodess of it Model The RMEA measureme was used i this study sice this measureme tries to fix chisquare that teds to statistically reject the model with big samples. The result of RMEA test showed that this model is good ad feasible to be used. IV. CONCLUION. Learig goal orieatio has positive ifluece towards erepreeurial performace, thus it is safe to assume that learig objective of studes is a sigifica thig to support the success of erepreeurship learig process.. eedback seekig is aother variable that gives egative ifluece to erepreeurial performace. As ca be see i the questioaire, it ca be ierpreted that for stude level, they eed feedback whe facig difficulties i completig their tasks, therefore EiR should be more proactive i detectig studes difficulties ad i providig feedback for them, i order to assist studes to follow the istructio ad complete their tasks. V. REERENCE. Bell, B.., Kozlowkski,.W.J. (8). Active learig: Effect of Core Traiig Desig Elemes: elf Regulatory Processes, Learig ad Adaptability. Joural of Applied Psychology. Vol 9, o, p Butler, R. (998). Determia of Help eekig: Relatio of Reaso for classroom Helpavoidace ad Help eekig Behaviour i a Experimeal Coext. Joural of Educatioal Psychology. Vol 9 o 4, 6, 64. 5

6 . Cresswell, J. (). Research Desig, Qualitative & Quaitative Approaches.. Kailash: age Publicatio. 4. Christia, W., Purwoko,.H., Kusumowidagdo, A. (5). The Role of Erepreeur i Residece towards the tudes Erepreeurial Performace. A tudy of Erepeeurial Learig Process At Ciputra Uiversity, urabaya, Idoesia. Proceedig at d lobal Coferece of Busiess ad ocial cieces. eptember, 6, Depasar, Bali 5. Timmos, J. A. (999). New Veure Creatio: Erepreeurship for st Ceury (5 th ed.) Homewood, Illiois: IrwiMcraw 6. WalleVade, D. (). A oal Orieatio Model of eedback, eekig Behaviour. Huma Maageme Review ()