Dinamika Pendidikan a starting in 2024 migrates to better secure from various unwanted things, including journal hacking and so on. To submit, the author please visit the new website page of our journal at the link https://journal.unnes.ac.id/journals/DP MIGRATION OFFICIAL STATEMENT HERE Dinamika Pendidikan (p-ISSN 1907-3720, e-ISSN 2502-5074) is a scientific periodical published by the Department of Economics Education, Faculty of Economics, Universitas Negeri Semarang collaborate with Asosiasi Profesi Pendidik Ekonomi Indonesia (ASPROPENDO), Asosiasi Profesi Pendidikan Akuntansi Indonesia (APRODIKSI), Asosiasi Sarjana dan Praktisi Administrasi Perkantoran Indonesia (ASPAPI) with the aim to promote creativity scholarly or academic lecturers from various institutions in general and the community UNNES internal academic specifically. The article published scientific literature contains research results, conceptually as well as reviews of books in the field of economic education, accounting education, and educational administration offices. First published in 2006, published in a year, June and December. Dinamika Pendidikan has become a CrossRef member with DOI prefix: 10.15294. Therefore, all articles published by the journal have unique DOI number. The journal has been also accredited (2017-2021) (2021-2025) Indexing GARUDA SINTA DOAJ DIMENSIONS
Economics Education Department Universitas Negeri Semarang
Lecturer’s Competencies and Peer Support on Academic Resilience: The Mediating Role of Self Efficacy
This study examines the influence of lecturers' competence and peer support on students' academic resilience, with self-efficacy as a mediating variable. Motivated by rising dropout rates and academic stress in higher education, this research addresses inconsistencies in prior findings on the personal and environmental factors that affect academic resilience. A quantitative explanatory survey was conducted with 285 students in West Java, using a 7-point rating scale questionnaire analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM). Results indicated that academic resilience and self-efficacy were at moderate levels, while lecturers' competence and peer support were categorized as high. Lecturers' competence, peer support, and self-efficacy affected academic resilience of 0.67, in the strong category. Lecturers' competence did not significantly affect academic resilience directly but exerted a full mediation effect through self-efficacy. In contrast, peer support demonstrated both significant direct and indirect effects on academic resilience through self-efficacy. These findings confirm that strengthening students' internal psychological aspects, particularly self-efficacy, is a prerequisite for external factors such as lecturers' competence to effectively enhance academic resilience.
Academic Resilience; Self-Efficacy; Competencies; Peer Support
Deep Learning Approach Instructional Design Textbook in the Merdeka Curriculum to Enhance Pre-Service Teachers’ Teaching Readiness in Office Administration Education
This study aims to develop and examine the effectiveness of a Deep Learning Approach instructional design textbook in the Merdeka Curriculum to enhance pre service teachers’ teaching readiness in Office Administration Education. This research employed a Research and Development (R&D) method using the Borg and Gall model, including need analysis, planning, product development, validation, revision, and field testing. The experimental stage applied a quasi-experimental design with an experimental class using the developed textbook and a control class using conventional materials. The need analysis results indicate that students experience difficulties in understanding Learning Outcomes (LO), Learning Objectives (LOs), and the Sequence of Learning Objectives, as well as in designing assessment and instructional strategies aligned with the Merdeka Curriculum. The findings demonstrated that the textbook achieved a validity score of 78%, indicating acceptable quality for instructional use, while readability testing reached 85%, suggesting that the material was accessible and practical for students. The effectiveness test showed a statistically significant improvement after implementation (p < 0.05). Students in the experimental group demonstrated higher teaching readiness (85.16%, high category) than those in the control group (65.72%, moderate category). In addition, the N-Gain score of 61.79 indicated a moderate level of improvement in learning outcomes. These findings provide evidence that the developed textbook demonstrated validity, practicality, and effectiveness in supporting pre-service teachers’ teaching readiness within the context of the Merdeka Curriculum.
Deep Learning Approach; Instructional Design Textbook; Merdeka Curriculum; Pre Service Teachers; Teaching Readiness
Developing Digital Entrepreneurial Skills among Vocational Students: Evidence from Teaching Factory Based Learning
This research examines the influence of entrepreneurial motivation, digital competence, and self-efficacy, as well as the mediating role of the Teaching Factory, on the development of students’ digital entrepreneurship competencies at SMK Negeri 1 Bawang. Employing an explanatory quantitative research design, a sample of 143 respondents was selected using the Slovin formula, and data were collected through a structured questionnaire. Data analysis was conducted using the Partial Least Squares Structural Equation Modeling (PLS-SEM) method with SmartPLS 4. The results demonstrate that entrepreneurial motivation, digital competence, and self-efficacy have a positive and significant effect on digital entrepreneurship competencies. Furthermore, the Teaching Factory mediates the relationships between psychological and technical factors and digital-based marketing competencies. These findings suggest that integrating intrinsic motivation, technological literacy, and industry-based learning enhances students’ preparedness for digital entrepreneurship. Theoretically, these results reinforce the competency-based approach in vocational education. Practically, the research offers implications for policymakers in vocational schools to optimize digital-based Teaching Factories by strengthening digital marketing training, utilizing digital business platforms, integrating technology-based business projects, and mentoring sustainable business practices to improve students’ digital entrepreneurship experiences in alignment with the demands of the digital economy.
Entrepreneurial Motivation; Digital Competence; Self- Efficacy; Digital Entrepreneurial Competence; Teaching Factory
Analysis of the Connection: Emotional Regulation and Social Skills in Shaping Study Habits through Cognitive Engagement in the Era of AI-Based Economic Learning
The rapid growth of Artificial Intelligence has transformed learning behavior in higher education, raising concerns about students’ cognitive engagement when relying on AI-generated assistance. This study examines how emotion regulation and social skills influence students’ study habits in AI-based economic learning, with cognitive engagement as a mediating variable. Using an explanatory quantitative design, data were collected from undergraduate students of the Faculty of Economics and Business at accredited public universities in East java, Indonesia, through a validated questionnaire consisting of 27 items adapted from established measurement scales. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicate that emotion regulation and social skills have a positive direct effect on students’ study habits. However, only social skills indirectly enhance study habits through increased cognitive engagement, while emotion regulation does not significantly influence cognitive engagement in AI-assisted learning. These results highlight that interpersonal competence plays a critical role in sustaining cognitive engagement and developing effective study habits, even as learning becomes increasingly supported by AI. Practically, the study suggests that higher education institutions and policymakers should design learning programs that integrate emotional management, social skill development, and responsible AI use to foster adaptive learning behavior. The novelty of this study lies in revealing distinct psychological mechanisms underlying study habits in AI-based economic learning, a context that remains underexplored in Indonesia.
Emotion Regulation; Social Skills; Cognitive Engagement; Study Habits; AI-Based Learning
The Role of Moral Obligation in Enhancing Social Entrepreneurial Intention: The Mediating Role of the Entrepreneurial Event Model
This study aims to examine the predictors of social entrepreneurial intention, namely empathy and moral obligation, among vocational high school students (SMKN) in Bandung City, with perceived behavioral control as a mediating variable. It is hypothesized that empathy and moral obligation positively influence students’ social entrepreneurial intention. This research employs a quantitative survey method, with data collected through questionnaires. The population consists of accounting-track students from public vocational high schools (SMKN) across Bandung City, with a sample size of 212 respondents. Data were analyzed using regression analysis with SmartPLS version 3. The results indicate that perceived behavioral control fully mediates the effect of empathy on social entrepreneurial intention, while it partially mediates the effect of moral obligation on social entrepreneurial intention. These findings suggest that moral obligation and entrepreneurial self-efficacy are important factors that should be maintained and enhanced to foster social entrepreneurial intention among vocational high school students in Bandung City.
Moral Obligation; Social Entrepreneurial Intention; Perceived Behavioral Control
Economics Teachers’ Awareness and Response to Curriculum Changes in Banjarmasin and Barito Kuala
This study investigates the awareness levels of economics teachers in senior high schools regarding curriculum changes in the digital era, with a focus on internet use in Banjarmasin City and Barito Kuala (Batola) Regency, South Kalimantan, Indonesia. Using a survey research design, data were gathered through documentation and questionnaires to measure teachers’ self-efficacy and concerns in adopting e-learning practices. The population of this study was all economics teachers in the two regions, while the sample consisted of selected economics teachers who participated in the survey. The study refers to curriculum changes within the framework of the Indonesian national curriculum, particularly the transition toward the Kurikulum 2013 (K13) and digital-based learning adaptation in the current curriculum policy. Results show that teachers’ overall internet self-efficacy is moderate, with an average score of 3.73 on a 6-point Likert scale. Teachers rated reading texts from websites highest (4.15), while creating simple webpages with text, images, and links was rated lowest (2.65). About 54.76% of economics teachers actively engaged in e-learning, reaching the management (2.38%), consequence (21.43%), collaboration (9.52%), and refocusing (21.43%) stages of concern. A significant positive correlation exists between internet self-efficacy and levels of concern in implementing e-learning. The findings highlight the importance of boosting teachers’ confidence in using digital tools to increase their engagement with e-learning. It is recommended that economics education programs raise awareness of digital-era curriculum changes, provide practical e-learning resources, and offer continuous mentoring to help teachers effectively integrate technology into their teaching practices.
E-Learning; Teacher Awareness; Curriculum Implementation; Self-Efficacy; Economics Education; Digital Era
Perceived Service Quality in Indonesian Higher Education: A Test of EDUQUAL Model
This study aims to evaluate educational service quality at a state university in Indonesia by applying the EDUQUAL model, a framework explicitly tailored for higher education. By integrating the Customer Satisfaction Index (CSI) and Importance-Performance Analysis (IPA), this research assesses overall student satisfaction and delineates specific improvement priorities. A quantitative descriptive approach was employed, surveying 337 undergraduate students. Data were gathered through a structured questionnaire covering five EDUQUAL dimensions: Learning Outcomes, Responsiveness, Physical Facilities, Personality Development, and Academic. Construct validity and reliability were rigorously confirmed via Confirmatory Factor Analysis (CFA). The empirical results yielded a CSI score of 71%, reflecting a satisfactory level of perceived service quality among students. Nevertheless, the IPA matrix revealed that Responsiveness and Physical Facilities are critical priorities requiring immediate institutional intervention to resolve communication delays and infrastructure deficits. Academic and Learning Outcomes dimensions performed optimally and warrant maintenance. Ultimately, this study demonstrates that integrating EDUQUAL with CSI and IPA provides actionable insights for strategic decision-making in university management.
EDUQUAL; Higher Education; Importance-Performance Analysis; Perceived Service Quality; Student Satisfaction
Revolutionizing Economics Learning in High School: Insights from the Flipped Classroom Approach
The study of Economics, particularly taxation, is often perceived as difficult because it requires an understanding of abstract concepts and technical calculation skills. Conventional teacher-centered instructional models tend to limit students' opportunities to build their own understanding actively. This study aims to examine the effectiveness of the flipped classroom (FC) model in improving student learning outcomes in Taxation. A quasi-experimental design with a non-equivalent control group pretest–posttest was used in this research. The sample consisted of 68 eleventh-grade students at XYZ Public High School in North Sulawesi, divided into an experimental group (FC) and a control group (traditional learning). Data were collected through pre-tests and post-tests and analyzed using ANCOVA, effect size, and N-Gain scores. The ANCOVA results, controlling for pretest scores, showed that the flipped classroom model led to better learning outcomes compared to traditional instruction. The FC model effectively strengthened students' cognitive abilities and practical skills through independent and collaborative learning activities. Practically, teachers need to prepare engaging digital content and contextual assignments so that the flipped classroom can serve as a relevant strategy to enhance the quality of Economics education at the senior high school level.
Flipped Classroom; Economics Learning; High School; Learning Outcomes
Development of Environmental Accounting Education through the Implementation of SAK EP-Based Green Accounting
This study examines how the implementation of SAK EP-based Green Accounting at BUMDes Istambul Karya contributes to the advancement of environmental accounting education and sustainable village development. Using a descriptive qualitative design and a case study approach, data were obtained through interviews, observations, and document analysis. The findings reveal that although the application of Green Accounting in BUMDes’ financial reporting is not yet fully optimized or standardized in accordance with SAK EP, it provides rich learning opportunities for understanding the integration of environmental costs and ecological responsibilities into accounting practices. Programs such as reforestation, waste management, and ecology-oriented infrastructure enhance environmental carrying capacity, illustrating practical cases for environmental accounting studies. Stakeholder engagement through Pentahelix collaboration—government, business actors, communities, academics, and the media—further supports the educational value of this initiative. Overall, the case demonstrates how community-based financial management can serve as a living laboratory for environmental accounting education.
Green Accounting, SAK EP, BUMDes, Environmental Sustainability
Examining the Determinants of Students’ Entrepreneurial Intention and Behavior: SEM-PLS Analysis
This study aims to analyze the effects of curriculum attendance, subjective norms, and perceived behavioral control on students’ entrepreneurial intention and behavior. A quantitative approach was employed, utilizing Structural Equation Modeling based on Partial Least Squares (SEM-PLS) to examine the relationships among the variables. The sample consisted of 292 students who had already operated or were in the process of starting a business. Data were collected using an e-questionnaire distributed via social media platforms. The results indicate that curriculum attendance does not have a positive effect on entrepreneurial intention. In contrast, subjective norms and perceived behavioral control have positive and significant effects on entrepreneurial intention. Furthermore, curriculum attendance, subjective norms, perceived behavioral control, and entrepreneurial intention all have positive and significant effects on entrepreneurial behavior. These findings underscore the importance of strengthening practice-based entrepreneurship curricula, fostering a supportive social environment, and enhancing students’ self-efficacy in promoting the development of independent and competitive young entrepreneurs.
Curriculum Attendance, Subjective Norms, Perceived Behavioral Control, Entrepreneurial Intention, Entrepreneurial Behavior
Economic Empowerment of Coastal Women: The Effect of Entrepreneurship Education on Self-Efficacy and Financial Literacy Mediation
This study aims to analyze the effect of entrepreneurship education on the economic empowerment of coastal women with self-efficacy and financial literacy as mediating variables in Makassar City. Quantitative research was used involving 100 coastal women respondents selected through purposive sampling. Data were collected using a structured Likert-scale questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results showed that entrepreneurship education has a positive and significant effect on women's economic empowerment. Entrepreneurship education has a positive and significant effect on coastal women's self-efficacy. Entrepreneurship education influences coastal women's financial literacy. Indirectly, coastal women's economic empowerment is positively and significantly influenced by entrepreneurship education through self-efficacy. Entrepreneurship education has a positive, significant effect on the economic empowerment of coastal women in Makassar City by enhancing their financial literacy. Important findings show that self-efficacy and financial literacy can partially and significantly mediate the relationship between entrepreneurship education and coastal women's economic empowerment. This research model emphasizes the importance of entrepreneurship education, not only focusing on knowledge transfer but also on building self-confidence and financial literacy to empower sustainable economic development for coastal women in Makassar City.
Empowerment, Women, Entrepreneurship , Self-Efficacy and Literacy Finance
Influence of Classroom Environment, Lecturer Competence, and ICT Resources on Perceived Academic Performance Mediated by Student Engagement
This study was done to analyze the influence of student engagement on the perception of academic performance; the classroom environment perception on student engagement; the lecturer competence perception on student engagement; the ICT resources perception on student engagement; and the classroom environment perception, lecturer competence, and ICT resources on the perception of academic performance mediated by student engagement. This study employs a quantitative descriptive method, analysing data from questionnaires collected from 395 students selected through probability sampling with proportionate random sampling. Data analysis techniques included descriptive statistics, regression analysis, collinearity diagnostics (VIF), significance tests, and model fit. The results indicate that student engagement has a positive and significant impact on academic performance; classroom environment has a positive and significant impact on student engagement; lecturer competence has a positive and significant impact on student engagement; ICT resources has a positive and significant impact on student engagement; classroom environment has a positive and significant impact on academic performance mediated by student engagement; lecturer competence has a positive and significant impact on academic performance mediated by student engagement; also ICT resources has a positive and significant impact on academic performance mediated by student engagement. These findings suggest that higher education institutions should prioritize engagement-oriented learning strategies by enhancing lecturers’ pedagogical competence, optimizing ICT resources, and improving classroom learning environments to enhance students’ academic performance.
Academic Performance; Classroom Environment, ICT Resources; Lecturer Competence; Student Perception; Student Engagement
Digital Personnel Systems: Navigating 21st Century Office Management Learning in Vocational Schools
Competency in Office Management and Business Services at Vocational Schools (SMK) in Indonesia faces the challenge of preparing skilled human resources for the digital age. Currently, learning remains suboptimal due to limited technological facilities and a curriculum that is not fully aligned with industry needs. Consequently, relevant digital learning media are required to improve students' competencies in line with 21st-century demands, integrating technology, automation, and connectivity. This research aimed to develop and test the feasibility of the Digital Human Resources System (SIKEDIG) as a learning tool for the Office Management and Business Services specialization. The study employed a Research and Development (R&D) approach using the ADDIE model. Feasibility testing involved six experts and practitioners and used a 5-point Likert scale. The results indicated that SIKEDIG was rated as "Highly Feasible" by language experts (mean score 4.5) and practitioners (mean score 4.5), while information systems experts rated it as "Feasible" (mean score 4.2). Based on evaluation and feedback, SIKEDIG was enhanced with new dashboard features, including attendance and employee recruitment trends. In conclusion, this research successfully developed and validated SIKEDIG as a feasible digital learning tool for vocational office administration programs.
The Contribution of App Inventor 2-Based Teaching Materials to Economic Learning Independence and Outcomes through Self-Efficacy
This study examines the contribution of App Inventor 2-based economics teaching materials to student learning independence and learning outcomes, mediated by self-efficacy. Employing a quantitative explanatory approach with causality design and path analysis, the research involved 32 tenth-grade students from SMK-IP YADARO Moyot selected through simple random sampling. Data collected via tests and questionnaires were analyzed using AMOS version 23. The measurement model demonstrated good fit with CFI and GFI values of 1.00, a significant chi-square value, and an acceptable RMSEA of 0.062, supported by other fit indicators. The absence of multicollinearity confirmed the independent contributions of each variable. App Inventor 2-based teaching materials showed significant direct effects on both self-efficacy and learning independence. Furthermore, both self-efficacy and learning independence significantly influenced students’ economics learning outcomes. Path analysis revealed an important indirect effect, where teaching materials impacted learning outcomes through mediation by self-efficacy. These findings highlight the crucial integration of learning technology and psychological factors in enhancing educational quality, suggesting that technology-based materials contribute not only directly but also through strengthening students’ belief in their capabilities, ultimately improving learning outcomes in economics education. The research highlights the importance of integrating technological innovation with psychological support in developing effective learning environments.
App Inventor 2, Self-Efficacy, Learning Independence, Learning Outcomes
Enhancing Student Learning Outcome in Social Studies: An ePub-Based Approach to Creative Economy Topics
This study aims to: develop EPUB-based teaching materials for social studies subjects, assess the feasibility of EPUB-based teaching materials for social sciences and creative economy topics, and evaluate the improvement in student learning outcomes after using the EPUB materials. The research employs a research and development (R&D) methodology, comprising five phases: analysis, design, development, implementation, and evaluation. The quality of the developed media was validated through expert judgment, while its effectiveness was evaluated through classroom application. The research subjects were students from two junior high schools. The implementation phase involved experimental and control groups at each school. Data were collected through student questionnaires to assess the practicality and effectiveness of the EPUB-based teaching materials. The results indicated that the media received high-quality ratings in terms of content, design, and programming, as evaluated by experts. Furthermore, both students and teachers considered the media to be highly practical and well-suited to meet the needs of students. An independent sample t-test conducted showed statistically significant differences in learning outcomes. The results indicate that students who used the EPUB-based media outperformed those who did not. In conclusion, the EPUB-based teaching materials are of high quality, practical, and effective, making them suitable for classroom implementation to enhance student learning outcomes.
EPUB-based Teaching Materials; Social Sciences Subject; Learning Outcomes; Students
Effect of Teacher Competency, Motivation, and Welfare on Teacher Performance: Intervening of Teacher Certification
This study aims to analyze the influence of teacher competence, motivation, and welfare on teacher performance with teacher certification as an intervening variable. This study was conducted with teachers in the Teacher Professional Education Program in Economics Education at Semarang State University. This study used a quantitative, survey-based method, involving PPG teachers who had received certification. Data were collected through questionnaires and analyzed using path analysis to test the direct and indirect relationships between variables. The results showed that teacher competence had a positive and significant influence on teacher performance. Motivation also plays an important role in improving teacher performance, both intrinsic and extrinsic motivation. In addition, teacher welfare significantly influences performance, but this relationship is mediated by teacher certification. Teacher certification not only improves teacher welfare but also strengthens the influence of welfare on teacher performance. Competence, motivation, and welfare are important factors that influence teacher performance. Teacher certification acts as an intervening variable, strengthening the impact of welfare on performance. These findings underscore the importance of improving teachers’ competence, motivation, and well-being, as well as the need to expand access to certification to support better teacher performance.
Consumption Behaviour of Scholarship Students in Indonesia
This research aims to evaluate the development of the consumption behavior model for Academic Achievement Scholarship (AAS) grantees in the Faculty of Economics in Indonesia. This research was quantitative. Samples were taken from six major universities in the region, which spanned three major Indonesian islands, and included a total of 238 students from the Faculty of Economics in Indonesia who received the AAS Scholarship. Methods of data collection include the use of questionnaires, which are analyzed using SEM-PLS. The data demonstrated that economic literacy did not affect consumptive behaviour, hedonic conformity exerted a positive and meaningful influence on consumptive behaviour, self-control was found to positively and significantly influence consumptive behaviour, economic literacy and hedonic conformity had a negative and significant effect on self-control, and self-control can mediate the effect of economic literacy on consumptive behaviour. Self-control can also mediate the effect of hedonic conformity on consumptive behaviour. The implication is that self-control mediates the relationship between economic literacy and hedonic conformity in consumptive behavior. This research investigates the mediating role of self-control in the relationship between economic literacy, hedonic conformity, and consumption behavior, thereby contributing to a deeper understanding of the factors influencing consumption patterns among scholarship recipients.
AAS Scholarship; Economic Literacy; Consumptive Behaviour, Hedonic Conformity; Self Control
Lifestyle Pathways: How Family, Peers, and Social Media Shape Adolescent Consumer Behavior
This study investigates the predictive relationships between social and psychological factors, namely, family economic education, peer conformity, social media, and adolescent consumer behavior, with lifestyle as a mediating variable. Employing a quantitative research design, data were collected from 400 adolescents in Semarang City, Indonesia. The analysis was conducted using PLS-SEM, which is suitable for prediction-oriented models and mediation testing. The results indicate that social media exerts the most decisive influence on adolescents’ lifestyle, significantly affecting consumer behavior. Lifestyle was confirmed as a key mediator, transmitting the influence of all three predictors to actual consumption behavior. Family economic education emerged as the most influential factor in directly shaping rational and responsible consumption behavior, whereas social media was the dominant force in shaping lifestyle patterns. These findings highlight the dual role of socialization agents: media as a digital lifestyle influencer, and the family as a foundational source of economic values and decision-making skills. The study suggests that educational institutions, families, and communities should collaborate to promote financial literacy and responsible lifestyle choices through social media platforms. Moreover, integrating educational influencers should strategically guide youth toward sustainable and informed consumption behaviors.
Entrepreneurial BMC Game: Developing High School Students' Numeracy Literacy Mastery
This study aims to test the effectiveness of the Entrepreneurial Business Model Canvas (BMC) Game in improving the numeracy literacy skills of high school students in red-ranked schools in Kediri City. Using a pseudo-experimental method with a one-group pre-test-post-test design on a small-scale trial (20 students of Sultan Agung High School) and a post-test-only design with a non-equivalent group on a large-scale trial (39 students of Al Anwar High School), the research applied a game that integrates entrepreneurial concepts with numeracy literacy. Data analysis using Paired t-test for small scale and independent t-test for large scale showed significant improvement in students' numeracy and literacy skills (p<0.05). On a small scale, the average score increased from 77.10 to 79.25, while on a large scale, the experimental group achieved an average of 79.38 compared to 77.00 for the control group. The Entrepreneurial BMC Game is proven effective in helping students develop their numeracy-based financial data analysis, business projection, and decision-making skills through collaborative and contextual learning. It offers an interesting and applicable alternative numeracy learning solution. Pedagogically, the game fosters active student engagement and enhances higher-order thinking by linking abstract numeracy concepts with real-world entrepreneurial contexts.
Impact of Experiential Learning and Entrepreneurial Orientation on Student Start-up Business Performance with Social Network Moderation
Entrepreneurship has become a key driver of economic growth and innovation. Universities play an important role in developing students' entrepreneurial competencies, but the factors influencing the success of students' start-up businesses must be better understood. This study aims to investigate the influence of experiential learning and entrepreneurial orientation on college students' start-up business performance and examine the moderating role of social networks. Using a quantitative research design, data were collected from a sample of 150 entrepreneurial students at an Indonesian university through a questionnaire. The data was analyzed using the Structural Equation Modeling (SEM) technique with SmartPLS. Results showed that experiential learning (β = 0.352, p < 0.001) and entrepreneurial orientation (β = 0.417, p < 0.001) positively and significantly influenced students' start-up business performance. The social network was found to moderate the relationship between entrepreneurial orientation and business performance (β = 0.183, p < 0.05). This study concludes that combining experiential learning, entrepreneurial mindset development, and social capital fostering is essential to nurturing successful young entrepreneurs. The findings provide valuable insights for universities in designing effective entrepreneurship education programs.
Influence of Economic Literacy and Digital Literacy on Economic Teacher Readiness: Mediating Role of Self-Efficacy
This research examines how economic literacy and digital literacy influence economic teacher readiness through self-efficacy as a mediating variable among Economic Education students from the State University of Surabaya. Using an explanatory research type and a quantitative approach, this study employs PLS-SEM methodology. The investigation gathered questionnaire responses from 106 participants, using the proportionate stratified random sampling technique. First, the result of this study stated that economic literacy does not significantly influence economic teacher readiness. Second, digital literacy and self-efficacy positively influence economic teacher readiness. Third, economic literacy and digital literacy also have a positive influence on self-efficacy. Last, while self-efficacy did not mediate the influence of economic literacy, it did mediate the influence of digital literacy on economic teacher readiness. These results suggest the necessity for alternative comprehensive approaches to improve economic literacy towards economic teacher readiness, other than through self-efficacy. Therefore, educational institutions should enhance digital literacy and self-efficacy to boost economic teacher readiness.
The Accountability of Pondok Pesantren’s Financial Management: The Central Role of Kiai Leadership
This study seeks to examine the factors influencing the financial management accountability of Pondok Pesantren, with a particular emphasis on the pivotal role of Kiai leadership. By using structural equation modeling (SEM), this paper focuses on several key variables, namely Kiai leadership, human resource (HR) competency, perception of accounting standards, and information technology (IT) usage. The research was carried out at a Salafiyah Pondok Pesantren, involving students, asatidz councils, and administrators as respondents. Data was collected from 140 respondents using purposive sampling. Data was collected through a questionnaire and analyzed using SEM to examine both direct relationships and indirect (mediated) effects among the study variables. The findings of the study suggest that the leadership of the Kiai and the competency of human resources play a vital role in shaping Pesantren's financial accountability. In contrast, the adoption of information technology and the perception of accounting standards do not significantly impact. Furthermore, Kiai leadership strongly influences HR competency, IT usage, and perceptions of accounting guidelines. The study also reveals that HR competency significantly mediates Kiai leadership and financial accountability. These results emphasize the strategic importance of strengthening HR capabilities and reaffirm Kiai leadership's central role in enhancing financial management practices' accountability in Pesantren.
Cognitive Biases in Investment Decision: Do Education and Income Make a Difference?
This study aims to extensively research the effects of cognitive biases on individual investment decisions. The population of this research is investors in Indonesia and the sampling technique used is random sampling, obtained 574 respondents from 34 provinces in Indonesia. Quantitative data were collected through structured questionnaires and analyzed using multiple linear regression and moderated-moderation model in the PROCESS Procedure for SPSS Version 4.1 by Hayes. Results indicate that herding bias has a negative influence, discouraging investors from following market trends, while loss aversion, framing, anchoring, and mental accounting positively impact investment decisions; these biases are moderated by demographic factors. The findings imply that demographic factors do not interact jointly but operate independently to impact investment behavior. This research is novel in its exploration of moderated-moderation effects to reveal nuanced interactions between cognitive biases and demographics in shaping investment decisions.
Does Motivational Training Based on Self-Potential Development Improve the Students' Social Entrepreneurship Intention?
The number of pesantren in Indonesia is vast and has contributed to economic development and growth. The development of pesantren today is about providing entrepreneurial provisions for students (santri) so that they will be ready to enter the community by having the ability to act creatively and innovatively. This research intends to strengthen students' social entrepreneurship intentions by applying motivational training based on developing self-potential. The research to be carried out is experimental research with quasi-experimental research techniques (quasi-experimental design). The research was conducted at the Pondok Pesantren as Salafy Al Asror, Semarang City, Central Java, Indonesia. The data collection techniques used are tests, observations, and interviews. The results indicated that managerial ability, motivational ability, creativity, and communication significantly affect the intention of the student to pursue social entrepreneurship. This research also develops an entrepreneurial model for students by utilizing the abilities possessed by students, namely managerial abilities, motivation, creativity, and communication. The model developed was tested differently and, based on the model developed, was effective in increasing the intention of students to pursue social entrepreneurship. Thus, this research has contributed to creating social enterprise intentions in students through the students' self-potential.
How Does the Future Economics Teacher Against Digital Economics? The Perspective of Economics Behaviour and Role of Social Support
The study aims to find a structural fit model related to students’ readiness to face the digital economy in the perspective of irrational behavioral economic theory. The study uses quantitative Explanatory research with a population of undergraduate students of Economics Education at the East Java PGRI College and uses a proportional random sampling with total of 351 students. Data were collected by questionnaires using linkert scale and were analysed by SEM-PLS data analysis . The findings show that digital economic skills don’t significantly mediate the relationship between herd behavior, loss aversion, and student readiness. However, the digital economy succeeded in mediating the influence of confirmation bias on student readiness because of helped reduce the impact of confirmation bias on student readiness by offering access to diverse information and developing critical thinking skills. This study contributes are become theoretical literature on the functional relationship between irrational behavior, digital economic skills, social support and student readiness studied in the context of behavioral economics. It can be a reference for developing educational models in digital era learning and reference for further researchers to develop appropriate policy recommendations by involving several related stakeholders.
Analysis of Priorities for Improving the Quality of Higher Education Services to Increase Student Satisfaction in the Economics Education Study Program, Universitas Negeri Semarang
This study aims to determine the suitability of the application of the HESQUAL dimensions, determine the level of student satisfaction with service quality and determine priorities for improving service quality in the Economic Education Study Program at Semarang State University. The sample that has been determined is 110 respondents. The sampling technique is using Proportional Random Sampling. Data collection methods using questionnaires. The data analysis techniques used are: (1) Confirmatory Factor Analysis (CFA) using SmartPLS version 4; (2) Customer Satisfaction Index (CSI); (3) ImportancePerformance Analysis (IPA); (4) Potential Gain in Customer Value (PGCV) using the SPSS application. The results showed that the HESQUAL model is a fit model for measuring service quality in higher education, student satisfaction is in the Satisfied category with a satisfaction value of 73% and the priority for improving service quality is the attention of lecturers to students who have difficulty understanding the material, lecturers need to determine effective learning methods, provide quality services that can increase student confidence, administrative staff help students who have difficulties, and information on the flow of academic administration carried out online.
The Influence of the Implementation of the Teaching Campus MBKM Program on Student Learning Agility and Civic Engagement
This research was motivated by one of the MBKM programs, namely Teaching Campus, which is a teaching assistance program targeting schools that are affected by the pandemic, are in the 3T area as well as have low literacy and numeracy skills. Citizen involvement is known as civic engagement in this program, students carry out their duties as citizens who are known as agents of change and are required to become problem solvers. By entering society, students will have learning agility. This research reviews the influence of the implementation of the Teaching Campus MBKM program on student learning agility and civic engagement. The research method used in this research was a quantitative approach. The population in this study were all students from various universities implementing the fourth MBKM Teaching Campus program in Purbalingga Regency. The data collection method used a questionnaire. Data collection techniques were through library and literature studies. The analysis tool used was Partial Least Square (PLS). Based on the results of research and data analysis, it can be concluded that the Teaching Campus MBKM program (X) has a positive effect on learning agility (Y1) and the Teaching Campus MBKM program (X) has a positive effect on civic engagement (Y2). Considering its influence, the university should always encourage its students to participate in the Teaching Campus MBKM program.
Effectiveness of Using Virtual Accounting Laboratory on Student Learning Outcomes
The research that has developed so far, the use of virtual laboratories in learning is only widely used for exact science groups such as mathematics, physics or chemistry, while in non-exact science groups it has not been widely done. Therefore, the purpose of this study is to determine the effectiveness of the use of virtual accounting laboratories on student learning outcomes in taxation courses which are non-exact science groups. This type of research is Quasi Experimental research using Nonequivalent Control Group Design. The results of the study showed that the post-test scores in classes that used virtual accounting laboratories increased higher when compared to classes that did not use virtual accounting laboratories. The contribution that is an important finding in this study is the use of virtual accounting laboratories for taxation courses which are non-exact science fields has been proven to be able to improve student learning outcomes.
Determinant Factors for the Formation of Entrepreneurial Ability and Character in Private Teacher Training Colleges
This research aims to examine the relationship between ability and effort, intellectual skills, emotional skills, spiritual skills, digital skills and students' entrepreneurial character and abilities. The quantitative method was obtained through an online survey involving 200 students from Private IKIP in Central Java. Data were analyzed using Structural Equation Modeling (SEM), because it is able to test complex relationships between latent variables and indicators simultaneously and provide accurate estimates of the structural and measurement models. The research results show that ability (AE) has a significant relationship of 1.15%, while emotional skills (ES) make a small contribution of 0.13% to entrepreneurial character (later_var1). Intellectual skills (CG) have a strong influence of 0.04%, Digital Skills (DS) have a strong influence of 0.21%, and spiritual skills (SS) have a strong influence of 0.91% on entrepreneurial ability (laten_var2). However, no significant direct relationship was found (0%) between entrepreneurial character (laten_var1) and entrepreneurial ability (laten_var2). These findings show that ability and effort, intellectual skills, emotional skills, spiritual skills, digital skills can shape character and entrepreneurial abilities. This study identifies limitations of the model and sample, and recommends moderating factors in future research.
The Influence of Adversity Quotient, Learning Motivation, and Self-Confidence on Entrepreneurial Interest
Entrepreneurial interest needs to grow among university students to increase the number of entrepreneurs in society. Factors such as adversity quotient, learning motivation, and self-confidence can influence entrepreneurial interest. This study aimed to determine the effect of adversity quotient, learning motivation, and self-confidence on entrepreneurial interest. The purposive sampling was used in this study. Subjects in the study were 240 students in an entrepreneurship course in the Agribusiness Study Programme, Agriculture Faculty, Mulawarman University, East Kalimantan Province, Indonesia. This study analyzed the validity and reliability of scales, test of normality, multicollinearity, and heteroscedasticity, formulated the model of multiple linear regression, F test, t test, and calculated adjusted R2. The results of this study indicate that the adversity quotient, learning motivation, and self-confidence significantly influence entrepreneurial interest. Adversity quotient and learning motivation, partially, influence very significantly on entrepreneurial interest. However, self-confidence does not have a significant influence on entrepreneurial interest. Those findings help increase people's motivation to become entrepreneurs, especially young people.