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ISSN: 2685-6689
IJHESS, Vol. 6, No. 3, July 2024, pp. 930-940
930
International Journal of Health, Economics, and Social Sciences (IJHESS)
Vol. 6, No. 3, July 2024, pp. 930-940
DOI: 10.56338/ijhess.v6i3.5820
Website: https://jurnal.unismuhpalu.ac.id/index.php/IJHESS
The Influence of Entrepreneurship Education and
Technopreneurship Literacy on Entrepreneurial Intention
with Self-Efficacy as an Intervening Variable in Generation Z
Andika Isma1*, Nur Halim2, Andi Anggi Kemalasari3, Muhammad Rakib4, Hajar Dewantara5
1,2,3,4,5Faculty of Economics and Business, Universitas Negeri Makassar, Indonesia
Article Info
ABSTRACT
Article history:
This research aims to identify whether entrepreneurship education and
technopreneurship literacy among students contribute to interest in
entrepreneurship through self-efficacy among Generation Z in Makassar City.
This research is included in the quantitative research category with a population
of 500 Generation Z from Vocational High Schools in Makassar City and a
sample of 100 people. Data was collected using questionnaire and
documentation techniques. The analysis technique used is path analysis using
SPSS software. The research results show that entrepreneurship education and
technopreneurship literacy, both directly and indirectly, contribute positively
and significantly to interest in entrepreneurship through self-efficacy among
Generation Z in Makassar City. Based on the results of this research,
entrepreneurship education and technopreneurship literacy are very important
to be taught and given to Generation Z, especially in the school environment.
This education should not only be taught in one particular department but
should be taught in all departments. This is because entrepreneurship education
and technopreneurship literacy can increase students' self-efficacy, which in
turn can contribute to increasing interest in entrepreneurship among students.
Received 8 March, 2024
Revised 19 June, 2024
Accepted 27 July, 2024
Keywords:
Entrepreneurship Education,
Technopreneurship Literacy,
Entrepreneurial Interest, Self
Efficacy
*Corresponding Author:
Andika Isma
Faculty of Economics and Business, Universitas Negeri Makassar, Indonesia
Email: andika.isma@unm.ac.id
INTRODUCTION
In the context of developing countries, the contribution of entrepreneurs cannot be ignored, especially
in supporting development. The role of entrepreneurs is very important to encourage innovation and
creativity, which allows new ideas to be translated into real action in each of their businesses (Masruroh,
2017). A nation will develop faster if it has entrepreneurs who can be creative and innovate optimally,
namely turning new ideas into real activities in every business (Natadiwijaya, 2016). Indonesia, as a
developing country, is working diligently to improve the standard of living of its people. One important role
in improving the standard of living of its people is through education. This is because education is one of the
prerequisites for maintaining human dignity and having the opportunity to develop abilities and develop one's
life in society, including through education (Khotimah et al., 2018).
The development of national education is aimed at realizing the ideals of independence of the
Indonesian people, especially in efforts to make the nation's life more intelligent so that it will become a
civilized nation and can compete in the international world. One effort to realize these educational goals,
especially in schools, has been developing and implementing entrepreneurship lessons as a subject (Sakinah
et al., 2024). Entrepreneurship education will be able to produce a large national impact if it succeeds in
educating all school students and is able to produce four million new entrepreneurs from graduates of
Indonesian educational institutions (Dainuri, 2019).
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The Influence of Entrepreneurship Education and Technopreneurship Literacy on Entrepreneurial Intention with Self-Efficacy as
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Entrepreneurship education from an early age as the age for starting a business does not have an
appropriate benchmark. Therefore, the desire of individuals to start their business from an early age is not
uncommon. Among ethnic Chinese, seasoned businesspeople in Indonesia and abroad have started their
business activities from a young age through learning from their parents' shops since they were still in
elementary school (Sinay, 2015). When they feel like starting their own business activities they no longer
work. In his parents' business but has started his own business. In Indonesia, other ethnicities that have
relatively high business motivation can be seen in ethnic groups including Minang, Bugis and Madurese
(Mashud, 2016). The formation of new prospective business people in a country is important because it will
give birth to tough business people who will make the country's economic growth better. Limited
employment opportunities due to the rate of growth of the labor force which is not accompanied by the rate
of economic growth. The uneven distribution of labor and the entrepreneurial mental attitude of vocational
and non-vocational school graduates that are not well developed require quite serious solutions (Isma et al.,
2020). To achieve stable and sustainable economic growth in Indonesia, policies are needed that support the
development of technopreneurship-based businesses. The development of technopreneurship is needed to
meet the needs of national entrepreneurs, both small, medium and large scale businesses, and in accordance
with national strategic policies for the growth of entrepreneurship in various circles (Rakib et al., 2023). The
creation of technopreneurship-based infrastructure is necessary considering how important it is for
Indonesia's prosperity and future. The core characteristic of technopreneurship is the drive to create
businesses through the integration of technological expertise. Utilization of the latest appropriate technology
in business development based on an entrepreneurial spirit has been proven to maximize the procedures and
results of the resulting business units (Arifin et al., 2021).
Technopreneurship is a development of entrepreneurship. Technopreneurship is a combination of two
words, namely technology and entrepreneurship. The definition of technopreneurship is an effort to create an
IT-based business, so that it is hoped that the business movement will always be good. Today's technology
has a big influence on any field, including entrepreneurship. Therefore IT experts try to develop
entrepreneurship with IT. In general, the word technology is often used to refer to the practical application of
science to the industrial world. Meanwhile, the word entrepreneurship comes from the word entrepreneur
which refers to someone who creates a business with the courage to take risks to achieve profits and growth
by identifying existing opportunities.
There is a difference between entrepreneurship and technopreneurship. Technopreneurship must be
successful in two main tasks, namely ensuring that the technology functions according to the needs of target
customers, and that the technology can be sold at a profit. Meanwhile, ordinary entrepreneurs generally only
deal with the second part, namely selling to make a profit. According to Mopangga (2015),
technopreneurship is the process and formation of new businesses that involve technology as its basis with
the hope that the creation of appropriate strategies and innovations will one day place technology as a factor
for national economic development.
Technopreneurship helps the growth of large-scale, complex businesses and can also be used to help
communities that lack economic resources and improve living standards (Chrysnaputra & Pangestoeti, 2021).
Thus, technopreneurship is expected to help sustainable development. Technopreneurship may have both
positive and negative effects on the economy, society, and the environment. The economic impact stimulates
other economic sectors and increases efficiency and productivity as well as income and employment.
Interest is an interest in a certain thing that a person feels and he will feel happy when doing that
thing. Then entrepreneurship according to Suwinardi (2019) and Winarni et al. (2024), people who have the
ability to see and assess business opportunities, gather the necessary resources, and can take appropriate
action to achieve success. So entrepreneurial interest is a person's awareness that arises from within himself
to become an entrepreneur, which arises because he likes entrepreneurial activities. It can also be interpreted
as a tendency in individuals who are interested in building a business in which he organizes or manages
existing resources to develop his business. , and dare to take risks.
According to Putri (2017), defining entrepreneurial interest is a psychological symptom of focusing
attention and doing something, paying attention and doing something about the entrepreneur with feelings of
joy because it brings benefits to him. According to Marfuah (2021) and Ardiyanti & Mora (2019), interest in
entrepreneurship is focusing attention on entrepreneurship because of a feeling of liking and accompanied by
a desire to learn, know and prove more about entrepreneurship. Interest in entrepreneurship arises because of
knowledge and information about entrepreneurship which is then continued to participate directly in order to
seek the experience that has been obtained. As well as having a feeling of joy and having the desire to be
involved in risk-taking activities, to run your own business or business by taking advantage of existing
business opportunities, and creating new businesses with an innovative approach. The interest in
entrepreneurship is not simply possessed, but can be nurtured and developed. To become an entrepreneur, a
person's interest must grow. Interest can arise because of a feeling of attraction and admiration to see
someone's success in entrepreneurship (Hariroh et al., 2023).
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Self-efficacy is a person's perception that the person can do something that is important enough to
achieve a goal. This includes the feeling of knowing what needs to be done and being emotionally able to do
it. According to Khadifa & Indriayu (2018), self-efficacy is the result of cognitive processes in the form of
decisions, beliefs, or appreciation regarding the extent to which an individual estimates his or her ability to
carry out certain tasks or actions needed to achieve the desired results. Self-efficacy is not related to the
abilities one has, but is related to an individual's beliefs about what he can do with the abilities he has
(Ningsih & Hayati, 2018).
There are four main sources of self-efficacy defined by Bandura, including mastery experience
(experience of success), vicarious experience (experience of other people), social persuasion (social
persuasion), and physiological and emotional state (physiological and emotional states) (Schunk &
DiBenedetto, 2016). Each of them contributes to the perceived ability to achieve goals or tasks. Self-efficacy
has an impact on a person's feelings, motivation, way of thinking and behavior so that they are also related to
success. On the other hand, if a student does not have high self-efficacy, they tend to avoid the assignment or
carry it out half-heartedly so that they will quickly give up if they encounter obstacles/obstacles.
In this developing era with the influence of technology, every human being can easily get information
wherever and whenever they want. Humans can even equip themselves with knowledge through holding
technology in their hands. A person's actions and behavior in doing something are also usually influenced by
the external environment and are also influenced by the social media environment and the environment of the
agency they are working in. Entrepreneurship education also teaches technopreneurship literacy which
provides knowledge on how to utilize technology in entrepreneurship. Vocational High Schools have
Entrepreneurship Education subjects which have a role so that students have knowledge and knowledge
about entrepreneurship which can provide knowledge and skills that can be a provision when entering
college. This knowledge and skills can increase self-efficacy in students which is expected to further increase
students' interest in entrepreneurship.
This research is very closely related to the object to be researched, namely Generation Z in Makassar
City or in this case Vocational High School Students. This subject was taken for this research because it is
very closely related to the object to be studied, namely self-efficacy as an intervening variable. In this
research, we will see how the role of entrepreneurship education provides a path and bridges these
influencing factors in influencing the behavior of Generation Z.
METHODOLOGY
Research Model and Hypothesis
This research uses a quantitative approach with several variables whose influence will be tested using
data results in the form of numbers. Quantitative research is research that tests objective theories by
analyzing the relationships between variables. This type of quantitative research always has descriptive
questions regarding the dependent and independent variables as well as questions regarding the relationship
between the dependent and independent variables. The hypothesis was tested using Path Analysis. The
following is the research design
Figure 1. Research Design
Based on Figure 1 above, this research is descriptive explanatory research, which means it describes
the influence between the variables studied. Descriptive means explaining and analyzing the research
variables, namely the variables entrepreneurship education (X1), Techopreneurship Literacy (X2),
Entrepreneurial Interest (Y) and Self Efficacy (Z). Meanwhile, explanation means looking for causal
influences between research variables through hypotheses. The causal influence is the direct influence
Self
Efficacy
(Z)
Education
Entrepreneurship
(X1)
Technopreneurshi
p Literacy
(X2)
Entrepreneurial
Intention
(Y)
H1
H2
H3
H5
H4
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The Influence of Entrepreneurship Education and Technopreneurship Literacy on Entrepreneurial Intention with Self-Efficacy as
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between Entrepreneurship Education (X1), Techopreneurship Literacy (X2) on Self Efficacy (Z). As well as
the indirect influence of Entrepreneurship Education (X1), Techopreneurship Literacy (X2) on
Entrepreneurial Interest (Y) through Generation Z's Self Efficacy (Z) in Makassar City. This research
design is also based on COR theory and JD-R theory as well as relevant previous research. So researchers
can hypothesize direct and indirect influences in this research. More details can be seen in the following
hypothesis summary table.
Hypothesis
Description
H1
Entrepreneurship education has a positive and direct effect on entrepreneurial intentions
H2
Entrepreneurship education has a positive and direct effect on Self Efficacy
H3
Technopreneurship literacy has a positive and direct effect on entrepreneurial intentions
H4
Technopreneurship literacy has a positive and direct effect on Self-Efficacy
H5
Self Efficacy has a positive and direct effect on Entrepreneurial Intentions
H6
Entrepreneurship Education has a positive and indirect effect on Entrepreneurial Intentions
through Self Efficacy
H7
Techopreneurship literacy has a positive and indirect effect on Entrepreneurial Intentions
through Self Efficacy
Based on table 1 above, this research has 7 hypotheses. This hypothesis will test the direct influence
of Entrepreneurship Education (X1) on Entrepreneurial Intentions (Y), the direct influence of
Entrepreneurship Education (X1) on Self Efficacy (Z), the direct influence of Techopreneurship Literacy
(X2) on Self Efficacy (Z), Techoprenership Literacy (X2 ) on Entrepreneurial Intentions (Y), the direct
influence of Self Efficacy (Z) on Entrepreneurial Intentions (Y), the indirect influence of Entrepreneurship
Education (X1) on Entrepreneurial Intentions (Y) through Self Efficacy (Z), and the indirect influence of
Techopreneurship Literacy ( X2) towards Entrepreneurial Intention (Y) through Self Efficacy (Z).
Population and Sample
The population in this research is all Vocational High School Students in Makassar City who are
classified as Generation Z. There are 500 Vocational High School Students in Makassar City. Meanwhile,
the sampling technique uses the Proportional Random Sampling technique, which is calculated using Slovin
with a sample size of 100 or 20% of the total population. The number of samples used was taken from the
Slovin formula as follows:
n =
n =
n = 99,00
Description:
n = Number of Samples
N = Total Population
E = Error Rate of 9% or 0.09
From this formula, it can be seen that the minimum sample size that can be used is: n = 99
respondents. And researchers got a sample of 100 people.
Data collection
Data collection was carried out by determining the research subjects, namely all Vocational High
School Students, using a questionnaire. The questionnaire used is a closed questionnaire using digital media
or often called Google Form, while the scale used is a Likert scale. Scoring uses a Likert scale with 5
alternative answers, namely: Strongly Disagree: 1, Disagree: 2, Somewhat Agree: 3, Agree: 4, and Strongly
Agree: 5. Next, the data is analyzed using the Statistical Package for The Social Science application or which
is now better known as Statistical Product and Service Solutions (SPSS) version 24. The data analysis used
in this research consists of descriptive statistical data analysis, classical assumption tests, and path analysis.
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RESULTS
Hypothesis test
Hypothesis testing is used to test the influence of exogenous variables directly and indirectly on
endogenous variables. The hypothesis is accepted or rejected based on the criteria if the p-value <0.05 then
H0 is accepted, or it is stated that the regression coefficient obtained is significant. The results of direct and
indirect influence hypothesis testing can be seen from the following table:
Table 2. Indirect Hypothesis Testing Results
Model Summary
Model
R
R Square
Adjusted R Square
Std. Error of the
Estimate
1
.831a
.691
.682
3.067
a. Predictors: (Constant), Self Efficacy, Technopreneurship Literacy, Entrepreneurship Education
Coefficientsa
Unstandardized
Coefficients
Standardized
Coefficients
Model
B
Std.
Error
Beta
t
Sig.
1
(Constant)
7.080
2.784
2.543
.013
Entrepreneurship Education
.210
.098
.176
2.146
.034
Technopreneurship Literacy
1.703
.229
.606
7.420
.000
Self Efficacy
.206
.083
.163
2.494
.014
a. Dependent Variable: Entrepreneurial Intention
To obtain the effect of error (e1), the formula is used:
e1 = = = 0,309
Y = β1 X1 + β2 X2 + β5Z + e1
Y = 0,176 X1 + 0,606 X2 + 0,163 Z + 0,309
The coefficient of determination of 0.309 shows the direct influence of Entrepreneurship Education,
Technopreneurship Literacy, and Self Efficacy on the variable Y Entrepreneurial Intention of 30.9%, while
69.1% is influenced by other variables outside the model or this research.
Table 3. Direct Hypothesis Testing Results
Model Summary
Model
R
R Square
Adjusted R Square
Std. Error of the
Estimate
1
.499a
.249
.234
3.761
a. Predictors: (Constant), Technopreneurship Literacy, Entrepreneurship Education
Coefficientsa
Unstandardized
Coefficients
Standardized
Coefficients
Model
B
Std. Error
Beta
t
Sig.
(Constant)
5.433
3.370
1.612
.110
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Entrepreneurship Education
.264
.117
.279
2.253
.027
Technopreneurship Literacy
.582
.275
.262
2.115
.037
a. Dependent Variable: Self Efficacy
To obtain the effect of error (e2), the formula is used:
e2 = = = 0,866
Z = β3 X1 + β4 X2 + e2
Z = 0,279 X1 + 0,262 X2 + 0,866
The coefficient of determination of 0.866 shows that the direct influence of Entrepreneurship
Education and Technopreneurship Literacy on the Z Self Efficacy variable is 86.6%, while 13.4% is
influenced by other variables outside the model or this research.
Entrepreneurship education has a positive and insignificant effect on entrepreneurial intentions
through the Self Efficacy variable.
Indirect influence = X1 → Y → Z
= β3 × β5
= 0,279 × 0,163
= 0,045
Technopreneurship literacy has a positive and insignificant effect on entrepreneurial intentions
through the Self Efficacy variable.
Indirect influence = X2 → Y→ Z
= β4 × β5
= 0,262 × 0,163
= 0,042
H1: The influence of entrepreneurship education on entrepreneurial intentions has a significance value of
0.034 <0.05 and has a beta value of 0.176. Based on these results, it can be concluded that H1 is accepted.
H2: The influence of entrepreneurship education on self-efficacy has a significance value of 0.027 <0.05,
has a beta value of 0.279. Based on these results it can be concluded that H2 is accepted.
H3: The influence of technopreneurship literacy on entrepreneurial intentions has a significance value of
0.000 <0.05 and has a beta value of 0.606. Based on these results, it can be concluded that H3 is accepted.
H4: The influence of technopreneurship literacy on self-efficacy has a significance value of 0.037 <0.05,
has a beta value of 0.262. Based on these results it can be concluded that H4 is accepted.
H5: The influence of self-efficacy on entrepreneurial intentions has a significance value of 0.014 <0.05
and has a beta value of 0.163. Based on these results, it can be concluded that H5 is accepted.
H6: The influence of entrepreneurship education on entrepreneurial intentions through self-efficacy has a
Beta value of 0.079. Based on these results, it can be concluded that H6 is accepted.
0,279 × 0,163 = 0,045
0,034 + 0,045 = 0,079
H7: The influence of entrepreneurship education on entrepreneurial intentions through self-efficacy has a
Beta value of 0.069. Based on these results, it can be concluded that H7 is accepted.
0,262 × 0,163 = 0,042
0,027 + 0,042 = 0,069
Path Analysis
The following are the results of the interpretation of path analysis which can be seen in table 4 below.
Table 4. Path Analysis Results
Influence Between Variables
Influence
Total
Direct
Indirect
Influence X1 → Y
0,176
-
0,176
Influence X1 → Z
0,279
-
0,279
Influence X2→ Y
0,606
-
0,606
Influence X2 → Z
0,262
-
0,262
Influence Z → Y
0,163
-
0,163
Influence X1 → Y→ Z
0,176
0,045
0,221
Influence X2 → Y → Z
0,606
0,042
0,648
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Based on the structure of this research model, the empirical equation can be created as follows.
Y = β1 X1 + β2 X2 + β5Z + e1
Y = 0,176 X1 + 0,606 X2 + 0,163 Z + 0,309
Z = β3 X1 + β4 X2 + e2
Z = 0,279 X1 + 0,262 X2 + 0,866
The following are the results of path analysis in diagram form.
Figure 2. Path Analysis Results Model
Figure 2 above explains the standardized beta and the magnitude of the indirect and direct influence of each
variable.
Coefficient of determination: Rm2 = 1- Pe12 X Pe22 ………………………………… Pex2
Interpretation (Rm2) determination as follows:
Rm2 = 1 - (0,3092) (0,8662) = 1 - 0,071 = 0,929
Based on the coefficient of determination above, it shows a direct and indirect influence of 0.929 or
92.9%, in other words the information contained in the data (92.9%) is explained by the model. Meanwhile
(7.1%) is explained by variables outside the model.
DISCUSSION
The Influence of Entrepreneurship Education on Entrepreneurial Intentions
The influence of entrepreneurship education has long been considered as an important factor in
growing and developing entrepreneurial passion, spirit and behavior among the younger generation. Regarding
the influence of Entrepreneurship Education, there is a need for an understanding of how to develop and
encourage the birth of potential young entrepreneurs while they are at school.
The results of this research state that there is a positive and significant relationship between
entrepreneurship education and entrepreneurial intentions in secondary school students. Entrepreneurship
education for Generation Z in Makassar City is very important to increase students' self-confidence, as well as
foster students' positive characters such as creativity, independence and hard work. The results of this research
are also confirmed by previous research from Ranto (2016) which stated that the influence of Entrepreneurship
Education has been considered as an important factor in cultivating and developing entrepreneurial passion,
spirit and behavior among the younger generation.
The researchers' findings on the relationship between these variables are in line with research
conducted by (Oktavianto & Pahlevi, 2021) Good Entrepreneurship Education in Generation Z. Students
contribute to the choice of jobs that will ultimately be carried out after graduating from Vocational High
School. The entrepreneurial profession is an achievement that can be implemented by students considering that
good knowledge can support individuals in trying to make independent work and open up new job
opportunities thereby contributing to the nation's economic development.
The Influence of Entrepreneurship Education on Self-Efficacy
Self-efficacy is an important thing in the world of learning, where a person must believe in his
abilities to face problems in the world of learning, because from the abilities he has, a person can firmly
Self
Efficacy
(Z)
Education
Entrepreneurship
(X1)
Technopreneurship
Literacy
(X1)
Entrepreneurial
Intention
(Y)
t =
2,146
0,176
t = 2,253
0,279
t = 2,115
0,262
t = 2,494
0,163
t =
7,420
0,262
e = 0,866
e = 0,309
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convey what he wants to know and can easily solve problems. the problems being faced. Self-efficacy is a
belief that a person has in his own ability to do something. Self-efficacy is also very necessary in various
things, one of which is readiness to do something new.
The results of this research state that there is a positive and significant relationship between
Entrepreneurship Education and Self Efficacy in Generation Z in Makassar City. The results of this research
show that the higher the self-efficacy that one has, the higher the education and application of Entrepreneurship
Education to the student. However, the lower the self-efficacy a student has, the lower the application of
Entrepreneurship Education to that student. So it can be concluded that self-efficacy is very influential in the
application of Entrepreneurship Education to students, and vice versa, the existence of Entrepreneurship
Education will increase self-efficacy in students so that the application of what they get in Entrepreneurship
Education can be realized in the students' daily lives. -day (Sadewo & Purnasari, 2019).
The research results are in accordance with research from Wardani & Nugraha (2021) which states
that Self Efficacy in Generation Z in Makassar City has a very close influence on the education obtained by
these students. By having good education, it will further shape and even increase self-efficacy in students so
that the education they obtain will be expressed and developed well because they have confidence in their
ability to complete tasks effectively and behave as needed to handle problems.
The Influence of Technopreneurship Literacy on Entrepreneurial Intentions
Techopreneurship literacy can be said to be the ability to access, utilize and apply technology to
support entrepreneurial activities. Technopreneurship literacy is business understanding from various experts
or innovators to develop useful business opportunities. When we mention Technopreneurship it is no longer
just about entrepreneurial skills, but also working in the field of technology or it could be said that the
entrepreneur must also have knowledge of technology. Technopreneurship needs to collaborate culture and
conception, namely the culture of innovation, entrepreneurship and creativity as well as technological concepts
that are developing in the current era. The aim of Technopreneurship Literacy is to provide solutions to the
importance of Technopreneurship to everyone, including Generation Z in Makassar City.
The results of this research state that there is a positive and significant relationship between
Technopreneurship Literacy and Entrepreneurial Intentions in Generation Z in Makassar City. From this
research it can be concluded that someone who has high Technopreneuship Literacy will have higher
Entrepreneurial Intentions. Because with Technopreneurship Literacy, students have knowledge, skills and
abilities that can increase their interest in entrepreneurial intentions. Therefore, the importance of
Technopreneurship Literacy will greatly impact the Entrepreneurial Intentions of Students.
The results of this research are also appropriate or in line with previous research by Heryani et al.
(2023) who said that Technopreneurship Literacy greatly influences a person's entrepreneurial intentions. With
Technopreneurship Literacy, it is certain that someone will have skills in developing technology to start
opening a business. This will further increase self-confidence and interest in starting entrepreneurship.
The Influence of Technopreneurship Literacy on Self Efficacy
Techopreneurship is a combination of two words, namely "Technology" and "Entrepreneurship". In
general, the word technology is used to refer to the practical application of science to the industrial world.
Meanwhile, the word entrepreneurship comes from the word entrepreneur which refers to a person or agent
who creates a business with the courage to bear risks and uncertainty to achieve profit and growth by
identifying existing opportunities. Technopreneuship literacy is a forum for explanation, learning and
education that is carried out so that someone understands better how to use technology in developing the world
of business or industry.
The results of this research state that there is a positive and significant relationship between
Technopreneurship Literacy and Self Efficacy in Generation Z in Makassar City. In this case it can be stated
that the higher the Techopreneurship Literacy that students receive, the higher the Self Efficacy that students
will have. Because students will increasingly have high Self Efficacy by having the knowledge they get from
Technopreneurship Literacy.
The results of this research are supported by previous research conducted by Heryani et al. (2023)
which states that Self Efficacy and Techopreneurship Literacy are 2 factors that are interconnected with
Entrepreneurial Intentions. Where a person's Self Efficacy will increase with the higher Techopreneuship
Literacy one obtains. These two things also have a big influence on a person's entrepreneurial intentions.
The Influence of Self-Efficacy on Entrepreneurial Intentions
Basically, Self Efficacy is a person's belief in their abilities that they will be able to do something or
overcome a situation that they will be successful in doing and overcoming. The existence of self-efficacy in a
business can understand how big a person's intention is in entrepreneurship.
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The results of this research state that there is a positive and significant relationship between Self
Efficacy and Entrepreneurial Intentions in Generation Z in Makassar City. With high Self-Efficacy possessed
by students, their Entrepreneurial Intentions will also increase because they believe in themselves that they can
start the interest and interest they have in entrepreneurship (Isma et al., 2020).
This research is supported by the results of previous research from Hartini et al., (2022) which stated
that Self Efficacy is a factor that also has a very important role in increasing a person's Entrepreneurial
Intentions. Because with Self Efficacy a person will be increasingly encouraged to develop their interests,
including Entrepreneurial Intentions.
The Influence of Entrepreneurship Education on Entrepreneurial Intentions
Entrepreneurial Intention is the pleasure, desire, and inclination of the heart to have an enterprise or
business by seeing opportunities, organizing, and daring to take risks for the business that is created.
Entrepreneurial Intention can also be said to be a feeling of interest in entrepreneurial activities that create a
business that is beneficial for oneself and the surrounding environment. Factors that influence entrepreneurial
intentions are entrepreneurial education factors. Entrepreneurial intentions can also be influenced by the
individual's own personality factors, one of which is locus of control.
The results of this research state that there is a positive and significant relationship between
Entrepreneurship Education and Entrepreneurial Intentions in Generation Z in Makassar City.
Entrepreneurship education will definitely be the main factor in the emergence and existence of entrepreneurial
intentions in someone, including vocational school students. Having an Entrepreneurship subject will definitely
create interest, desire and perhaps pleasure as well as a tendency to start entrepreneurship.
This research is in line and aligned with previous research conducted by Oktavianto & Pahlevi (2021)
regarding the Influence of Entrepreneurship Education, Personality and Family Environment on
Entrepreneurial Intentions of Students at SMKN 1 Magetan which has a hypothesis that is accepted or has a
positive effect stating that if Entrepreneurship Education is good then Intention Entrepreneurship will also get
better, and vice versa.
The Influence of Entrepreneurship Education on Entrepreneurial Intentions
Entrepreneurship Education is a learning process carried out to instill an understanding of
entrepreneurial values and attitudes so that they can learn independently and creatively, in addition to
providing provisions and experience in learning about entrepreneurship. Entrepreneurship education is a field
of education that has specific goals for individual and social development globally. Entrepreneurship education
has become a relevant issue in the field of economic development which involves society directly at all levels.
The results of this research state that there is a positive and significant relationship between
Entrepreneurship Education and Entrepreneurial Intentions in Generation Z in Makassar City. In this case, it
can be said that the higher a person's entrepreneurial education, the higher their entrepreneurial intentions.
Because a person's entrepreneurial intentions will arise as a result of the entrepreneurial education he receives.
The test results from this research are in line with research conducted by Harianti et al., (2020) which
states that Entrepreneurship Education is needed to develop and increase a person's Entrepreneurial Intentions.
Because by increasing the entrepreneurial intention of vocational students, this will develop and encourage the
birth of potential young entrepreneurs.
CONCLUSION AND SUGGESTION
Based on the theory and results of the data analysis above, it can be concluded that there is a
significant influence between the variables Entrepreneurship Education and Technopreneurship on
Entrepreneurial Intentions among Generation Z in Makassar City. Apart from these variables, there are many
other factors that can influence entrepreneurial intentions, such as individual desires, entrepreneurial
motivation, the influence of the family environment, and the influence of the educational environment. From
several observations, students stated that their interest in entrepreneurship was often influenced by how
much encouragement they received from entrepreneurship education, both from within themselves and from
the external environment. This external environment includes the closest people such as family, friends,
coworkers, teams, and also individuals who are influential in their lives.
Many students lack self-confidence due to the inequality of entrepreneurship education and
technopreneurship literacy in the education system, especially in vocational schools which should have an
important role in creating potential young entrepreneurs who are ready to do business after graduation. The
data shows that the higher the level of entrepreneurship education and technopreneurship literacy, the greater
the impact on Entrepreneurial Intention as the dependent variable among Generation Z in Makassar City.
Based on this research, there are several suggestions that can be given. Entrepreneurship education
and technopreneurship literacy are very important to be taught to Generation Z in Makassar City, not only
limited to one major, but must be applied in all majors. This is because entrepreneurship education can
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The Influence of Entrepreneurship Education and Technopreneurship Literacy on Entrepreneurial Intention with Self-Efficacy as
an Intervening Variable in Generation Z (Andika Isma., et.al)
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increase students' self-efficacy and entrepreneurial intentions, encouraging their interest, enjoyment and
tendency to become true entrepreneurs. The author also hopes that the results of this research can become a
source of information or reference for teaching staff and experts in the field of education, who will later
provide direction and guidance to students regarding the characteristics of a true entrepreneur. In addition, it
is hoped that future researchers will be able to deepen and expand the scope of this research, both in terms of
the variables studied and the development of research methods used in the future.
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