The Effect of Constructivistic Learning Models on Entrepreneurial Orientation

International Journal of Advanced Engineering, Management and Science (IJAEMS) [Vol-4, Issue-9, Sept-2018]
https://dx.doi.org/10.22161/ijaems.4.9.2 ISSN: 2454-1311
www.ijaems.com Page | 652
The Effect of Constructivistic Learning Models
on Entrepreneurial Orientation
Anggraeni Purwatiningsih¹, Kamaludin², Pudjo Sugito³
¹Department of Accountancy, Faculty of Economics & Business, University of Merdeka Malang, Indonesia
email: anggraeni@unmer.ac.id
²Department of Management, Faculty of Economics & Business, University of Merdeka Malang, Indonesia
email: kamaludin@unmer.ac.id
³Department of Management, Faculty of Economics & Business, University of Merdeka Malang, Indonesia
email: pudjo.sugito@unmer.ac.id
Abstract— This research activity was carried out to
analyze the influence of constructivist learning models on
entrepreneurial orientation. The research population is
all Vocational High School students in Malang with
proportional random sampling sampling technique and a
total sample of 100 students. Primary data was analyzed
by structural equation model with Partial Least Square
(PLS) data processing program. Based on the results of
data analysis revealed that the constructivistic learning
model influences the entrepreneurial orientation. It
means, the constructivistic learning model really becomes
an approach in building mental entrepreneurship.
Keywords— Constructivistic, Entrepreneurship,
Learning Model.
I. INTRODUCTION
Recently, Indonesia only has 1.56 percent of the total
number of entrepreneurs. United States around 12
percent, Japan 10 percent, Singapore 7 percent (World
Bank Annual Report, 2017). This fact is an indication that
the country is still far behind other countries, including
even neighboring Singapore. Of course, this fact also has
an impact on various bad predicates directed at this
country and nation, for example the poor, disadvantaged
nations and other bad nations.
In the dynamics of changes in macro factors
lately, actually the opportunity for entrepreneurship may
find its best momentum. That is because every change is
sure to bring a variety of business opportunities. But of
course it must go through various innovations that lead to
the production of quality products and services, which are
indeed the needs of all markets. According to Joseph A.
Schumpeter (1883-1950), it was argued that the fasting
changing era is the best momentum to do various efforts,
especially those that are innovative. When everything is
difficult, it requires a spirit to break the deadlock of the
system order through innovative and creative ways
(creative destruction). But of course, it takes reliable
entrepreneurial skills. Unfortunately, the development of
education in this country is still less able to produce
graduates who are entrepreneurial.
Meanwhile, the central and regional governments through
the education office as the leading sector are too focused
on developing vocational education, whose graduates are
only ready to work for others. In fact, thousands of
Vocational Schools (Vocational High Schools) were
established in this country. The implication is that the
policy does not help to reduce the unemployment rate,
because the graduates are very dependent on the
availability of employment opportunities. For this reason,
the phenomenon of the problem must be immediately
addressed with an educational model that encourages
students to be able to become entrepreneurs. Based on a
research result, it was revealed that this could only be
done through constructivist learning models (Zebua, E .;
Masidin, S. & Jama, J., (2015).
Based on data from the Education Office of
Malang City, Malang Regency and Batu City in 2017, the
number of vocational schools both state and private in
Malang City there were 62 vocational units, in Malang
District 76 76 units and Batu City 10 units. While the
number of active students is 11,505 students. A relatively
large number of young people, when equipped with
entrepreneurship, will be an extraordinary regional asset.
In fact, it will also reduce the burdens of local
governments related to providing employment
opportunities. That is, because vocational schools
graduates will become productive human resources and
do not depend anymore on job openings, which have
become increasingly difficult lately.
Then, from the results of the preliminary study
revealed, almost 95% of vocational schools graduates
work for other people and only 5% work independently.
Interestingly, the average number of independent workers
in each vocational school graduate ranges from 1-3
people, including business owners. Of course, from the
aspect of employment, it can be considered relatively

good, amid the difficulty of getting employment
opportunities.
However, these young entrepreneurs are faced
with many problems. Its growth is relatively slow as a
result of its management is far from efficient and the
quality is not changing rapidly. The meaning, they work
far from the touch of modern management. Coupled with
the growing number of relatively similar businesses that
are large-scale offering more attractive products and
services. Of course this reality is a serious threat that can
interfere with its continuity, including its contribution to
the aspect of employment to the possibility of increasing
poverty rates as a result of the existence of these
businesses that have the potential to go bankrupt.
For this reason, building and printing young
entrepreneurs who have a high spirit as an urgent need for
vocational students in Malang Raya. But it must be
remembered, the increase in market opportunities will
surely be followed by an increasing competition climate
in the market. So, the effort that must be done is to
develop a constructivist learning model that empirically
can build entrepreneurial intentions, which can then
encourage vocational school graduates to become a
generation of new entrepreneurs who are more spirited
and promising.
The purpose of implementing this applied
product research activity is to build entrepreneurial
intentions through constructivist learning models for
students of vocational schools throughout Malang. It is
expected that with the development and implementation
of the learning model, it will be an intervention tool for
school management, to print skilled workers while giving
birth to new entrepreneurs in the Greater Malang area. In
detail, the specific objectives of this study are to analyze
the interrelationship between constructivist learning
models and entrepreneurial intentions.
Hisrich, Peters, and Sheperd (2008) interpret
entrepreneurship as the process of creating something
new in value, using the time and effort needed, taking the
financial, physical, and social risks that accompany it,
receiving the monetary rewards generated, as well as
personal satisfaction and freedom . Entrepreneurship can
also be defined as risk taking to run your own business by
utilizing opportunities to create new businesses or with an
innovative approach so that the managed businesses
develop into large and independent in facing competition
challenges.
Entrepreneurs are different from managers. Even
so, the tasks and roles can complement each other. An
entrepreneur who opens a company must use managerial
skills (managerial skills) to implement his vision. On the
other hand, managers must use entrepreneurial skills to
manage change and innovation.
According to Kao (1989), in general the position
of entrepreneurs is to place themselves against the risk of
shocks from the company they build (venture).
Entrepreneurs have a risk to their own finances or other
people's financial trust in starting a business. He also risks
the negligence and failure of his business. Instead
managers are more motivated by the goals charged and
compensation (salary and other benefits) that they will
receive. A manager is intolerant of something that is
uncertain and confusing and is less risk-oriented than
entrepreneurs. Managers prefer salary and a relatively
safe position at work.
Entrepreneurs have more intuition skills in
considering a possibility or feasibility and feeling in
proposing something to others. On the other hand,
managers have rational expertise and a detailed and
rational-oriented skills.
A very classic debate is the debate about whether
the entrepreneur is born (is borned) which causes
someone to have an external talent to become an
entrepreneur or otherwise the entrepreneur is formed or is
made. Some experts argue that the entrepreneur is born in
part of the opinion stating that the entrepreneur can be
formed with various examples and arguments. For
example, a person does not have a tertiary education but
now he is a national big fan. On the other hand there are
now many leaders / owners of companies that are highly
educated but their reputation has not exceeded that
person.
Another opinion is that entrepreneurs can be
formed through an education or entrepreneurship training.
For example, after World War 2, several war veterans in
America learned entrepreneurship. They learn
entrepreneurship through an education or training in both
short education / training and tiered education / training.
With knowledge capital and other facilities they are
entrepreneurs. Samuel Whalton, founder of Walmart, now
the world's largest retailer, is a veteran who started his
business at the age of 47. Ross Perot, the founder of
Texas Instrument who has run for US president from an
independent party, is also a veteran who was successfully
formed as an entrepreneur.
Some say that someone is an entrepreneur
because of the environment. For example, many descent
citizens become successful entrepreneurs because they
live in the environment of entrepreneurs or business
people. A very moderate opinion is not to contradict
whether the entrepreneur is born, formed or because of
the environment. This opinion states that to be an
entrepreneur is not enough just because of talent (born) or
just because it is formed. Entrepreneurs who will succeed
are entrepreneurs who have talents which are then formed

through an education or training, and live in an
environment related to the business world.
Someone who although talented but not formed
in an education / training will not be easy to
entrepreneurship in the present. This is because the
business world in this era faces more complex problems
compared to the previous era. Conversely, people whose
talents have not been seen or may still be buried if they
have an interest in strong motivation will be easier to
form as entrepreneurs. For those who want to learn
entrepreneurship do not refer to talented or not. The
important thing is to have a strong interest and motivation
to learn entrepreneurship.
Like mushrooms in the rainy season, now the
term constructivism is spreading in the world of
education. The emergence of the termconstructivismis in
line with the confusion of educational institutions,
especially in implementing the practical level of
education. According to Brooks & Brooks (2007)
constructivism is more a philosophy and not a learning
strategy. "Constructivism is not an instructional strategy
to be deployed under appropriate conditions. Rather,
constructivism is an underlying philosophy or way of
seeing the world.
Even further explained, constructivism is "a theory of
knowledge with roots in philosophy, psychology and
cybernetics. Defined radical constructivism always forms
the conception of knowledge. It sees knowledge as
something that actively receives anything through healthy
thoughts or through communication. It is actively
embodied by building knowledge.Cognition is adaptive
and allows something to organize the experience of the
world, not to find a goal of reality.This is different from
the view of the objectivists that knowledge is stable
because the essential wealth of the object of knowledge
and relatively unchanging. metaphysically the objectivist
assumes that the world is real, it is structured, and that
structure can be modeled for students. Objectivism still
believes that the purpose of the mind is to mirror that
reality and structure are through a process of thinking that
can be analyzed s and decomposable. It means that it is
produced by a thinking process that is outside the learner,
and is determined by the structure of the real world.
This is different from the view of constructivism
which assumes that knowledge and reality do not have an
absolute goal or value or, at least, that we have no way of
knowing this reality. Von Glasersfeld (2013) points out in
this connection the concept of reality: It consists of a
network of things and relates that we rely on our lives,
and others are the same with them, we believe, others lean
too (Murpy, 1997: 7 ) Students interpret and build a
reality based on their interactions and experiences with
the environment. Instead of thinking about truth in
relation to a match with reality. Also, focusing on the
thoughts of continuity in constructivism, concepts,
models, theories, and so on. So it can be distinguished
between radical constructivism, social, physical,
evolutionary, postmodern constructivism, social
constructivism, constructivism of information processing,
and constructivismof cybernetic systems (Ernest, 2015).
Thus the scope of constructivismepistemology is
clearly so broad and difficult to name. Depending on who
reads, you may get a slightly different interpretation.
However, many writers, educators and researchers seem
to have an agreement on how this constructivism
epistemology should influence education learning and
practice. The following section reminds us, what is the
meaning of constructivism for learning. It is important for
a consideration if taking a certain formof activity, besides
giving in the aspect of curiosity as part of its academic
passions, it is also important to understand the meaning
contained in the effort to improve a learning system that
provides something more useful, coherent and convincing
as an alternative approach. better learning.
Furthermore, in theory, constructivist learning
model is a learner-centered learning approach, which
gives students the freedom to create and explore ideas.
While entrepreneurship is an attitude that encourages
someone to be creative and dare to take risks for his
actions. Thus, a temporary conclusion can be stated that
theoretically constructivist learning models have an
impact on entrepreneurial intentions. This theory was later
reinforced by Hsiao's (2012) research in his article Is
entrepreneurial education available for graduates ?,
revealed that entrepreneurship education can be done
through constructivist learning models, especially in the
subjects of the social sciences.
Also, Arpiyanen (2013) in an article "The
Sources and Dynamics of Emotions in Entrepreneurship
Education Learning Process", revealed that
entrepreneurial intentions can be built through learning
models. Then, Aydin (2013) in his article entitled
"Learner Acquisition and Its Relationship with
Constructivist Learner in Canada" states that
constructivist learning models have a real impact on
creative and innovative behavior. Lans et all. (2013) in his
article "Learning For Entrepreneurship in Heterpgeneus:
Experience From Higer Education Progrramme",
explained that entrepreneurial intentions can be built with
constructive learning. This research was conducted on
students at several universities in Hong Kong.
Boghasoa's (2014) research results in his article
"Applicability of Constructivist Theory in Qualitative
Educational Research" reveal that constructivist learning
models have an influence on creative behavior and
encourage the formation of entrepreneurial culture.

Another research result, Illie (2014) in his article
"Developing entrepreneurial competencies in students
through constructivist education" which explains that
entrepreneurial skills can be built through constructivist
learning, increasingly reinforcing the importance of
constructivist models to be carried out on the younger
generation.
Some of the research findings are more logical
because it is supported by new research findings by
Earnest (2015) in his article "Towards Entrepreneurial
Learning Competencies: The Perspective of Built
Environment Students" clearly states that entrepreneurial
competence is built through learning that encourages
creative behavior, which is known with constructivistic.
Also the latest research conducted by Zebua, Masidin &
Jama (2015) in his article "Developing the Active
Learning Model for the Effectiveness of the Study Group
on Entrepreneurship in Higher Education" which revealed
that active learning models which is a constructivist
characteristic has a significant effect on entrepreneurship,
further emphasizing that constructivistic linkages are very
close in the formation of attitudes of entrepreneurial
intentions. Thus, based on some of previous studies, the
formulation of the hypothesis is constructivist learning
models have a significant effect on entrepreneurial
orientation.
II. METHOD
This research uses explorative research approach. This is
due to the first stage there will be a study and survey of
the development models that have been implemented and
then based on the results of the study, an adaptive
constructivist learning model is developed that can build
entrepreneurial intentions. While the operational
definition of the research variable and its indicators are
(a) constructivistic learning is a learning model whose
learning approach is centered on students, gives students
the freedom to be creative, explore ideas and uphold
tolerance and social empathy towards the diversity of
intelligence and talents and (b entrepreneurial intention is
the desire and attitude of a person to produce something
new by braving risks and uncertainties in order to achieve
profit and growth by identifying opportunities and
combining the resources needed to make it happen.
The population in this study were all Vocational
High School students in Malang, with a total of 11,505
active students. While from the number of school units,
Malang City has 62 Vocational Schools, in Malang
Regency 76 Vocational Schools and Batu 10 Vocational
Schools. The sampling technique will be carried out
proportionally, so that each Malang City, Malang
Regency and Batu City will have the same proportion.
Both the proportion of the number of vocational schools
that will become the sample and the number of students
who will be used as research respondents. While the
selection of respondents will use a proportional random
sampling technique, so that the sample is representative.
According to the research flowchart, the initial
activities that will be carried out are literature study and
questionnaire preparation. After the questionnaire was
valid and reliable, then distributed to the respondents of
selected vocational school students (100 students) as a
minimum requirement for SEM analysis. Primary data
were analyzed by desk analysis and structural equation
model (SEM), with the help of the Partial Least Square
(PLS) data processing program.
III. RESULTS & DISCUSSION
Based on the survey results of research, based on data
from the Education Office of Malang City, Malang
Regency and Batu City, in 2017 the number of good
public and private vocational schools in Malang City
there were 62 vocational units, in Malang District 76 units
and Batu City 10 units . While the number of active
students is 11,505 students. A relatively large number of
young people, when equipped with entrepreneurship, will
be an extraordinary regional asset. In fact, it will also
reduce the burdens of local governments related to
providing employment opportunities. That is, because
vocational schools graduates will become productive
human resources and do not depend anymore on job
openings, which have become increasingly difficult lately.
Furthermore, the results of inferential analysis
are shown by the path diagram of the relationship
between contructivistic learning models and
entrepreneurial intentions, as follows:

Fig.2: Linkages of Constructivistic Learning with Entrepreneurship Orientation
Source: Primary Data Processed, 2018.
Based on Figure 2 it is revealed that all loading factors greater than 0.40. The meaning of the instrument used in this study is
valid and reliable. Furthermore it was revealed that there was a positive influence on constructivist learning on
entrepreneurial orientation with a coefficient of 0.658.
Table.2: Path Coeficient
Source: Primary Data Processed, 2018
Based on table 2 about the path coefiebt, it is revealed that
constructivist learning has a significant effect on
entrepreneurial orientation. This is because the T
Statistics value of 11.258 is greater than 2.0 and P Value
of 0.000 is less than 0,050.
The results of this study support some of the
previous findings, including those expressed by
Arpiyanen (2013) in an article "The Sources and
Dynamics of Emotions in Entrepreneurship Education
Learning Process", revealing that entrepreneurial
intentions can be built through learning models. Then,
Aydin (2013) in his article entitled "Learner Acquisition
and Its Relationship with Constructivist Learner in
Canada" states that constructivist learning models have a
real impact on creative and innovative behavior. Lans et
all. (2013) in his article "Learning For Entrepreneurship
in Heterpgeneus: Experience From Higer Education
Progrramme", explained that entrepreneurial intentions
can be built with constructive learning. This research was
conducted on students at several universities in Hong
Kong.
The results of this study also reinforced
Boghasoa (2014) in his article "Applicability of
Constructivist Theory in Qualitative Educational
Research" reveals that constructivist learning models have
an influence on creative behavior and encourage the
formation of entrepreneurial culture. Another research
result, Illie (2014) in his article "Developing
entrepreneurial competencies in students through
constructivist education" which explains that
entrepreneurial skills can be built through constructivist
learning, increasingly reinforcing the importance of
constructivist models to be carried out on the younger
generation.
Some of the research findings are more logical
because it is supported by new research findings by
Earnest (2015) in his article "Towards Entrepreneurial
Learning Competencies: The Perspective of Built
Environment Students" clearly states that entrepreneurial
competence is built through learning that encourages
creative behavior, which is known with constructivistic.
Also the latest research conducted by Zebua, Masidin &
Jama (2015) in his article "Developing the Active
Learning Model for the Effectiveness of the Study Group
on Entrepreneurship in Higher Education" which revealed
that active learning models which is a constructivist
characteristic has a significant effect on entrepreneurship,
further emphasizing that constructivistic linkages are very
close in the formation of attitudes of entrepreneurial
intentions.

IV. CONCLUSIONS
Based on the analysis of research results revealed that
constructivist learning models significantly effect on
entrepreneurial orientation. It means when a vocational
school intends to create a new entrepreneurship, one of
the efforts that must be done is to apply a constructivist
learning model. Besides that, with optimal
implementation, it will at the same time guarantee more
optimism which is the mission of every secondary
education institution in the Greater Malang region, even
in this country.Based on the conclusions of the results of
the study on the relationship of constructivistic learning
with entrepreneurial intentions, the next researcher should
focus on the findings of this research, especially on the
sharing ideas that give the greatest influence on
constructivist learning. Its means, further research should
focus on these indicators. This is due to have a big impact
on the entrepreneurial intention of vocational students in
Malang.
REFERENCES
[1] Arpiyanen, et all. (2013), The Sources and
Dynamics of Emotions in Entrepreneurship
Education learning Process, Trames Jurnal, 17(4),
331–346
[2] Aydın, A. (2013), Learner Acquisition and Its
Relationship with Constructivist Learner Roles in
Canada, International Education Studies Juornal, 6
(7), 88-100.
[3] Boghasoa, T. (2014), Applicability of Constructivist
Theory in Qualitative Educational Research,
American International Journal of Contemporary
Research, 4 (7), 51-60
[4] Brooks S. Dan Brooks, Jr (2007), Constructivism
Learning Model, The Student Edition Series, The
Cambridge Press, London.
[5] Geoffiey, J., (2009), Manager and Entreprenur, The
Fourt Edition, Longman Publishing, New Delhi.
[6] Hsiao, et all., (2012), Is entrepreneurial education
available for graduates?, African Journal of Business
Management , 6(15), 5193-5200
[7] Hisrich, H; Peters, T dan Sheperd, S (2008), The
Spirit of Entrepreneurship in the Changing Era, The
Third Edition, McMillan Publishing, Philadelpia.
[8] Earnest, Matheu, S dan Samuel, A., (2014), Towards
Entrepreneurial Learning Competencies: The
Perspective of Built Environment Students, Jurnal of
Higher Education Studies, 5(1), 20-31
[9] Ernest, P. (2015). The one and the many. In L. Steffe
& J. Gale (Eds.). Constructivism in education, New
Jersey: Lawrence Erlbaum Associates,Inc.
[10] Earnes, K., Mathew S. & Samuel (2015), Towards
Entrepreneurial Learning Competencies: The
Perspective of Built Environment Students, Jurnal of
Higher Education Studies; 5 (1), 20-21
[11] Illie, V. (2014), Developing entrepreneurial
competencies in students through constructivist
education, Education Journal, 3(5), 293-302.
[12] Kao, Z. (1989), The Fundamental of Entrepreneship,
1st Ed. Longman Co, New York.
[13] Lans, et all., (2013), Learning Fo Entrepreneurship
in Heterpgeneus: Experience From Higer Education
Progrramme, Trames Jurnal, 17(4), 383–399.
[14] Zebua, E.; Masidin, S. & Jama, J., (2015),
Developing The active Learning Model to Improve
the Effectiveness of Entrepreneurship in Higher
Education, IOSR Journal Of Humanities And Social
Science (IOSR-JHSS), 20 (1), 24-28
[15] ……....World Bank Annual Report, 2017

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