Teaching Factory Engagement, Entrepreneurial Knowledge, Social Relationships, and Vocational Students' Entrepreneurial Mindset
Authors
-
Yustin Setiya Widoretno
Universitas Negeri Malang
-
Marji Marji
Universitas Negeri Malang
-
Tuwoso Tuwoso
Universitas Negeri Malang
-
Tri Kuncoro
Universitas Negeri Malang
DOI:
https://doi.org/10.36312/e-saintika.v10i2.4245Keywords:
Teaching Factory Engagement, Entrepreneurial Knowledge, Social Relationships, Self-Efficacy, Entrepreneurial MindsetAbstract
This study examined the relationships among student engagement in the Teaching Factory (TEFA), entrepreneurial knowledge, social relationships, self-efficacy, and entrepreneurial mindset among vocational high school students in East Java, Indonesia. A quantitative, cross-sectional ex post facto design was employed. The participants were 210 Grade 12 students enrolled in TEFA classes within Welding Engineering programs at public and private vocational high schools, selected through proportional random sampling. Path analysis based on multiple regression was used to test the proposed relationships. TEFA engagement (β = .360, p < .001), entrepreneurial knowledge (β = .115, p = .023), and social relationships (β = .410, p < .001) were positively associated with self-efficacy and jointly explained 54.4% of its variance. TEFA engagement (β = .162, p = .005), entrepreneurial knowledge (β = .187, p < .001), social relationships (β = .126, p = .037), and self-efficacy (β = .499, p < .001) were positively associated with entrepreneurial mindset and jointly explained 63.6% of its variance. Social relationships were the strongest predictor of self-efficacy, whereas self-efficacy was the strongest predictor of entrepreneurial mindset. These findings indicate that TEFA programs should integrate authentic production activities, practical entrepreneurship instruction, and sustained support from teachers, peers, and industry professionals to strengthen students’ confidence and entrepreneurial orientation. Because indirect effects were not formally tested, the results should not be interpreted as evidence of statistical mediation or definitive causality.
Downloads
References
Abiltarova, E., Poberezhets, H., Androshchuk, I., & Burak, V. (2022). The methods for improving vocational education and training in modern conditions. Journal of Higher Education Theory and Practice, 22(12), 203–211. https://doi.org/10.33423/jhetp.v22i12.5483
Adeniyi, A. O., Derera, E., & Gamede, V. W. (2022). Entrepreneurial self-efficacy for entrepreneurial readiness in a developing context: A survey of exit-level students at TVET institutions in Nigeria. SAGE Open, 12(2). https://doi.org/10.1177/21582440221095059
Ahmad, M. H., Moshood, T. D., & Nawanir, G. (2024). The influence of Industrial Revolution 4.0 in the implementation of the learning factory at the University of Malaysia Pahang. Journal of Applied Research in Higher Education, 16(1), 89–103. https://doi.org/10.1108/JARHE-06-2022-0179
Asra, A., Utomo, A. P., Asikin, M., & Pusponegoro, N. H. (2017). Analisis multivariabel: Suatu pengantar. In Media.
Bachrudin, A., & Tobing, H. L. (2017). LISREL 8: Analisis data untuk penelitian survei dilengkapi dengan contoh kasus (2nd ed.). In Media.
BPS-Statistics Indonesia. (2020, May 5). February 2020: Open unemployment rate (TPT) of 4.99 percent. https://www.bps.go.id/en/pressrelease/2020/05/05/1672/februari-2020-tingkat-pengangguran-terbuka-tpt-sebesar-4-99-persen.html
Borisova, O. V., Vasbieva, D. G., Malykh, N. I., Vasnev, S. A., & Vasneva, N. N. (2017). Trends and challenges in development of continuing vocational education and training in Russia. International Electronic Journal of Mathematics Education, 12(1), 69–78. https://doi.org/10.29333/iejme/600
Bouhout, N., Askitou, A., & Es-soufi, K. (2024). TPACK for soft skills in online higher education: A factor-based PLS-SEM analysis of the mediating role of care. Education and Information Technologies, 29(18), 24181–24201. https://doi.org/10.1007/s10639-024-12774-0
Brausch-Böger, M. E., & Förster, M. (2024). The effects of an entrepreneurial project on the career-choice readiness, metacognition, and growth mindset of secondary students. Education Sciences, 14(5), 485. https://doi.org/10.3390/educsci14050485
Brush, C., Wraae, B., & Nikou, S. (2024). Understanding influences on entrepreneurship educator role identity. Education + Training, 66(10), 1–28. https://doi.org/10.1108/ET-01-2022-0007
Chaker, H., & Dellagi, H. (2023). Combining teaching methods and developing students’ entrepreneurial skills and entrepreneurial intention: The case of students in the Faculty of Economics and Management of Tunis. Industry and Higher Education, 37(4), 551–573. https://doi.org/10.1177/09504222221146426
Chalkiadaki, A. (2018). A systematic literature review of 21st century skills and competencies in primary education. International Journal of Instruction, 11(3), 1–16. https://doi.org/10.12973/iji.2018.1131a
Clark, K. A., Konrad, M., & Test, D. W. (2024). The effects of UPGRADE Your Performance on employment soft skills of students with intellectual and developmental disabilities: A pilot study of generalization. Journal of Intellectual Disabilities, 28(2), 478–498. https://doi.org/10.1177/17446295231163263
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE.
Darnell, J. A., & Gopalkrishnan, S. (2024). Entrepreneurship teaching exercises: Integrating generative AI. Discover Education, 3, 172. https://doi.org/10.1007/s44217-024-00261-0
Dhani, R. K., & Kristiani, K. (2021). The effectiveness of creative products and entrepreneurship learning and teaching factory to prepare for job creator in the Industrial Revolution Era 4.0. International Journal of Multicultural and Multireligious Understanding, 8(7), 285–292. https://doi.org/10.18415/ijmmu.v8i7.2740
Duong, C. D., & Vu, T. N. (2025). Entrepreneurial education and higher education students’ e-entrepreneurial intention: A moderated mediation model of generative AI incorporation and e-entrepreneurial self-efficacy. Higher Education, Skills and Work-Based Learning, 15(5), 1024–1048. https://doi.org/10.1108/HESWBL-12-2024-0390
Ehiobuche, C., Okolie, U. C., Nwali, A. C., & Igwe, P. A. (2022). Is there a link between industry involvement in higher education learning and student job creation intention? Industry and Higher Education, 36(2), 177–189. https://doi.org/10.1177/09504222211010589
Emzir. (2013). Metodologi penelitian pendidikan: Kuantitatif dan kualitatif. Rajawali Pers.
Erol, A., & Erol, M. C. (2024). The relationship between attitude towards STEM education, self-efficacy in STEM education, and constructivist beliefs of early childhood teachers. Journal for STEM Education Research, 7(1), 12–28. https://doi.org/10.1007/s41979-023-00111-y
Ganefri, Kamdi, W., Makky, M., Hidayat, H., & Rahmawati, Y. (2024). Entrepreneurship education and entrepreneurial intention among university students: The roles of entrepreneurial mindset, digital literacy, and self-efficacy. Journal of Social Studies Education Research, 15(4), 85–134.
Gassol, J. H. (2025). Interdisciplinary and systems thinking solutions for complex challenges: A paradigm shift in undergraduate entrepreneurship education. Discover Education, 4, 295. https://doi.org/10.1007/s44217-025-00693-2
González-Pérez, L. I., & Ramírez-Montoya, M. S. (2022). Components of Education 4.0 in 21st century skills frameworks: Systematic review. Sustainability, 14(3), 1493. https://doi.org/10.3390/su14031493
González-Salamanca, J. C., Agudelo, O. L., & Salinas, J. (2020). Key competences, education for sustainable development and strategies for the development of 21st century skills: A systematic literature review. Sustainability, 12(24), 10366. https://doi.org/10.3390/su122410366
Guo, T., Lu, K., He, T., Huang, M., Xu, Y., & Ni, Y. (2025). The effect of professional ability on the craftsman spirit among secondary vocational school students: The mediating role of career decision-making self-efficacy and the moderating role of goal achievement. European Journal of Education, 60(2), e70045. https://doi.org/10.1111/ejed.70045
Hadley, G. R. L. (2025). The rural affinity advantage: Reimagining schools as entrepreneurship incubators. The Rural Educator, 46(1), 95–100. https://doi.org/10.55533/2643-9662.1486
Han, W., & Hamzah, M. (2024). Research on the influence of flipped classroom on self-efficacy in English language learning of Chinese higher vocational college students. Discover Education, 3, 11. https://doi.org/10.1007/s44217-024-00097-8
Huang, D., Jansaeng, A., & Chano, J. (2025). Research on innovation and entrepreneurship leadership of Chinese higher vocational students. Higher Education Studies, 15(3), 45–54. https://doi.org/10.5539/hes.v15n3p45
Huang, M., Xu, S., Guo, T., Ni, Y., & Xu, Y. (2024). Impact of entrepreneurship education on the entrepreneurial intention of higher vocational students: A moderated mediation effects model. European Journal of Education, 59(4), e12775. https://doi.org/10.1111/ejed.12775
Hulyadi, Suryati, Azmi, I., Prayogi, S., & Verawati, N. N. S. P. (2025). Project-based teaching factory in the chemical cleaning industry to enhance students’ soft skills and entrepreneurial intention. Social Sciences & Humanities Open, 12, 102221. https://doi.org/10.1016/j.ssaho.2025.102221
Iddris, F. (2025). Entrepreneurship education on international entrepreneurship intention: The role of entrepreneurship alertness, proactive personality, innovative behaviour and global mindset. Journal of Applied Research in Higher Education, 17(2), 640–662. https://doi.org/10.1108/JARHE-09-2023-0424
Lee, M. K., Walsh, E., Willgerodt, M., & O’Connor, M. R. (2023). School nurses’ diabetes-related attitudes and self-efficacy in diabetes education and management. The Journal of School Nursing, 39(6), 487–495. https://doi.org/10.1177/10598405211043126
Li, Y., & Wang, J. (2025). Game creation as a pedagogical model for SDG education: A project-based approach in vocational learning. European Journal of Education, 60(4), e70333. https://doi.org/10.1111/ejed.70333
Liang, H., Bangkheow, P., Sethakhajorn, S., & Bangkheow, P. (2025). Educational management strategies to promote the sustainable development of entrepreneurship of students in higher vocational colleges. Higher Education Studies, 15(1), 188–201. https://doi.org/10.5539/hes.v15n1p188
Liao, W.-C., Lin, C.-L., Lou, S.-J., & Chung, C.-C. (2024). A design and effectiveness evaluation of the Maker Spirit—PBL innovation and entrepreneurship course. Innovations in Education and Teaching International, 61(5), 877–896. https://doi.org/10.1080/14703297.2023.2248987
Mack, A. J., White, D., & Senghor, O. (2019). An insight into entrepreneurship education practices in Technical and Vocational Education and Training institutions. Journal of Global Entrepreneurship Research, 9, 48. https://doi.org/10.1186/s40497-019-0169-z
Meinokat, P., & Wagner, I. (2025). Classroom disruptions and classroom management in learning factory settings at vocational schools. International Journal for Research in Vocational Education and Training, 12(2), 266–288. https://doi.org/10.13152/IJRVET.12.2.5
Murniati, D. E., Purwanti, S., Handayani, T. H. W., Harsana, M., Abdul Razzaq, A. R., & Rohiat, M. A. (2022). The influence of final project product development on students’ entrepreneurial motivation. Journal of Technical Education and Training, 14(2), 119–132. https://doi.org/10.30880/jtet.2022.14.02.011
Mutiaraningrum, I., Fitriati, S. W., Yuliasri, I., & Saleh, M. (2024). From classroom projects to business ideas: Indonesian vocational college students’ entrepreneurial skills. Issues in Educational Research, 34(2), 608–628.
Nepal, B., Silwal, Y. B., Adhikari, R. P., Upadhyay, S. P., & Luitel, C. P. (2021). Role of school-level curriculum toward development of entrepreneurial intention of students: A cross-sectional study in Bagmati Province, Nepal. Shanlax International Journal of Management, 8(4), 1–16. https://doi.org/10.34293/management.v8i4.3729
Netland, T., Lorenz, R., Kwasnitschka, D., Senoner, J., & Gróf, C. (2024). Immersive learning with virtual field visits: Spherical video-based virtual reality of factory environments. INFORMS Transactions on Education, 24(3), 259–270. https://doi.org/10.1287/ited.2022.0067
Nugroho, I. A., Handayani, P., & Kusdiyanti, H. (2024). Teaching factory, entrepreneurship education and entrepreneurial interest: Moderating effect of product innovation. Asian Journal of Economics, Business and Accounting, 24(5), 310–324. https://doi.org/10.9734/ajeba/2024/v24i51312
Nwosu, L. I., Enwereji, P. C., Enebe, N. B., & Segotso, T. (2023). Determining the roles of school management teams in fostering entrepreneurship among learners. International Journal of Learning, Teaching and Educational Research, 22(9), 478–500. https://doi.org/10.26803/ijlter.22.9.26
Oroka, O. V., Bessong, C. D., Bessong, N. O., Ewuru, A. A., & Olori, G. I. (2024). Effect of media literacy on entrepreneurial development of learners in adult and vocational education. Journal of Media Literacy Education, 16(2), 61–70. https://doi.org/10.23860/JMLE-2024-16-2-5
Otto, D., Kleinesper, C., & Preuß, L. (2024). Self-efficacy in distance education: A framework to measure its academic, learning, and social dimension. Open Praxis, 16(4), 547–566. https://doi.org/10.55982/openpraxis.16.4.708
Oviawe, J. I., Uwameiye, R., & Uddin, P. S. O. (2017). Bridging skill gap to meet Technical, Vocational Education and Training school–workplace collaboration in the 21st century. International Journal of Vocational Education and Training Research, 3(1), 7–14. https://doi.org/10.11648/j.ijvetr.20170301.12
Pylväs, L., Nokelainen, P., & Rintala, H. (2022). Vocational students’ perceptions of self-regulated learning in work-based VET. Vocations and Learning, 15(2), 241–259. https://doi.org/10.1007/s12186-022-09286-8
Ranta, M., Kruskopf, M., Kortesalmi, M., Kalmi, P., & Lonka, K. (2022). Entrepreneurship as a neglected pitfall in future Finnish teachers’ readiness to teach 21st century competencies and financial literacy: Expectancies, values, and capability. Education Sciences, 12(7), 463. https://doi.org/10.3390/educsci12070463
Riduwan, & Kuncoro, E. A. (2014). Cara menggunakan dan memaknai path analysis (analisis jalur). Alfabeta.
Roll, M., & Ifenthaler, D. (2021). Learning factories 4.0 in technical vocational schools: Can they foster competence development? Empirical Research in Vocational Education and Training, 13, 20. https://doi.org/10.1186/s40461-021-00124-0
Shodipe, O. T., & Ogbuanya, T. C. (2024). Building aspiring teachers’ capabilities, professional and skill development: Auspice to quality teaching practice in Technical Vocational Education and Training institutions. European Journal of Education, 59(3), e12677. https://doi.org/10.1111/ejed.12677
Suparno, Fidhyallah, N. F., Aljero, R. K., Adha, M. A., Narmaditya, B. S., & Othman, N. (2025). Navigating the entrepreneurial knowledge and competence among vocational students: The role of economics education. Journal of Education and Learning (EduLearn), 19(4), 1933–1942. https://doi.org/10.11591/edulearn.v19i4.23024
Susantiningrum, Siswandari, Joyoatmojo, S., & Mafruhah, I. (2023). Leveling entrepreneurial skills of vocational secondary school students in Indonesia: Impact of demographic characteristics. International Journal for Research in Vocational Education and Training, 10(1), 113–137. https://doi.org/10.13152/IJRVET.10.1.6
Taneja, M., Kiran, R., & Bose, S. C. (2024). Assessing entrepreneurial intentions through experiential learning, entrepreneurial self-efficacy, and entrepreneurial attitude. Studies in Higher Education, 49(1), 98–118. https://doi.org/10.1080/03075079.2023.2223219
Wahjusaputri, S., Nastiti, T. I., Bunyamin, & Sukmawati, W. (2024). Development of artificial intelligence-based teaching factory in vocational high schools in Central Java Province. Journal of Education and Learning (EduLearn), 18(4), 1234–1245. https://doi.org/10.11591/edulearn.v18i4.21422
Wang, D., Qiu, Q., Wang, L., Yu, J., & Ran, A. (2024). Empowering the digital learner: Exploring the relationship between teacher support, autonomy in technology, and self-efficacy in Chinese vocational colleges. Psychology in the Schools, 61(12), 4483–4496. https://doi.org/10.1002/pits.23294
Wong, H. Y. H., & Chan, C. K. Y. (2024). Based on an entrepreneurship education framework: What are expectations for engineering entrepreneurship education in Hong Kong? European Journal of Engineering Education, 49(6), 1097–1112. https://doi.org/10.1080/03043797.2024.2326465
Yeap, S. B., & Thien, L. M. (2021). Enhancing commitment to teaching entrepreneurship through mindfulness and readiness for change in higher education institutions. Educational Process: International Journal, 10(4), 35–54. https://doi.org/10.22521/edupij.2021.104.3
Yohana, C. (2020). Factors influencing the development of entrepreneurship competency in vocational high school students: A case study. International Journal of Education and Practice, 8(4), 804–819. https://doi.org/10.18488/journal.61.2020.84.804.819
Zhang, Y., Guo, H., Ren, M., Ma, H., Chen, Y., & Chen, C. (2024). The multiple mediating effects of self-efficacy and resilience on the relationship between social support and procrastination among vocational college students: A cross-sectional study. BMC Public Health, 24, 1958. https://doi.org/10.1186/s12889-024-19487-6
Zheng, L., & Islam, A. Y. M. A. (2021). Entrepreneurial intention in higher vocational education: An empirically based model with implications for the entrepreneurial community. SAGE Open, 11(4). https://doi.org/10.1177/21582440211059179
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Yustin Setiya Widoretno, Marji Marji, Tuwoso Tuwoso, Tri Kuncoro
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika agree to the following terms:
- For all articles published in Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agrees to implement a non-exclusive transfer of publishing rights to the journals.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
