PENGARUH ENTREPRENEURIAL SELF-EFFICACY, ENTREPRENEURIAL LEADERSHIP DAN KREATIVITAS TERHADAP WORK READINESS SISWA KONSENTRASI KEAHLIAN DKV SMKN 1 LAMONGAN

THE INFLUENCE OF ENTREPRENEURIAL SELF EFFICACY, ENTREPREURIAL LEADERSHIP, AND CREATIVITY ON WORK READINESS OF DKV DEPARTMENT STUDENTS OF SMKN 1 LAMONGAN

ABSTRAK

Fatihah. Nurrun. 2025. Pengaruh Entrepreneurial Self-efficacy (X₁), Entrepreneurial Leadership (X₂) dan Kreativitas (X₃) terhadap Work Readiness (Y)Siswa Konsentrasi Keahlian DKV SMKN 1 Lamongan. Tesis, Program Studi Pendidikan Teknologi dan Kejuruan, Pascasarjana, Universitas Negeri Surabaya. Pembimbing (I): Dr. Tri Sudarwanto, S.Pd., M.S.M. Pembimbing (II): Prof. Dr. Ir. Achmad ImamAgung

Kata Kunci: Entrepreneurial Self-efficacy, Entrepreneurial Leadership, kreativitas, Work Readiness DKV.

Penelitian ini bertujuan untuk mengetahui sejauh mana pengaruh Entrepreneurial Self-efficacy, Entrepreneurial Leadership, dan Kreativitas terhadap Work Readiness (kesiapan kerja) siswa kelas XII pada konsentrasi keahlian Desain Komunikasi Visual (DKV) di SMKN 1 Lamongan. Pendekatan yang digunakan dalam penelitian ini adalah kuantitatif dengan desain survei. Seluruh siswa kelas XII DKV yang berjumlah 120 orang menjadi populasi penelitian, dan sebanyak 67 siswa diambil sebagai sampel melalui teknik proportional random sampling.

Data dikumpulkan melalui instrumen angket skala Likert yang telah diuji validitas dan reliabilitasnya. Validitas instrumen diuji menggunakan korelasi Pearson, sedangkan reliabilitas diuji menggunakan koefisien Alpha Cronbach. Teknik analisis data menggunakan regresi linier berganda setelah memenuhi uji asumsi klasik yang meliputi uji normalitas, uji linieritas, uji multikolinieritas, dan uji heteroskedastisitas. Analisis dilakukan dengan bantuan perangkat lunak Stata Versi 17.

Hasil penelitian menunjukkan bahwa secara simultan Entrepreneurial Self-efficacy, Entrepreneurial Leadership, dan Kreativitas memberikan pengaruh signifikan terhadap Work Readiness siswa, F= 69.92 p < 0.05. Secara parsial X₁ Y, X₂ Y, X₃ Y nilai R² = 83.2% menunjukkan bahwa ketiga variabel independen mampu menjelaskan variasi pada Work Readiness secara bersama-sama, sementara sisanya dipengaruhi oleh faktor lain di luar model.

Berdasarkan hasil tersebut, disarankan kepada pihak sekolah dan pembimbing karir agar lebih meningkatkan kepercayaan diri aspek kewirausahaan, kepemimpinan, dan kreativitas sebagai upaya mendukung kesiapan kerja siswa SMK.

ABSTRACT

Fatihah. Nurrun. 2025. the influence of Entrepreneurial Self-efficacy (X₁), Entrepreneurial Leadership (X₂), and Creativity (X₃) on Work Readiness (Y) (work preparedness skills) DKV Department Student of SMKN 1 Lamongan. Thesis, Technology and Vocational Education

Study Program, Postgraduate, Surabaya State University. Advisor (I): Dr. Tri Sudarwanto, S.Pd., M.S.M. Advisor (II): Prof. Dr. Ir. Achmad ImamAgung

Key Words: Entrepreneurial Self-efficacy, entrepreneurial, Leadership, kreativitas, Work Readiness DKV.

This study aims to examine the extent to which Entrepreneurial Self-efficacy, Entrepreneurial Leadership, and Creativity influence the Work Readiness of 12th-grade students in the Visual Communication Design (DKV) specialization at SMKN 1 Lamongan. The research employs a quantitative approach with a survey design. The population consists of all 12th-grade DKV students, totaling 120 individuals, from which 67 were selected as the sample using proportional random sampling.

Data were collected through a Likert-scale questionnaire that had been tested for validity and reliability. Validity was assessed using Pearson correlation, while reliability was measured using Cronbach’s Alpha coefficient. Data analysis was conducted using multiple linear regression after fulfilling classical assumption tests, including normality, linearity, multicollinearity, and heteroscedasticity tests. The analysis was supported by SPSS version 25 software.

The results indicate that Entrepreneurial Self-efficacy, Entrepreneurial Leadership, and Creativity simultaneously have a significant effect on students’ Work Readiness, as evidenced by an F-value of 69.92 and a significance level of 0.000 (< 0.05). However, only some variables showed a significant partial effect. The R² value of 83.2% suggests that these three independent variables together explain a large portion of the variation in Work Readiness, while the remaining variance is influenced by other external factors not included in the model.

Based on these findings, it is recommended that schools and career counselors enhance student training in entrepreneurship, leadership, and creativity to better prepare vocational students for the workforce. Additionally, further research is needed to identify other contributing factors to Work Readiness, such as technical competence, achievement motivation, and work placement experiences.