The Effect Entrepreneurship Education and Subjective Norm on Biology Students’ Self-Efficacy in Entrepreneurial

This study aims to determine the effect of entrepreneurship education and subjective norms on students’ selfefficacy in the field of entrepreneurship. This study is an exploratory research with 35 students’ of biology education as research subjects. The research instrument used is a closed questionnaire with answers that are degraded according to the Likert scale which has been declared valid and reliable to use. Analysis of research data used is descriptive statistics and inferential statistics with multiple linear regression test at a significance level of 5%. The results of the study show that (1) students' perceptions of entrepreneurship education have an average of 3.15 in the Good category, subjective norms of 3.06 in the Good category, and self-efficacy of 3.12 in the Good category; (2) There is an effect of entrepreneurship education and subjective norms on students’ self-efficacy with an F value of 11.713 and a significance value (p) <0.05; (3) Entrepreneurship education and subjective norms simultaneously affect the self-efficacy of biology students’ by 42.3% and the rest are influenced by other variables or factors.


INTRODUCTION
Indonesia is one of the countries with the largest population in the world with 271,349,889 people in December 2020 (BPS, 2020) and is equipped with an abundance of natural resources (Muliadi, Asri & Lestarini, 2020). The high population makes Indonesia an extraordinary world market potential, so that it can support the development of domestic industry (Rifkhan, 2017). In addition, the surplus population will make Indonesia have a large human resource strength if it can be developed properly. Nevertheless, current facts show that the development of the quality of Indonesian human resources has not been maximized, so that abundant natural resources cannot be managed optimally.
The increase in population every year has an impact on increasing the workforce, both educated and uneducated. This condition is still not balanced with the fulfillment of job opportunities, given the tendency of the workforce as job seekers, not as job creators. Indriyatni, Wahyuningsih & Purwanto, 2014). This is indicated by based on data from the Central Statistics Agency (BPS) in May 2020, it is known that the open unemployment rate in Indonesia was 4.99% in February 2020, down from 5.01 in February 2019. The Open Unemployment Rate for college graduates is Diploma at 6.76 and University at 5.73 (BPS, 2020). This data explains that the educated unemployment rate for college graduates is still quite high and is a correction to education in higher education so far. This is possible because someone is very dependent on job opportunities (Santoso & Handoyo, 2019). Muliadi, 2019;Hattab, 2014). This is confirmed by the opinion of Indrawati, Herkulana, & Syharud (2017) that students' self-efficacy in entrepreneurship is influenced by one's knowledge and attitudes as a form of positive or negative belief in an entrepreneurial behavior. Students' self-efficacy in entrepreneurship can be cultivated from an early age and through the learning processboth on campus, family, and the surrounding environment (Srigustini, 2014;Muliadi & Mirawati, 2020). According to Santi, Hamzah & Rahmawati (2017) that Theory of Planned Behavior (TPB) confirms the existence of a Perceived Behavior Control variable or in operations it is called self-efficacy, which is a form of one's self-confidence in entrepreneurship from the internal side. Self efficacy entrepreneurship is a deliberate decision and can be planned, one of which is through entrepreneurship education (Wilson, 2007).
Students' knowledge of entrepreneurship gained through entrepreneurship education on campus can be strengthened by input and support from people around who are experienced in entrepreneurship (subjective norms). Subjective norms are one of the factors in the Theory of Planned Behavior (TPB) that influence self efficacy and students' interest in entrepreneurship, where individuals have confidence in fulfilling the directions or suggestions of people around them to participate in entrepreneurship activities (Listyawati, 2017;Wijaya, 2008). Opinion Indrawati, Herkulana, & Syharud (2017) assert that subjective norms are students' can receive direction or input from people around them about entrepreneurship, so they can be motivated and confident to run their business well. Meanwhile, according to Feldman (1995) (in Santi, Hamzah & Rahmawati, 2017) that subjective norms are individual beliefs about the surrounding environment and motivate individuals to follow these norms. Subjective norms can affect one's self-confidence (self-efficacy) for entrepreneurship from the external side in the form of support and motivation from the surrounding environment such as family, friends, lecturers, and successful entrepreneurs (Santi, Hamzah & Rahmawati, 2017).
The current condition of biology students' self-efficacy can be seen from their attitude and interest in entrepreneurship. Several previous research results explain the attitudes and interests of biology students' in entrepreneurship. The results of Muliadi's research (2020) prove that biology students' have entrepreneurial attitudes in a good category and there is a significant relationship between semester level and students' entrepreneurial attitudes. A similar study conducted by Muliadi & Mirawati (2020) explained that the entrepreneurial interest of biology students' was in the good category and was significantly influenced by the entrepreneurial attitude of students'. The results of another study by Subagio, Muliadi & Sutarto (2021) explained that male and female biology students' entrepreneurial interest in entrepreneurship was in both categories. The results of this study explain that biology education students' have good entrepreneurial attitudes and interests and are influenced by the level of students' knowledge about entrepreneurship. Based on this fact, it can be explained that the self-efficacy of biology students' is quite good in entrepreneurship. Therefore, it is necessary to do an exploration to find out the effect of entrepreneurship education and subjective norms on students' self-efficacy.

METHOD
This study is ex post facto research with an exploratory descriptive approach (Muliadi, Imran & Sutarto, 2021;Muliadi & Mirawati, 2020;Muliadi, Asri & Lestarini, 2020), to describe the effect of entrepreneurship education and subjective norms on students' self-efficacy in the entrepreneurial field. Ex post facto research is to examine causal relationships that are not manipulated or treated by researchers, but researchers only record data from activities that have occurred (Sugiyono, 2017;Arikunto, 2016;Singarimbun & Sofyan, 2009). The respondents of this study were students' of biology education at the Mandalika University of Education as many as 35 people obtained using the convenience sampling technique because they considered the accessibility of respondents in filling out online questionnaires during the covid-19 pandemic (Fink, 2011). Muliadi  The research instrument that will be used is a closed questionnaire with attitude answers that are degraded according to the Likert scale  and using the google form media (Adha, et al., 2020). The instrument was prepared referring to indicators of students' perceptions of entrepreneurship education, subjective norms, and students' selfefficacy in the entrepreneurial field developed by Perwitasari (2017) and Muliadi & Mirawati (2020).The questionnaire was developed into 20 statements and validated by experts (expert) and declared valid.
The research data were analyzed using quantitative descriptive and inferential statistics. Quantitative descriptive analysis was used to describe data on students' perceptions of entrepreneurship education, subjective norms, and self-efficacy in the field of entrepreneurial. To interpret students' perception data, the assessment criteria developed by  are used as presented in the Table 1 Less Inferential statistical analysis was used to determine the effect of entrepreneurship education and subjective norms on students' self-efficacy in the entrepreneurial field. The analytical technique used is multiple linear regression at a significance level of 5% (α=0.05) with stages  namely (1) classical assumption test, namely linearity and multicollinearity tests; (2) the F-test was used to determine the effect of entrepreneurship education and subjective norms together on students' self-efficacy; (3) test the coefficient of determination to determine the percentage contribution of the effect of entrepreneurship education and subjective norms together on students' self-efficacy. The formulation of the statistical hypothesis is H0: µ1 = µ2 (there is no significant effect entrepreneurship education and subjective norms together on students' self-efficacy) and H1: µ1 ≠ µ2 (there is a significant effect entrepreneurship education and subjective norms together on students' self-efficacy). If the results of the analysis are significant or the p-value of the multiple linear regression test is smaller than 0.05, then H0 is rejected and H1 is accepted or otherwise. The Cause and Effect Relationships regression equation model is presented in Figure 1.

RESULTS AND DISCUSSION
The research data were analyzed using descriptive statistics and inferential statistics. Data descriptions of students' perceptions of entrepreneurship education, subjective norms, and students' self-efficacy are presented in Table 2.  Table 2, it is known that the average score of students' perceptions about entrepreneurship education is 3.15 in the Good category, subjective norms of 3.06 in the Good category, and self efficacy of 3.12 in the Good category. The description of the data is emphasized in the following Figure 2. Inferential statistical analysis with multiple linear regression test has stages, namely (1) classical assumption test, namely linearity and multicollinearity tests; (2) the F-test is used to determine the effect of entrepreneurship education (X1) and subjective norms (X2) simultaneously on students' self-efficacy (Y); (3) test the coefficient of determination to determine the percentage contribution of the influence of knowledge (X1) and family environment (X2) on students' self-efficacy (Y). The results of multiple linear regression are presented in Table 3,4,5 below. Based on the Table 3, it is known that (1) there is a linear relationship between entrepreneurship education (X1) and students' self-efficacy (Y), where the F value is 2.183 with a significance value (p-value) of 0.061 which is greater than the alpha test value of 0.05; (2), there is a linear relationship between subjective norms (X2) and students' self-efficacy (Y), where the F value is 1.197 with a significance value (p-value) of 0.342 which is greater than the alpha test value of 0.05; (2) there is no symptom of multicollinearity between the independent variables, namely entrepreneurship education (X1) and subjective norms (X2), where the VIF value of 1.109 is smaller than 10. Based on Table 4, it is know the multiple linear regression (F-test) results show that there is a significant effect of entrepreneurship education (X1) and subjective norms (X2) simultaneously on students' self-efficacy (Y), where the F value is 11.713 with a significance value (p-value) of 0.000 which is smaller than the alpha test value of 0.05. The elaboration of the results showed that (1) biology education students' at Mandalika University of Education had self-efficacy (belief) for entrepreneurship in the Good category; (2) entrepreneurship education and subjective norms have a significant effect on students' self-efficacy in the field of entrepreneurship. This fact shows that biology education students' have a high level of self-efficacy in the field of entrepreneurship, which means that they feel confident that they are capable of entrepreneurship. Students' who have self-efficacy in the field of entrepreneurship are influenced by many factors, where 42.3% are influenced by entrepreneurship education factors and subjective norms.
Entrepreneurship education and subjective norms have a positive impact on selfefficacy (students' beliefs) in entrepreneurship, because these two factors can strengthen students' knowledge and motivation about entrepreneurship. This positive impact proves the important role of entrepreneurship education courses taught to biology education students' at the Mandalika University of Education. Entrepreneurship education can facilitate biology education students' to develop entrepreneurship knowledge and skills, so that students' are more trained and will generate confidence to start a business. This is in accordance with the results of research by Santi, Hamzah & Rahmawati (2017) explaining that entrepreneurship education has a positive and significant influence on entrepreneurial beliefs and intentions. Another study also conducted by Turker & Selcuk (2009) explained that entrepreneurship education has a positive influence on students' in Turkey. Wilson (2007) asserts that students' self-efficacy for entrepreneurship is a deliberate decision and can be planned and developed through entrepreneurship education.
Effective entrepreneurship education can facilitate the development of students' selfefficacy in entrepreneurship through strengthening knowledge and skills. This is according to opinion Indrawati, Herkulana, & Syharud (2017) that students' self-efficacy in entrepreneurship is influenced by knowledge and attitudes, as a form of positive or negative belief in an entrepreneurial behavior. Students' self-efficacy in entrepreneurship can be cultivated from an early age and through the learning processboth on campus, family, and the surrounding environment (Srigustini, 2014;Muliadi & Mirawati, 2020). According to Suryana (2011) that entrepreneurship is not only born but also made, it means that entrepreneurship is not only an innate talent or a matter of field experience, but can also be learned and taught. According to Dewi (2016), those who become entrepreneurs are individuals who know their potential and actively learn to develop that potential to seize opportunities and organize their business in realizing their goals. This means that students' knowledge about entrepreneurship will strengthen students' self-efficacy in entrepreneurship as a variable that precedes entrepreneurial interest (Santoso & Handoyo, 2019).
This study confirms that subjective norms are another important factor to strengthen students' self-efficacy in entrepreneurship. This means that the experience of people around in entrepreneurship such as lecturers, other students', successful entrepreneurs can motivate and influence students' self-efficacy for entrepreneurship. This is in accordance with the research results of Astuti & Martdianty (2012) explaining that subjective norms have a strong influence between self-efficacy and behavioral attitudes. The research of Santi, Hamzah & Rahmawati (2017) also confirms that subjective norms have a positive and significant effect on students' entrepreneurial beliefs and intentions. Therefore, subjective norms have a significant role in developing students' self-efficacy in entrepreneurship. Santi, Hamza & Rahmawati (2017) explains that subjective norms can affect one's self-efficacy for entrepreneurship from the external side in the form of support and motivation from the surrounding environment such as family, friends, lecturers, and successful entrepreneurs. This opinion is corroborated by the Theory of Planned Behavior (TPB) which explains that subjective norms are a factor that precedes self efficacy and interest (Listyawati, 2017;Wijaya, 2008).