EVALUATION OF INPUT DIMENSIONS ON THE IMPLEMENTATION OF ENTREPRENEURSHIP CURRICULUM IN COMMUNITY COLLEGES

Abstract

The evaluation of the entrepreneurship curriculum is very important to ensure that its implementation can achieve the set objectives. This is to ensure that the problem of unemployment can be reduced by the participation of graduates in the world of entrepreneurs. Therefore, this study aims to evaluate the input dimensions in the implementation of Entrepreneurship Curriculum at Community Colleges based on the Context-Input-Process-Product (CIPP) Model. The study focuses on aspects of curriculum content, teaching and learning materials and infrastructure facilities. The research method used in this study is a quantitative approach in the form of a survey. A questionnaire was used to obtain student perception data from 8 Cluster 1 Community Colleges regarding the implementation of the Entrepreneurship Curriculum. A total of 416 students were selected as study respondents through simple random sampling. The data obtained was analyzed using descriptive analysis and Confirmatory Factor Analysis (CFA). The findings of the descriptive study show that the respondents' evaluation of the sub-construct aspects of curriculum content (average mean = 4.18), teaching and learning materials (average mean = 3.91), and infrastructure facilities (average mean = 3.99) is high. In addition, the findings of inferential statistics show that the measurement model of the input dimension is valid and achieves the Goodness of Fit Index (GoF). The findings of this study have implications for the need to maintain and improve the input dimension construct in the implementation of the Entrepreneurship Curriculum.