PROCESS DIMENSION MEASUREMENT MODEL IN THE EVALUATION OF ENTREPRENEURSHIP CURRICULUM IMPLEMENTATION IN COMMUNITY COLLEGES: A CONFIRMATORY FACTOR ANALYSIS APPROACH

Abstract

The evaluation of the entrepreneurship curriculum is very important to ensure that its implementation can achieve the set objectives. Therefore, this study aims to evaluate the process dimension in the implementation of entrepreneurship curriculum at Community Colleges based on the Context-Input-Process-Product (CIPP) model. The study focuses on teaching and learning methods, assessment methods, and the use of teaching and learning materials. The research method used in this study is a quantitative approach in the form of a survey. A questionnaire adapted from previous studies was used to obtain student perception data from eight 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 then analyzed using descriptive analysis and Confirmatory Factor Analysis (CFA). The findings of the descriptive study show that the respondents' assessment of the sub-construct aspects of teaching and learning methods (average mean=4.17), assessment methods (average mean=4.12), the use of teaching and learning materials (average mean=4.06) is high. In addition, the findings of inferential statistics show that the process dimension measurement model is valid and achieves the appropriateness index set. The findings of this study have implications for the need to maintain and improve the process dimension construct in the implementation of the Entrepreneurship Curriculum.