The Impact of Non-Formal Entrepreneurship Education on Entrepreneurial Motivation among PKBM Learners in Banyuwangi: Exploring Entrepreneurial Attitude as a Mediating Variable

The purpose of this research about Community Learning Activity Centers (PKBM) in Banyuwangi emerge as pivotal entities, crucial for elevating the quality of non-formal learning and providing support to learners during the crisis. Focused on mitigating the substantial repercussions of the Covid-19 pandemic on education and the economy, the strategy employed centers on enhancing the quality of non-formal education in PKBM to harness the community's potential. The research's urgency is underscored by the potential to enhance skills and competencies among PKBM beneficiaries, particularly in the entrepreneurial sphere. Findings underscore that Non-Formal Entrepreneurship Education significantly and positively influences Entrepreneurial Motivation, both directly and mediated by Entrepreneurial Attitude.

The purpose of this research about Community Learning Activity Centers (PKBM) in Banyuwangi emerge as pivotal entities, crucial for elevating the quality of non-formal learning and providing support to learners during the crisis.Focused on mitigating the substantial repercussions of the Covid-19 pandemic on education and the economy, the strategy employed centers on enhancing the quality of non-formal education in PKBM to harness the community's potential.The research's urgency is underscored by the potential to enhance skills and competencies among PKBM beneficiaries, particularly in the entrepreneurial sphere.Findings underscore that Non-Formal Entrepreneurship Education significantly and positively influences Entrepreneurial Motivation, both directly and mediated by Entrepreneurial Attitude.

INTRODUCTION
Everyone has felt the impact of the Covid 19 virus, especially on the economy and the world of education.Then in research by Comunian & England, (2020); Ricki & Naya, (2020) ; PATMA et al., (2020) stated that the central government has issued policies, one of which is canceling activities (face to face) of all educational institutions, this was done as an effort to prevent the transmission of the corona virus or Covid 19, of course it has an impact has a big influence on educational development, which is currently required for independent learning, online learning in networks (Jena, 2020;Mardhia et al., 2020).Apart from online learning, the government is also improving the quality of learning at Community Learning Activity Centers (PKBM).R. (2021).; and Thorell et al., (2021) Community Learning Activity Centers (PKBM) are centers for implementing community learning located in sub-districts/districts.This statement means that PKBM is a place to carry out various community learning activities, especially those carried out by DIKMAS and those carried out by other agencies.The Community Learning Activity Center is a place for community learning about various kinds of knowledge and skills by utilizing the facilities, infrastructure and potential that exist around the environment so that people have skills that can be used to improve their standard of living (Bol, 2020;Pannone, 2017;Titik Dwiyati et al ., 2019).Meanwhile, according to Pannone, (2017); and Thorell et al., (2021) The Community Learning Activity Center aims to empower educational potential and facilities in the surrounding environment as an effort to educate the community which is directed at supporting poverty alleviation.The Community Learning Activity Center is implemented by mobilizing all the potential available in the surrounding environment, including the potential of natural resources, human resources and infrastructure in the community (Kartini, 2017;Titik Dwiyati et al., 2019).The facts show that formal education and the school system are not enough to answer the various problems faced by society.On the other hand, government policy in educational development places great emphasis on formal education and the school system.This can be seen from the allocation of budgets and facilities as well as various other resources which are much greater devoted to formal education and the school system.
The Community Learning Activity Center (PKBM) offers the freedom for assisted residents to create truly comfortable and enjoyable learning conditions (Pannone, 2017;Titik Dwiyati et al., 2019).The Community Learning Activity Center (PKBM) has officially become legal non-formal education in accordance with the National Education System Law No. 20 of 2003.The Community Learning Activity Center (PKBM) can is an option for parents who want to directly monitor their child's academic development continuously.Apart from that, the Community Learning Activity Center (PKBM) not only helps in improving children's academic quality, but can also improve the development of inmates in their cognitive and psychomotor aspects.In learning, the Community Learning Activity Center (PKBM) is equipped with tutors to hone the creativity of the right and left brain.Through non-formal entrepreneurship education, students are able to innovate and are prepared mentally as entrepreneurs (Denanyoh et al., 2015;Titik Dwiyati et al., 2019) .This is done to reduce the economic problem of unemployment in the country, so that nonformal entrepreneurship education in PKBM is expected to be effective and a solution.Furthermore, Ellis et al., (2019) and Oo et al., (2018) stated that nonformal entrepreneurship education is a learning process to change the attitudes and mindset of inmates towards choosing an entrepreneurial career.Especially with regard to motivation for entrepreneurship, it requires great encouragement in entrepreneurship, wanting to learn from other people's successes, and not knowing the word give up to achieve success because success in entrepreneurship is not immediately easy to obtain but requires a hard struggle to be successful.
The main goal in entrepreneurship is to obtain maximum profits so that they can improve the standard of living of the entrepreneur himself and be able to provide assistance to other people to participate in the business they are currently undertaking (Barba-Sánchez & Atienza-Sahuquillo, 2012;Gumilar, 2019;Rey -Martí et al., 2015;Shepherd et al., 2020) Furthermore, Eliyana et al., (2020);and Srimulyani & Hermanto, (2022) stated that the important aim of developing entrepreneurial motivation for PKBM assisted residents is to improve the skills and skills of the assisted residents, especially their sense of business so that potential new entrepreneurs will be created, educated new entrepreneurs, created units new science-based businesses, and building business networks between novice entrepreneurs and established entrepreneurs.Entrepreneurial attitude is one of the most important elements in the business world, according to Lechuga Sancho et al., (2020); Prada, (2020); St-Jean & Mathieu, (2015); Utami, (2017) entrepreneurship education can improve people's behavior towards entrepreneurship by providing inspiration and emphasizing the rewards of an entrepreneurial attitude and eliminating ego threats related to entrepreneurship.Meanwhile, Agarwal et al., (2020); Eliyana et al., (2020) Attitudes towards entrepreneurship can be measured and changed, which means that there will likely be higher changes in the learning environment, but attitudes are often formed through past experiences, where the inmates directly gain exposure to entrepreneurial activities so that make the inmates stronger in their behavior.However, if someone has less exposure to their entrepreneurial experience, this will affect the development of attitudes towards entrepreneurship (Abima et al., 2021;Arora et al., 2019;Patil et al., 2021).From another perspective, entrepreneurial attitude is one of the big factors in forming an attitude related to the entrepreneur's desires.).
Interesting facts found in research by Denanyoh et al., (2015); George Lord et al., (2012); Krueger et al., (2000); Liguori et al., (2018);Treffer, (2017); Wang & Huang, (2019);and Younis et al., (2021) it turns out that becoming an entrepreneur is no longer something that young people need to be afraid of considering that the opposite is true.Becoming an entrepreneur is a challenging life choice and for PKBM graduates it is an opportunity to prove to parents, friends, relatives and other people that they can be successful from their own business (Chen & Chang, 2018;Treffers, 2017).At this time, people who are behind in their education have been able to choose their path in life or also want to prove that they can also be more successful than their parents who have worked for decades but apparently their conditions have not changed much.Currently, entrepreneurship has become a job to prove a place to prove selfactualization for PKBM assisted residents.
The majority of research related to the influence of entrepreneurship education on entrepreneurial motivation is never separated from the theory of planned behavior (TPB) Ajzen (1991), andShapero &Sokol (1982).Even today, TPB Ajzen is still a strong reference for many researchers in various parts of the world, because it is able to explain how education influences entrepreneurial motivation.( 2014), the theories of Ajzen (1991), Shapero & Sokol (1982), and human capital or HC (Becker, 1975), are very strong theories in explaining the positive influence of entrepreneurship education on entrepreneurial motivation.HC theory views that human capital is a determinant of entrepreneurial motivation (Fishbein & Ajzen, 2005;Lortie & Castogiovanni, 2015;Wach & Wojciechowski, 2016).According to Rueda et al., (2015), human capital is the skills and knowledge that individuals gain through investment in school, onthe-job training, and other types of experience.Kisubi & Korir, (2021) and Rueda et al., (2015) found a statistically significant relationship, both direct and indirect, between entrepreneurship education and human capital outcomes, such as knowledge and skills related to entrepreneurship.Knowledge of nonformal entrepreneurship education in PKBM and entrepreneurial attitudes really need to be continuously improved among PKBM assisted residents in Banyuwangi.This research contributes to the PKBM Non-Formal Education Institution in Banyuwangi to keep it up to date in providing entrepreneurship education, in entrepreneurial practice.

LITERATURE REVIEW Non-Formal Entrepreneurship Education
The main objective of Non-Formal Entrepreneurship Education is to provide an in-depth understanding of the concept of entrepreneurship, equip students with the practical skills needed for entrepreneurship, and develop a proactive, creative and innovative attitude in facing the challenges of the business world.Evaluation in education can be carried out through assessing work results, business projects, and changes in behavior that indicate the development of students' entrepreneurial capacity.

Entrepreneurial Attitude
First, self-confidence is the main foundation, where individuals need to have high confidence in their abilities to overcome various challenges that may arise in the entrepreneurial journey.Entrepreneurial motivation is the main driver, encouraging individuals to create value, develop business ideas, and be determined to achieve entrepreneurial goals.The ability to take risks is a crucial aspect, requiring an individual's readiness to step into risky areas to achieve the desired results.Evaluation of entrepreneurial attitudes can be done through behavioral observations, self-assessments, and assessments by other parties of individual responses to business situations and entrepreneurial challenges.Thus, an entrepreneurial attitude is not only a mental trait, but also includes emotional aspects that support individuals in achieving success in the business world.

Entrepreneurial Motivation
Alam et al., (2019); Mahto & McDowell, (2018); Srimulyani & Hermanto, (2022) explain that entrepreneurial motivation reflects the internal forces that encourage individuals to get involved in the world of entrepreneurship with the aim of creating value and achieving success in the business sector.First, the level of interest in entrepreneurship indicates the extent to which a person is interested in creating and managing their own business.Furthermore, attraction to business opportunities and awareness of the surrounding environment are indicators of motivation, showing the extent to which individuals feel interested and motivated to pursue business opportunities.Personal satisfaction and happiness derived from involvement in entrepreneurial activities also play an important role in supporting motivation.All of these dimensions involve in-depth evaluation and analysis of the internal drives that move individuals towards success in the world of entrepreneurship.

METHODOLOGY
This research uses a quantitative approach with explanatory descriptive methods.The research location is Banyuwangi, East Java, Indonesia, with data collection through an online questionnaire using Google Forms for three weeks in June 2023.Data analysis was carried out using SmartPLS 3.3.3,Structural Equation Model (SEM) with a Partial Least Square (PLS) approach.The analysis process consists of evaluating the measurement model (outer model), evaluating the structural model (inner model), and hypothesis testing.Hypothesis testing was carried out by bootstrapping at a significance level of 5%.Finally, the mediating variable test involves analyzing the difference in coefficients to determine whether the mediating variable has a mediating role, either as a complete, partial, or no mediating variable.

RESEARCH RESULT General description of research objects
PKBM FATIMA NAIYA, founded on August 26 2021 in Banyuwangi Regency, East Java, has an important mission in educating and providing learning opportunities to people who are difficult to reach by formal institutions.With legality and operational permits from the government, this school is highly committed to providing non-formal education, covering the PKBM level from early childhood education to middle or high school equivalency.Operating during the day 6 days a week, PKBM FATIMA NAIYA receives School Operational Assistance (BOS) as a form of support for inclusiveness and accessibility of education.Through aid support, block grants, subsidies and scholarships, they ensure quality education is accessible to all levels of society.Based on the data in Table 4.3, it shows that the majority of education for male parents of residents studying PKBM in the Banyuwangi area is high school as many as 137 respondents or 49.8% of the total respondents, and at least S2 education as many as 5 respondents or 1.8%.Characteristics of respondents based on the education of female parents Based on Table 4.5 above, it shows that the majority of people studying PKBM in the Banyuwangi area are in grade 11 with 185 respondents (67.3%) of all respondents, followed by grade 10 with 46 respondents (16.7%) of the total respondents.Class 12 had at least 44 respondents (16.0%).

Distribution of Respondents' Answers
Frequency Distribution for Non-Formal Entrepreneurship Education Variables (X) The statement item from the Non-Formal Entrepreneurship Education (X) indicator that has the highest average value is the item "My non-formal learning teaches students about entrepreneurial creativity" with an average of 4.47.This shows respondents agree that non-formal learning teaches about entrepreneurial creativity.The lowest average was found in the statement "My non-formal learning can identify my ability to qualify opportunities" with an average of 4.12.The conclusion obtained from all statement items can be obtained the average value of all statements regarding the Non-Formal Entrepreneurship Education (X) variable of 4.28.This value means that respondents agree with the statements in non-formal entrepreneurship education.Frequency Distribution for Entrepreneurial Attitude Variable (Z) The statement item from the Entrepreneurial Attitude (Z) indicator that has the highest average value is the item "I have a passionate attitude and strive hard so that it has a good impact on the surrounding environment" with an average of 4.47.This shows that residents studying PKBM in the Banyuwangi area already have a passionate attitude and strive hard so that it has a good impact on the surrounding environment.This shows that residents learning PKBM in the Banyuwangi area lack an open attitude towards new things.The conclusion obtained from all statement items can be obtained the average value of all statements regarding the variable Entrepreneurial Attitude (Z) of 4.26.This value means that respondents agree with the statements in the entrepreneurial attitude.

Frequency Distribution for Entrepreneurial Motivation Variable (Y)
The variable of entrepreneurial motivation consists of 8 question items given to respondents.The statement item of the Entrepreneurial Motivation indicator (Y) that has the highest average value is the item "I am more interested in being an entrepreneur than an employee" with an average of 4.55.The lowest average was in the statement "I will dare to start a business in the near future" with an average of 4.04.The conclusion obtained from all statement items can be obtained the average value of all statements regarding the variable Entrepreneurial Motivation (Y) of 4.36.This value means that respondents agree with the statements that exist on entrepreneurial motivation.

Data Analysis
The variable of entrepreneurial motivation consists of 8 question items given to respondents.The statement item of the Entrepreneurial Motivation indicator (Y) that has the highest average value is the item "I am more interested in being an entrepreneur than an employee" with an average of 4.55.The lowest average was in the statement "I will dare to start a business in the near future" with an average of 4.04.The conclusion obtained from all statement items can be obtained the average value of all statements regarding the variable Entrepreneurial Motivation (Y) of 4.36.This value means that respondents agree with the statements that exist on entrepreneurial motivation.Based on Table 4.10 above, non-formal entrepreneurship education has a higher loading factor value than entrepreneurial attitude and entrepreneurial motivation so that it can be said that each indicator in the non-formal entrepreneurship education variable is discriminantly valid, that is, each construct indicator is not highly correlated with other constructs (entrepreneurial attitude and entrepreneurial motivation) used in measuring in this study.Based on Table 4.11 above, entrepreneurial motivation has a higher loading factor value than non-formal entrepreneurship education and entrepreneurial attitude, so it can be said that each indicator on the variable of entrepreneurial motivation is discriminantly valid, that is, each construct indicator is not highly correlated with other constructs (non-formal entrepreneurship education and entrepreneurial attitude) used in measuring this study.Based on Table 4.12 above, entrepreneurial attitude has a higher loading factor value than non-formal entrepreneurship education and entrepreneurial motivation so that it can be said that each indicator on the variable of entrepreneurial attitude is discriminantly valid, that is, each construct indicator is not highly correlated with other constructs (non-formal entrepreneurship education and entrepreneurial motivation) used in measuring this study.Reliability Test.This study uses two variables that are influenced by other variables, namely the variable Entrepreneurial Attitude (Z) which is influenced by the variable Non-Formal entrepreneurship education (X) and the variable Entrepreneurial Motivation (Y) which is influenced by the variable Non-Formal entrepreneurship education (X) and entrepreneurial attitude (Z).

Hypothesis Testing
Based on the results of the outer model and inner model tests that have been carried out, the outer model and inner model have been qualified for hypothesis testing.The hypothesis test conducted in this study is divided into two stages, the first is direct influence testing and the second is indirect influence testing carried out through bootstrapping on Smart PLS 3.3.3software.Entrepreneurial Motivation (Y).H2 : Non-Formal Entrepreneurship Education (X) has a significant effect on Entrepreneurial Attitude (Z).H3 :Entrepreneurial Attitude (Z) has a significant effect on Entrepreneurial Motivation (Y).H4 :P Non-Formal entrepreneurship education (X) has a significant effect on This study shows that Non-Formal Entrepreneurship Education (X) has a significant effect on Entrepreneurial Motivation (Z), Entrepreneurial Attitude (Z) has a significant effect on Entrepreneurial Motivation (Y), and Non-Formal Entrepreneurship Education (X) has a significant effect on Entrepreneurial Motivation (Y).The results of the examination to determine the nature or type of mediating variables of entrepreneurial attitudes in the influence of nonformal entrepreneurship education on entrepreneurial motivation are partial mediation.The mediating role of entrepreneurial attitudes influenced by nonformal entrepreneurship education on entrepreneurial motivation has a partial mediating influence, the first reason is because both the influence of entrepreneurial motivation directly and indirectly shows a significant influence.

DISCUSSION The Effect of Non-Formal Entrepreneurship Education (X) on Entrepreneurial Motivation (Y) in Residents Learning PKBM in the Banyuwangi Area
The results of the first hypothesis test showed that the relationship between the variable Non-Formal Entrepreneurship Education (X) and Entrepreneurial Motivation (Y) showed a path coefficient value of 0.578 with a calculated t value of 8.017 which means greater than 1.96 and a p-value of 0.000 or less than 0.05.So it can be said that non-formal entrepreneurship education has a positive and significant influence directly on entrepreneurial motivation in PKBM learning residents in the Banyuwangi area.In this study, hypothesis 1 is accepted because non-formal entrepreneurship education has a positive and significant influence on entrepreneurial motivation.This result means that the better the non-formal entrepreneurship education, the more it will be able to increase the entrepreneurial motivation of residents to learn PKBM in the Banyuwangi area.This result is in line with previous research conducted by Prima.The results of this study show that the better the non-formal entrepreneurship education, the higher the motivation for entrepreneurship Residents to learn PKBM in the Banyuwangi area.The results of this study present a deeper understanding related to the dynamics of the relationship between non-formal entrepreneurship education and entrepreneurial motivation in PKBM learning residents in the Banyuwangi area. A. ( 2019), which underlines the important role of non-formal entrepreneurship education in shaping entrepreneurial attitudes, knowledge, and readiness.In line with the results of this study Ellis et al., (2019) and Oo et al., (2018) Delivering nonformal entrepreneurship education is a learning process to change the attitudes and mindsets of fostered citizens towards choosing an entrepreneurial career.The role of motivation in entrepreneurship is very important, especially the motivation to succeed.

The Effect of Non-Formal Entrepreneurship Education (X) on Entrepreneurial Attitudes (Z) in Residents Learning PKBM in the Banyuwangi Area
The results of the second hypothesis analysis showed that the relationship between the variable of Non-Formal Entrepreneurship Education (X) and Entrepreneurial Attitude (Z) showed a path coefficient value of 0.629 with a calculated t value of 13.204 which means greater than 1.96 and a p-value of 0.000 or less than 0.05.So it can be said that non-formal entrepreneurship education has a positive and significant influence directly on entrepreneurial attitudes in PKBM learning residents in the Banyuwangi area.In this study, hypothesis 2 is accepted because non-formal entrepreneurship education has a positive and significant influence on entrepreneurial attitudes.This result means that the better the non-formal entrepreneurship education, the more it will be able to improve entrepreneurial attitudes in PKBM learning residents in the Banyuwangi area.Researchers highlight the significant role of non-formal entrepreneurship education in shaping entrepreneurial attitudes in PKBM learning residents in the Banyuwangi area.This can be interpreted that students who attend non-formal entrepreneurship education programs tend to develop a positive attitude towards entrepreneurial initiatives, risks, and challenges in running a business.In conclusion, non-formal entrepreneurship education is not only a vehicle for transferring knowledge, but also an effective catalyst in forming a positive entrepreneurial attitude.

The Influence of Entrepreneurial Attitude (Z) on Entrepreneurial Motivation (Y) on PKBM learning residents in the Banyuwangi area
The results of testing the third hypothesis show that the relationship between the variable Entrepreneurial Attitude (Z) and Entrepreneurial Motivation (Y) shows a path coefficient value of 0.342 with a calculated t value of 4.526 which means greater than 1.96 and a p-value of 0.000 or less than 0.05.So it can be said that entrepreneurial attitudes have a positive and significant influence directly on entrepreneurial motivation in residents learning PKBM in the Banyuwangi area.In this study, hypothesis 3 is accepted because entrepreneurial attitudes have a positive and significant influence on entrepreneurial motivation.This result means that the higher the entrepreneurial attitude, the more entrepreneurial motivation will increase in residents learning PKBM in the Banyuwangi area.
The implication is that in developing educational strategies and programs at PKBM Banyuwangi, it is necessary to pay attention to the integral role of entrepreneurial attitudes as an integral part of the curriculum and coaching.An in-depth and holistic program can include simulating business situations, the role of successful entrepreneurial models as mentees, as well as providing a platform for sharing experiences and knowledge among learning citizens.This is expected to create an inspiring and empowering learning environment, creating a domino effect that extends to the community level and the local business ecosystem.Thus, the development of a strong entrepreneurial attitude is expected to be one of the main pillars in forming sustainable entrepreneurial motivation in PKBM learning residents in the Banyuwangi area.

The Influence of Non-Formal Entrepreneurship Education (X) on Entrepreneurial Motivation (Y) through Entrepreneurial Attitude (Z) in Residents Learning PKBM in the Banyuwangi Area
The results of the fourth hypothesis analysis describe the complex dynamics between non-formal entrepreneurship education (X), entrepreneurial attitudes (Z), and entrepreneurial motivation (Y) in PKBM learning residents in the Banyuwangi area.These findings highlight the significant mediating role of entrepreneurial attitudes in linking non-formal entrepreneurship education with entrepreneurial motivation.Non-formal entrepreneurship education, as an independent variable (X), significantly shapes entrepreneurial attitudes (Z) which then contributes to entrepreneurial motivation (Y).In this context, nonformal entrepreneurship education serves as a provider of knowledge, skills, and conceptual understanding of the business world, while entrepreneurial attitudes respond to and embrace those entrepreneurial values.In interpreting the results of this study, it is also necessary to consider that the development of entrepreneurial attitudes through entrepreneurship education can involve teaching strategies that focus on developing practical skills and applying knowledge in real-life situations.Therefore, the design of the entrepreneurship education curriculum should consider a holistic approach that includes practical elements to apply knowledge, create hands-on experience, and arouse students' entrepreneurial spirit.
The results of the analysis also highlight the mediating role of entrepreneurial attitudes between non-formal entrepreneurship education and entrepreneurial motivation.This finding reflects Forkan's (2021) research which shows that positive attitudes towards entrepreneurship mediate the relationship between government support and entrepreneurial intentions.Furthermore, the findings of the positive influence of government policies on entrepreneurial intentions through entrepreneurial attitudes refer to previous literature that emphasizes the important role of government support in shaping a conducive business environment.The interpretation of these results is that supportive government policies provide a strong foundation for developing positive entrepreneurial attitudes, which in turn, increases students' entrepreneurial intentions.Through a holistic approach, non-formal entrepreneurship education at PKBM can create a learning environment that not only provides practical knowledge and skills, but also forms a strong entrepreneurial character and attitude.

CONCLUSIONS AND RECOMMENDATIONS
This research was conducted with the aim of finding out the effect of nonformal entrepreneurship education on entrepreneurial motivation through entrepreneurial attitudes among residents studying PKBM in the Banyuwangi area.Based on the research that has been conducted, it is concluded that this research provides an in-depth understanding of the relationship between Non-Formal Entrepreneurship Education (X), Entrepreneurial Attitude (Z), and Entrepreneurial Motivation (Y) among residents studying PKBM in the Banyuwangi area.These findings confirm that Non-Formal Entrepreneurship Education has a positive and significant impact on Entrepreneurial Motivation directly, as well as through the influence of Entrepreneurial Attitude.Entrepreneurial Attitude has also been proven to have a positive and significant influence on Entrepreneurial Motivation.
Overall, Non-Formal Entrepreneurship Education, Entrepreneurial Attitudes, and Entrepreneurial Motivation are interrelated and influence each other.

ADVANCED RESEARCH
The integration of relevant materials and innovative teaching methods can increase the effectiveness of entrepreneurship education.Development of an Entrepreneurial Attitude Training Program: Seeing the important role of Entrepreneurial Attitude, it is recommended to develop a training program that can increase positive attitudes towards entrepreneurship.Development of Entrepreneurial Motivation Supporting Programs: Seeing the importance of entrepreneurial motivation, developing supporting programs, such as motivational seminars, counseling, or self-development activities, can help increase the level of entrepreneurial motivation.

Figure 1 .
Figure 1.Path diagram of the research theoretical model Source: Data Processing With PLS, 2023 Based on the results of direct and indirect influence tests that have been carried out in this study.The following is a summary of the overall hypothesis test results presented in Table

Table 1 .
Characteristics of Respondents Based on the Education of Male Parents

Table 2 .
Characteristics of respondents based on the education of female Based on the data in Tableitshows that the majority of female parents of residents studying PKBM in the Banyuwangi area are high school as many as 195 respondents or 70.9% of the total respondents, and at least 20 respondents or 7.3% of elementary and junior high school education.

Table 4 .
Validity Test Results Using Loading Factor Values

Table 5 .
Results of Validity Test of Non-Formal Entrepreneurship Education

Table 6 .
Test Results of Validity Test of Entrepreneurial Motivation Using Cross

Table 7 .
Test Results of Validity of Entrepreneurial Attitude Using Cross

Table 8 .
Reliability Test Results