Entrepreneurial Practice Deficits In Indonesian Vocational Education: A Holistic Competency Theory Analysis

Amirul Mukminin; Ziadah  Tunasikha; Ridho  Khairul Zhikri; Nurman  Sholihin; Aditya  Chrisna; Febriani

doi:10.63922/ijevss.v5i03.5928

Amirul Mukminin Institut Agama Islam Muhammad Azim Jambi, Indonesia
Ziadah Tunasikha Institut Agama Islam Muhammad Azim Jambi, Indonesia
Ridho Khairul Zhikri Institut Agama Islam Muhammad Azim Jambi, Indonesia
Nurman Sholihin Institut Agama Islam Muhammad Azim Jambi, Indonesia
Aditya Chrisna Institut Agama Islam Muhammad Azim Jambi, Indonesia
Febriani Institut Agama Islam Muhammad Azim Jambi, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i03.5928

Keywords: Experiential Learning, Holistic Competency, Vocational High School, Entrepreneurship Education

Abstract

Entrepreneurship education is a core component of vocational education systems aimed at developing graduates' readiness for employment and self-employment. Yet learning practices in Indonesian vocational high schools (SMK) frequently remain dominated by theoretical instruction, providing limited opportunities for authentic entrepreneurial experience. This study examines entrepreneurship learning practices in a public vocational school in Batanghari Regency, Jambi Province, using Holistic Competency Theory — as operationalised through Le Deist and Winterton's (2005) multidimensional competence framework — as its analytical lens. Employing a qualitative case study design (Yin, 2018), data were collected through in-depth interviews, classroom observations, and document analysis involving entrepreneurship teachers, the vice-principal for curriculum, and twelve students. Thematic analysis (Braun & Clarke, 2006) revealed three interrelated structural deficits: (1) severely limited practical entrepreneurial experience; (2) a predominantly cognitive-declarative curriculum orientation; and (3) the complete absence of structured experiential platforms — project-based learning (PjBL), entrepreneurship bazaars, and student business incubation. These conditions produce partial competency development that privileges knowledge over skills, attitudes, values, and reflective capacity. The study contributes theoretically by extending Holistic Competency Theory to vocational entrepreneurship education in a Southeast Asian context, and practically by providing an evidence-based framework for redesigning learning environments to support holistic competency development.

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