Overcoming Intellectual Unemployment through Entrepreneurship Learning Transformation: A Case Study on Sharia Economic Law Study Program of Unismuh Makassar

The number of job vacancies in Indonesia is still far less than the number of job seekers every year. This shows the inability of both the government and companies to create job opportunities for generation Z in Indonesia and at the same time emphasizes that educational institutions are not able to create an easy generation that is careful about entrepreneurship, even though the level of young entrepreneurs is one of the benchmarks of a developed country. The aim of this research is to find a formula for increasing the entrepreneurial spirit of Generation Z through effective entrepreneurship learning. The type of research used is field research with a quantitative approach. The object of this research is students and graduates of the Unismuh Makassar Sharia Economic Law Study Program. The results of this study indicate that of the two variables studied, namely human resources in this case are lecturers (X1) and entrepreneurship learning (X2) it is known that the variable X1 does not influence the growth of student entrepreneurial spirit while entrepreneurship learning has a positive and significant effect on growth. student entrepreneurial spirit. So, it can be concluded that to build and foster the entrepreneurial spirit of students there needs to be improvement and great attention to the entrepreneurship learning process which is capable of being a means of creating Generation Z who are fond of entrepreneurship.


INTRODUCTION
Unemployment in Indonesia is still a problem that requires more attention.It is not only the responsibility of the government, but also the responsibility of higher education and all its members as a unity that is the gateway to creating the next generation of the nation's future.In fact, most of the unemployed in Indonesia are still dominated by generations with lower levels of education. 1Therefore, the role of higher education becomes very important.
The problem of intellectual unemployment is even the big responsibility of universities as institutions that produce intellectuals.Based on data from the Central Statistics Agency (BPS) for 2022, the unemployment rate in Indonesia is 5.83% of the total working-age population. 2 Other data from the same source shows that intellectual unemployment is still dominated by SMA (Senior High School) or SMK (Vocational High School), diploma, and university graduates.Even university graduates donate a lot of unemployment.Based on daily data Kompas which stated that university graduates accounted for 9.77% or as many as 848,657 unemployed graduates. 3The data shows that unemployment, especially among university graduates, is a big problem that has good reason to find alternative solutions immediately. 4This fact places tertiary institutions in the spotlight for their ability to produce competent graduates as expected.This doubt at the same time gives the impression that higher education institutions are currently only able to produce undergraduate degree holders but in terms of output quality it is still low because it has not met the expectations of society and the world of work.
The low competence of graduates, failing to meet expectations, is often attributed to the prevailing trend where tertiary graduates lean towards seeking employment rather than creating job opportunities themselves. 5This phenomenon underscores a systemic issue within tertiary education, where the emphasis remains primarily on expediting graduation and securing employment, rather than equipping graduates with the skills necessary to tackle emerging challenges and become entrepreneurs.
One potential cause of this imbalance is the prevailing learning paradigm within tertiary institutions, which prioritizes fast-tracking students into the workforce over nurturing their entrepreneurial capabilities.The current system tends to overlook the importance of fostering an entrepreneurial mindset and providing students with the tools and resources needed to innovate and create employment opportunities.Consequently, graduates may lack the confidence and expertise required to navigate the complexities of entrepreneurship and contribute meaningfully to economic growth.Addressing this issue requires a shift in educational priorities towards fostering creativity, critical thinking, and entrepreneurial spirit among students, thereby empowering them to become job creators rather than mere job seekers.
The most appropriate alternative solution to reduce the number of intellectual unemployment is by providing entrepreneurial skills to students.In addition to reducing unemployment, entrepreneurship can also have a major influence on economic growth and improvement of economic conditions, can create jobs, and improve quality of life, and people's welfare as in research Sanchaya Hendrawan and Sirine, 6 Jasri, et al, 7 Jasri,Wahdah,et al. 8 According to Amanda et.al. 9, the higher the number of entrepreneurs owned by a country, the more prosperous the country will be.According to BPS data, in February 2024 there were around 56.56 million entrepreneurs in Indonesia, or 37.86% of the total national labor force of 149.38 million people.The majority of entrepreneurs in Indonesia are beginners, with 51.55 million people, or 34.51% of the total workforce. 10Research findings 11 revealed that the desire of students to become entrepreneurs is very high, it's just that a tool is needed that can develop these talents and desires.The increase in the number of students who want to be entrepreneurs and become entrepreneurs will have a huge impact on the image of the university and even the country.Because the growth in the number of entrepreneurs will increase the amount of labor to be absorbed, thus intellectual unemployment can be overcome.However, producing students who have an interest in entrepreneurship cannot be done instantly, but must go through a long and structured process, and with the right method.
One of the proper driving factors for giving birth to entrepreneurs is by increasing the role of colleges/universities in a given country. 12Efforts that can be made to encourage the creation of entrepreneurship are through entrepreneurship education which can be applied to learning at universities, 13 because entrepreneurship education can provide provisions, attitudes, and early preparation for students to become entrepreneurs. 14good entrepreneurship education will give birth to good entrepreneurship interest, conversely, if entrepreneurship education is not good then it will generate interest in entrepreneurship which is also not good. 15The importance of Entrepreneurship Education to foster interest in entrepreneurship must also be supported by good entrepreneurship learning.One of the right strategies to provide good entrepreneurship learning to students is through structured learning in tertiary institutions.So, it is very important to know how far the effectiveness of the transformation of entrepreneurship learning in tertiary institutions is to encourage the growth of student entrepreneurial spirit in order to prevent the growth of intellectual unemployment.
In connection with the importance of entrepreneurship education, after the 48th Muhammadiyah congress in Makassar, precisely on the Makassar Muhammadiyah University (UNISMUH) campus, it produced one of the Pillar III Muhammadiyah policies, namely Economics and Entrepreneurship.Then UNISMUH Makassar responded quickly to Pillar III by requiring entrepreneurship courses in all majors (study programs) in all faculties at the "blue campus" including the Sharia Economic Law Study Program (Mu'amalah) Faculty of Islamic Religion UNISMUH Makassar which also has Entrepreneurship courses.To support the realization of the above, UNISMUH Makassar through the Ministry of Education and Culture program implemented the Independent Entrepreneurial Program.The hope is that business experience from business practices carried out as part of the semester's learning can foster the entrepreneurial spirit of students of the Sharia Economic Law Study Program (Mu'amalah) of the Faculty of Islamic Religion.So that when they become alumni, students of the Sharia Economic Law Study Program (Mu'amalah) students of the Islamic Religion Faculty already have business capital to develop which in the long run will open up jobs.Thus, the problem of intellectual unemployment can be overcome in this country.
Based on the above problems, this study will measure and analyze the level of achievement of entrepreneurship learning transformation in the Shari'ah Economic Law (Mu'amalah) Study Program, Faculty of Islamic Religion, Muhammadiyah University of Makassar.In addition, through entrepreneurship learning in the Shari'ah Economic Law (Mu'amalah) Study Program, it is expected to give birth to entrepreneurs with character and noble character.Therefore, this research will also analyze the ethical aspects of the business.So that the results of this study will be one of the references for developing a better entrepreneurship learning curriculum, especially at the Faculty of Islamic Religion in the future.

RESEARCH METHODS
This study uses a quantitative approach.The population of this study was all students of the Syari'ah Economic Law Study Program, Muhammadiyah University of Makassar, totaling 410 students.The number of samples used in this study was 116 students using the probability sampling technique, and the type of method to be used in this study for sampling was Proportionate Stratified Random Sampling.This sampling method is used because the population members are heterogeneous and consist of strata that are proportional to the population under study. 16he research focuses on two independent variables: lecturer qualification (X1) and entrepreneurship learning (X2), with the dependent variable being student entrepreneurial spirit (Y).To ensure the validity and reliability of the instruments used in this study, a series of comprehensive validity and reliability tests were conducted.The validity test aims to measure the extent to which the instrument is able to measure what it is supposed to measure, while the reliability test aims to assess the consistency of the results obtained from the instrument under various conditions and at different times.17These tests are very important because they ensure that the data collected is accurate and consistent, so that the research results can be trusted and relied upon. 18ollowing the instrument tests, hypothesis testing is carried out using a correlation test,19 facilitated by SPSS version 26.00a.This statistical analysis allows researchers to explore the relationships between the independent variables (lecturer qualification and entrepreneurship learning) and the dependent variable (student entrepreneurial spirit).By examining the correlations, researchers can determine whether there are significant associations between these variables, providing valuable insights into the factors influencing student entrepreneurial spirit.

Results of Research Data Analysis
Testing of the instruments in this study was carried out through validation and reliability tests.The results of the test can be seen in the following Based on the table above it can be seen that the human resource variable (lecturer) has a tcount value of -098 which is smaller than the ttable value of 2.245 besides that its significance value is also greater than the alpha value (sig.0.922 > a (0.05)), so the first hypothesis is rejected.Thus, the variable human resources (lecturers) does not affect the growth of student entrepreneurial spirit.Whereas for the entrepreneurship learning variable based on Table 3 and Table 4 above it is known that the residual value is 113.The tcount value is 5,419 which is greater than the ttable value of 2,245 and a significance of 0.000 which is smaller than the alpha value (0.05) so the second hypothesis is accepted.The data from this test shows that there is a significant and positive effect of the entrepreneurship learning variable on increasing student entrepreneurial spirit.

Human Resources for Entrepreneurial Spirit
Six indicators are measured from the variable human resources for entrepreneurial spirit in this study, namely the qualifications of lecturers, the area of expertise of lecturers based on their academic level, the existence of a real business being run or as a business/entrepreneurial practitioner, activeness in business organizations, ability to socialize, and confident not influences on increasing the entrepreneurial spirit of students.These findings are different or not in line with the findings from the study Bayar, et.al, 20 Taufik 21 dan Purwanto 22 shows that human resources (lecturers) affect increasing the entrepreneurial spirit of students.
Based on these findings, study programs in a university do not have to recruit new lecturers to teach entrepreneurship courses.Entrepreneurship courses can be realized and taught by lecturers who have the same field of science in a university.The educational qualifications and strong character of lecturers teaching the course have no influence on the growth of the entrepreneurial spirit of students.The thing that needs to get great attention by a study program or college, namely the existence and completeness of all learning tools and ensuring that these learning tools are maximally realized. 23Thus, the main focus should be placed on providing resources and a supportive learning environment, including relevant curricula and innovative teaching methods, to encourage the development of students entrepreneurial spirit.This emphasizes the importance of managing existing resources efficiently and utilizing them optimally to achieve the desired learning objectives.
Although the entrepreneurial experience of lecturers does not directly affect the improvement of students' entrepreneurial spirit, it does not mean that lecturers who have entrepreneurial skills and experience do not have any influence on the growth of students business spirit.The survey conducted shows a fairly high number, especially in the study program that is the object of research related to entrepreneurial experience as shown in the following diagram:   2024).This confirms that although lecturers' entrepreneurial experience does not have a direct correlation with increasing students' entrepreneurial spirit, the presence of lecturers who have such experience can provide students with inspiration, practical knowledge, and valuable insights.Lecturers who share direct experience in the entrepreneurial world can provide real examples of the challenges and opportunities that future entrepreneurs may face.Therefore, the role of lecturers with entrepreneurial experience remains important in shaping students' entrepreneurial spirit, although the impact may not be immediately measurable.
In addition, the trend of students' entrepreneurial spirit from experienced lecturers is in a fairly good category, so this cannot be ignored.Lecturers who have experience in the entrepreneurial world may have developed communication skills, risk-taking courage, and an unyielding attitude that can inspire and motivate students to pursue dreams and face challenges in the business world.Their presence as real examples of success in the business world can shape a positive mindset and attitude towards entrepreneurship in students.
In addition, the findings of Purwanto,24 Taufik,25 and Bayar et al. 26 prove that the entrepreneurial experience of lecturers has a significant influence on the growth of students' entrepreneurial spirit.Lecturers who have gone through their own entrepreneurial journey can serve as valuable mentors, guiding students in honing entrepreneurial skills and providing insights into best practices in the business world.Thus, recognizing and utilizing lecturers' entrepreneurial experience as a source of inspiration and knowledge for students can help enrich their educational experience and enhance their perspective on the business world.

Entrepreneurship Learning on Entrepreneurial Spirit
Whereas for the entrepreneurship learning on entrepreneurial spirit variable based on Table 3 and Table 4 above it is known that the residual value is 113.The tcount value is 5,419 which is greater than the ttable value of 2,245 and a significance of 0.000 which is smaller than the alpha value (0.05) so the second hypothesis is accepted.The data from this test shows that there is a significant and positive effect of the entrepreneurship learning variable on increasing student entrepreneurial spirit.
The entrepreneurship learning on entrepreneurial spirit variable is measured by six indicators in this study.Variable indicators (X2) in this study, namely entrepreneurial motivation, the main goal of entrepreneurship, field studies to companies, field studies to MSME offices, business practices, and preparation of business financial reports have a positive and significant effect on increasing student entrepreneurial spirit.The findings in this study are in line with the research findings of Pham et al. 27 , Duong et al. 28 , Irwansyah & Tripalupi, 29 Fahmi & Amanda, 30 Prawiranegara et al. 31 , and Ayuni & Kustini 32 shows that entrepreneurship learning has a positive effect on the growth of student entrepreneurial spirit.
In research findings of Rahmawaty 33 and Mustaqim, 34 it is stated that self-efficacy has a positive and significant effect on students' interest in entrepreneurship.This suggests that when students believe in their own abilities to succeed in entrepreneurial endeavors, they are more likely to be motivated to pursue entrepreneurial activities.Besides that, it is also emphasized that emotional intelligence and entrepreneurial attitudes greatly influence the development of self-efficacy.Students who possess high emotional intelligence are better equipped to manage stress, communicate effectively, and navigate social situations, all of which are essential skills for successful entrepreneurship.Additionally, having a positive entrepreneurial attitude, such as being proactive, resilient, and adaptable, can enhance students' belief in their own capabilities.
While emotional intelligence and entrepreneurial attitudes are crucial components, they can be built and developed through good entrepreneurship learning.This highlights the importance of incorporating comprehensive entrepreneurship education programs that not only focus on imparting technical knowledge but also nurture students' emotional intelligence and foster positive entrepreneurial mindsets.By providing students with opportunities to engage in experiential learning, collaborate on real-world projects, and receive mentorship from seasoned entrepreneurs, educational institutions can play a pivotal role in cultivating the self-efficacy, emotional intelligence, and entrepreneurial attitudes necessary for students to thrive in the entrepreneurial landscape.
The findings in this study provide an illustration that student mindsets can be developed and directed from a worker mindset to an entrepreneur mindset.However, to make it happen, entrepreneurship learning needs to get great attention, especially in the preparation and improvement of the learning curriculum. 35Not only on a certain tertiary scale, but also on a national scale by the government as a form of responsibility in shaping the entrepreneurial character of students. 36Even the government's direct role in efforts to build a young generation who likes entrepreneurship will provide great encouragement to start a business. 37So that it can be said that the acceleration of improvement in efforts to shape the entrepreneurial character of students needs synergy between government agencies and universities.Especially in compiling the curriculum as the operational basis of the learning process in a tertiary institution.
Based on this study's main indicators on entrepreneurship learning-motivation, field studies, and business practices-which garnered positive responses from students, it's clear these aspects are crucial for fostering entrepreneurial skills and mindset.Therefore, study program leaders should prioritize and emphasize these elements in curriculum development.Motivation is essential for entrepreneurial pursuits, driving engagement, creativity, and persistence.Designing activities that cultivate intrinsic motivation, such as showcasing success stories and offering hands-on projects, is vital for inspiring students to pursue entrepreneurship with enthusiasm and resilience.
Field studies provide practical insights into the entrepreneurial landscape, helping students understand market dynamics, consumer behavior, and industry trends.Integrating field studies into the curriculum bridges the theory-practice gap, allowing students to apply theoretical knowledge in real-world contexts and refine their entrepreneurial skills through experiential learning.By experiencing the challenges and opportunities faced by entrepreneurs firsthand, students can develop a deeper understanding of the complexities involved in running a business and become better prepared to navigate the entrepreneurial ecosystem.
Furthermore, integrating business practices equips students with essential competencies like business planning, financial management, and marketing strategies.
Exposure to real-life business scenarios empowers students to develop a comprehensive skill set necessary for entrepreneurial success.By providing hands-on experiences and mentorship, educational institutions prepare students to launch and manage ventures effectively, contributing to innovation and economic growth.These practical experiences not only enhance students' technical skills but also build their confidence and ability to think critically and solve problems, which are vital for thriving in the competitive business world. .This is a serious effort in realizing human resources who have entrepreneurial skills based on the principles of sharia entrepreneurship.This study program places sharia entrepreneurship as one of its main profiles, which is then formulated as "Sharia Preneur."

A Review of
Preneur Shariah as intended in this curriculum is the birth of young entrepreneurs from graduates of the Sharia Economic Law Study Program at the University of Muhammadiyah Makassar who are able to apply the values of Islamic law in every aspect of the business they run.Through this approach, graduates are expected not only to become financially successful entrepreneurs, but also ethical, fair, and responsible in accordance with Islamic teachings, these three aspects are the spirit of Islamic principles in running a business. 38The program is designed to equip students with the knowledge and skills necessary to start and grow a business that is not only competitive in the market, but also provides benefits to the wider community in accordance with sharia principles.

Overview of Sharia Aspects in Entrepreneurship Learning
The transformation process of entrepreneurship-based learning in higher education has become very urgent. 39To realize this, there are two main factors that play a major role, namely human resources and learning curriculum.Human resources in this context refer to educators or lecturers, while the curriculum is a learning design that aims to create a learning atmosphere that encourages students' desire for entrepreneurship.In the resource-based approach, there are four fundamental aspects that must be developed in an entrepreneur, namely the ability to motivate, the ability to organize, professionalism by applying Islamic values, and the example set by the Prophet.Furthermore, in the knowledge-based approach, it is important to understand economic literacy based on Islamic values sourced from the Al-Quran and hadith. 40roducing graduates who are capable of entrepreneurship in the digitalization era like today is easier than before the digitalization era. 41In other words, creating graduates who have the desire and ability to be entrepreneurs is not too difficult.However, the challenge that arises then is how to create graduates who not only have entrepreneurial skills but also have noble morals in running their business, by realizing the values of shari'a in every action. 42To create graduates with these qualifications, a large role of human resources (lecturers) and the accuracy of the entrepreneurship curriculum used are needed.
To realize graduates with the qualifications as mentioned above, the Sharia "The teacher is a guide for students to achieve perfection of knowledge and knowledge, therefore, teachers are required to have good qualities.This is because the soul of the student is weak, compared to the soul of the teacher.
When the teacher has perfect traits, the student will follow the teacher's traits." 43ased on Al-Mas'udi's statement above, the role of a teacher is very important.Teachers or lecturers in research have a great influence on students, especially in the process of acquiring knowledge well.In addition, the nature and character of the teacher tends to be easily followed by students.In this context, entrepreneurship lecturers in the Sharia Economic Law (Mu'amalah) Study Program at Universitas Muhammadiyah Makassar have met the criteria as exemplary lecturers who can be used as examples by students.The characteristics of Islamic economic entrepreneurship lecturers are formed from their scientific background and the community they are in, namely from Islamic study programs and universities as well as involvement in Muslim entrepreneurial communities such as Saudagar Muhammadiyah.
To realize the above, one of the supporting aspects must start from human resources, in this case teachers or lecturers, whose role is to provide assistance and teaching to students.Teachers or lecturers have a great responsibility in guiding students, not only in academic aspects but also in the development of entrepreneurial character and skills.Intensive and quality assistance from lecturers is very important to instill entrepreneurial values in accordance with Islamic law.
In addition, the correctness and accuracy of the curriculum used is certainly a tool that greatly supports human resources (lecturers) in transferring the expected knowledge.The curriculum must be designed in such a way as to be relevant to the times and industry needs, but still based on Islamic values.The right curriculum will help lecturers in delivering material effectively and thoroughly, covering the theoretical and practical aspects needed by students to become successful and noble entrepreneurs.
With a combination of mentoring from competent lecturers and the right curriculum, the learning process in higher education will be optimized.Students will get adequate provision both in terms of knowledge and morals, so that they are able to face the challenges of the world of work and business with strong faith and high professional abilities.Thus, universities can produce graduates who are not only ready to compete in the digitalization era but are also able to become role models in practicing Islamic values in every aspect of their lives.

CONCLUSION
Based on the results of the research and discussion in this study, it can be concluded that this study examined human resources (lecturers) as variable X1 and entrepreneurship learning as variable X2, and increasing student entrepreneurial spirit (Y).Based on the results of the research and discussion, it is known that the human resource variable, in this case, the lecturer in the entrepreneurship course, does not affect the growth of the entrepreneurial spirit of students.Meanwhile, the entrepreneurship learning variable has a significant and positive effect on the growth of student entrepreneurial spirit.
The findings in this study can be findings that are taken into consideration in developing a learning tool to build the growth of students' entrepreneurial spirit.What needs to be done is to improve the learning system at an institution or college.The design of the learning system which is the reference for the learning process will greatly affect the quality of students or students at the end.In compiling a good learning system, it is necessary to emphasize the necessity of providing motivation, field studies, and business practices during the learning process.Because these aspects will make a major contribution to the growth of student entrepreneurial spirit.

Figure 1
Figure 1 Survey Results on the Role of Lecturers on Student Entrepreneurship MotivationSource: Data processed by the author, (2024).This confirms that although lecturers' entrepreneurial experience does not have a direct correlation with increasing students' entrepreneurial spirit, the presence of lecturers who have such experience can provide students with inspiration, practical knowledge, and valuable insights.Lecturers who share direct experience in the entrepreneurial world can provide real examples of the challenges and opportunities that future entrepreneurs may face.Therefore, the role of lecturers with entrepreneurial experience remains important in shaping students' entrepreneurial spirit, although the impact may not be immediately measurable.In addition, the trend of students' entrepreneurial spirit from experienced lecturers is in a fairly good category, so this cannot be ignored.Lecturers who have experience in the entrepreneurial world may have developed communication skills, risk-taking courage, and an unyielding attitude that can inspire and motivate students to pursue dreams and face challenges in the business world.Their presence as real examples of success in the business world can shape a positive mindset and attitude towards entrepreneurship in students.In addition, the findings of Purwanto, 24 Taufik, 25 and Bayar et al.26  prove that the entrepreneurial experience of lecturers has a significant influence on the growth of students' entrepreneurial spirit.Lecturers who have gone through their own entrepreneurial journey can serve as valuable mentors, guiding students in honing entrepreneurial skills and providing insights into best practices in the business world.Thus, recognizing and utilizing lecturers' entrepreneurial experience as a source of inspiration and knowledge for students can help enrich their educational experience and enhance their perspective on the business world.

table : Table 1
Data processed by the author usingSPSS 26, (2024).The results of the test can be concluded that all instrument statements used in this study have a positive correlation coefficient and are greater than rtable (0.1996) and are declared valid.While the results of reliability testing can be seen in the following table:

Table 2
Data processed by the author using SPSS 26, (2024).Table2above shows that Cronbach's alpha value of all variables is more than 0.60.So that the instrument used can certainly explain human resource variables (lecturer in entrepreneurship courses) and entrepreneur learning variables.

Shari'ah Aspects in Entrepreneurship Learning Transformation
1. Sharia-based Entrepreneurship Learning in Sharia Economic Law Study Program, University of Muhammadiyah Makassar Sharia-based Entrepreneurship Learning in the Sharia Economic Law Study Program at the University of Muhammadiyah Makassar has been carefully designed in the curriculum owned by the study program Economic Law Study Program at the University of Muhammadiyah Makassar has recruited lecturers with qualifications in entrepreneurial skills and has a professional personality and exemplary in realizing Islamic values in the real business being run.So that the ability of lecturers as a figure in transferring entrepreneurship knowledge is also believed to have the ability to transfer Islamic values in the science of entrepreneurship taught.In this regard, Al-Hafidz Hasan Al-Mas'udi in the book taysir al-khalaq said that: