International Journal of Entrepreneurship Volume 22, Issue 4, 2018 1 1939-4675-22-4-220 DO LEARNING ENVIRONMENT AND SELF-EFFICACY IMPACT ON STUDENT’S ENTREPRENEURIAL ATTITUDE? Ari Saptono, Universitas Negeri Jakarta Agus Wibowo, Universitas Negeri Jakarta ABSTRACT Learning Environment and self-efficacy are considered to be two important factors influencing entrepreneurial attitude. This study was conducted to determine the entrepreneurial attitude and self-efficacy of 300 vocational secondary school students at DKI Jakarta. This study used the survey method with the causal approach. The data was collected through a questionnaire and then analysed using path analysis. The findings indicate that the learning environment had directly and positively effect on self-efficacy. Learning environment also had directly and positively effect on entrepreneurial attitude. Self-efficacy was directly and positively effect on entrepreneurial attitude. Although this research tries to provide a better view of entrepreneurship education, particularly in self-learning environments and entrepreneurial attitudes, it may be different from other schools as a result of cultural differences, the ability of teachers and the model of learning to be undertaken. Keywords: Learning Environment, Entrepreneurial Attitude, Self-Efficacy, Vocational Secondary Students. INTRODUCTION Entrepreneurship development is the primary focus of the education system, both in developed countries. This is due to the positive impact that supports social development, community empowerment, economy and organization (Akmaliah and Bagheri, 2010; Collins and Hannon, 2008). In Indonesia, entrepreneurship development is one of the national education strategic policies in utilizing demographic bonuses for the next five years (Puspayoga, 2017; Purwana and Suhud, 2017). The development of entrepreneurship education in Indonesia is also to increase economic independence and create prosperity of society. That is relevant according to McClellan (1961) that a nation can achieve prosperity if it has a minimum number of entrepreneurs as much as two percent of the population. Strategic steps in the framework of establishing and developing entrepreneurship, conducted in various ways, among others through education, skills training, and enhancement of entrepreneurial skills (Wu and Wu, 2008). Educational institutions as managers of human resources, able to instill and foster entrepreneurial values in learners to produce graduates who have the character of entrepreneurship with the orientation as a creator of employment not as a job seeker (Obschonka, and Goethner, 2015). Vocational High School (SMK) in Indonesia seeks to educate students to be ready to work and become entrepreneurs (Amin, 2015). SMK is also proven to develop human resources who can work professionally in the field by prioritizing the potential and local wisdom as a form of environmental excellence (Setiawan, 2017).