Designing an Information Technology Platform for Imparting Entrepreneurship Values in Social-Emotional Learning for Kindergarten Children Using EFA and CFA

—Kindergarten is crucial for today's education. Kindergarten helps kids develop in all areas. Students work in groups on a simple project task in this study. The work includes topic-related activities. Kids should learn early on that being an entrepreneur will shape their identity & future. This condition makes someone realize that their long-term desire to be an entrepreneur comes from their academic success. This study investigated how the 35 questions are assembled & what improves them. 195 kindergarten teachers participated in the study. The sample was analyzed using EFA & CFA. Exploratory factor analysis revealed twelve unknown variables. The above variables explained 80% of the variation. Various factors explained the remaining 20%. All Cronbach's alpha values exceed requirements. CR >.7 & AVE >.5, indicating credible & tested constructs. The EFA showed that 195 research samples were sufficient because the KMO was above 0.50. This allowed more research. Six-factor solutions explained over 80.71% of the variation, so the EFA liked them. These factors kept the results consistent with those of previous studies. These traits facilitate legislator-educator dialogue rather than kindergarten teacher business observation. Researchers can use these properties for cluster analysis or multivariate linear regression. This subject requires more research because students develop a structured approach. Furthermore, experts should examine the research on what is making kindergarten entrepreneurship instruction popular.


I. INTRODUCTION
Today's educational outcomes depend on early education, including kindergarten.Kindergarten is education that promotes the overall development of children or all areas of their personalities [1].Of the several aspects of development that exist in children, one of which is the social-emotional aspect which needs to be a particular concern for parents & teachers because this is significantly related to the daily life that children will live [2].
The implementation of the learning process in kindergarten needs learning innovation through learning models that are expected to stimulate children by developing learning models that suit children's needs so that learning can be carried out systematically & continuously [3], [4].The quality of learning can be determined by the extent to which learning models & learning activities can change children's behavior toward following predetermined competency objectives [5].Learning models commonly used in kindergarten are tailored to school needs, such as center learning models, classical learning models, & area learning models [6], however, educators should be able to create learning models to improve learning quality & optimize children's development [7].Innovation in learning quality is intended to boost children's growth.Thus, it is essential to develop a Learning Model [8], [9], including the Learning Model in Kindergarten [10].One of them is the development of the Project Learning Model of entrepreneurial values in kindergarten.Learning activities with the concept of learning while playing allow entrepreneurial values to be implemented [11].Early planting of entrepreneurial values is a brilliant alternative to stimulating the character of entrepreneurial values in children [12].
Introduce children to the value of entrepreneurship from an early age to give them a character that will affect their future [13].This condition emphasizes that a person with an entrepreneurial spirit is a long-term result arising from achievement and cognitive abilities during childhood [14].Thus, learning activities for entrepreneurial values projects are critical because they prepare children to be better when they become adults in meeting economic challenges [15].Some socio-emotional entrepreneurial values in early childhood can be developed through project learning: 1) Cooperation: Project learning can involve children working with their peers.This can help children develop social skills & adaptability in interacting with others.2) Responsibility: children are taught to accept responsibility for actions & results.Children are taught to understand their social responsibilities within their environment and encouraged to take positive actions to help others.3) Communicative: children are taught to communicate well with peers and adults to convey their ideas and feelings.4) Creativity: The value of creativity teaches children to think on their feet, find new solutions, and use their imagination freely.Developing creativity in children will help them become innovative individuals who can find new ways to solve problems.5) Tenacity: The value of tenacity or perseverance teaches children not to give up quickly in the face of challenges or difficulties.Developing tenacity in children will help them face obstacles with passion & determination to achieve their goals.The project model in this study is to provide a simple project task in the form of work to students consisting of a series of activities related to the topic in groups [16].

A. Research Design
Quantitative research was used to understand kindergarten teachers' willingness to teach entrepreneurship.In particular, exploratory factor analysis (EFA) extracted latent factors from the questions.EFA is used in research to find hidden patterns in data [17] It condenses several variables into a smaller set while maintaining most information, making it a dimensionreduction approach.Confirmatory factor analysis will validate the factors found [17].

B. Data Collection
According to the research conducted by Burns and Grove [18], a thorough research documentation process encompasses several components, including the research environment, participants and population, constraints in examining trust, & techniques for data collection & analysis in the research undertaking.The present study employed purposive sampling to select a sample that accurately represented the research objectives and facilitated the collection of precise student data.The survey encompassed a sample of 195 kindergarten teachers from Padang City.The participants had prior experience in teaching kindergarten.The participants in this study were recruited online and were requested to complete a questionnaire on a predetermined platform.Before the survey, participants were informed about the study's objective, data type, storage and management, and their right to decline participation.The survey consisted of two sections: one focusing on the demographic characteristics of the participants, & another utilizing a Likert scale [19] to assess the level of readiness for entrepreneurship in kindergartens.The scale is from 1 (Strongly Disagree) to 5 (Strongly Agree).

C. Data Analysis
Addressing the questionnaire is essential to research because it helps researchers determine what factors are critical to the study.A questionnaire based on the Likert Scale was used to rate the measurement items in this study.Each item can be rated at one point on a scale from one to five points.One point means strong disagreement & five points mean strong agreement.Once we had the data, we used IBM SPSS to list all the answers.Once we finished that, we moved on to the next step.There are 195 observations for each of the 35 items in the sample, meaning there are 5.5 observations for each variable.Based on what has been written, academics can use several criteria to pick EFA samples.Hair et al. [17] say that the sample sizes of 5:1, 10:1, and 20:1 are good, average, and great, in that order.According to Bujang et al. [20], the sample size should be fifty, one hundred, five hundred, or more than one thousand.It meets the standard of Hair et al. [17] rules.
The EFA method relies on the idea that factors are related, so it needs to be tested.In this study, two signs are used.The Kaiser-Meyer-Olkin Measure of Sampling Adequacy is the first way to measure the strength of a partial association.They say that a KMO level close to 1.0 is ideal & less than 0.5 is not good enough [17], [21].The second sign is Bartlett's Roundness Test, which looks for links between things.A significant Bartlett's Test of Roundness (sig.<0.05) shows that the factors are related enough for progress to be made [17].
IBM SPSS was used to analyze the data.We used the Principal Components extraction method and the Varimax rotation method.The writers were not limited by assumptions about how many factors they could keep.Still, with 14 variables to study, it made sense to keep four to six factors so that there would be many accurate measures for each factor (at least two, preferably three) [17].Kaiser, the scree plot, and variation show the criteria for keeping factors.
After the EFA, a CFA was done to make sure the factors were correct.Before CFA, Average Variance Extracted (AVE) and Construct Reliability (CR) were used to check the validity and reliability of scales.These methods are thought to work well with Cronbach's Alpha in CFA.AVE and CR should be greater than 0.7 and 0.5.To look at CFA data, we use the Goodness of Fit Index (GFI), the Adjusted GFI, the Normed Fit Index (NFI), the Comparative Fit Index (CFI), the Root Mean Square Error of Approximation (RMSEA), and PCLOSE.A CMIN/DF value less than 3 means that the sample data and the suggested model fit well enough, while a value higher than 5 does not fit as well.For GFI, AGFI, NFI, and CFI.Hu and Bentler [22] say that scores ≥ 0.9 are fair and scores ≥ 0.95 are very good.If RMSEA is less than 0.01, 0.05, or 0.08, the fit is great, good, or medium.Hair et al. [17] says that PCLOSE > 0.05 means that the fit is excellent, and ≥ 0.01 means that the fit is good.IBM Amos was used for CFA.

A. Descriptive Analysis
Validity tests determine whether a measurement instrument is valid.Questionnaire questions are the measuring instrument.A questionnaire is valid if its questions reveal anything it measures [23].The validity test assumes that the total Pearson correlation is higher than the r-table.Hence, the study's findings are legitimate if true [24].When the significance level is 5%, and 195 respondents are used, the rtable value is 0.304.The reliability test results are in Table 1.[25].A Cronbach alpha score > 0.6 indicates questionnaire reliability [26].The reliability test results are in Table 2. Table 3 shows Kaiser Meyer Olkin (KMO) & Bartlett's Test results to determine a variable's feasibility & data processing ability [27].Continuing factor analysis is possible if the KMO value is more than 0.50.In this study, the KMO value is 0.933> 0.50, and the significance (sig) is 0.000 <0.05.

B. Exploratory Factor Analysis
Table 4 shows the extracted factors' eigenvalues, explained variance, and cumulative variance.Twelve factors were found using the Kaiser criterion (a component is retained in the model if its eigenvalue is higher than one).This number also met expectations.The twelve factors explained 80.71% of the variance in kindergarten teacher data from 195 teachers.Other factors accounted for the rest.The threshold of total variation explained is not agreed upon, however, the current findings are in line with social science guidelines (about 60%) or other findings [21], [28].Table 4 shows that factors 1 to 12 explain 46.624%, 6.053%, 4.831%, 3.413%, 3.344%, 2.933%, 2.727%, 2.679%, 2.305%, 2.118%, 1.917%, 1.917% of the variation Figure 1 shows that twelve components may make sense when considering eigenvalue changes (referring to the "elbows" in the scree plot).The fifth factor's eigenvalue (.603) is beyond the latent root criteria of 1.0 [17].If the eigenvalue is close to 1.0, the factor can be included.All these criteria suggest keeping the twelve elements for further study.Table 6 presents the final results of the EFA concerning the factor names and factor loadings of each item.Factor 1's three components have conceptual links to learners' abilities and progress; hence Factor 1 is named "Phase A1".The three items in Factor 2 are related to determining learning objectives and materials.Factor 2 is named Phase A2.Furthermore, three items in Factor 3 determine entrepreneurial values related to children's social emotions.This factor 3 is named Phase B. Furthermore, four items in Factor 4 are related to determining learning topics.This factor 4 is named Phase C1.Three items in Factor 5 are related to analyzing the needs of tools and materials that will be used in learning.This factor 5 is named Phase C2.Three items in Factor 6 are related to determining the project implementation schedule.Factor 6 is named Phase D1.
Furthermore, three items in Factor 7 related to determining the work group in project learning.Factor 7 is named Phase D2.Three items contained in Factor 8 are associated with preparing the learning environment for students.This factor 8 is named Phase D3.Two items in Factor 9 are associated with organizing the project creation guide.This factor 9 is named Phase E1.Three items contained in Factor 10 are related to making projects by schedule.Factor 10 is named Phase E2.Three items contained in Factor 11 are related to preparing entrepreneurial mini-projects.Factor 11 is named Phase F. Three items contained in Factor 12 are related to assessing the learning process of the entrepreneurial values project.This factor 12 is named Phase G.

C. Confirmatory Factor Analysis
Table 7 shows the reliability and validity of the CFA analysis scale.Every Cronbach's alpha value exceeds the required 0.7.CR >.7 and AVE >.5 indicate credible and validated constructs.Table 8 shows the summary of the CFA model fit.Table findings show CMIN/DF = 1.450, an outstanding criterion.The GFI value of 0.945 exceeds the acceptable criteria (≥.90).AGFI and NFI fit well with values of 0.912 and 0.945.CFI = 0.982, exceeding the good criterion.RMSEA was acceptable when 0.48 was less than 0.05.Finally, PCLOSE is a good measure when the estimate exceeds the threshold.No more than 3 levels of headings should be used.All headings must be in 10pt font.Every word in a heading must be capitalized except for short minor words, as listed in Section III-B.This study used EFA and CFA to examine the factorial structure of 35 kindergarten teacher survey items in a cross-sectional sample.The EFA showed that the 195 research samples were sufficient because KMO was more than 0.50, allowing further investigation.Since a six-factor solution explained over 80.71% of the variation, the EFA favored it.A high link between questions is indicated by factor creation.Trigwell et al. [29] found that having skills helps students learn.Previous research by Ngwuchukwu and Nwachi [9] shows the importance of entrepreneurship education.The association is explained similarly to other factors.

Fig. 2 Factor Model
The component and common factor analysis gave the researcher vital insights into variable structure and data reduction.First, the variable structure showed that teachers must establish learning objectives and resources utilizing 12 assessment dimensions.These dimensions can cover a wide range of teacher and learner competencies, from knowing learners' ability and development (Phase A1) to determining learning objectives and materials (Phase A2) to determining entrepreneurial values related to social-emotional (Phase B), then determining learning topics (Phase C1) and analyzing the needs of learning tools and materials (Phase C2).Policymakers and kindergarten teachers can now discuss ideas for these topics instead of tackling each component individually.Second, these criteria can be used with cluster analysis to discover if they have other properties for more indepth research.Finally, future researchers could utilize one representative question from each category and additional scale measurements to study further associations.
A further benefit of factor analysis is that it provides a foundation for data reduction using the summing of scale or factor responses.When researchers have developed a method to combine the variables that are contained inside each component into a single score, they will be able to substitute the initial set of variables with a variety of aggregate indicators [30]Using this new composite variable, we can concentrate on the differences between different groups or regions rather than evaluating each variable individually.This makes it easy to zero in on a specific area of interest for the research.For instance, multivariate linear regression can be used to make predictions for different perspectives of teacher ability at the kindergarten level based on the total scores.
Next, the model that was discovered from the EFA analysis was validated through the use of CFA.By all of the aforementioned acceptable criteria, the findings of the CFA analysis provided support for the hidden structure that was derived from the EFA [31].The criteria of the various model fit indices should be considered when discussing how well the CFA model fits the data.This is a critical consideration [32].An RMSEA number that is less than 0.01 is considered good; a value that falls between 0.01 and 0.05 is considered to be satisfactory, and a value that falls between 0.08 and 0.1 is considered a mediocre fit.There was a reasonable level of fit, as indicated by the RMSEA value of 0.048 for this particular investigation.Considering that the GFI and AGFI values of this sample, which 0.945 and 0.912, respectively, were both more incredible than the limitations of 0.90 and 0.90, it may be concluded that the fit was satisfactory.As result of the CFI value being more than 0.95, it can be concluded that the model makes excellent use of the data.
There is a possibility that individuals currently employed in kindergarten, individuals with an interest in kindergarten, and individuals with aspirations to conduct research in the future could benefit from this research.The findings of this study have the potential to contribute to enhancing the educational experience that kindergarten students receive.Notable among these are enhancements that can be incorporated into the academic program to instill or cultivate entrepreneurial qualities in children who are in kindergarten.The findings of this research can serve as a valuable resource for enhancing entrepreneurial education across all the stages discussed earlier.This resource has the potential to serve as a useful reference that can improve educational experiences and foster entrepreneurial traits among kindergarten students.The stages that are an integral part of this research can be utilized as steps in teaching kindergarten students about entrepreneurship.

IV. CONCLUSIONS
This study aimed to elucidate the fundamental framework of the 35 inquiries and ascertain the underlying factors that contribute to the formulation of these inquiries.The study involved a sample size of 195 kindergarten teachers who volunteered to participate.Both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were performed on the sample.Following the implementation of an exploratory factor analysis (EFA) experiment, the collected data revealed the presence of twelve latent variables.These variables accounted for approximately 80% of the variability, with the remaining 20% being attributed to other variables.The test measures surpassed the necessary thresholds, indicating a satisfactory and excellent fit.Furthermore, the results obtained from the CFA enhanced and confirmed the validity of the twelve-factor model.The parameters yielded outcomes consistent with the guidance offered by prior research, as cited in older scholarly works.Therefore, the findings of this study provide a chance for policymakers and educators to participate in deliberation instead of closely examining the entrepreneurial behaviors of kindergarten teachers.Researchers can utilize the findings of this study to perform additional analysis, such as multivariate linear regression or complementary cluster analysis.
Multiple recommendations were derived from the findings of this investigation.These recommendations can provide valuable guidance for the efforts of other professionals and practitioners.Elementary school teachers should be aware that practical entrepreneurship skills can be introduced to students at a young age and applied in real-life situations.It is essential for all individuals in the classroom, including the children, to be aware of this information since it equips them with the necessary skills to navigate real-life situations.The positive feature implies that educators entrusted with instructing pupils should consistently devise efficacious pedagogical approaches in educational institutions, as these methodologies have demonstrated success in various comparable research studies or settings.To fulfill the participation criterion, educators should exert more effort to engage students in learning.Children must demonstrate curiosity and actively inquire about their learning material for teachers to achieve their objectives.Completing this last piece of work will prepare students for a more intelligent society, particularly in the era of Industry 4.0.Teachers are encouraged to engage in various academic disciplines to expand their expertise.Despite the considerable time and effort required, the endeavor is precious as it aids in retaining primary school educators.
Furthermore, according to the twelve-factor model, practitioners need to possess the ability to articulate and emphasize the key concepts within these domains, as well as provide a rationale for the correctness of their policies.This text is given from a practitioner's perspective.From the perspective of a curious researcher, the item factor loadings indicate the indicators that should be utilized in forthcoming research studies.However, it is advisable for experts not to overly prioritize the inclusion of all aspects in the model when making decisions.The suggested cutoff value was derived from the sample number.Instead, they should explore alternate indicators that might provide a more accurate explanation for the underlying causes identified in this study.Furthermore, future studies should incorporate these components to gain a more comprehensive understanding of various perspectives, such as the mechanisms of learning, the utilization of integrated teaching methods, and the actual pedagogical process.
This study offers potential benefits to individuals currently employed in a kindergarten, individuals with an interest in kindergarten, and individuals with aspirations of conducting research in the future.The results of this study possess the capacity to improve instructional quality in kindergarten.This encompasses the improvements that can be implemented in the curriculum to impart or cultivate entrepreneurial traits in children of kindergarten age.The results of this study can serve as a valuable resource for improving entrepreneurship pedagogy across the stages above.This resource can serve as a valuable reference for improving the educational experience and fostering entrepreneurial traits among kindergarten students.
However, it is imperative to underscore that this research possesses several constraints that necessitate careful consideration.During the initial stage of the procedure, a thorough collection of thirty-five survey questions was carefully reviewed and subsequently disseminated to educators working in primary education establishments.Before the implementation of any additional measures, this action was undertaken.Due to this, it is plausible that other variables were overlooked.If individuals desire to gain knowledge on this particular subject, they will be presented with a systematic framework to examine the phenomenon, necessitating additional investigation.Furthermore, academics must comprehensively examine the current scholarly literature on the factors contributing to the increasing integration of entrepreneurial principles into the educational curriculum for kindergarten students.

Fig. 1
Fig. 1 Scree Plot Table 5 shows factor loadings.The minimum and maximum factor loadings are .436and .812.Hair (2009) [17] The proposed factor loading values show how variables relate to factors.Large loading values > 0.40 indicate the factor;

Figure 2
Figure 2 illustrates kindergarten teachers' final entrepreneurship-oriented learning readiness measurement methodology.In the model, factor loadings over 0.50 were favored for retention.Items were maintained in the model because all factor loadings in the figure are more than 0.50.The EFA matches this result.No more than 3 levels of headings should be used.All headings must be in 10pt font.Every word in a heading must be capitalized except for short minor words, as listed in Section III-B.This study used EFA and CFA to examine the factorial structure of 35 kindergarten teacher survey items in a cross-sectional sample.The EFA showed that the 195 research samples were sufficient because KMO was more than 0.50, allowing further investigation.Since a six-factor solution explained over 80.71% of the variation, the EFA favored it.A high link between questions is indicated by factor creation.Trigwell et al.[29] found that having skills helps Cronbach Alpha function was used for this test.If a person's answer to a statement is consistent, a questionnaire is dependable

Table 4
further illustrates that the twelve elements are preferable with more than two variables per component above 40.

TABLE V VARIMAX
-ROTATED COMPONENT ANALYSIS FACTOR MATRIX Project delivery according to the designed schedule E21 Project creation is adjusted to the series designed in the entrepreneurial values project learning e-module.