Business Simulation, Student Competency, And Learning Outcomes

The shifting paradigm in the learning process changes with technological advances and the internet. The learning process is through conventional classes with teacher center learning and is changing towards student center and experiential learning. Unika Atma Jaya's management program develops learning using IT platforms for business simulations to train students' way of thinking about business processes within the company virtually. This study wants to examine how a business simulation class student's experience impacts student business competency and learning outcomes in learning Business Simulation. The results showed that student experience through perceived usefulness and perceived enjoyment affected learning outcomes mediated by student business competency.


INTRODUCTION
Through effective communication systems and evolutions in various technologies, the trend of globalization has influenced business management and administration. Challenges are increasing in the practice of business education. Educational critics identify a large gap between the knowledge and skills required for the real world of business and the academic The application of business simulations in the Unika Atma Jaya management study program is expected to bring a new atmosphere and learning methods for students that encourage them to be more active, participative, collaborating with experiential learning in the business world even though virtually. (Hernandes et al., 2019), referring to several previous studies, stated that even though there are benefits, there are still criticisms about the effectiveness in improving student learning outcomes. Among others depending on the learning methodology, the existence of different roles of lecturers no longer centered on the transmission of knowledge but more as a facilitator, collaborator, advisor, moderator, and coach in learning. It is further stated that student opinions and perceptions are essential in understanding the learning process and results. Often, lecturers will leave learning, and the process is carried out by students themselves or their groups. (Asiri et al., 2017), in their study, found that students who have experience doing business simulations are more easily accepted to work. Given the importance of the learning process that pays attention to the development of times and technology and provides practical world experience, this study aims to analyze whether the MonsoonSIM platform used by the Atma Jaya FEB Management Study Program has an impact on students' understanding of the business learning process.
Specifically, this study examines how student experience is measured by perceived usefulness, ease of use & perceived enjoyment in using a simulation platform on student business competency, and learning outcomes in Business Simulation learning. This approach was chosen considering that business simulations use a technology platform that often creates negative and positive perceptions. Therefore, if the user believes that the system's use will improve his job performance, it will motivate him to continue using it. (Mohd et al., 2018) We consider this study necessary because the learning process variation is still limited. Studies on the impact of business simulations on learning processes and outcomes are still very limited in Indonesia. This study's results are expected to provide input to the academic world, especially the Faculty of Economics and Business in Indonesia.
Theoretical Framework. Learning using simulations is designed based on constructivist learning theory, where users will learn or build new knowledge from their scientific concepts (Zulfiqar et al., 2017). Simulation is a simple and attractive virtual system where students are given various forms and a risk-free environment to work together, discuss and make decisions based on particular situations. Meanwhile, simulation games have several rules and characteristics that students must follow to get the essence of working in realitybased scenarios. Business simulation games are also known as economic simulation games that focus on managing economic business processes. (Gatti et al., 2019) stated that besides being able to be used by students to understand business processes in the real world better, business simulations could also support the sustainability of education itself. In line with the development of industry 4.0, business simulations can support the sustainability of a university. The continuity of higher education requires learning that enhances employability into the curriculum, to bridge the gap between theory and practice, between the skills possessed and the skills needed by the industry. (Chai, 2018) The use of business simulations also supports student careers if they later choose to work in a company. According to (Asiri et al., 2017), students who study at universities with business simulation courses are found to be easier to be accepted into a company than those without business simulation experience. Of course, this is advantageous for a university if it has business simulation courses in its curriculum.
Business simulations can also train students' attitudes towards making business decisions in companies, whether they dare to take risks or not (Zulfiqar et al., 2019). Of course, more students are trained to make decisions, and it will be beneficial if later students are becoming entrepreneurs. This decision-making exercise is undoubtedly challenging to learn if students only take traditional teaching courses compared to students who have studied decision-making through business simulations. Also, the use of business simulations increases student motivation in the learning process. (Lin et al., 2018). (Zulfigar et al., 2017) state several essential characteristics in simulations, namely: a) students interact actively in real complex life situations, b) there are rules, regulations, and responsibilities c) implementation of different strategies in specific environments d) trying to adjust for changes while trying to improve performance in the simulation system. (Clarke, 2009) states that business simulations can have different characteristics as a) micro-world simulations, which emphasize the area of business functions b) macro world simulations, which cover complex system problems between companies/industries represented by teams or participants c) interpersonal skills simulations, which focus on practical training of various interpersonal scenarios with the team regarding customer problems, critical decision-making skills, operations, and induction d) business acumen simulations, focusing on developing skills in strategy formulation, allocating scarce resources, developing products and services, fulfill customer needs, manage finances, and compete with other businesses. (Harold et al., 2016) suggest that the main challenge when modeling behavior used in games is to summarize game users' knowledge, skills, and attributes (KSA-knowledge, skills & attributes). In KSA, user attributes are not knowledge or skills but are user properties that can be changed, such as attitudes, influences, interests, and preferences. KSA allows (1) to include other attributes, such as, for example, mental or physical health, (2) to resolve some ambiguity between abilities and skills, and (3) to include various learning or mental factors or physiological changes in the model. These factors are essential because games present a highly nonlinear assessment or learning experience and therefore require accurate validation of the resulting computational model and the processes and assumptions used to produce this model. Student understanding can be measured; several indicators can be used; according to (Lim and Rubasundram, 2018), to measure student understanding, 4C can be used, namely critical thinking, collaboration, communication, & creativity. (Jonathan and Laik, 2019) use VUCA, namely volatility, uncertainty, complexity & ambiguity. This study will use the approach (Mohd et al., 2018) in measuring student understanding using perceived usefulness, perceived ease of use & perceived enjoyment. This approach was chosen considering that technology often creates both negative and positive feelings when using technology, especially the system being developed. Therefore, if the user believes that the system's use will improve his job performance, it will motivate him to continue using it.
According to (Davis, 1989), (Mohd et al., 2018) perceived usefulness as a person's belief that using a unique system will improve his job performance. If the use of technology is in doubt, there will be no one's intention to use it. Perceived ease of use is a perception of the ease of use of technology. The extent to which a person believes that using technology DOI: http://dx.doi.org/10.24912/jm.v25i1.709 164 will be free from difficulties. Perceived enjoyment is an intrinsic motivation for an exciting activity, and enjoyment is felt and fun activities in a game.
Based on the studies that have been carried out, this study will examine perceptions based on students' experiences in participating in business simulation learning and their effects on their competencies and learning outcomes. Based on the discussion above, the hypothesis is proposed as follows:

METHODS
The data used in this study will use primary data from questionnaires distributed to respondents. This study's population were all students who had and are currently taking Business Simulation courses at the Faculty of Economics and Business, Atma Jaya University Jakarta. Based on the data obtained, 83 complete data can be used for research. Primary data using a questionnaire with a Likert scale measurement on a scale of 1-7.
To measure student experience will use the approach according (Mohd et al., 2018). Student understanding based on perception divided into three, namely perceived usefulness, is the benefits students feel when using a business simulation learning system implemented in the class, measured through 5 questionnaire questions. Perceived ease of use is perceived ease of use of a simulation system, where students believe in the mental and physical effort required to use the system, measured through 5 questions in the questionnaire. Perceived enjoyment is a perception of intrinsic motivation, which implies an exciting activity; enjoyable enjoyment is carried out in education because the simulation is often seen as a game, measured through 6 questionnaire questions.
Student Business Competency uses an approach (Hernandes et al., 2019) that measures generic competencies and managerial competencies obtained through business simulation learning by ignoring the methodology used. Student competence is divided into generic competence (GB) and specific managerial competence (SC) and is measured through 12 questionnaire questions. Perceived learning outcomes are student perceptions/opinions on students' learning outcomes based on student values, satisfaction, and expectations on how they can improve their knowledge and learning often referred to as student performance, measured through 7 questionnaire questions.
Data analysis was performed using SEM-PLS because the data was minimal and the data were not normally distributed. According to (Hair et al., 2014), SEM-PLS can be used in research where the data is not normal, the sample size is small, and the construct is measured both formatively and reflectively.

RESULTS AND DISCUSSION
Data collection results using a questionnaire obtained 83 data that can be used for further analysis. The following is descriptive data from the demographic data of the respondents. Based on table 1, it can be seen that the respondents have an almost balanced composition between man and woman. Most respondents who took business simulation courses from a business interest were 36.1%, with the highest GPA of 41% between 3.01 -4.00. Based on the results of table 2, it provides information that the correlation between the demographic data of respondents: gender, GPA, specialization does not correlate with the variables studied. However, one demographic variable, namely the type of student interest (major), strongly correlates with student business competency (SBC).  (100) 18 (100) 13 (100) 30(100) Note: SDM sumber daya manusia Further analysis of the results of the correlation in Table 2 shows that based on the type of field of study, the respondents who have the highest percentage of SBC are in financial interests of 61.1%, while the SBC in the moderate group is in marketing specializations. Low SBC is not there for specialization marketing and finance, while respondents who have low SBC are interested in Business and HRM.   Before conducting further testing, an assessment of the collinearity between independent variables so that the estimated path coefficient is not biased shows that all inner VIF values for all independent variables are <5. If the internal variance inflation factor (VIF) value is <5, then the model does not have a collinearity problem between independent variables (Hair et al., 2017). Thus, the model does not have a collinearity problem between the independent variables. SRMR is the difference in the observed correlation matrix and the correlation implied in the model. If the SRMR value <0.10 or 0.08, the model is said to be good fit. Another way to assess this difference is to use the exact fit criteria: d_ULS and d_G. According to Dijkstra and Henseler (2015), if the original values of d_ULS and d_G are smaller than the upper limit at a certain confidence interval (95% or 99%) then the model is said to be good fit. Based on table 7, it can be seen that the SRMR value <0.08. Likewise, the original value d_ULS (2,645) <bootstrapped HI 99% (2,719) and the original value d_G (2,275) <bootstrapped HI 99% (3,501) for d_G. Thus, this research model is good fit.

Figure 2. Analysis Result
The results of hypothesis testing 1 -4 can be seen in Figure 2 and Table 8. The R2 value for perceived learning outcomes is 0.789, and for the student, business competency is 0.642. The result shows that the variable perceived learning outcome variation can be explained by the student business competency variable of 78.9%. In contrast, the variable perceived usefulness, perceived ease, and perceived enjoyment of 64.2% can explain the variation of the business competency variable. The value of R2 for the two dependent variables indicates that the level of prediction accuracy of each independent variable is classified as "strong" and "moderate." Table 8 shows that the Q2 value for perceived learning outcomes is 0.465, while for student business competency, it is 0.345. The value of Q2 is> than 0, which means that all exogenous constructs have considerable predictive relevance. (Hair et al., 2017).
Based on the data processing results in Figure 2 and Table 8, perceived usefulness has a positive and significant effect on student business competency (β = 0.372, p <0.05). Likewise, perceived ease positively and significantly affects student business competency (β = 0.190, p <0.05). Next, perceived enjoyment has a positive and significant effect on student business competency (β = 0.329, p <0.05). Finally, student business competency positively and significantly affects perceived learning outcomes (β = 0.490, p <0.05). Accordingly, H1. H2. H3 and H4 accepted. Table 9 illustrates the magnitude of the direct influence of the independent variable on the dependent variable. The table shows that the direct effect of perceived usefulness on student business competency is "moderate" student business competency. Meanwhile, the direct effect of perceived ease and perceived enjoyment on student business competency is classified as "weak." Likewise, student business competency's direct effect on perceived learning outcomes is classified as "weak."  This study also tested student business competency as a mediating variable for perceived usefulness, perceived ease, and perceived enjoyment for perceived learning outcomes. The analysis results in table 10 show that student business competency acts as a mediating variable on the effect of perceived usefulness on perceived learning outcomes (β = 0.182, p = 0.003 <0.05). Likewise, perceived enjoyment towards perceived learning outcomes (β = 0.161 , p = 0.032 <0.05). Meanwhile, the indirect effect of perceived ease on perceived learning outcomes through student business competency is not significant (β = 0.093, p = 0.065> 0.05).
The mediating effect of student business competency can be classified as "partial mediation." The direct effect of perceived usefulness on perceived learning outcomes is significant (β = 0.183, p <0.05) and also perceived enjoyment (β = 0.382, p <0.05). This conclusion is reinforced by the results of the calculation of variance accounted for (VAF), which shows that the mediation effect of student business competency on the relationship between perceived usefulness (49.9%) and perceived enjoyment (29.7%) and perceived learning outcomes is of the type "partial mediation." Nitzl, Roldan, and Cepeda (2016) reveal that VAF determines the extent to which the mediation process explains variations in the dependent variable. If the VAF is less than 20%, it can be concluded that there is no mediation; situations in which the VAF is greater than 20% and less than 80% can be defined as partial mediation; a VAF greater than 80% indicates full mediation. From the results of the statistical test above, it can be proven in this study that Perceived Usefulness (PU), Perceived Ease (PE), and Perceived Enjoyment (PJ) have a significant positive effect on Student Business Competency (SBC). Hypothesis 1, namely perceived usefulness, has a positive influence on student business competency, indicating that business simulation class participants feel the benefits of facilitating understanding of theory and learning to increase participants' competence. Through the simulation, the participants make it easier to connect theory with practice in the business world so that this method is considered adequate and efficient in increasing participants' knowledge. The result in line with what (Hsu and Shiue, 2017) said that perceived usefulness affects student satisfaction with business simulation courses.
Perceived ease of use influences student business competency, learning conditions that are easy to understand and not complicated, often bring enthusiasm for participants to learn, and do not cause stress. Simulation learning uses a game approach; for young people, it tends to be easier to use technology, applications, and games, so learning using simulation games makes it easier for participants to learn. This result is following what was said by (Matute and Melero, 2019).
In hypothesis 3, namely perceived enjoyment influences student business competency. Learning to use games is often fun for everyone and encourages participants to enjoy the game process. Business simulation is a virtual game in the business process; when the activity attracts participants, it will encourage them to be involved and learn further to increase participant competence. The current generation Z students prefer to learn something in the form of a game so that it is more suitable for their daily lives who play more games.
Of the three proven hypotheses that proves that business simulation courses provide benefits for students when using the learning system, it is easy to use the simulation system, so that students believe the mental and physical effort required to use the system increases their competence and is an interesting activity, enjoyment it feels good to do it in education. These results are in line with research from (Hanafiah and Jamaluddin, 2018) which states that positive perceptions of ease of use, benefits obtained, attitudes and enjoyment of using simulations can improve test scores better. Thus, it is hoped that business simulations will continue to be provided in courses for students so that it supports students' understanding of business (Pratikto et al., 2019).
Student Business Competency (SBC) also significantly affects Perceived Learning Objectives (PLO). The students' competencies will support this course's learning objectives, which expects students to succeed with hard skills and soft skills such as student abilities to make decisions in a business (Levant et al., 2016) and management skills by involving them in business activities (Farooq et al., 2017). Through the learning process through simulations, students' soft skills improve, especially in communication, cooperation, and decision making for mutual success in the team. The result is also in line with what (Lohmann et al., 2019) states that business simulations contribute to student satisfaction by supporting learning outcomes related to management through socially constructed meanings. This conceptual contribution sheds further light on research and leads to educators' practical implications using simulation-based pedagogy. (Hernandes et al., 2019) confirm that crucial competencies such as information processing, cooperation, decision making, and agreement in uncertainty encourage learning achievement from a student perspective.
SBC is also able to mediate between PU and PJ on Perceived Learning Outcomes, but for PE it does not affect. It means showing that the benefits of learning and the convenience of participating in the learning process are essential factors in realizing learning objectives obtained from the increased competence felt by students. (Brown et al., 2018) stated that simulation provides learning opportunities for students that are less achievable through traditional classroom learning, especially in trying to connect business theory to practice and develop transferable skills such as time management, teamwork, communication, and presentation. (Gatti et al., 2019) state that simulations and games with cognitive and affective learning can influence students 'critical thinking skills and attitudes towards study sustainability and participants' interests. (Aries et al., 2020) that the learning process using games can increase motivation and influence student behavior to pay more attention to learning outcomes, including becoming entrepreneurs.
The results of this study are in line with (Farashahi and Tajeddin, 2018), which states that the theoretical basis of cognitive learning does not only focus on the static state of the trainees' knowledge but also on the dynamics of the knowledge acquisition process, organization, and application. Through simulations and case studies, there are two experiential learning methods where students get the opportunity to experience a dynamic domain in organizing, synthesizing, and applying the knowledge gained through lectures. As a generative learning process, simulation creates excellent opportunities for students to connect knowledge and experiential content and actively engage in understanding learning content. Through this process, students can actively develop managerial and interpersonal skills to generate a relationship between their knowledge and the real world.

CONCLUSION
The implication of this study results shows that Business Simulation is an important subject given to students of the Faculty of Economics and Business at Atma Jaya University. Educators and managers of educational institutions, especially management and business, need to continue developing learning methods that emphasize student center learning and apply more gamification models with attention to the competencies needed by the industrial world. The challenge is for educators to keep abreast of and study changes and technological developments.
This research has several limitations; the study was only conducted at the Faculty of Economics and Business in Atma Jaya University Jakarta. In measuring the competencies obtained using student perceptions, it had not considered the class's methodology and processes. For future studies, it is necessary to include a teaching methodology. Cajiao & Burke (2016) state that instructional differences and instructors' and teachers' effectiveness can significantly provide differences in results. For this reason, future studies need to consider the factors of business simulation teachers and expand the coverage of respondents not only from business students.