Giving Students Respect: One of the Great Soft Skills of Teaching and Learning

2018 ◽  
Vol 6 (1) ◽  
pp. 41-61
Author(s):  
E A BURNS ◽  
Keyword(s):  
Teaching And Learning ◽  
Soft Skills

SEKOLAH DASAR ABAD-21 DENGAN METODE BAHASA POLA DAN METAFORA DALAM PENCIPTAAN RUANG BELAJAR KREATIF DI KELAPA GADING

2021 ◽  
Vol 3 (1) ◽  
pp. 757
Author(s):  
Natasha Kurnia Tishani ◽  
Rudy Trisno
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Building Materials ◽  
Industrial Revolution ◽  
Soft Skills ◽  
Design Method ◽  
Pattern Language ◽  
School Buildings ◽  
The Future ◽  
The 19Th Century

The advancement of technology in the world is marked by the industrial revolution event. Indonesia has entered the era of the industrial revolution 4.0. This incident affects the way society dwell, slowly our lives have been dominated by technology and it is possible that in the future humans will be replaced by robots. We must developing soft skills that cannot be replaced by robots through our education. Indonesia’s education itself does not prepare the next generation to deal with this event. Starting from outdated curriculum,  teachers who are afraid to explore in teaching to school buildings that still adhere to the school system in the 19th century. The study of the discussion is how human dwell in the future in this case is to study, namely primary school buildings, which can accommodate teaching and learning activities with a curriculum that suits future needs. The design method used is in form of design stages, starting from Area Analysis; Investigation of selected sites; Proposed Program;  Design Analysis: Composition of mass and the concept of mass of buildings using the Metaphor Method; Project Zoning; Application of Pattern Language Methods and Structure and Building Materials. The result of this research is an elementary school architectural building that accmodate 21st century learning. Keywords:  creativity; education; metaphorical architecture; pattern langugae;primary school  Abstrak Kemajuan teknologi didunia ditandai dengan adanya peristiwa revolusi industri. Indonesia telah memasuki era revolusi industri 4.0. Peristiwa ini memengaruhi cara masyarakat berhuni, secara perlahan kehidupan kita telah didominasi dengan teknologi dan tidak menutup kemungkinan dimasa depan manusia akan digantikan dengan robot. Lalu, bagaimana kita sebagai manusia menghadapi ini ? yaitu mengembangkan softskill yang tidak bisa digantikan oleh robot melalui pendidikan kita. Pendidikan Indonesia tidak menyiapkan generasi selanjutnya untuk menghadapi perisitiwa ini. Berawal dari kurikulum yang sudah usang, lalu para guru yang takut untuk bereksplorasi dalam mengajar hingga bangunan sekolah yang masih menganut sistem sekolah di abad-19. Lingkup pembahasan laporan ini adalah bagaimana wadah berhuni manusia dimasa depan yaitu kegiatan menuntut ilmu, yaitu bangunan sekolah dasar, yang dapat mewadahi kegiatan pembelajaran dengan kurikulum masa depan. Metode perancangan yang digunakan adalah; a) Analisis Kawasan; b) Investigasi tapak terpilih; c) Usulan program; d) Analisis Perancangan : Gubahan massa dan Konsep Massa bangunan dengan Metode Arsitektur Metafora; d) Penzoningan Pada Proyek; e) Penerapan Metode Bahasa Pola dan f) Struktur dan Material Bangunan. Hasil akhir dari penelitian ini berupa bangunan arsitektur sekolah dasar yang mewadahi kegiatan pembelajaran abad-21.

scholarly journals IKI SAE MAS AS AN INTEGRATED SOFT SKILLS CONCEPT FROM THE QUR'AN AND SUNNAH PERSPECTIVE

2018 ◽  
Vol 15 (2) ◽  
pp. 225-249
Author(s):  
Aries Musnandar
Keyword(s):  
Capital Investment ◽  
Teaching And Learning ◽  
Meaning Making ◽  
Soft Skills ◽  
School Curriculum ◽  
Educational Goals ◽  
Instructional Management ◽  
Social Phenomena ◽  
National Education ◽  
Hard Skills

Best practices of formal school education, particularly in the instructional management relates to teaching and learning. Education deals with all domains of human competency. In elementary school, unfortunately, there is still a discrepancy between aim and result. Teacher misconduct will affect students’ bad character. The incorrect education process may create failure in achieving defined educational goals. It is vital for any nation to have competent educational practitioners to ensure its success in developing its students’ skills as a human capital investment of a nation. School curriculum goal is derived from the national education aims which develop students’ potentials for becoming good people in hard skills and soft skills. Therefore, the ideal teachers should understand all students’ characteristics and potentials. This research is an attempt to highlight the function of instructional management of soft skills to the success of students’ performance.  The study employs a qualitative research method with multiple case study design, in which a meaning-making activity is underlined as the first objective of interpretive research in understanding social phenomena of education activities. Such phenomena to be interpreted may be found in the practical realm, skilled know-how, and experiences. Based on findings, it is known substantively that students’ soft skills will not be developed if the instructional management focuses on academic. On the other hand, soft skills will enhance significantly students’ academic results, because soft skills will enable and improve students’ potentials to reach the best learning achievement. At last, the researcher offers soft skills formula from an Islamic perspective as a comprehensive concept for building student character to be a good man. In Islamic precepts soft skills are akhlak-adab, good character, positive behavior, spread kindness and bring many benefits to others and the environment. However, these soft skills must be placed under the guidance of Qur’an and Sunnah.

scholarly journals PEDAGOGICAL INFLUENCE IN THE INTEGRATION OF SOFT SKILLS AMONG HIGH SCHOOL STUDENTS

2021 ◽  
Vol 6 (42) ◽  
pp. 329-344
Author(s):  
Ilangko Subramaniam
Keyword(s):  
High School Students ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Soft Skills ◽  
Thinking Skills ◽  
School Students ◽  
Problem Solving Skills ◽  
High Performing Schools ◽  
High Performing ◽  
Teamwork Skills

Soft skills are non-academic competencies that complement a student's academic achievement to face the world of work in the future. This study aims to identify ways of implementing soft skills and the kind of soft skills emphasized in the teaching and learning of the Malay language among secondary school students in nine selected schools in Kedah, Penang, and Perak. The study involved focus group interviews and individual interviews consisted of 119 students and 26 Malay language teachers. The findings show that soft skills apply directly and indirectly through various learning activities in Malay Language subjects. Respondents from normal schools received less exposure to soft skills compared to respondents from high-performing schools (HPS). Among the soft skills identified in this study are teamwork skills, self-confidence, communication, critical thinking, leadership, influencing skills, critical and creative thinking skills (CCTS), and problem-solving skills. Communication skills and teamwork skills were among the most detected soft skills in the three high-performing schools involved in this study. Meanwhile, the activities carried out to apply soft skills are group discussions, presentations, acting, poetry recitation, storytelling, public speaking, forums, and question and answer. Although this study is not comprehensive in terms of the number of schools and respondents, the findings of this study are important to explain the real scenario of the level of mastery and integration of soft skills, especially in the nine cases of this study.

scholarly journals PENGUATAN PENDIDIKAN KARAKTER DI SEKOLAH DALAM UPAYA PENCEGAHAN KENAKALAN REMAJA

EDUTECH ◽  
2018 ◽  
Vol 17 (1) ◽  
pp. 32
Author(s):  
Novrian Satria Perdana
Keyword(s):  
Juvenile Delinquency ◽  
Character Education ◽  
Extracurricular Activities ◽  
Teaching And Learning ◽  
Soft Skills ◽  
Descriptive Analysis ◽  
Main Element ◽  
Literature Study ◽  
National Education ◽  
John Watson

Abstract. Many cases of juvenile delinquency that occurred in the community allegedly be-cause there are lack of exemplary and intensive supervision in our educational and community components. According to this reality, it is urgent to know the strategy of strengthening character education in schools to prevent juvenile delinquency. The purpose of this paper is to examine strat-egies in preventing juvenile delinquency through strengthening character education. This paper uses the theory of habituation from the Skinner, such as spontaneous activities, exemplary meth-ods are also a series of behaviorism theory from John Watson, and conditioning activities that are similar to behaviorism theory from Edwin Guthrie . This study includes the type of literature study research by finding reference theory that relevant to the cases or problems found. The data that have been obtained then analyzed by descriptive analysis method. The conclusions from this litera-ture study includes 1) education in Indonesia still focused on cognitive aspect or academic, while the aspect of soft skills or non academic which is the main element of character education so far still get less attention. 2) implementation of strategies to strengthen character education in schools in preventing juvenile delinquency, can be integrated into existing subjects, local content, self-development. 3) the headmaster as the leader of the school organization is fully responsible for the character building of students, so as a model school requires special efforts to integrate the values of character into the learning process and routine activities in schools. Based on the above conclu-sions, some suggestions were formulated: 1) learning in schools should focus on soft skills or non academic (affective and psychomotor) which are the main elements of character education through teaching and learning activities or extracurricular activities; 2)The national education ministries should formulate learning models that use the character component as the largest com-ponent; 3) the national education ministry should cooperate with TNI and POLRI by conducting education to defend the country that there are character and nationalism elements. Abstrak. Maraknya kasus kenakalan remaja yang terjadi di masyarakat diduga ku-rangnya keteladanan dan pengawasan intensif dari komponen pendidikan dan masyarakat. Ber-dasarkan hal tersebut, mendesak untuk diketahui strategi penguatan pendidikan karakter di sekolah dalam mencegah kenakalan remaja. Berdasarkan hal tersebut, tujuan penulisan ini adalah untuk mengkaji strategi dalam mencegah kenakalan remaja melalui penguatan pendidikan karakter. Penulisan ini menggunakan teori pembiasaan dari Skinner, berupa kegiatan-kegiatan spontan, metode keteladanan yang juga sejalan dengan teori behaviorisme dari John Watson, dan kegiatan pengkondisian yang sejalan dengan teori behaviorisme dari Edwin Guthrie. Penelitian ini termasuk jenis penelitian studi literatur dengan mencari referensi teori yang relefan dengan kasus atau per-masalahan yang ditemukan. Data-data yang sudah diperoleh kemudian dianalisis dengan metode analisis deskriptif. Kesimpulan dari studi literatur ini antara lain: 1) Pendidikan di Indonesia masih terfokus pada aspek-aspek kognitif atau akademik, sedangkan aspek soft skills atau non-akademik yang merupakan unsur utama pendidikan karakter selama ini masih kurang mendapatkan per-hatian; 2) Implementasi strategi penguatan pendidikan karakter di sekolah dalam upaya pencega-han kenakalan remaja dapat diintegrasikan ke dalam mata pelajaran yang sudah ada, muatan lokal, pengembangan diri, dan budaya sekolah, dan 3) Kepala sekolah sebagai pemimpin organisasi sekolah bertanggungjawab penuh terhadap pembinaan karakter peserta didik, sehingga sebagai teladan sekolah diperlukan upaya khusus untuk mengintegrasikan nilai-nilai karakter ke dalam proses pembelajaran dan aktivitas rutin di sekolah.. Berdasarkan kesimpulan di atas, dirumuskanbeberapa saran: 1) Pembelajaran di sekolah sebaiknya diutamakan menekankan pada soft skills atau non-akademik (afektif dan psikomotorik) yang merupakan unsur utama pendidikan karakter melalui KBM dan kegiatan ekstrakurikuler; 2) Kemendikbud sebaiknya merumuskan model penilaian yang menggunakan komponen karakter sebagai komponen terbesar; 3) Kemendikbud bekerjasama dengan TNI dan POLRI sebaiknya mengadakan pendidikan bela Negara yang dida-lamnya memuat unsur budi pekerti dan nasionalisme.

scholarly journals Module Development of Teaching Soft Skills Application in Learning and Facilitating Theory Class for Technical

2019 ◽  
Vol 9 (1) ◽  
pp. 4701-4705
Keyword(s):  
Learning Theory ◽  
Teaching And Learning ◽  
Soft Skills ◽  
Second Phase ◽  
Soft Skill ◽  
Problem Solving Skills ◽  
Teaching Module ◽  
Technical Students ◽  
Evaluation Phase ◽  
Module Development

Nowadays, Malaysia is moving towards being a developed nation in which it has worked hard to develop the country, especially in the field of Technical and Vocational Education Training (TVET) which is strongly emphasized in producing first-class human capital. The application of seven (7) elements of soft skills (KI) which are communication skills, leadership skills, skills work skills, professional entrepreneurship, morals and ethics, continuous learning and information management, critical thinking and problem solving skills should be emphasized to the students. Mastering soft skills is very important to technical students as it is demanded by the industry. Hence, the purpose of this study is to develop the Soft Skill Implementation Teaching Module in Teaching and Learning Theory Class for Technical Lecturers. The objective of this study is to identify the suitability of the format, content and functionality of the module based on the feedback of the technical lecturers. The development of this module uses the Sidek model while the content of the module is based on UTHM publisher guidelines. The researcher chose the Sidek model as the module development model because it has systematic steps to develop the module. The Sidek model has two phases where the first phase is the draft phase and the second phase is the testing and evaluation phase. Each module built is considered a draft before it is evaluated and tested for its effectiveness. In addition, this study uses the quantitative approach involving ten (10) technical lecturers at FPTV, UTHM. The data were descriptively analyzed and presented in the form of frequency and percentages. The findings have shown that 97.27% of technical lecturers agree with the design format, 98% agree with the suitability of the module content and 100% agree with the functionality of the Soft Skill Implementation Teaching Module in Teaching and Learning Theory Class for Technical Lecturers. In conclusion, this module is suitable to be used by technical lecturers as a guidance and references in applying soft skills systematically.

scholarly journals Students’ Soft Skills, Hard Skills, and Competitiveness (SHC): A Suggested Model for Indonesian Higher Education Curriculum

2021 ◽  
Vol 20 (2) ◽  
pp. 218-234
Author(s):  
Hadiyanto Hadiyanto ◽  
Noferdiman Noferdiman ◽  
Syamsurizal Syamsurizal ◽  
Muhaimin Muhaimin ◽  
Ina Krisantia
Keyword(s):  
Teaching And Learning ◽  
Development Process ◽  
Course Design ◽  
Soft Skills ◽  
Working Environment ◽  
Design Development ◽  
Study Objective ◽  
Course Content ◽  
Higher Education Curriculum ◽  
Hard Skills

This study develops a model for students and graduates of Soft Skills, Hard Skills, and Competitiveness (SHC) and seeks user validation after the development process. The development process uses the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. A quantitative survey using questionnaires and descriptive quantitative analysis was applied in obtaining user validation as the study objective. The development results validated the students' SHC Development model, which has 3 main phases, including Input, Process and Output. The Input phase comprises course content, SHC component, and strategy of students’ center approach. The Process phase consists of blended course design, instruction and students' engagement, and evaluation. The Output phase comprises soft and hard skills achievement, as well as students’ competitiveness level. Users perceived the model’s phases and components as wholly acceptable, appropriate, and applicable for implementation through curriculum, teaching, and learning at the university. This study contributes to graduate preparation for employability skills in the challenging and complex working environment in revolution industry 4.0.

scholarly journals Developing Soft Skills through Project-Based Learning in Technical and Vocational Institutions

2019 ◽  
Vol 8 (3) ◽  
pp. 5872-5877
Keyword(s):  
Teaching And Learning ◽  
Discriminant Validity ◽  
Soft Skills ◽  
Project Based Learning ◽  
Employability Skills ◽  
Distributed Data ◽  
Problem Solving Skills ◽  
Technical Students ◽  
Vocational Colleges ◽  
Normally Distributed

Soft skills have become critical in the preparation of employable graduates. The education system must, therefore, aim to ensure quality training for the production of employable graduates. Soft skills are personal abilities that one retains and can adequately be nurtured through active participation of students in the teaching and learning process. It is validated by researchers that the prevalent employability skills deficiencies have been one of the main causes of unemployment globally. Consequently, soft skills have all the potentials for equipping graduates with adequate employability skills. Thus, this study investigated the effect of project-based learning on the development of soft skills among technical students at technical and vocational colleges, Kaduna State, Nigeria Smart PLS software was used to test the developed model. As the sample size for this study was relatively small, the researchers were not certain to have normally distributed data. Subsequently, Smart PLS is appropriate for non-normally distributed data and therefore, it was used to simultaneously evaluate the measurement model, structural models and to confirm the convergent and discriminant validity of the measure. The study revealed that collaborative skills construct have a significant positive relationship with soft skills of technical students at technical and vocational colleges, while communication skills, initiative skills, and problem-solving skills have a positive insignificant relationship with soft skills of technical students at technical and vocational colleges. The findings of this study suggest that the curriculum of technical programs in Nigerian technical colleges need to be reviewed and geared more towards activity-based teaching and learning to enable technical students effectively develop soft skills for employment.

scholarly journals “Lost in translation”. Soft skills development in European countries

2016 ◽  
Vol 3 (2) ◽  
pp. 389 ◽  
Author(s):  
Maria Cinque
Keyword(s):  
Labour Market ◽  
Global Economy ◽  
Teaching And Learning ◽  
Soft Skills ◽  
University Education ◽  
Soft Skill ◽  
Qualitative Focus Groups ◽  
The Subject ◽  
University Level ◽  
Lost In Translation

The world of work is changing profoundly, at a time when the global economy is not creating a sufficient number of jobs. Many documents issued by the EU and various researches, carried out by companies and human resources experts, point out that the so-called “soft” skills are closely connected with employability, particularly for young people entering the labour market. At present, EU countries have different methodologies and approaches to the teaching and assessment of soft skills. Another obstacle is represented by the absence of a common language. There are different ways of naming ‘soft skills’, different definitions of them, different manners of classifying and clustering them. The article explores some classifications of soft skills and presents a collection of best practices and methods for teaching and learning them at University level, taking into account different perspectives and basing on the results of two European projects focused on this topic. The final goal is to provide an analysis aimed at the identification of the most important soft skills needed for a successful transition from University education to the labour market. The analysis includes a brief chronological excursus on relevant studies on the subject, a review of current literature on employability skills, quantitative (surveys) and qualitative (focus groups) researches from Europe and Third Countries, identifying the range of soft skills relevant for newly graduates. The aim of this overview is to enhance understanding of soft skills and to indicate key areas for soft skill development at University level.

scholarly journals EXPERIENCES OF INTEGRATING PRESENTATION SKILLS AND TEAMWORK SKILLS IN TEACHING THE HO CHI MINH THOUGHT SUBJECT AT TRA VINH UNIVERSITY

2019 ◽  
Vol 1 (2) ◽  
pp. 194-202
Author(s):  
Tai Huu Phan
Keyword(s):  
Teaching And Learning ◽  
Integration Method ◽  
Soft Skills ◽  
Student Needs ◽  
Specialized Knowledge ◽  
Teachers And Students ◽  
The Subject ◽  
Teamwork Skills

Integrating presentation skills and teamwork skills into teaching The Ho Chi Minh Thought subject has brought about practical effects in teaching and learning of teachers and students at Tra Vinh University at present, such as: students are more actively in searching materials, confidently in showing their abilities in front of the crowd, in expressing assertiveness and flexibly in using each problem that the teacher has set, the class more dynamic and students’ psychology is very comfortable when the subject has applied soft skills integration method. Besides, the cooperation of both teachers and students, the duration of subjects are also issues that need to be considered when integrating this method. Therefore, the application of integrating soft skills into the teaching specialized knowledge is essential, where each teacher and student needs to demonstrate his or her role and bravery in order to fulfill the task.

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