scholarly journals Significance Of Life Skills Education

2016 ◽  
Vol 10 (1) ◽  
pp. 1-6 ◽  
Author(s):  
Ravindra Prajapati ◽  
Bosky Sharma ◽  
Dharmendra Sharma
Keyword(s):  
Life Skills ◽  
Skill Training ◽  
Building Blocks ◽  
Thinking Skills ◽  
Life Skill ◽  
Social Emotional ◽  
Emerging Issues ◽  
Social Acts ◽  
Skills Education ◽  
Life Skills Education

Adolescence is a period when the intellectual, physical, social, emotional and all the capabilities are very high, but, unfortunately, most of the adolescents are unable to utilize their potential to maximum due to various reasons.  They face many emerging issues such as global warming, famines, poverty, suicide, population explosion as well as other issues like alcoholism, drug abuse, sexual abuse, smoking, juvenile delinquency, anti-social acts, etc. that have an adverse effect on them and others too, to a large extent. The cut-throat competition, unemployment, lack of job security, etc. are some of the major concerns for the educated and as a result, they are caught in the mad race.  This new challenge requires immediate and effective responses from a socially responsible system of education. ‘Education’ is important, but education to support and live life better is more important. It has been felt that life skills education bridges the gap between basic functioning and capabilities. It strengthens the ability of an individual to meet the needs and demands of the present society and helps in dealing with the above issues in a manner to get desired behavior practical. Imparting life skill training through inculcating life skill education will help youth to overcome such difficulties in life. The present paper focuses on the importance of life skills education and the benefits of imparting life skill education in our curriculum i.e. developing social, emotional & thinking skills in students, as they are the important building blocks for a dynamic citizen, who can cope up with future challenges, and survive well.

scholarly journals DEVELOPMENT OF LIFE SKILLS EDUCATION AS CHARACTER BUILDING

2021 ◽  
Vol 2 (1) ◽  
pp. 116
Author(s):  
Fajar Defitrika ◽  
Fitri Nur Mahmudah
Keyword(s):  
Character Education ◽  
Life Skills ◽  
Boarding School ◽  
Cultural Development ◽  
Life Skill ◽  
Development Programs ◽  
Analysis Process ◽  
Character Building ◽  
Skills Education ◽  
Life Skills Education

The industrial era 4.0 requires that every individual must have superior competence and wise morals. Life skill education is an effective strategy to face the XXI century competition. However, there has been no development in line with the demands, resulting in much unemployment in Indonesia. Character education is encouraged to maintain and strengthen the culture and character of the nation. However, in reality, character education has not yet integrated into all school-based development programs. This research explores the development of character education based on life skill education at Pondok Pesantren Modern Muhammadiyah Boarding School (PPM MBS) Yogyakarta. This qualitative research uses an ethnographic approach.  Researchers' data is through the interview, observation, and documentation techniques—data analysis process with data reduction stages, data presentation, and conclusion. Triangulation sources and techniques used as a test of data validity. This study's findings show the strengthening of character education through life skills education orienting on self-development and boarding schools' cultural development. This study's findings recommend various life skill education programs that can develop and character education strategies in formal schools.

scholarly journals LIFE SKILL EDUCATION AND IT'S IMPLEMENTATION IN STUDY PROGRAMS ISLAMIC RELIGIOUS EDUCATION

2019 ◽  
Vol 26 (2) ◽  
Author(s):  
Amirudin Amirudin ◽  
Iqbal Amar Muzaki
Keyword(s):  
Religious Education ◽  
Life Skills ◽  
Student Leadership ◽  
Life Skill ◽  
Study Program ◽  
Study Programs ◽  
Islamic Religion ◽  
Global Arena ◽  
Skills Education ◽  
Life Skills Education

<pre>The era of globalization requires humans to have more expertise to work and be competitive. These pressures lead to issues of productivity, efficiency, level of competition, which demand increased performance and quality. In addition to the problem of educated unemployment, it turns out there are still many schools or institutions that have not yet implemented life skills education, so graduates do not have more expertise to develop. Islamic Education Study Program Faculty of Islamic Religion Unsika which is one of the institutions of higher education is obliged to equip students with life skills education, so that graduates are able to compete in the global arena. Life skill education which is most followed by students is the education of reading the Qur'an, practice recitations, practice of worship, basic training of student leadership, and training of preacher and preacher cadres.</pre>

scholarly journals Life Skill Development and Transfer beyond Sport

2019 ◽  
Vol 84 (1) ◽  
pp. 41-54 ◽  
Author(s):  
Deborah Agnew ◽  
Kathryn Jackson ◽  
Shane Pill ◽  
Christine Edwards
Keyword(s):  
Life Skills ◽  
Skill Development ◽  
Life Skill ◽  
Education Programs ◽  
Football Club ◽  
Life Skill Development ◽  
Australian Football ◽  
Skills Education ◽  
Life Skills Education

AbstractThe aim of this research was to investigate the current life skills education programs offered by the Australian Football League (AFL) for elite footballers in order to determine the retention of life skill knowledge and transfer beyond sport. Life skill education in sport is an increasing phenomenon. Life skills sport programs are capable of delivering positive outcomes when nurtured through a deliberately designed curriculum and purposeful teaching strategies. However, it is not known how life skills are learned and importantly what the impact of life skills education on long term behavioural changes is. It is apparent from the literature that there is a need to identify how knowledge is acquired and importantly retained through life skills education programs. This was a qualitative research project from a life history perspective. Twenty footballers who had been delisted from an elite Australian football club and had subsequently returned to a South Australian state-based football club took part in semi-structured interviews. The data was analysed through an inductive thematic analysis. Two themes emerged from the data: football related development and holistic development. It was clear that football clubs placed importance on the development of life skills that transfer beyond the sport. However, given the footballers in this research have not fully transferred into life after sport, their perception of the broader transferability of their life-skill development beyond sport is limited. This research concludes that the current format of life skill education (delivering content) that the players in this study were exposed to was not effective because the players failed to be able to make connections from the program to life outside of football. Therefore, the programs are unlikely to have any long-term benefit to player health and well-being during their post-elite football life.

scholarly journals LIFE SKILLS EDUCATION APPROACH UNTUK MENGEMBANGKAN PENDIDIKAN KARAKTER DI SMP

Epigram ◽  
2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Purnomo Ananto
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Learning Process ◽  
Life Skills ◽  
Junior High ◽  
Life Skill ◽  
School Students ◽  
Skills Education ◽  
Life Skills Education

AbstractEducational services that can provide the skills to interact in today's vibrant life-filled dynamics need to be continually nurtured. The learning process which so far tended to be verbalistic and oriented on the subject matter alone and took place one way (one way communication) less able to improve the life skills of junior high school students. This paper discuss how to improve the life skills of junior high school students through existing learning so that they have good character, but using life skill education approach which has a purpose to carry out education in improving Psychosocial Skills and ability overcoming the demands and challenges of everyday life. The learning process with life skill education approach will have a significant impact on educating the character character of the students in junior high school which since elementary school accepting the learning process with pedagogical approach, through life skill education approach will be able to improve the quality of education implementation in school which in turn will encourage the formation of students character as a whole, integrated, and balanced, according to the competency standards of graduates in junior high school, it just needs to be balanced by creative teachers and for that training is required.Keywords: Life Skills Education approach, Education Character, Student, Junior High SchoolAbstrakPelayanan pendidikan yang dapat memberikan kecakapan untuk berinteraksi dalam dinamika kehidupan saat ini yang sarat dengan perubahan, perlu terus ditumbuhkembangkan. Pendidikan harus berakar di masyarakat, memberikan akses yang seluas-luasnya kepada masyarakat, dan dimanfaatkan untuk memajukan kehidupan masyarakat. Proses pembelajaran yang selama ini cenderung verbalistik serta berorientasi subject matter semata dan berlangsung satu arah kurang dapat meningkatkan kecakapan hidup peserta didik SMP. Paper ini membahas bagaimana meningkatkan kecakapan hidup peserta didik SMP melalui pembelajaran yang ada agar mereka memiliki karakter baik, tetapi menggunakan pendekatan pendidikan kecakapan hidup yang memiliki tujuan untuk melaksanakan pendidikan dalam meningkatkan kecakapan dan kemampuan psikososial seseorang untuk mengatasi berbagai tuntutan dan tantangan hidup sehari-hari. Proses pembelajaran dengan pendekatan pendidikan kecakapan hidup akan berdampak signifikan dalam mengembanggkan pendidikan karakter peserta didik di SMP yang sejak di sekolah dasar menerima proses pembelajaran dengan pendekatan pedagogi, melalui pendekatan pendidikan kecakapan hidup akan dapat meningkatkan mutu penyelenggaraan dan hasil pendidikan di sekolah yang pada gilirannya akan mendorong pembentukan karakter peserta didik secara utuh, terpadu, dan seimbang, sesuai standar kompetensi lulusan di SMP, hanya saja perlu diimbangi guru-guru yang kreatif dan untuk itu diperlukan pelatihan.Kata kunci: Life Skills Education approach (Pendekatan Pendidikan Kecakapan Hidup), Pendidikan Karakter, Peserta Didik, Sekolah Menengah Pertama.

scholarly journals PEMBERDAYAAN PEREMPUAN MARGINAL MELALUI PROGRAM PENDIDIKAN KECAKAPAN HIDUP-PEREMPUAN (PKH-P)

AN-NISA ◽  
2019 ◽  
Vol 10 (1) ◽  
pp. 67-81
Author(s):  
A. Suhardi
Keyword(s):  
Quality Of Life ◽  
Public Policy ◽  
Gender Equality ◽  
Life Skills ◽  
Life Skill ◽  
Access To Education ◽  
Skills Education ◽  
Level Of Living ◽  
Life Skills Education

This paper describes the empowerment of marginal women through women's life skill education program. Lack of access to education, economy, employment, public policy, basic rights, gender equality, politics, and health are the causes of women getting marginalized. Empowering women through life skills education are an effort to empower women through various activities. The result of program “PKH-P (Pendidikan Kecakapan Hidup-Perempuan” is behavior change, that is the increasing of knowledge, skill, and attitude of self. So that marginal women can help themselves to be more empowered and out of the condition of their marginality towards the quality of life and higher level of living welfare.

scholarly journals School Based Action Research on Implemetation of Life Skill Education for Positive Behaviour Outcome

2021 ◽  
pp. 13-55
Author(s):  
Nidup Gyaltshen ◽  
Pema Lethro
Keyword(s):  
Action Research ◽  
Behavioral Change ◽  
Life Skills ◽  
Life Skill ◽  
School Based ◽  
Disciplinary Problems ◽  
Teachers And Students ◽  
Disciplinary Records ◽  
Skills Education ◽  
Life Skills Education

The research study titled “School Based Action Research on the implementation of Life Skills Education in schools”, broadly aimed to observe positive behavioral change in teachers and students through the implementation of Life Skills Education in schools. This is to be achieved by converging on a sub theme: “Can Life Skills Education address and deal with disciplinary issues in Tshangkha Central School”. The research is carried out at Tshangkha Central School, Trongsa with classes IX – XII students. This paper assesses whether life skills education can curb out the disciplinary problems in the school. It begins with a review of the literature on indiscipline; its types; causes; life skill education, and utilizes that literature to identify how ten core life skills could be applied to address and deal with disciplinary issues. Research methodology implored are questionnaire, applicability and transferability test, interview and school disciplinary records register. It is primarily a mixed method. After the analysis of the data there has been evidence of Life Skills Education (LSE) being successful in addressing and dealing with disciplinary issues in Tshangkha Central School (TCS).

scholarly journals PENDIDIKAN NONFORMAL DAN PENGURANGAN KEMISKINAN DI PEDESAAN

2011 ◽  
Vol 19 (2) ◽  
pp. 385
Author(s):  
Entoh Tohani
Keyword(s):  
Life Skills ◽  
Poverty Reduction ◽  
Formal Education ◽  
Positive Contribution ◽  
Life Skill ◽  
Education Development ◽  
Development Approach ◽  
Learning Development ◽  
Skills Education ◽  
Life Skills Education

<p class="IIABSBARU1">Non-formal education through life skills education has shown a positive contribution to poverty reduction in rural development efforts, although still requiring efforts to life skills education development. The research was conducted in Kulonprogo, and the District of Gunungkidul, with research and development approach on life skills education programs are being implemented in two districts e.i KWK Rabbits Livestock in Gunungkidul and KWD Hair Dressers in Kulonprogo. The results showed that: life skills education needs assessment in the two target groups were performed using the idea of life skills 4-H shows are not much different conditions, and based on the needs of the development, 4-H life skills education model developed with a focus on experience-based learning. Development of validated models show the results (output) is positive. Therefore, in the context of poverty reduction in 4-H PKH models should be developed more structured and integrative and guarantee all the life skills that are the focus of life skills development efforts to overcome poverty.</p><p class="IKa-ABSTRAK">***</p>Pendidikan non-formal melalui pendidikan ketrampilan telah menunjukkan kontribusi positif terhadap penurunan angka kemiskinan dalam pembangunan pedesaaan. Penelitian ini dilaksanakan di Kulonprogo dan Gunung Kidul dengan pendekatan penelitian dan pengembangan yang diimplementasikan di kelompok peternakan kelinci di Gunungkidul dan di kelompok perawatan rambut di Kulonprogo. Hasilnya menunjukkan bahwa: estimasi kebutuhan pendidikan ketrampilan di dua kelompok target yang dilaksanakan dengan menggunakan ide tentang <em>life skill</em> 4-H menunjukkan kondisi yang tidak jauh berbeda, model <em>life skill</em> 4-H dikembangkan dengan fokus pembelajaran berbasis pengalaman. Pengembangan model validasi memberikan hasil positif. Oleh karena itu dalam konteks penurunan angka kemiskinan dalam model PKH 4-H harus di­kembang­kan secara lebih terstruktur dan integratif serta menjamin semua pendidikan ketrampilan berorientasi pada penanganan kemiskinan.

scholarly journals Vocational Life Skill Education in Tourist Village As Efforts to Realize Communities’ Disaster Awareness

2019 ◽  
Author(s):  
Rahmat Dwi Sanjaya ◽  
Iis Prasetyo
Keyword(s):  
Life Skills ◽  
Disaster Risk Reduction ◽  
Disaster Risk ◽  
Life Skill ◽  
Literature Study ◽  
Tourism Sector ◽  
Tourist Village ◽  
Skills Education ◽  
Life Skills Education ◽  
Existing Data

This article aimed to give alternative solution from one of the problems related to disaster awareness especially in Province of Daerah Istimewa Yogyakarta (DIY). Besides, tourism as one of the dominant sectors in DIY has a significant role in people’s lives. From a part of the economic aspect, the tourism sector, especially the tourism village is able to become a place in disseminating and realizing the people’s awareness of disasters. In addition, this article used the method of literature study with the use of data collection techniques, observation and documentation as well as descriptive analysis methods to analyze existing data. The analyzed data were developed into an idea or thought to solve the problem faced. In this article, it discussed about the integration activities of disaster risk reduction (DDR) into tourist villages through tourism village managers as local agents. Therefore, the findings of this study included about the steps of life skills education training for village tourism managers in order to foster awareness about potential disasters around them for themselves, tourisms, or general societies.

scholarly journals The 21st Century Life Skills-Based Education Implementation at the Non-Formal Education Institution

2021 ◽  
Vol 7 (1) ◽  
pp. 1-7
Author(s):  
Iis Prasetyo ◽  
Yoyon Suryono ◽  
Sachin Gupta
Keyword(s):  
21St Century ◽  
Life Skills ◽  
Formal Education ◽  
Education Institution ◽  
Thinking Skills ◽  
Daily Lives ◽  
Quantitative Analysis Method ◽  
Skills Education ◽  
Life Skills Education

Life skills education basically aims to improve the quality of human resources to overcome various problems in their daily lives in the era of the 21st century. This study was aimed to describe the non-formal education institution managers’ efforts to implement the 21st-century life skills education. The researcher employed the quantitative approach with a survey research design in Yogyakarta City and Sleman District. The respondents were non-formal education institution managers. The data were collected using questionnaires and analyzed using the quantitative analysis method. The results of the study show that the implementation of 21st-century life skills education is still limited to the knowledge and hard skill developments. The unexplored materials include thinking skills which consist of conceptual thinking, creativity, innovation, problem-solving, critical thinking, decision-making, and metacognition. The novelty of this research is the findings in this study provide a more detailed description of the weaknesses of non-formal education institutions in providing life skills education.

LIFE SKILLS EDUCATION FOR SCHOOL DROP OUTS IN TAMAN SARI, DISTRICT BOGOR REGENCY

2019 ◽  
Vol 1 (2) ◽  
pp. 46
Author(s):  
Stefani Nawati EKORESTI
Keyword(s):  
Life Skills ◽  
Economic Value ◽  
Skills Training ◽  
Poor People ◽  
Housing Conditions ◽  
The Cost ◽  
Skills Education ◽  
Work Done ◽  
Drop Outs ◽  
Life Skills Education

Taman Sari Sub-District, Bogor Regency has the potential for fertile soil. But these lands have not been tilled properly. Narrow housing conditions, especially for poor people, do not allow residents to plant crops. Causing the lack of consumption of vegetables; which causes residents become easily sick. In addition, there is also a lot of plastic waste, especially bottled drinking water and other things that come from tourists and fishermen who have not been processed. This condition gave rise to the idea to provide life skills training in making vertical gardens, hydroponic plants and waste management. Besides the need for makeup and haircutting skills also needed especially for orphans fostered by Yasayan Usawatun Hasanah. Community Service Activities (PkM) aims to foster community awareness of the cleanliness of the environment and empower citizens to be more creative and entrepreneurial. Therefore, in addition to the types of activities requested by the residents, UPBJJ-UT Bogor will also teach about identifying the economic value of the work done in the form of determining the cost of goods sold / production. This activity was attended by 50 orphans and it ran smoothly and successfully. Now orphans already have life skills that hope can lift their economy.

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