scholarly journals Formation Of Qualified Bachelor Through Soft Skills In Extracurricular Activities Of University Of Muhammadiyah Sumatera Utara Students

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
A Akrim
Keyword(s):  
Extracurricular Activities ◽  
Soft Skills

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 Development of soft skills of students of secondary schools in the process of extracurricular school activities through solving mathematical problems in the game format

2020 ◽  
Keyword(s):  
Emotional Intelligence ◽  
Extracurricular Activities ◽  
Time Management ◽  
Creative Thinking ◽  
Soft Skills ◽  
Educational Process ◽  
Educational Activity ◽  
Logical Thinking ◽  
Mathematical Problems ◽  
Game Format

The relevance of this problem is determined by the need for developing soft skills in modern youth, which include communication, teamwork, leadership, logical thinking, creativity, emotional intelligence, time management, etc. Their formation in secondary school becomes possible in the process of mathematical problems solving in the game format during extracurricular activities. To confirm the state mentioned, we conducted the study using the following methods: generalization, analysis, and systematization of psychology-pedagogical sources on the topic mentioned; survey (respondents – 32 schoolchildren of the 9th grade); pedagogical conversation; prediction. The analysis of the research results made it possible to note that communication, logical thinking and time management became the most foreground soft skills for schoolchildren, which they use in the process of vital activity. Among the most demanded soft skills in conducting mathematics lessons, the respondents emphasized logical thinking, time management, emotional intelligence. Secondary education seekers referred communication, interaction/teamwork skills, creative thinking, leadership, emotional intelligence to the number of most significant soft skills that are necessary for the implementation of extracurricular activities. Among soft skills, which are directly involved in the process of conducting educational activity in mathematics in the game format, the respondents pointed out teamwork, communication, logical and creative thinking, time management, emotional intelligence, leadership. To the number of pedagogical forms, with the help of which the process of formation of soft skills in the educational process, particularly while learning mathematical disciplines, takes place, the majority of schoolchildren referred the club of cheerful and inventive ones, quizzes on the subject, brain-rings. Schoolchildren see the process of soft skills development out of school in using online games, participating in the work of clubs in various educational institutions, attending trainings and speaking clubs. We see the perspectives for the further research in this direction in determining the ways of formation of the skills mentioned in schoolchildren, in the system of lesson activities in conditions of online education.

scholarly journals Using Appreciative Inquiry to Dismantle Medical Student Mistrust Against their Universities: An Egyptian Study

2020 ◽  
Author(s):  
Enjy Abouzeid ◽  
Nourhan F. Wasfy ◽  
Safaa El-Zoghby ◽  
Hani Atwa ◽  
Sherein Shalaby ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Extracurricular Activities ◽  
Appreciative Inquiry ◽  
Soft Skills ◽  
Assessment System ◽  
Student Perspective ◽  
Student Life ◽  
Teaching Methodologies ◽  
Curriculum Structure ◽  
Three Phase

Students’ anxiety due to the COVID-19 pandemic was expressed by some medical students in the form of anger and mistrust. This study aims to explore the reasons for mistrust between students and faculty among medical schools in Egypt that have flared during the COVID-19 pandemic. This is a three-phase exploratory qualitative study depending on thematic emergence from appreciative interviews (AI) sessions. Students are revealed to be very well-educated regarding contemporary medical education concepts. The most important factors from the student perspective were the presence of a well-designed assessment system aligned with the learning outcomes and teaching methodologies and the presence of extracurricular activities and soft skills, respectively. A balanced student life respecting their mental health was found important to increase trust. A roadmap to breaking the mistrust must be planned on several pivots: curriculum structure, extracurricular life, communication strategies, and identifying student roles in their learning and in decision making.

Soft Skills and Extracurricular Activities Sustain Motivation and Self-Regulated Learning at School

2021 ◽  
pp. 1-20
Author(s):  
Tommaso Feraco ◽  
Dario Resnati ◽  
Davide Fregonese ◽  
Andrea Spoto ◽  
Chiara Meneghetti
Keyword(s):  
Extracurricular Activities ◽  
Soft Skills ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Animal industry survey: The importance of technical and soft skills, coursework, and extracurricular activities on the success of undergraduates entering animal industries

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Jennifer Bundy ◽  
Katelyn Zeamer ◽  
Holly Evans ◽  
Jodi A. Sterle ◽  
Daniel U. Thomson
Keyword(s):  
Extracurricular Activities ◽  
Science Curriculum ◽  
Soft Skills ◽  
Animal Science ◽  
Writing Assignments ◽  
Business Skills ◽  
Hands On ◽  
Animal Industry ◽  
Personal Skills ◽  
Agricultural Business

A survey instrument was developed to inquire about the skills and experiences needed to be successful in an entry-level position within an animal industry. The instrument called upon industry representatives to rank the importance of skills, experiences, and coursework as they relate to success. A five-point scale was used for ranking (1=not important, 2=somewhat important, 3=moderately important, 4=very important, 5=extremely important). Industry representatives ranked personal and team-based soft skills as the most important skills related to success. Animal science coursework and hands-on animal handling and welfare experiences also ranked very high. Non-animal science coursework, agricultural business skills, collegiate experiences, and scientific/laboratory skills were ranked the lowest in terms of importance, but rankings of these categories still fell in the moderately important range. These rankings indicate the need for well-rounded students that have gained technical and personal skills throughout their collegiate education. This also signals a need for projects, writing assignments, and hands-on animal-related activities that promote development of soft skills within the animal science curriculum.

scholarly journals THE IMPLEMENTATION OF SOFTSKILL ESSENCES ON VOCATIONAL EDUCATION

2019 ◽  
Vol 7 (1) ◽  
pp. 6-9
Author(s):  
Sukardi ◽  
Ahmad Eko Suryanto ◽  
Ratna Pancawati
Keyword(s):  
Extracurricular Activities ◽  
Real World ◽  
Soft Skills ◽  
Development Program ◽  
Technical Skills ◽  
Learning Activities ◽  
Skills Development ◽  
Formal Learning ◽  
Soft Skill ◽  
Development Of Students

At present days stakeholders require the graduates who have the technical skills (Hardskill) as well possess the soft skills. The Hardskills are just not sufficient to deal with the qualification of employers in the real-world of workplace, but need to be equipped with soft skills in order to shape the integrated capabilities as needed by users. To form the student’s soft skills can be implemented through the coaching program in formal learning activities and extracurricular activities. The softskill development of students is necessary to be achieved with concrete efforts, namely: 1) the existence of policies that legalize the implementation of soft skill based on the extracurricular activities in each education unit; 2) systematic and planned soft skills development program; and 3) the softskill dissemination is carried out synergistically involving all parties.

scholarly journals Researching skills development: students as partners in this process

2018 ◽  
Author(s):  
Samantha Campbell Casey ◽  
Janis MacCallum ◽  
Lynn Robertson ◽  
Lewis Strachan
Keyword(s):  
Focus Group ◽  
Extracurricular Activities ◽  
Soft Skills ◽  
Main Element ◽  
Skills Development ◽  
Extra Time ◽  
Transferable Skills ◽  
Individual Interviews ◽  
Evidence Evaluation ◽  
Key Skills

Many employers report that newly qualified graduates lack key skills necessary for success in the workplace. Although variable, many lack general ‘transferable’ or ‘soft’ skills including communication and teamworking. Staff at Edinburgh Napier University have sought to address this using the Skills Passport tool. The main element of the Skills Passport is the Skills Evidence Evaluation Record (SEER), which encourages students to document and reflect on their skills throughout their time at university in preparation for employment.The purpose of this study was to explore students’ awareness of, and attitudes towards, their own skills development. Two final year students were recruited to the project and collected data from first to fourth year students via a questionnaire they designed to gather data about the Skills Passport and skills development as part of their final year project. In addition, an employer focus group and individual interviews gathered the thoughts of employers regarding graduates’ skills sets and the skills important to them as employers.Students were aware that transferable skills are highly desirable, and that extracurricular activities are important; they become increasingly concerned about their skills development as they progress through their studies. These results suggest that students are aware of and are willing to invest extra time in their skills development, but that they require further support from the institution in order to be more confident about future employment prospects.

scholarly journals IMPACT OF EXTRACURRICULAR IN THE IMPROVEMENT OF HIGHER EDUCATION GRADUATES’ EMPLOYABILITY SKILLS: THE CASE OF TUNISIA

2021 ◽  
Vol 11 (1) ◽  
pp. 80-93
Author(s):  
Haifa Mefteh ◽  
Keyword(s):  
Higher Education ◽  
Extracurricular Activities ◽  
Logistic Regression Model ◽  
Soft Skills ◽  
Social Groups ◽  
Employability Skills ◽  
Skills Development ◽  
Main Determinant ◽  
The Impact ◽  
Spearman’S Correlation

This paper investigates the impact of extracurricular activities (ECA) on developing employability skills of higher education graduates in Tunisia. In this regard, we use a quantitative survey that has been distributed to 451 graduates. The results of the logistic regression model show that participation in extracurricular activities (ECA) is the main determinant of soft skills development. In addition, Spearman's correlation analysis demonstrates a positive one between the acquisition of soft skills and participation in extracurricular activities. Each of the activities develops specific skills. We found that participation in social groups helps to develop more soft skills. Keywords: soft skills, employability skills, graduates, ECA, Tunisia.

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