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1
Mishra, Sunil K., and Parul Mishra. "Actuating Soft-Skills through E-Learning in Higher Education." Journal of Advances and Scholarly Researches in Allied Education 15, no. 3 (May 1, 2018): 86–88. http://dx.doi.org/10.29070/15/56960.
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Davis, Barbara D., and Clive Muir. "Learning Soft Skills at Work." Business Communication Quarterly 67, no. 1 (March 2004): 95–101. http://dx.doi.org/10.1177/1080569903261973.
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Crosbie, Rowena. "Learning the soft skills of leadership." Industrial and Commercial Training 37, no. 1 (January 2005): 45–51. http://dx.doi.org/10.1108/00197850510576484.
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Setiarini, Siti Dwi, and Sri Ratna Wulan. "Analysis Software Engineering Team's Soft Skills Learning using Online Learning Platform with Project-Oriented Problem-Based Learning (POPBL)." Inform : Jurnal Ilmiah Bidang Teknologi Informasi dan Komunikasi 6, no. 2 (July 28, 2021): 81–86. http://dx.doi.org/10.25139/inform.v6i2.3986.
Повний текст джерелаАнотація:
In a decade, the 4.0 industry requires improving their employees, especially for freshly graduated employees. Both hard skills and soft skills must be improved. The Computers and Informatics Engineering Department at Bandung State Polytechnic has a software project subject in their curriculum that adapted the Project-Oriented Problem Based Learning (POPBL) method to improve them. It can give the skills experience that the industry needed, especially soft skills for students who act as the software engineering team in this subject. But, after the spread of covid-19, soft skills learning with POPBL must use the online learning platform. The POPBL must be designed with the online learning framework. Based on industrial needs, each student's soft skills are problem-solving, teamwork, responsibility, communication, hard work, and discipline. These two purposes of the research are making the POPBL using the online learning platform and knowing how to use the online learning platform in the POPBL method. The findings in this POPBL research are something happen in POPBL online learning, such as all step in POPBL framework keep running, poor connection and communication device to be a problem that hinders the POPBL process, need more time for lecturer to observe the students directly, and need more time to give the action from the weekly evaluation results. In addition, the impacts of POPBL online learning on soft skills results are founded. Means of the students' soft skills grades and Wilcoxon test are used to get the results of this research. The result of data analysis is four soft skills significantly change. Two of the soft skills significantly increased are responsibility and hard work. Problem solving and communication are decreased considerably. The conclusion is the spread of covid-19 given the impacts on students' soft skills in software project class at Bandung State Polytechnic using the POPBL online learning method.
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Musnandar, Aries. "Soft Skills from Islamic Perspective for Maximal Students’ Learning Achievement." At-Turats 14, no. 2 (January 16, 2021): 176–87. http://dx.doi.org/10.24260/at-turats.v14i2.1856.
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ABSTRACT
This study constitutes of conceptual and/or theoretical framework in Islamic values on soft skills as the main discussion. The purpose of instructional management is to handle teaching and learning process for better learning achievement results. Some researches have shown that soft skills can improve the students learning achievement. It is an urgent for any nation to have competent human capital investment in a Country. This article elucidates soft skills from Western adn Islam soft skills which can enhance the quality of students’ soft skills. The method of qualitative research is utilized in this study with case study approach. The research found that hard skills only contribute less than 20% of individual success. Meanwhile, 80% of success performance is contributed by soft skills. This research indicates soft skills as pivotal aspect for individual star performer not only in workplace but also in education sector. Therefore, soft skills will enable and improve also students’ potentials to reach the best learning achievement. At end, the author elaborates Islamic concept of soft skills. It is substantively that the Islamic teachings are comprehensive concepts to build and shape the noble behaviour of Muslims. At some extent, soft skills in Islamic view could be part of akhlak-adab or good personality which may benefit to other creatures. Finally, Islamic soft skills is inspired by the Quran and Sunnah.
Keywords: Soft Skills, Learning Achievement, Soft Skills in Western and Islamic Perspectives
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Kurinnyi, O. V., and T. A. Cherkasova. "SOFT SKILLS FORMATION WHILE LEARNING FOREIGN LANGUAGES." Innovate Pedagogy 2, no. 44 (2022): 7–10. http://dx.doi.org/10.32843/2663-6085/2022/44/2.1.
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Duong, Khanh Ngoc Van, Nhiem Ba Nguyen, Phuc Minh Nhan, C. Thanh Vo, and Nam Hoang Tram. "APPLYING PROJECT-BASED LEARNING METHOD TO MEET LEARNING OUTCOMES OF CDIO-BASED TRAINING PROGRAMS." Scientific Journal of Tra Vinh University 1, no. 2 (August 5, 2019): 148–57. http://dx.doi.org/10.35382/18594816.1.2.2019.166.
Повний текст джерелаАнотація:
In the integration and development period, training students, which probably meets the urgent requirements of the companies, businesses in professional and soft skills, is becoming a challenge for all universities as well as for the teachers. To accomplish these requirements, CDIO-based training program not only requires students in criteria about knowledge, skills, and behaviors but also be an expert in the technical design process: conceive, design, implement and operate the systems in the entrepreneurial, social and environmental background. Therefore, how can students be skilled in both soft skills and specialist knowledge, but still meet the CDIO requirements? Based on these things, the authors propose solution to integrate soft skills into teaching specialized knowledge through project-basedbusiness method which helps students satisfy specialized knowledge and soft skills directly related to future careers, and meet CDIO requirements.
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J. Munishi, Emmanuel. "Factors Contributing to Lack of Soft Skills among Tanzanian Higher Learning Graduates." March to April 2022 3, no. 2 (April 30, 2022): 64–72. http://dx.doi.org/10.46606/eajess2022v03i02.0160.
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Despite the critical role played by soft skills in ensuring employability and career development among graduates, evidence suggests a huge lack of these skills among graduates in Tanzania. Against this backdrop, this paper explored factors contributing to lack of soft skills among higher learning graduates in the country and recommended effective strategies of ensuring acquisition of soft skills by the graduates. The paper critically reviewed documents related to factors contributing to lack of soft skills among the graduates in Tanzania. The study revealed that lack of soft skills among graduates fundamentally emanates from poor curriculum which does not consider soft skills right from primary to higher learning level, ineffective educational policies and reforms that do not give emphasise on soft skills, incompetent trainers, inadequate teaching and learning facilities as well as lack of career guidance programs in academic institutions. These factors should be holistically addressed in a bid to equip graduates with soft skills necessary for employability. To ensure effective acquisition of soft skills by gradates, there should be regular curriculum and education policy review to include aspects of softs kills, allocating adequate budget for teaching and learning infrastructure, empowering higher learning trainers on soft kills and ensuring relevant teaching methodologies to enable educators equip students with soft skills.
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Ragonis, Noa, Orit Hazzan, and Gadi Har-Shai. "Students’ Awareness and Embracement of Soft Skills by Learning and Practicing Teamwork." Journal of Information Technology Education: Innovations in Practice 19 (2020): 185–201. http://dx.doi.org/10.28945/4650.
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Aim/Purpose: This paper presents a study about changes in computer science and software engineering students’ perceptions of their soft skills during their progress through the Computer Science Soft Skills course. Background: Soft skills are often associated with a person’s social, emotional and cognitive capabilities. Soft skills are increasingly sought out and are well recognized by employers alongside standard qualifications. Therefore, high importance is attributed to soft skills in computer science and software engineering education. Methodology: Content analysis was applied to interpret, categorize and code statements from students’ course assignment answers. Data analysis was performed gradually at the three main stages of the course and by the two students’ study populations. Contribution: The paper highlights the variety of (a) soft skills that can be learnt in one course, both on the individual level and on the team level and (b) assignments that can be given to students to increase their awareness and motivation to practice and learn soft skills. Findings: Data analysis revealed the following: (a) five individual soft skills categories, with 95 skills, and five team-related soft skills categories, with 52 skills (in total, the students mentioned 147 soft skills); (b) course assignments and particularly team-based activities elicited student awareness of their individual soft skills, both as strengths and weaknesses; (c) students developed their reflection skills, particularly with respect to team-related soft skills; and (d) significant differences exist between the two groups of students in several categories. Recommendations for Practitioners: It is important to provide undergraduate students with opportunities to integrate soft skills during their training. Establishing a meaningful learning process, such as project-based learning, enables students to apply and develop soft skills when accompanied by reflective thought processes. Recommendation for Researchers: A similar course can be taught and be accompanied by similar analysis of students’ learning outcomes, to examine the influence of local culture on the characteristics of soft skills. Impact on Society: Increased awareness of soft skills in scientists and engineers’ undergraduate education. University graduates who will strengthen their variety of soft skills in their academic training process and will be more meaningful employees in the workplace and in society. Future Research: Our future research aims (a) to explore additional innovative ways to increase students’ learning processes, awareness and practices in relation to soft skills and (b) to research how students’ soft skills are developed during the entire undergraduate studies both on the individual level and the team level.
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Indriharta, Lilik, S. Suharjana, and M. Marzuki. "PENGEMBANGAN MODEL PEMBELAJARAN SOFT SKILLS TERPADU DALAM PEMBELAJARAN PENJASORKES PADA SEKOLAH MENENGAH PERTAMA." Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi 4, no. 2 (January 5, 2017): 130. http://dx.doi.org/10.21831/jppfa.v4i2.12413.
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Tujuan penelitian ini adalah untuk: (1) mengembangkan model pembelajaran soft skills terpadu, (2) menganalisis keberhasilan pelaksanaan pembelajaran soft skills terpadu, dan (3) me-nganalisis dampak penerapan model pembelajaran Soft Skills Terpadu dalam pembelajaran Penjasorkes di Sekolah Menengah Pertama terhadap siswa. Penelitian ini merupakan penelitian pengembangan (Research & Development). Subjek uji coba dalam penelitian ini adalah kelas VII pada 4 SMP Negeri di Kota Yoyakarta. Analisis data dilakukan secara deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa: (1) Tahap pengembangan model pembelajaran soft skills terpadu dalam pembelajaran Penjasorkes adalah tahap pendahuluan, pengembangan, dan evaluasi dengam hasil perangkat model berupa buku panduan, perangkat penilaian, dan instrumen pengembangan model pembelajaran. (2) Model pembelajaran soft skills terpadu dalam pembelajaran Penjasorkes menunjukkan tingkat keterlaksanaan yang tergolong sangat baik, memenuhi kriteria valid, sangat efektif, dan sangat praktis. (3) Model pembelajaran Soft Skills Terpadu dalam pembelajaran Penjasorkes di Sekolah Menengah Pertama mampu mengembangkan soft skills siswa.Kata kunci: model pembelajaran soft skills terpadu, pembelajaran pendidikan jasmani, olahraga, dan kesehatan, sekolah menengah pertama DEVELOPING INTEGRATED SOFT SKILLS LEARNING MODEL IN PHYSICAL EDUCATION, SPORT, HEALTH, AND RECREATION INSTRUCTION IN JUNIOR HIGH SCHOOLAbstractThis research is aimed at: (1) developing integrated soft skills learning model, (2) analyzing the success of integrated soft skills learning model implementation, and (3) analyzing the impact of the implementation of integrated soft skills learning model in physical education, sport, health, and recreation instruction on the students of junior high school. The research was a research adn development (R & D). The subject of the research was students of grade VII in four junior high schools in Yogyakarta Municipality. Data analysis was conducted using qualitative and quantitative descriptive method. The result of the research shows that: (1) The stages of developing integrated soft skills learning model in physical education, sport, health, and recreation instruction include the stages of introduction, development, and evaluation which results model set in the form of handbook, assessment set, and instrument of learning model development. (2) Integrated soft skills learning model in physical education, sport, health, and recreation instruction reveals a very good level of implementation, fulfills the ‘valid’ citerion, is very effective and also practical. (3) Integrated soft skills learning model in physical education, sport, health, and recreation instruction in junior high school is capable to develop students’ soft skills.Keywords: integrated soft skills learning model; physical education, sport, health, and recreation instruction; junior high school
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D, Darwanto, and Nova Sari. "Pengintegrasian Soft Skills pada Setiap Pembelajaran." Eksponen 10, no. 2 (September 28, 2020): 42–49. http://dx.doi.org/10.47637/eksponen.v10i2.295.
Повний текст джерелаАнотація:
Face the challenges of the disruption era, efforts must be made early to planting soft skills in each student. One such effort is integrate soft skills in every learning at every level of formal education. A person’s greatest success is only influenced by 20% of hard skills and 80% of soft skills. The biggest problems in education showed that there is a soft skills crisis in students. Learning, Industrial Revolution 4.0, Soft Skills.
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Agung M, Erika, Septi Fitrah N, and Mudhawaroh Mudhawaroh. "IMPROVEMENT OF SOFT SKILLS THROUGH COOPERATIVE LEARNING METHOD (JIGSAW) IN COURSES OF MIDWIFERY CARE EMERGENCY ON MATERNAL AND NEONATAL." Volume 2 Issue 3 2, no. 3 (July 15, 2018): 45–50. http://dx.doi.org/10.31674/mjmr.2018.v02i03.006.
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Being a professional midwife in the future is not enough to have good hard skills, but also a good soft skill, and for students to have good soft skills, a proper learning method is required, and the lecturer has an important role in determining the learning method. The purpose of this research is to know the method of learning that can improve students’ soft skills on Maternal and Neonatal Emergency Care. The method in this research is Classroom Action Research which measure soft skills of students DIII midwifery. The attributed used soft skills consisted of 15 items. The population of this research is the students of DIII Midwifery of PEMKAB Jombang Institute of Health Science semester IV who follow the Subject of care of Midwifery Emergency Maternal and Neonatal care, which are number 43 respondents. Sampling used is total sampling Method of data collection in this research is lecturers apply three kinds of learning method in 3 times meeting: conventional method, Case Based learning and Cooperative Learning (Jigsaw).The results of this study shows that the case-based learning method is better than the conventional method in improving the soft skills of DIII Midwifery students., cooperative learning (jigsaw) is better than conventional methods in improving the soft skills of DIII midwifery students. There is no significant difference between case based learning method and cooperative learning method (jigsaw).Thus cooperative learning is an appropriate method for midwives students because it is proven to improve students’ soft skills.
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BURNS, E. A. "Giving Students Respect: One of the Great Soft Skills of Teaching and Learning." Issues and Ideas in Education 6, no. 1 (March 5, 2018): 41–61. http://dx.doi.org/10.15415/iie.2018.61003.
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Agarkova, Nataliia, and Svitlana Vasylieva. "Practical experience of soft skills formation in students of pedagogical HEIs." Bulletin of Luhansk Taras Shevchenko National University 2, no. 8 (346) (2021): 185–94. http://dx.doi.org/10.12958/2227-2844-2021-8(346)-2-185-194.
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Modern policy in the field of higher education determines the strategic directions of vocational education aimed at the needs of society and future employers, including the high quality of training for graduates of HEIs, including future teachers. Most students really think about self-development, but only half build their development trajectory in the process of vocational training. It has been proven that soft skills develop more actively during participation in educational and social activities, since students have the opportunity to constantly develop and improve these skills. The purpose of the article is to substantiate the need for the formation of soft skills in students and the presentation of practical experience in the formation of soft skills during the teaching of academic disciplines in the pedagogical cycle. The article presents approaches to the classification of students' soft skills. The authors of the article consider the ways of organizing activities for the formation of soft skills in students, including practical experience in their formation in the academic disciplines of the pedagogical cycle, as well as during extracurricular work. As the most practiced technologies for the formation and development of soft skills in classroom and extracurricular activities, one can single out: information and communication technologies, technologies for the development of critical thinking, project technologies, technologies for problem-based learning, case technologies, technologies for creating a subject-developing environment, learning technologies in cooperation , technology research activities and traditional technologies.
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Betti, Andrea, Pablo Biderbost, and Aurora García Domonte. "Can active learning techniques simultaneously develop students’ hard and soft skills? Evidence from an international relations class." PLOS ONE 17, no. 4 (April 26, 2022): e0265408. http://dx.doi.org/10.1371/journal.pone.0265408.
Повний текст джерелаАнотація:
Purpose In recent decades, educators have pushed to implementing active learning techniques that can advance students’ competences. Universities are increasingly required to develop knowledge measured in terms of grades (hard skills) and inter-personal, social, and communication abilities (soft skills). Nevertheless, within the field of active learning, educators often focus on how these techniques can improve students’ hard skills and their satisfaction. Few have analysed whether and how these techniques might improve students’ soft skills. Moreover, among these few studies, the majority has analysed hard and soft skills separately, measuring whether different active learning techniques may or may not improve them. Virtually no one has studied whether students’ hard and soft skills can converge or diverge in an active learning format. This study allows us to understand the relations between these two sets of variables, for example, whether an improvement (or deterioration) in the hard skills corresponds to an improvement (or deterioration) in the soft skills, and vice versa. Method In our experiment, we analyse the impact of a specific active learning format, such as the Flipped Classroom (FC), on both students’ hard and soft skills, by comparing it with a traditional class integrated with other active learning techniques, such as presentations, debates, and teamwork activities. First, we use Pearson correlations to measure the relation between students’ hard skills, understood in terms of grades, and a set of soft skills, such as critical thinking, self-efficacy, teamwork, and perception of learning. Second, we use canonical correlations to analyse whether hard and soft skills converge or diverge in an FC format, in comparison with a traditional teaching format integrated with the other active learning techniques. Results and conclusions Our main finding is that the FC per se neither improves nor worsens students’ performance in terms of hard and soft skills.
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Betti, Andrea, Pablo Biderbost, and Aurora García Domonte. "Can active learning techniques simultaneously develop students’ hard and soft skills? Evidence from an international relations class." PLOS ONE 17, no. 4 (April 26, 2022): e0265408. http://dx.doi.org/10.1371/journal.pone.0265408.
Повний текст джерелаАнотація:
Purpose In recent decades, educators have pushed to implementing active learning techniques that can advance students’ competences. Universities are increasingly required to develop knowledge measured in terms of grades (hard skills) and inter-personal, social, and communication abilities (soft skills). Nevertheless, within the field of active learning, educators often focus on how these techniques can improve students’ hard skills and their satisfaction. Few have analysed whether and how these techniques might improve students’ soft skills. Moreover, among these few studies, the majority has analysed hard and soft skills separately, measuring whether different active learning techniques may or may not improve them. Virtually no one has studied whether students’ hard and soft skills can converge or diverge in an active learning format. This study allows us to understand the relations between these two sets of variables, for example, whether an improvement (or deterioration) in the hard skills corresponds to an improvement (or deterioration) in the soft skills, and vice versa. Method In our experiment, we analyse the impact of a specific active learning format, such as the Flipped Classroom (FC), on both students’ hard and soft skills, by comparing it with a traditional class integrated with other active learning techniques, such as presentations, debates, and teamwork activities. First, we use Pearson correlations to measure the relation between students’ hard skills, understood in terms of grades, and a set of soft skills, such as critical thinking, self-efficacy, teamwork, and perception of learning. Second, we use canonical correlations to analyse whether hard and soft skills converge or diverge in an FC format, in comparison with a traditional teaching format integrated with the other active learning techniques. Results and conclusions Our main finding is that the FC per se neither improves nor worsens students’ performance in terms of hard and soft skills.
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Tevdovska, Elena Spirovska. "Integrating soft skills in higher education and the EFL classroom: Knowledge beyond language learning." SEEU Review 11, no. 2 (December 1, 2015): 95–106. http://dx.doi.org/10.1515/seeur-2015-0031.
Повний текст джерелаАнотація:
Abstract The purpose of this article is to discuss the importance of soft skills in the context of higher education and in the context of the foreign language learning classroom. The article aims to define the notion of soft skills and to offer possible ways of grouping soft skills. It also provides ways of including soft skills instruction in the context of higher education. In addition, the article aims to propose models of implementing soft skills in foreign language learning and teaching situations and to suggest teaching procedures and activities which will facilitate the introduction of soft skills in the EFL (English as a foreign language) classroom at South East European University. The article also aims to discuss the need of including soft skills in undergraduate studies curricula and to provide arguments in favour of including soft skills. The article will also present participants’ views and perceptions, collected via survey, of the importance and necessity of soft skills for their future careers and workplaces. The conclusion will offer some practical suggestions regarding soft skill inclusion in the EFL classroom.
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Setiani, Fani, and Rasto Rasto. "MENGEMBANGKAN SOFT SKILL SISWA MELALUI PROSES PEMBELAJARAN." Jurnal Pendidikan Manajemen Perkantoran 1, no. 1 (August 18, 2016): 160. http://dx.doi.org/10.17509/jpm.v1i1.3272.
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Penelitian ini bertujuan untuk menganalisis soft skill siswa yang dikembangkan melalui proses pembelajaran di kelas. Metode penelitian menggunakan metode eksplanatory survey . Teknik pengumpulan data menggunakan angket skala 5 dengan model rating scale. Responden adalah siswa salah satu SMK Swasta di Bandung. Teknik analisis data menggunakan regresi. Hasil penelitian menunjukkan proses pembelajaran memiliki pengaruh yang positif dan signifikan terhadap soft skill siswa, baik secara parsial maupun secara simultan. Dengan demikian soft skill dapat ditingkatkan melalui peningkatan proses pembelajaran.Kata Kunci: soft skill, proses pembelajaran, sekolah menengah kejuruan DEVELOPING STUDENTS’ SOFT SKILL THROUGH TEACHING AND LEARNING PROCESSThe research aims to analyze students’ soft skills. In this case, soft skills can be developed through classroom teaching and learning process. Teaching and learning process is the factor assumed to have influence on students’ soft skills. The research employed explanatory survey method. Data collection techniques used question form with rating scale model on scale of 1-5. The respondents consisted of students of the private vocational high schools in Bandung. Data were analyzed with regression technique. The findings show that teaching and learning process had positive and significant influence on students’ soft skills, both partially and simultaneously. Hence, soft skills can be improved through the improvement of teaching and learning process. Keywords: soft skills, teaching and learning process, vocational high schools
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Imron, Imron, Khadijah Mohd Khambali, Afga Sidiq Rifai, and Irham Nugroho. "Development of A Soft Skills-Based Learning Model With A Behavioristic Approach." Jurnal Tarbiyatuna 12, no. 2 (December 30, 2021): 108–20. http://dx.doi.org/10.31603/tarbiyatuna.v12i2.6018.
Повний текст джерелаАнотація:
Learning in the classroom is an important aspect of transmitting soft skills to students and a behavioristic approach has promising potential to be integrated with the process. The purpose of this research was to: (1) to determine the implementation of soft skills-based learning model development; and (2) to discover the development of a soft skills-based learning model to improve soft skills in students of the Faculty of Islamic Religion, University of Muhammadiyah Magelang. Therefore, this was a classroom action research and the design used was the model developed by Kemmis and Taggart. This consisted of four components, namely, planning, action, monitoring, and reflection. Furthermore, this research used the descriptive-quantitative analysis technique and three data collection methods namely observations, interviews, and questionnaires. These results indicated that: (1) the development of a soft skills-based learning model with a behavioristic approach is performed in several stages, namely: (a) the planning stage which includes soft skills attributes, lesson plans, and learning models determination including making assessment instruments; (b) implementation stages; (2) Development of soft skill-based learning model using a highly effective behavioristic approach to improve students' soft skills. This can be observed in the acquisition of soft skills scores, which were on average 10.6 at the start of the lecture and 20.41 at the conclusion.
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Marta Graciela Caligaris, Georgina Beatriz Rodríguez, and Lorena Fernanda Laugero. "Development of soft skills while learning numerical analysis." Global Journal of Computer Sciences: Theory and Research 12, no. 1 (April 23, 2022): 32–40. http://dx.doi.org/10.18844/gjcs.v12i1.7439.
Повний текст джерелаАнотація:
Many authors argue that effective communication in any professional training is a factor that positively influences future job success. Based on these ideas, in the Numerical Analysis course at the Facultad Regional San Nicolás, Universidad Tecnológica Nacional from Argentina decided to design didactic sequences that try to promote the development of communicative competence, both oral and written, while students learn the different numerical methods. The main objective of this work is to show some of the didactic sequences that were designed to contribute to the training of students in terms of communicative competence and to present the rubrics that were developed, based on the evaluation criteria that were established. Assessment instruments were also designed to analyze the degree of development of skills in students. The didactic sequences presented in this paper show what can be done from different subjects of engineering careers to contribute to the development of soft skills in students. Keywords: Careers; Communication; Engineering; Mathematics; Soft Skills.
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England, Trevor K., Gregory L. Nagel, and Sean P. Salter. "Using collaborative learning to develop students’ soft skills." Journal of Education for Business 95, no. 2 (May 13, 2019): 106–14. http://dx.doi.org/10.1080/08832323.2019.1599797.
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Susilawati, N. Aznam, Paidi, and Ngadimin. "Teachers’ perspectives toward soft skills in science learning." Journal of Physics: Conference Series 1460 (February 2020): 012111. http://dx.doi.org/10.1088/1742-6596/1460/1/012111.
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Busaka, Chileshe, Septimi Reuben Kitta, and Odette Umugiraneza. "Mathematics Teachers’ Perceptions of Soft Skills Integration in Mathematics Teaching and Learning in Secondary Schools in Mazabuka District, Zambia." International Journal of Learning, Teaching and Educational Research 21, no. 2 (February 28, 2022): 419–38. http://dx.doi.org/10.26803/ijlter.21.2.23.
Повний текст джерелаАнотація:
Mathematics teachers’ perceptions of soft skills integration are key to ensuring students’ soft skills development. The present study investigated perceptions regarding the integration of soft skills in teaching and learning mathematics in Mazabuka District in Zambia. Ninety-one teachers, who were selected purposively, completed a questionnaire and a test on the integration of soft skills in teaching and learning mathematics. Frequencies, means, and standard deviations were calculated, and independent sample t-test and analysis of variance (ANOVA) were used to analyze the data. The findings are that mathematics teachers had a positive perception of soft skills integration in mathematics and believed that incorporating soft skills in teaching and learning mathematics was important. Furthermore, the results reveal that mathematics teachers’ gender and age, the type of school where they taught, their experience and level of education did not influence their perceptions of soft skills integration in mathematics teaching and learning in Zambian secondary schools.
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Putri, Dini Palupi. "Correlation of Soft Skills and Hard Skills to Learning Outcomes of Mathematics Students." Tarbawi : Jurnal Ilmu Pendidikan 17, no. 1 (June 24, 2021): 83–93. http://dx.doi.org/10.32939/tarbawi.v17i1.986.
Повний текст джерелаАнотація:
The goal of the 2013 curriculum is to develop the next generation of citizens who have positive personality traits, can contribute to social life, and can compete in life in the future. It necessitates not just hard skills but also soft skills, which the future generation must acquire. The purpose of this research is to examine the link between students' soft skills and hard talents. The research method is employed in quantitative research. This study's sample consists of Mathematics Education students for the 2019/2020 school year. Questionnaires and tests are employed as tools. According to the questionnaire data, the soft skills of the Mathematics Education Study Program students at IAIN Curup were in a good category, namely 53.125 percent. The hard skills of the Mathematics Education Study Program students at IAIN Curup were also in a good category, namely 50 percent. According to the hypothesis test, there is no link between students' soft skills and hard skills to learning outcomes. Students' soft skills development may be applied to activities both inside and outside of the classroom and an integrated curriculum that includes both hard skills and soft skills. Student involvement in groups with practical activities is critical to enhancing adaptability, teamwork, tolerance, discipline, and responsibility.
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Et.al, Uvathi Mariappan. "Assessment of Soft Skills that Foster Practical Skills in Accounting Course." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 1185–90. http://dx.doi.org/10.17762/turcomat.v12i3.865.
Повний текст джерелаАнотація:
Accounting subjects in a matriculation college focused on knowledge and practical skills, with less attention to the elements of soft skills. Hence, the purpose of this study was to assess the level of soft skills among accounting students attending Perlis Matriculation College. A total of 250 students in the first semester, comprising 80 male and 170 female students took part in the study, which was based on assessments using individual and group assignments. Students used the Mr. Accounting software for individual assignments and case studies during group assignments. The study was carried out throughout a semester, which was 16 weeks. A soft skills assessment tool was adapted from the Integrated Cumulative Grade Average Grade (iCGPA), which was used by lecturers in the college to assess the competencies of the students. The soft skills were evaluated through observations during the assignments by the lecturers using the soft skills rubrics, which had 38 items that represented six learning outcomes based on the Malaysian Qualifications Framework. The data collected were analysed descriptively. The findings showed that the overall elements of the learning outcomes had a high mean score, which suggested that students practised these sets of soft skills in the learning process. The domain with the highest score was on social responsibilities, while critical thinking and problem-solving skills.
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Platova, Evgeniya D. "The Opportunities of a Foreign Language in the Development of Future Specialists' Soft Skills." Vestnik Tomskogo gosudarstvennogo universiteta, no. 468 (2021): 219–25. http://dx.doi.org/10.17223/15617793/468/25.
Повний текст джерелаАнотація:
The changes at the world's labour market of the past decades demand a reconsideration of the education content, technologies and methods of teaching, ways of upbringing, and prove the importance of a deliberate development of future specialists' soft skills as an integrative personality characteristic which is necessary for successful work activities in modern society. This article aims at specifying the content of soft skills as a personality characteristic and searching the pedagogical ways of their development in acquiring professional education. The study was carried out using theoretical (analysis of pedagogical, psychological and sociological literature, synthesis of knowledge on the problem) and experimental (interviewing, conversation, polling, questionnaire, observation of educational process, analysis of learning materials and teaching resources, their experimental application, monitoring of students' soft skills development) research methods. The analysis of literature on the question allowed concluding that the structure of soft skills includes communicative-interactive, creative, reflexive, and cognitive components, and emotional intelligence. Thus, soft skills are an integrative personality characteristic representing a set of communicative, creative, and reflexive skills in combination with emotional intelligence, cognitive skills, and such personal characteristics as flexibility, friendliness, learnability, punctuality, timemanagement, leadership. Academic language disciplines, especially teaching business interaction in foreign language, are particular promising for the development of soft skills due to the diversity of applied activities and interactive methods based on communicative-interactive tasks. These tasks can be classified regarding their difficulty (simple and complex), content (social and professional), cultural barriers (monocultural and cross-cultural), and number of active participants (monologue, dialogue, group); they can be combined and deliberately made up by a teacher according to educational and professional needs. Experimental teaching business interaction with the help of communicative-interactive tasks demonstrated a systemic development of students' interactive and reflexive skills, critical and creative thinking through actualization of their own position in problem situations. The research shows that interactive learning on the basis of communicative-interactive tasks provides opportunities necessary for developing components of soft skills.
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Wahyudi, Wahyudi, Suharno Suharno, and Nugroho Agung Pambudi. "Evaluate the Vocational School Graduate's Work-readiness in Indonesia from the Perspectives of Soft skills, Roles of Teacher, and Roles of Employer." Journal of Curriculum and Teaching 12, no. 1 (January 17, 2023): 110. http://dx.doi.org/10.5430/jct.v12n1p110.
Повний текст джерелаАнотація:
Over the past few decades, there has been a widening disparity in the abilities required for various skills, and employees are expected to possess the necessary requirements in this age of technology and industrial advancement. Education institutions around the globe face a formidable task in meeting this demand for skilled workers. Therefore, this research discusses the perspective of vocational education students on job readiness. A quantitative survey of nine soft skill indicators of vocational education students was conducted. Multiple linear regression analysis was conducted on an online survey of 530 students from 29 vocational schools across Indonesia. The data focuses on the soft skills currently attracting industry interest. Furthermore, soft skills are closely related to student work readiness, while vocational education learning only focuses on developing hard skills. Based on the needs of the industry, soft skills are progressively becoming essential qualifications. Therefore, vocational education needs to include soft skills in learning objectives, and the research reported five strong and three weak indicators. Soft skills can be increased through integrated and effective learning. This study's findings are that six indicators of soft skills have been developed enormously, and three other hands are weak. The presence of employers in the learning process is beneficial in developing soft skills for work readiness.
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Asbari, Masduki, Laksmi Mayesti Wijayanti, Choi Chi Hyun, Donna Imelda, Evy Yanthy, and Agus Purwanto. "Hard Skills atau Soft Skills: Manakah yang lebih penting bagi inovasi guru." Edumaspul: Jurnal Pendidikan 4, no. 1 (February 14, 2020): 1–20. http://dx.doi.org/10.33487/edumaspul.v4i1.333.
Повний текст джерелаАнотація:
Penelitian ini bertujuan untuk mengukur pengaruh hard skills dan soft skills terhadap kemampuan inovasi guru di Jakarta, Bogor, Depok, Tangerang dan Bekasi (Jabodetabek) yang dimediasi oleh organizational learning. Pengumpulan data dilakukan dengan pengambilan sampel acak sederhana melalui elektronik ke populasi guru di Jabodetabek. Hasil kuesioner yang dikembalikan dan valid adalah 676 sampel. Pemrosesan data menggunakan metode SEM dengan perangkat lunak SmartPLS 3.0. Hasil penelitian ini menyimpulkan bahwa hard skills dan soft skills berpengaruh positif dan signifikan terhadap kemampuan inovasi guru, baik secara langsung maupun tidak langsung melalui mediasi organizational learning. Penelitian baru ini mengusulkan sebuah model untuk membangun kemampuan inovasi guru di antara para guru di Jabodetabek melalui peningkatan hard skills dan soft skills dengan organizational learning sebagai mediator. Penelitian ini dapat membuka jalan untuk meningkatkan kesiapan guru dalam menghadapi era pendidikan 4.0.
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Phan, Hung Thanh. "INTEGRATING SOFT SKILLS INTO TEACHING SPECIALIZED KNOWLEDGE CONTRIBUTES TO CREATING EXCITEMENT AND IMPROVING STUDYING QUALITY FOR STUDENTS OF TRA VINH UNIVERSITY." Scientific Journal of Tra Vinh University 1, no. 2 (August 6, 2019): 269–79. http://dx.doi.org/10.35382/18594816.1.2.2019.180.
Повний текст джерелаАнотація:
Within the scope of this article, a survey of 250 students, who represent various branches and faculties of Tra Vinh University, was conducted to collect necessary information for the analysis and assessment of current teaching methods and techniques and to evaluate the needs of learning soft skills as well as the important of applying soft skills in learning, social life and future careers. The research was not only to identify students’ perceptions about the role and importance of soft skills in learning as well as the practical use for social situation but also to evaluate the reality of using soft skills in learning, teaching and partly reflecting students’application of soft skills in society. Therefore, the research results will contribute to raising the awareness of students, lecturers and curriculum writers in schools about this issue. At the same time, on the basis of the current situation and research results, the author also raises a number of requirements and activities to integrate soft skills in teaching specialized knowledge contributing to improving teaching and learning quality at the School effectively.
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Safitri, Misrahul. "Strategi Pengembangan Soft Skills dalam Pembelajaran PAI di SMK Negeri 1 Praya." eL-HIKMAH: Jurnal Kajian dan Penelitian Pendidikan Islam 16, no. 2 (December 15, 2022): 159–86. http://dx.doi.org/10.20414/elhikmah.v16i2.6240.
Повний текст джерелаАнотація:
This study aims to determine what soft skills are developed in PAI learning at Praya 1 Public Vocational School and strategies for developing these soft skills in PAI learning. The type of research in this research is field research with a qualitative approach. The data analysis method used is an interactive qualitative data analysis model from Miles and Huberman, including data reduction, data display, and conclusion drawing/verification. The results of this study indicate four types of soft skills developed in PAI learning at Praya 1 State Vocational School: personality, communication skills, collaborative skills, critical thinking skills and problem-solving. The strategies used in developing soft skills are: using a student-centred learning approach (Student Centered Learning), the method used in developing student personalities, using the teacher as a role model/example and role model for their students, advising and guiding students, and giving punishment if the previous method is ignored. Use presentation and discussion methods to develop communication skills, critical thinking, and problem-solving. Meanwhile, the cooperative learning method is to develop the skills of working with students. Keywords: Learning Strategy, Development of Soft Skills Abstrak: Penelitian ini bertujuan untuk mengetahui apa saja jenis-jenis soft skills yang dikembangkan dalam pembelajaran PAI di SMK Negeri 1 Praya dan Strategi dalam mengembangkan soft skills tersebut dalam pembelajaran PAI. Jenis penelitian dalam penelitian ini adalah penelitian lapangan dengan pendekatan kualitatif. Metode analisis data yang digunakan adalah analisis data kualitatif model interaktif dari Miles dan Huberman yang meliputi data reduction, data display, dan conclution drawing/verification. Hasil dari penelitian ini menunjukkan bahwa jenis-jenis soft skills yang dikembangkan dalam pembelajaran PAI di SMK Negeri 1 Praya ada empat yaitu kepribadian, keterampilan komunikasi, keterampilan bekerja sama, keterampilan berpikir kritis dan pemecahan masalah. Adapaun strategi yang digunakan dalam mengembangkan soft skills yaitu: menggunakan pendekatan pembelajaran yang berpusat pada siswa (Student Centered Learning), metode yang digunakan dalam mengembangkan kepribadian siswa adalah guru senagai role model/contoh dan teladan bagi siswanya, menasehati dan membimbing siswa, serta memberikan hukuman jika metode sebelumnya tidak diindahkan. Untuk mengembangkan keterampilan komunikasi dan berpikir kritis dan pemecahan masalah adalah dengan menggunakan metode presentasi dan diskusi. Sedangkan untuk mengembangkan keterampilan bekerja sama siswa adalah dengan metode pembelajaran kooperatif.
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Sapan, Nur Shafiekah, Siti Katijah Johari, Nurul Ain Zulhaimi, Siti Nurul Aishah Abdul Hamid, and Siti Aishah Ramli. "PROJECT-BASED LEARNING EQUIPS UNDERGRADUATE STUDENTS WITH WORKPLACE SKILLS." International Journal of Modern Education 2, no. 7 (December 7, 2020): 13–26. http://dx.doi.org/10.35631/ijmoe.27002.
Повний текст джерелаАнотація:
The new emerging trend for recent employment is the employers expect the university graduates to have more than academic excellence to be employed. They prefer graduates who possess soft skills such as communication skills, creativity, teamwork, management, and problem-solving. As a result, many educators are forced to change and find a new teaching and learning strategy to be incorporated in the classroom that would facilitate the students to develop both academic as well as interpersonal skills which are commonly known as soft skills. The holistic approach of Project-Based Learning (PBL) which integrates learning through working collaboratively in a project and bringing in the authentic experiences of the real world beyond the classroom walls has proven that PBL is designed to do both. The present study aimed to investigate how PBL can prepare students with related workplace skills and their perception of PBL in developing their soft skills. A set of a questionnaire is designed and administered to 77 second-year students, who are taking English for Occupational Purposes subject at Universiti Malaysia Sabah Labuan International Campus. The result of the study showed that PBL has able to equip the students with work-related skills, and by completing the projects, they were able to improve their soft skills, mainly in communication and self-confidence. Hence, the findings of the study proved that PBL is a relevant approach in a classroom to help in developing students' soft skills.
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Permata, Nia Nuryanti. "Freshmen and Third Grade Students Perceptions on Their Soft Skills Acquirement in The Use of Collaborative Learning in English Classroom." Loquen: English Studies Journal 10, no. 2 (April 25, 2018): 45. http://dx.doi.org/10.32678/loquen.v10i2.693.
Повний текст джерелаАнотація:
It is said that soft skills are needed to have a successful life and career for students and can be trained in classroom by conducting collaborative learning. Then, polytechnic students have collaboration learning in their English classroom activity which is useful for their soft skills achivements. However, the students which have different level can have different perceptions on it. This research tries to compare students’ perceptions on their soft skills acquirement in the use of collaborative learning in English classroom in a state polytechnic. The first group is the freshmen, meanwhile the second group is the third grade students of Diploma 3. The study employs a qualitative research design, which is a case study. The data are gained from questionnaire, then observation and interviews are used to triangulate the data. The findings show that the freshmen perceive that they acquire soft skills in 90.9%, meanwhile the third graders are in 84.9%. This concludes that freshmen soft skills acquirement is higher than the third graders. It is recommended that collaborative learning method should be continued to develop the students’ soft skills, and the type of collaborative learning should be more appropriate for different grades of students.
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Medvedeva, Olesya Dmitrievna, Anna Vladimirovna Rubtsova, Anastasia Vladimirovna Vilkova, and Varvara Vladimirovna Ischenko. "Digital Monitoring of Students’ Soft Skills Development as an Interactive Method of Foreign Language Learning." Education Sciences 12, no. 8 (July 24, 2022): 506. http://dx.doi.org/10.3390/educsci12080506.
Повний текст джерелаАнотація:
Nowadays, the curriculum of higher education is mainly based on hard skills development, although soft skills are of critical importance for successful academic and professional performance. Consequently, the purpose of the article is to describe the possible methods of mastering the second-year students’ soft skills within the scope of a foreign language course, using interactive methods. The aim of the research was to elaborate on three types of interactive problem-based tasks and assessment criteria which allow us to monitor the progress of soft skills such as problem solving, teamwork, leadership, time management and technology skills, and analytical and creative thinking. Both tasks and criteria were uploaded onto an online educational platform. The case study method, which was considered to be the main monitoring tool, turned out to be effective in the pedagogical experiment where the students collaborated both online and offline. The experiment demonstrated a positive trend in students’ soft skills improvement alongside their foreign language communication skills. Moreover, statistical analyses showed the effectiveness of the system created to master soft skills. The proposed system for digital monitoring of soft skills development can be useful for teaching personnel who want to make the educational process more interactive and productive for advancing students’ soft skills.
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Syarif, Hilman. "THE ANALYSIS OF NURSING STUDENT SOFT SKILLS DEVELOPMENT BETWEEN LECTURE AND PROBLEM BASED LEARNING APPROACHES 2011." INDONESIAN NURSING JOURNAL OF EDUCATION AND CLINIC (INJEC) 1, no. 1 (March 13, 2018): 1. http://dx.doi.org/10.24990/injec.v1i1.45.
Повний текст джерелаАнотація:
Introduction: Student Centered Learning (SCL) is an effective method to develop student's soft skills and hard skills which are very important to support their successful carrier later. This research was conducted to identify the differences of developed soft skills between students who learn with PBL method and lecturing method. Methods: Descriptive comparative method was used in this study. The samples consisted of 15 students who learned with PBL method and 15 students who learned with lecturing method. The sample for this research was selected by random sampling method. Results: The result showed that the average of student's soft skills score in PBL method was 122.63, while student's soft skills score in lecturing method was 116.27. Discussion & Conclusion: There was significant difference of student's soft skills in PBL method and lecturing method (p value = 0.038; α = 0.05). This study recommends nursing program management, faculty of medicine at the University of Syiah Kuala keeps PBL method running and develops other methods which facilitate hard skills and soft skills are development. Keywords: nursing students, soft skill, PBL
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Mulyadi, Mulyadi, Wellty Mely Betesda Br Sinaga, Dwi Nirwana, and Renova Manulang. "Effect of Organizational Learning on Improving Hard Skills, Soft Skills, and Innovation on Performance." Jurnal Prajaiswara 3, no. 2 (November 24, 2022): 126–46. http://dx.doi.org/10.55351/prajaiswara.v3i2.51.
Повний текст джерелаАнотація:
Introduction/Main Objectives: This study sought to quantify how hard skills, soft skills, organization learning, and innovation capability all affected performance. Background Problems: The abilities required to advance in the workplace are changing due to the expanding workplace. Every university graduate is expected to perform exceedingly well, possess high levels of competence, and be adept at their jobs. Educational institutions play a crucial role in developing competent graduates with hard skills, soft skills, and self-efficacy. Novelty: This study evaluates the similarities and differences between the previous research and the research conducted because the earlier research did not integrate the three variables in one research title. Research Methods: This study employs a qualitative literature study. Secondary data is gathered from research findings from multiple references that are pertinent to the study's subject and goals. Finding/Results: The findings demonstrated that organizational learning, hard and soft skills, and innovation capability all had a direct, positive, and significant impact on performance. Additionally, among other factors, soft skills have the most significant an impact on performance. Conclusion: Every educational institution must continue to focus on developing hard and soft skills through training to improve employee performance.
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Esa, Ahmad, Suhaili Padil, Asri Selamat, and Mohammad Talha Mohamed Idris. "SoSTeM Model Development for Application of Soft Skills to Engineering Students at Malaysian Polytechnics." International Education Studies 8, no. 11 (October 28, 2015): 204. http://dx.doi.org/10.5539/ies.v8n11p204.
Повний текст джерелаАнотація:
<p class="apa">Soft skills are some of the skills needed to ensure that graduates fulfill the needs of the job market. Until 2010, almost 30% of unemployed graduates in Malaysia are technical graduates and one third comes are graduates from polytechnic. Most engineering graduates are proficient in technical skills but lack in soft skills. The lack of relevant knowledge among lecturers in order to identify appropriate ways and methods in the process of teaching and learning is one of the causes of lack in soft skills application. This study aims to identify the suitable teaching methods for the application of soft skills in the engineering programs for engineering students in Malaysian polytechnics. 488 students and 332 lecturers in engineering courses at the polytechnic had been questioned using questionnaires and interviews. The results showed that there is a relationship between the level of application of soft skills element with the teaching & learning methods used by lecturers. Based on these relationships, researchers had produced <em>SoSTeM </em>model as the model of application of soft skills for engineering students. Researchers also discovered that the use of teaching & learning methods for applying soft skills in engineering programs vary according to the elements of soft skills.</p>
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Miah, Mazrikhatul. "Pengembangan Soft Skill Melalui Pembelajaran IPA SD/MI di Era Society 5.0." Awwaliyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah 5, no. 1 (June 30, 2022): 70–81. http://dx.doi.org/10.58518/awwaliyah.v5i1.927.
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Science learning in SD/MI is one of the initial stages that forms the basis for shaping character and determining one's success in the future. The challenge of education is currently entering the era of society 5.0, where humans must live side by side in harmony with information technology that is developing rapidly in the 4.0 era. So it takes hard skills and soft skills as a whole so that people can adapt to these changes. Science learning at the elementary level plays an important role in equipping students with soft skills in the era of society 5.0.
The purpose of this study was to determine the urgency of soft skill development through science learning in SD/MI in the era of society 5.0. The benefit obtained from this research is that it can be a reference for academics and related scientific literacy sources. This study uses a descriptive qualitative approach that emphasizes the phenomenological elements. Methods of data analysis using descriptive analysis method. In this case, data were collected from various sources and then analyzed using descriptive analysis methods.The results of the study indicate that soft skills are skills that must be developed starting from the basic level. Soft skills that must be possessed by students in the era of society 5.0 are leadership, communication, literacy. The development of these soft skills can be implemented through elementary/MI science learning using problem-based learning models, project-based learning, inquiry and discovery learning.
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Jainah, Zainab Ompu, Muhammad Riza, Riza Muhida, Yanuar Dwi Prastyo, and Intan Nurina Seftiniara. "Enhancing Hard Skill and Soft Skill Learning by Implementing the MBKM Program." Nusantara: Jurnal Pendidikan Indonesia 2, no. 1 (January 31, 2022): 165–80. http://dx.doi.org/10.14421/njpi.2022.v2i1-10.
Повний текст джерелаАнотація:
Education has developed very rapidly marked by the increase in the quality of education and world knowledge. The Indonesian government is trying to improve the quality of education by issuing a policy of Merdeka Belajar Kampus Merdeka (MBKM). This study aims to describe the model for strengthening the role of lecturers and students to improve hard skills and soft skills through MBKM at Bandar Lampung University. This research is descriptive qualitative research. Data collection using observation and documentation techniques. The results showed that the presence of the MBKM activity was a grant of freedom to educational institutions to choose the system of authority needed to create independence from the bureaucracy. With this, it can improve students' hard skills and soft skills: 1) improving soft skills that are more able to appear to interact with communication both verbally and visually effectively based on context, 2) improve soft skills through the competence of the best graduates with integrity and work ethic good and able to adapt to the environment, 3) can analyze the turmoil that occurs in the world of work so that soft skills and hard skills can be further improved, 4) can create innovative and creative works, 5) improve skills in the fields occupied to produce a work competent.
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Bootsma, Michael, Cynthia Jeffrey, and Jon D. Perkins. "Is There Learning in Service Learning? Measuring the Extent to Which VITA Participation Improves Student Technical Competence and Soft Skills." Issues in Accounting Education 36, no. 2 (March 31, 2021): 21–42. http://dx.doi.org/10.2308/issues-19-113.
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ABSTRACT Students participate in the Volunteer Income Tax Assistance program (VITA) to improve both technical competence and soft skills. To date, research primarily assesses student perceptions about these outcomes. We empirically measure and test for changes in technical competence and soft skills at the beginning and end of VITA participation at one major midwestern university. Our results indicate first-time participants in VITA improve in technical competence, but students do not become better calibrated with respect to “knowing what they know” as a result of VITA participation. Importantly however, participants in the program improve in their soft skills. Further, both first-time and repeat participants improve their communication skills, although we do not find improvement in interpersonal relations or personal abilities for repeat participants. In sum, our empirical results indicate that the VITA program does deliver the hoped-for outcomes across a wide range of skills.
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Paryanti, Dwi. "Peningkatan soft skills pada pembelajaran tematik integratif kompetensi IPA melalui metode inquiry di kelas V SD." Jurnal Prima Edukasia 5, no. 1 (January 24, 2017): 35. http://dx.doi.org/10.21831/jpe.v5i1.7696.
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Penelitian ini bertujuan untuk untuk meningkatkan soft skills pada pembelajaran tematik integratif kompetensi IPA melalui metode inquiry pada kompetensi IPA di kelas Va SD Bakalan Bantul dan mendeskripsikan peningkatan soft skills siswa dengan pembelajaran tematik integratif melalui metode inquiry. Jenis penelitian ini adalah penelitian tindakan kelas, yang terdiri atas tiga siklus. Penelitian ini dilaksanakan di SD Bakalan Bantul pada bulan November sampai dengan Desember 2014. Objek penelitian adalah seluruh siswa kelas Va yang berjumlah 28 siswa. Data penelitian dikumpulkan melalui observasi, tes tulis, wawancara, dokumentasi, dan catatan lapangan. Hasil penelitian menunjukkan bahwa pelaksanaan pembelajaran tematik integratif dengan metode inquiry dapat meningkatkan soft skills siswa pada kompetensi IPAKata Kunci: soft skills, tematik integratif, inquiry Improving soft skills in integrated thematic science learning competence through inquiry method in class V SDAbstractThis study aims to increase soft skills of students in thematic integrative learning with inquiry methods and to describe the implementation an integrated thematic learning with inquiry methods on science competence. This research is classroom action research, which consisted of three cycles. This study was conducted in SD Bakalan Bantul from November to December 2014. The objects were all students of class Va consisting of 28 students. The data were collected using observation, paper and pencil tests, interviews, documentation, and journals. The results show that the implementation of the thematic integrative learning with inquiry methods can improve students' soft skills in science competencies.Keywords : soft skills, thematic integrated, inquiry
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Meilinda, Meilinda, and Johanes Sapri. "APPLICATION OF COOPERATIVE LEARNING MODEL BASED ON ENVIRONMENT TO IMPROVE SOFT SKILLS AND LEARNING ACHIEVEMENTS (Study in Student Biology Subjects Class X at SMK Negeri 4 Lebong)." Diadik: Jurnal Ilmiah Teknologi Pendidikan 9, no. 1 (September 18, 2021): 136–46. http://dx.doi.org/10.33369/diadik.v9i1.17957.
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This study aims to describe the improvement of soft skills and learning achievement of X Pharmacy class students by using an environment- based cooperative learning model in Biology subjects at SMK Negeri 4 Lebong. This study is a Classroom Action Research. The subjects of this study were 29th grade Pharmacy students of SMK Negeri 4 Lebong which consisted of 29 people consisting of 5 male students and 24 female students. Whereas, the object in this study is soft skills and student learning achievement on Biology subjects conducted through an environment-based cooperative learning model. Retrieval of research data using observation and test sheets. The results of this study indicate that the application of environment-based cooperative learning models can improve soft skills and student achievement in each cycle. On average the soft skills of students in the pre cycle, cycle I, and cycle II were 35.29% respectively; 54.74%; and 66.03%. The percentage of students' mastery learning in the pre cycle, cycle I, and cycle II were 55.17%; 75.86%; and 89.66%. The improvement data then proves that the application of environment-based cooperative learning models can improve soft skills and student achievement in Biology subjects at SMK Negeri 4 Lebong.
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Kim, Jungsun (Sunny), Mehmet Erdem, JeoungWoo Byun, and Hwayoung Jeong. "Training soft skills via e‐learning: international chain hotels." International Journal of Contemporary Hospitality Management 23, no. 6 (August 23, 2011): 739–63. http://dx.doi.org/10.1108/09596111111153457.
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Shakir, Roselina. "Soft skills at the Malaysian institutes of higher learning." Asia Pacific Education Review 10, no. 3 (June 10, 2009): 309–15. http://dx.doi.org/10.1007/s12564-009-9038-8.
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Et al., Evalina. "Effect of Organizational Learning on the Hard Skills, Soft Skills and Innovation of Employees: Evidence from Information Technology Industries." INFORMATION TECHNOLOGY IN INDUSTRY 9, no. 1 (March 17, 2021): 1085–98. http://dx.doi.org/10.17762/itii.v9i1.242.
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This study aims to measure the influence of organizational learning on the improvement of hard skills, soft skills and teacher innovation capability in Indonesia.Hard skills and soft skills as mediated variables. Data collection was carried out by simple random sampling via electronic to a population of information technology industries . The returned and valid questionnaire results were 223 samples. Data processing using SEM method with SmartPLS 3.0 software. The results of this study are organizational learning has a positive and significant effect on employee innovation capability, both directly and through mediating hard skills and soft skills.
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Wibowo, Yulianto Eko, and Rodia Syamwil. "Pengembangan Transferable Skills dalam Pembelajaran Produktif Sekolah Menengah Kejuruan di Era Industri 4.0." Jurnal Dinamika Vokasional Teknik Mesin 4, no. 2 (September 30, 2019): 117–28. http://dx.doi.org/10.21831/dinamika.v4i2.27395.
Повний текст джерелаАнотація:
The demand for industries in the fulfilment of labour is more complex because it must be suitable for the competencies in hard skills and soft skills. Vocational High School (SMK) becomes pivotal in fulfilling the needs of industrial labour. The transferable skills to be developed are communication, cooperation, discipline and responsibility. The purpose of this study is to analyze those transferable skills in the learning process of a productive course at vocational high school and how much have the students absorb those soft skills. This research is descriptive research using a mixed-method approach. The results show the soft skills in productive-course learning in numbers: communication ability 87.18 % (very good criteria), cooperation 86.14 % (very good criteria), discipline 89.64 % (very good criteria), and responsibility 86.78 % (very good criteria). Whereas for the absorption of the soft skills: communication 83.37 % (good criteria), cooperation 86.16 % (very good criteria), discipline 80.43 % (good criteria) and responsibility 82.07 % (good criteria). The implementation of transferable skills in productive-course learning in SMK has succeeded and is following the objectives and demands of the Industrial Revolution 4.0. This can be reinforced by accustomization of character and behaviour of the students so that they always communicate actively, be cooperative, have discipline and show responsibility in the learning process.Tuntutan industri dalam pemenuhan tenaga kerja era Industri 4.0 bernilai lebih kompleks karena harus disesuaikan dengan kompetensi hard skills maupun soft skills. SMK menjadi point penting dalam pemenuhan kebutuhan tenaga kerja industri. Transferable skills yang dikembangkan adalah komunikasi, kerjasama, dan kedisiplinan dan tanggung jawab. Tujuannya adalah untuk menganalisis pengembangan transferable skills dalam pembelajaran produktif di SMK dan keterserapan soft skills siswa SMK. Penelitian ini merupakan penelitian deskriptif pendekatan mix methods. Transferable skills dalam pembelajaran produktif SMK menghasilkan pengembangan soft skill kemampuan berkomunikasi mencapai 87.18% kriteria sangat baik, soft skill kerjasama mencapai 86.14% kriteria sangat baik, soft skill disiplin 89.64% kriteria sangat baik dan soft skill tanggung jawab 86.78% kriteria sangat baik. Keterserapan soft skill kemampuan berkomunikasi mencapai 83.37% kriteria baik, soft skill kerjasama mencapai 86.16% kriteria sangat baik, soft skill disiplin mencapai 80.43% kriteria baik, dan soft skill tanggung jawab 82.07 kriteria baik. Transferable skills dalam pembelajaran produktif SMK di Kota Semarang sudah dilaksanakan dengan baik sesuai tujuan dan tuntutan era Industri 4.0. Hal ini perlu dikuatkan dengan pembiasaan sifat dan sikap siswa untuk selalu aktif berkomunikasi, bekerjasama, disiplin dan bertanggung jawab dalam proses pembelajaran.
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Ferywidyastuti, Setya. "PENGEMBANGAN BUKU AJAR FISIKA OPTIK BERBASIS SOFT-SKILLS." JURNAL PENDIDIKAN SAINS (JPS) 7, no. 1 (April 9, 2019): 81. http://dx.doi.org/10.26714/jps.7.1.2019.81-87.
Повний текст джерелаАнотація:
The textbook based on Soft-skills are targeted to create student-centered learning so that they can encourage students to learn more actively in solving problems and finding more independent sources of learning and improving the quality of Soft-skills contained in the process of applying the textbook. This research was conducted in the 1st Semester of Academic Year 2018/2019 in the Study Program DIII Refraction Optician (RO) STIKES HAKLI Semarang with the number of participants of 50 students. The research development (R & D) in this study aims to produce Optical Physics textbooks using the Soft skills. The stages of this research include define, design, develop and disseminate. The research design used in the trial application of this textbook was a quasi-experimental design with the form of pretest-posttest control group-design. The results of the study show that the development of Optical Physics textbook based on Soft-skills has gone through a validation process and has been stated to fulfill the content validity set by the expert, so the developed textbook is declared valid. Increasing student activity with an average score of 3.4 shows very active criteria that have a positive effect on the value of student learning outcomes. The results of the analysis of students’ questionnaire sheets showed that the learning process was fun and easy to understand the material taught with data 87,3% of students were happy and stated practical. The application of textbooks based on Soft-skills can significantly improve student learning outcomes and their Soft-skills.
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Vasilizhenko, M. V. "STUDENTS SOFT SKILLS FORMATION VIA PROJECT ACTIVITIES TECHNOLOGIES IN LEARNING FOREIGN LANGUAGES." Современная высшая школа инновационный аспект, no. 1 (2020): 137–48. http://dx.doi.org/10.7442/2071-9620-2020-12-1-137-148.
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Smagina, Irina L. "Life-long learning skills as a basis for individual learning style of university students." Vestnik of Samara State Technical University Psychological and Pedagogical Sciences 18, no. 3 (October 21, 2021): 19–32. http://dx.doi.org/10.17673/vsgtu-pps.2021.3.2.
Повний текст джерелаАнотація:
In a current situation of society development, each person should have life-long learning skills, which allow him to be flexible, autonomous, able to adapt to different scenarios of todays unstable reality. These skills can be referred to the category of soft skills, the development of which give the students the opportunity to organize their learning process effectively, and it will also help in forming students individual learning style. Life-long learning skills formed at the university can also be considered as skills oriented to the prospect of further personal and professional development perspective life-long learning skills. Thus, the purpose of this study is to find mechanisms of the development of students life-long learning skills that also help in forming their individual learning style. Using the methods of theoretical, structural-content and comparative analysis, as well as the synthesis of ideas, it was possible to find out that life-long learning skills belong to the category of soft methodological skills, the development mechanism of which is the strategies of independent learning. Moreover, studying the relationship between such concepts as life-long learning skills, universal competencies, individual learning style showed that the development of soft methodological skills of life-long education is the basis for the formation of students individual learning style. As part of the study, it was developed a methodology for teaching students cognitive and metacognitive strategies for independent learning in a foreign language class while working on listening. As the expected results of the application of this methodology, it is assumed that having mastered the strategies and techniques of independent learning, students will be able to deal with the learning material better, which in turn will help to master the competences more successfully, to increase learning motivation and to form students subjective position. As a prospect for further research, we see the development and testing of technology for teaching students the skills of life-long education, with a detailed description of the stages and guidelines for students and teachers.
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Nurtanto, Muhammad, Soffan Nurhaji, Jamil Abd Baser, and Yadin Yadin. "Problem-Based Learning Implementation: Improvement in Learning Process and Results in Vocational Higher Education." Jurnal Pendidikan Teknologi dan Kejuruan 24, no. 2 (September 29, 2018): 203–12. http://dx.doi.org/10.21831/jptk.v24i2.19519.
Повний текст джерелаАнотація:
Problem Based Learning (PBL) is a learning method considered to be capable of changing the students’ perception in facing the challenges of the 21st century. This study was aimed to improve soft skills in the form of critical thinking, motivation, and group dynamics and hard skills in the form of psychomotor ability by applying PBL. This study was designed with an action research design. The research subjects were 30 students at the age of 19 to 22 years old. Data were collected with performance appraisal, observation sheet and questionnaires. The results indicated that (1) the students’ critical thinking works effectively during problem identification and problem hypothesis, (2) increasing motivational ability indicated by time discipline, and (3) improved group dynamics skills during group discussions and groups activities. The results for psychomotor ability showed an increase of 16.6 or 17%. This confirmed that PBL improved the students’ soft skills and hard skills reflected in positive and effective group activities.
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Siregar, Edi, and Walan Yudiani. "PRAKTIK BERORIENTASI SOFT SKILLS DENGAN PENDEKATAN INDUSTRIAL CULTURE BASED GEMBA KAIZEN MODEL." Jurnal Manajemen 4, no. 2 (February 1, 2020): 61–70. http://dx.doi.org/10.54964/manajemen.v4i2.143.
Повний текст джерелаАнотація:
The research objective is to design learning model with orientation capability increase student soft skills. The data collection method used observation, tests and self-assessment. While data analysis using bar charts, check sheets and line charts. Based on the results of data analysis there are several important findings include that the implementation of practice learning through project-based learning approach based industrial culture Gemba Kaizen model of the first cycle and cycle II and III provide a positive response to the formation of students soft skills evidenced by the increase in soft skills mastery significantly with the result that more dominant on communication skills and report writing skills then successively on professional and problem solving skills, personal quality and teamwork skills.