Corresponding Author: Ida Tejawiani
E-mail: [email protected]
INTRODUCTION
The educational goals of vocational high schools, as stated in PP
Article 76 No. 17 of 2010 concerning the management and implementation of
education, is to equip students with scientific and technological skills as
well as professional skills according to the needs of society. Vocational High
School functions as an Educational Institution with a mission to prepare
middle-level workforce candidates to enter the world of work (Faturrahman, 2019).
The workforce needed in the world of work is a workforce with
skills, adaptability, and high competitiveness. The unemployment rate based on
education, according to the Central Statistics Agency (2022), SMK graduates are
in first place at 9.42%, followed by high school graduates at 8.57%, Diplomas
at 4.59%, and Universities at 4.8%. However, this figure is down from data for
2021, which shows that 11.13% of vocational graduates are unemployed (Faturrahman, 2019).
Indonesian education is generally based on technical (hard) skills,
which use more IQ and less developed EQ and SQ. The results of research from
Harvard University (USA) show that a person's success depends not only on
technical knowledge and skills but is also influenced by the ability to manage
oneself and others. This research shows that hard skills support 20% of
success, while soft skills support 80%. Research conducted by the Ministry of
National Education of the Republic of Indonesia in 2009 showed that soft skills
determine 85% of a person's success in education. They are, furthermore, based
on the book written by Thomas J. Neff and James M. Citrin titled Lessons
From The Top, which includes sharing and interviews with 50 successful
entrepreneurs in America stating that the key to a person's success is
determined by 90% soft skills and 10% hard skills. They agree that self-quality
determines success, including soft skills and people skills (Yuliharti, 2019).
Why are soft skills important for SMK graduates? Vocational High
School students are prepared to enter the world of work immediately. SMK
graduates will face various non-technical challenges, which are the key to
success in their work (Setiawan: 2020). SMK has attempted to implement various
learning models. The learning model in SMK is very important. The SMK learning
model includes a learning implementation model and leads to the formation of
21st-century competencies, which are achieved while maintaining the skills of
SMK students. The superior workforce in the Industry 4.0 era is those who have
life skills and literacy skills, as well as 21st-century skills such as
critical thinking, creative thinking, collaboration, and communication
(Encarta: 2017).
Soft skills materials that need to
be developed for students include teaching honesty, communication skills, and
commitment. Developing soft skills in learning requires planning that involves
teachers, students, graduates, and the world of work, to identify relevant soft
skills development. Various institutions have implemented various strategies
and guidelines to balance the soft skills mastery of SMK graduates with the
competencies required by DUD I (Sri Utaminingsih, 2013).
To achieve 21st-century competence, the Directorate of P SMK
recommends several learning models. The learning models used in SMK are (1) discovery
learning models; (2) inquiry learning models; (3) problem-based learning
models; (4) project-based learning models; (5) Product learning models; (6) Teaching
factory learning model (Encarta: 2017).
The project-based learning model or project-based learning is a
constructivism-based learning model that supports student participation in
problem-solving situations through project work. Learners directly solve
real-life problems, making the knowledge gained more permanent (Prasetyo dkk., 2020).
Project-based learning is a learning model that invites students
to play an active role in developing their abilities. This project-based
learning focuses more on significant student life problems; the teacher's role
is to create problems, ask questions, and help students plan a project. In
carrying out this learning, students need their soft skills so that learning
steps can be applied optimally in the classroom. Students are invited to carry
out individual and group activities to make presentations of a product or work
result. This activity is student-centered, so it can encourage students to
learn better, collaborate, and develop these abilities. In
general, soft skills are understood as a person's ability to get along with
other people ( interpersonal skills ) and skills in self-regulation (intrapersonal
skills) that can perform at maximum performance. Intrapersonal skills are
related to student personality, while interpersonal skills are manifested by
social relations (Mujiburrahman dkk., 2023).
Project-based learning is student-centered learning in the form of
investigative activities, which includes decision-making processes based on
data analysis, collaboration, and product-oriented and involves the preparation
of documents (Handrianto & Rahman, 2018).
What is the difference between project-based learning and other
projects, which might be done at the end of the semester or the school year?
Project-based learning (PjBL) gives freedom to students to choose appropriate
topics, consult each other, share responsibilities among group members and
design, and finally present their final product. Based on research conducted
(Thomas, 2000). it has been proven that students who study with PjBL can
develop more appropriate social interactions (Aldabbus, 2018).
PjBL implementation criteria include active learning, student
participation, curriculum-based assignments, challenging questions or problems,
critical thinking and creative skills, communication and collaboration,
teamwork, information management, problem-solving, decision-making,
self-evaluation, and product orientation. PjBL is suitable for groups and
individuals in the learning process (Handrianto & Rahman, 2018).
This research was conducted to capture the intrapersonal and interpersonal
skills of students at Integrated Vocational School 1 Yaspida and Yasti
Vocational Schools, Vocational High Schools with educational bases in Islamic
boarding schools. The character of Yaspida Integrated Vocational School 1 is a
salafiyah boarding school environment that shapes the character of its students
for 24 hours in a boarding school environment. Meanwhile, the character of
Yasti Vocational School is a toboggan boarding school where not all students
are in the boarding school environment for 24 hours; some students return to
their home environment after learning activities. Researchers are interested in
analyzing students' interpersonal and intrapersonal skills in project-based
learning activities to measure their readiness to become prospective workers in
the 4.0 revolution era.
Therefore, the problem in this study is how to describe the soft
skills possessed by students at Integrated Vocational School 1 Yaspida and
Yasti Vocational High School, Kab. Sukabumi on the project-based learning
model? This study focuses on the discussion of intrapersonal and interpersonal
skills possessed by vocational students because of the influence of the
educational environment and the surrounding environment on project-based
learning activities. The benefit of this research is to add to the repertoire
of knowledge and the application of counseling guidance in developing student soft
skills.
METHODS
The method used is qualitative, with
data collection techniques through interviews with students, teachers,
principals, and supervisors. The data analysis technique used is the Miles and
Huberman technique (data reduction, data presentation, and conclusion). This
research is expected to provide an overview of the soft skills possessed by
students at Integrated Vocational School 1 Yaspida and Yasti Vocational Schools
and their development efforts so that students can use them to improve
students' self-quality as information material for schools in planning student
soft skills development programs and preparing strategic plans to achieve the
school's vision and mission.
RESULTS AND DISCUSSION
Soft
skills are the basic attitudes and personality possessed by a person. Skills
that are not visible but can be felt in human social life. Soft skills are
divided into intrapersonal and interpersonal, which can develop and improve
one's self-quality. The consequences of soft skills are discipline, courtesy,
determination, good communication between people, working together, and helping
each other and others (Wijaya dkk., 2016).
The
ability of students' soft skills can be seen from how the teacher gives their
skills in thinking and solving problems during learning. Attitudes and behavior
when doing tasks together or working with friends. Able to communicate well in
the language style between friends and express opinions in front of the class,
have the desire to continue learning and process relevant information, and have
leadership skills (Huy dkk., 2020). This appears a lot in
interactive learning which is carried out in groups, and students are given
problems so they can find solutions. Able to build cooperation and develop the
ability to think creatively. Project-based learning can stimulate not only the
cognitive and psychomotor domains but also able to develop students'
personalities (Kamdi, 2013).
The
research results were obtained from observations using student worksheets,
questionnaires, observation sheets, and interviews with students, teachers,
principals, and supervisors. This research aspect refers to the soft skills
indicators put forward by Archma Sharma, adapted to the Project Based Learning
learning model. Five aspects of soft skills were observed in this study,
namely:
Thinking
and problem-solving skills
Observations
related to thinking skills and solving problems are carried out through student
worksheets that are used when learning is carried out. Directions from teachers
who stimulate students by asking basic questions, almost all students can catch
and try to solve the problems given. The ability of students to solve problems
can be categorized as good, measured by the ability of students to complete
projects expected by the teacher. Thinking and problem-solving skills, as well
as the ability to identify and analyze problems, generate ideas, find
alternative solutions, and draw conclusions based on valid evidence. Student
worksheets contain questions that are indicators of thinking skills and
problem-solving. The results of the analysis of student worksheets show good
performance; thinking and solving problems are part of students' interpersonal
skills.
Cooperation
skills
The
assessment tool used when assessing the second to fifth aspects, the researcher
uses an observation sheet. Based on the teacher's assessment on the observation
sheet, almost all students could work together in groups. Based on the results
of interviews with students, it was found that a small number of them tend to
prefer doing tasks individually because, according to them, working alone will
make them more flexible at work and feel more productive. (Bartels dkk., 2022; G�ssling dkk., 2020).
However, when the learning process is carried out using the Project Based
Learning model or project-based learning, students try to build relationships
and interact with group members. They mutually contribute to the project
planning to be made. This follows the results of other studies, which received
a good category on this indicator because students can relate well with all
group members in deciding answers based on the discussion results. In
cooperation skills, the skills of respecting the opinions of others emerge, as
well as being aware of social responsibility, where the task given by the
teacher is a responsibility that must be completed for the common good.
Students (Dinh dkk., 2020)interpersonal skills are
formed in cooperation skills.
Communication
skills
Students
' communication skills become important during the learning process using Project
Based Learning because they have to discuss and communicate with each other so
that projects can be completed properly. Based on the observation sheet,
students get the maximum rating in communicating, based on interview results;
in some students, there is still a feeling of nervousness, embarrassment, and
fear of being able to talk to other people and to speak during presentations.
They tend to prefer asking friends when experiencing difficulties in learning
rather than asking the teacher. Interview data shows that students need help
being confident with their communication skills. Lack of confidence tends to be
dominated by male students.
"Communicating is a process of exchanging information from one
person who gives information to another person who receives information."
Communicating includes exchanging opinions and information and responding to
the information received. So that communication skills are a person's ability
to convey ideas, ideas clearly and convincingly. Communication skills are part
of interpersonal skills (Wijaya dkk., 2016).
Lifelong
learning and managing information
Soft skills in this aspect can be seen in independent attitudes,
self-regulating abilities, and new abilities as well as new knowledge, honesty,
and being able to sort and select relevant information from various sources,
ask questions that are not yet understood, seeking information to solve
problems, and the students can use books, the internet, and teachers as sources
of information they will collect. Lifelong learning is a character that can
shape the personality of students in the future. Having an honest attitude,
being full of confidence, and being able to manage time is part of lifelong
learning. Keep going, and be able to manage the information obtained. Based on
observations, students have managed information from various sources to be able
to complete the tasks given according to what was ordered. It is in this
section that intrapersonal skills dominate.
Leadership
skills
The leadership perspective assessed in the form of observation could be
more optimal because there is only one instruction to complete the project,
causing the development of leadership competencies for all students to be
uneven. The difference between the survey results and the observation form is
that there are differences in perspective and seeking information about each
student's soft skills (Cheval dkk., 2020). Students fill out the
questionnaire directly while the observer fills in the observation sheet or
observes other people. By filling out a questionnaire and conducting
interviews, students evaluate themselves subjectively according to their points
of view. The situation is different with the observation form, which is filled
in by the observer objectively during the learning process. The results show
that students agree that matters related to leadership are important. The
results of the interviews showed that the students preferred to be ordered
rather than governed. The observation sheet is students' actual performance and
has yet to show true leadership attitudes. This is in line with the results of
previous research related to the importance of soft skills for learning.
Characteristics
of student soft skills and school programs for the development of soft skills
One
point of view that is of interest to researchers is to compare students' soft
skills with different learning environments. Integrated Vocational High School
1 Yaspida is a school with a boarding school environment where all students are
in a Salafiyah boarding school 24 hours a day, which upholds adab and morality.
The concept of education applied at Integrated Vocational High School 1 Yaspida
is a measurable educational concept that can shape students' personalities. The
results of interviews with the principal of the Yaspida 1 Integrated Vocational
School said that currently, the Yaspida 1 Integrated Vocational School
prioritizes personality and school characteristics with the four pillars of
discipline program, first discipline in appearance, second discipline in
worship, third discipline in learning, and fourth discipline in association.
Making the moral formation program a flagship program with the jargon
"isuk thinking pouting dzikir" is the basic essence of Yaspida
students; of course, this concept is accompanied by the concept of reciting,
serving, and serving. The collaboration contained in the four pillars of
discipline can shape the morals and morals of students and students, which in
the end, can become provisions to face global challenges and compete in the
industrial world in the 4.0 revolution (Spagnolo dkk., 2020).
The
program implemented and the school environment mostly shape the character of
the Yaspida 1 Integrated Vocational High School students. It can be seen from
the results of observations and interviews with teachers in the school
environment that in the Yaspida 1 Integrated Vocational School environment, the
aspect of lifelong learning is the main point. Intrapersonal, which is grown by
the school through habituation, can shape the character of students who
maintain the honor of the kiai. Planting the understanding that a santri must
protect the honor of the kiai, being able to shape the character of the santri
who maintains tidiness because he protects the honor of the kiai, protects the
belongings of guests who come because he protects the honor of the kiai. The
success of the soft skill strengthening program was able to build the character
of students who were devoted to teachers.
Not
much different from Yaspida Integrated Vocational School 1, Yaspida Vocational
School also has a soft skill development program that has become a curriculum
in all schools under Yasti. Friday's program is a day to strengthen soft skills
for all male and female students. Women's activities are given to all female
students; besides that, activities through Leadership Training and MPLS
activities are excellent programs to improve students' soft skills. In addition
to this program, the policy made by the school is to cooperate with the
student's parents in maintaining their character so that the surrounding
environment does not influence them. School policies related to discipline can
reduce violations committed by students. There are three elements that students
should not violate 1) immoral; 2) drugs; 3) brawls; if they break the three
rules, then the consequences are issued.
����������� The
rules and development programs implemented by the school affect learning
activities when project-based learning is applied. Yasti was able to develop
students' hard skills and soft skills competencies by creating a Teaching
Factory. Students are given the responsibility to be able to complete projects
received from the community. Not just solving problems according to learning
material but having been directly invited to complete projects from the
community.
����������� With
the advantages of each school presenting a soft skills development program,
making students who live in Islamic boarding schools and those who do not have
the same soft skills competencies, schools can display students' soft skills
competencies which will become capital when they are in the world of work.
����������� Project
Based Learning method applied in learning activities for SMK students can
strengthen students' non-technical skills. Starting from planning the
completion of a project and working together in completing the project,
students communicate with group members to solve problems until the entire
project can be completed as expected.
CONCLUSION
The conclusion from the results of the
research and discussion is that the soft skills aspects of students in the
Project Based Learning (PjBL) learning model observed during the observation
obtained good results in terms of the soft skills aspects studied. Student
statements support this through interviews which show aspects of student soft
skills in the good category. The identified student soft skills profiles, were
well mastered by the students, namely aspects of cooperative skills, and what
did not appear prominently were aspects of leadership skills. Thus, students' soft
skills develop well in the Project Based Learning (PjBL) learning model.
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