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D. Discussion
Based on the data can be analyzed that implications of the soft skills development in the industry-based practical learning can be seen below:
Inquiring Spreading
Modeling Role-play
Figure 4. Integration of Soft Skill Development in Practical Learning
The integrated structure of soft skills development in the practical learning includes two components: 1 learners, and 2 teachers. Teachers are as models modeling,
facilitation, supervision, and evaluation. Whereas the content of each component includes the following:
1 Kaizen, a succinct, orderly, clean, treated and industrious work inuring in
implementing every job to increase basic mentality including the way of thinking and acting in conducting daily worksactivities and the attitude supporting the
application of work management system Imai, Masaaki, 1997.
2 The learners’ spreadsheets are instrument to record the students’ work habits. Adopted from the worksheet used in the production system in garment industry
Juan Carlos, 1998. 3 Supervision is the activities taken by the teachers including 1 work identification,
2 observation, 3 giving assistance as needed, 4 motivating 4 Time study, is a simulation to measure the students practical learning process to get
the truth of time in completing a job. Adopted from measurement system working in the garment industry Meyers, et all, 2002.
5 Evaluation by observation and self monitoring of the learners.
Components
Content
Process LKS
KAIZEN Quality
control Motivator
Modeling Facilitation
Supervision
Time study
Simulation
Observation of work behavior
Evaluation
Goals
Industry-based work characters
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E. Conclusion
The integration of soft skills development in the practical learning process for the preparedness to work in the garment industry can be summarized as follows:
1. The Vocational High School VHS defines the soft skill attributes to be developed in the next 5 years based on the market signals, that is the opinions of the users of
the graduates and the alumni; 2. The SMK identifies the soft skill attributes that the learners have acquired and those
are to be developed in terms of the work demands targeted by the graduates through the observation of the students’ behaviors in the learning process and self-evaluation
done by the students themselves;
3. The care and commitment by the teachers at the Vocational High School SMK in developing their students’ soft skills by considering the work system production
adopted in work field industry to be applied in the learning process; 4. The Vocational High School VHS revises the traditional learning process by the
application of the useful learning model in enabling the learners to get comprehensive understanding of the subject matters they study by relating them to
the daily life context personal, social and cultural in a real and authentic way.
5. Undertaking the planned and evaluated-learning activities that may develop the students’ soft skills in accordance with the work industry world requirements in
which the teachers take the role as models through inuring, role-playing and spreading in the practical learning process.
References
BPS. 2006. Keadaan Angkatan Kerja di Indonesia. Jakarta: Central Bureau of Statistics
Dedi Supriadi. 2002. Sejarah pendidikan teknologi dan kejuruan di Indonesia. Jakarta: Depdiknas Direktorat Pendidikan Menengah Kejuruan.
Depdiknas. 2004. Standar Kompetensi Bidang Keahlian Tata Busana. Dikdasmen – Dikmenjur.
Imai, Masaaki 1997 Gemba Kaizen: A Commonsense, Low-Cost Approach to Management 1e. ed.. McGraw-Hill.
ISBN 0-07-031446-2
.
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Juan Carlos, Hiba 1998. Improving Working Conditions and Productivity in The Garment Industry. Geneva; ILO publication
Klaus, P. 2007. The Hard Truth about Soft Skills. Harper Collins Publisher. New York.
Meyers, Fred E, et all 2002. Motion and Time Study for Lean Manufacturing, 3rd Prentice Hall.
McPherson, Edwin M. 1987. Apparel manufacturing Management systems. a computer-oriented approach. New Jersey: Noyes Publications
Neff, TJ dan J.M. Citrin. 2001. Lesson from The Top. Doubleday Business. New York. Nieragden Goeran, Cologne, 2000. The Soft Skills of Business English. Taken on 26
April 2010
from http:www.eltnewsletter.combackSeptember2000art282000.htm
Parsons., T.L. 2009. Soft Skills. Taken on 5 December 2009 from http:searchcio.techtarget
. comsDefinition0,,sid182_gci1314684,00.html Siti Mariah, 2005. Efektivitas Mengajar Guru SMK Pariwisata dalam Pendidikan dan
Pelatihan Berbasis Kompetensi: Thesis. Yogyakarta: Post-Graduate Program, Yogyakarta State University Not
Published.
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INTEGRATING SOFT SKILLS INTO VOCATIONAL HIGH SCHOOL CURRICULUM ON CIVIL ENGINEERING
Machmud Sugandi Civil engineering Department, Faculty of Engineering
Malang State University Email: gandhyy_06yahoo.com.au
Abstract
The success of workers in the construction services sector is not only determined by the mastery of hard skills but also of soft skills. The needs for both types of skills
among workers in the construction services have been formulated in the “SKKNI” civil engineering field as a key competence that must be possessed by a person to achieve the
performance required in construction services. Due to the relationship between the demand-supply of vocational high schools VHS and construction industry, it is
necessary to adjust the knowledge and skills taught at VHS to the knowledge and skills needed by the workforce.
It is a reality that vocational education at VHS is primarily oriented toward the hard skills; in fact we can say that it is oriented toward the hard skills only, neglecting
the necessity of the soft skills. Referring to the soft skills requirement analysis in the work force and to the survey results on construction services indicating that the success
of workers is also determined by their soft skills, it is therefore necessary to integrate the soft skills into the VHS curriculum, particularly in the field of civil engineering.
Developing a curriculum which includes soft skills integration can take the following steps: 1 identifying the soft skills required by the work force, 2 integrating
the soft skills into the written as well as “hidden” curriculum, 3 deriving the soft skills from the curriculum and inserting them into the lesson plans to be carried out in the
teaching-learning process, and 4 evaluating the implementation of the curriculum, particularly to assess students’ achievement of the integrated soft skills.
Keywords: integration of soft skills, vocational high scholl curriculum A. Introduction
The construction of many infrastructures in Indonesia to bring the development of construction industry is encouraging. The infrastructure development to meet the needs
of housing, transportation, and telecommunications, both of those was conducted by the Government and private sector to increase from year to year. The increased construction
services might be seen from the value trends of work completion encompassing kind of building construction, civil construction, installation of building and civil construction,
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and also special constructions is totally up to the year 2008 reached IDR 88,045,621 trillion Statistics Indonesia, 2009. In line with such increased construction, the demand
for the skillful work forces as the operating agents of the development supplied by the Vocational High School VHS has been improving as well.
The success of workers in the construction services sector is not only determined by the mastery of technical competencies hard skills but also of non-technical
competencies soft skills, the skillful work forces provided by the VHS are required not only having hard skills but also soft skills. These requirements of work competencies by
the construction work field have been formulated in the Indonesian National Competency Work Standards SKKNI that include such aspects as knowledge, skills
andor specialties and work attitude Regulation of Indonesian Minister for Transmigration and Work Force Affairs Number PER.21MENX2007, 2007. The
SKKNI has been utilized as reference to the management of profession education and training, competency test and profession certification in each construction service work
for both the expert and skillful work force classification and qualification. In general, the work competencies in the SKKNI are grouped into general, functional, specific, and
optional competencies.
The relationship of the VHS and workforce, particularly at the level of skillful workers at the construction field was related to the supply and demand of workforces.
Viewing the relationship between demand and supply, it is necessary to make the adjustment of knowledge competency and skills produced by the VHS to the
competencies required by the work world demand-driven. The adjustment was no narrow in meaning that only indicated a one-way relationship between demand and
supply, but it also meant that the focus of the preparation of workforces by the VHS was not specifically on the aspect of technical competency hard skills only, but also on the
non-technical competency soft skills or the vocational values formed during the education and training processes. According to one study at Harvard University of
United States of America, it was shown that someone’s success in social life was not merely determined by the technical knowledge and competency hard skills, but it was
more by the competency in the management of oneself and others soft skills. This study demonstrated that the success was determined only 20 by hard skills and more
80 by soft skills. Thus, the vocational education might not just provide the learners
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with the limited competency and skills for their future as workforces but also with the non-technical competency to guarantee their success in social life.
It is a reality that in the educational process the VHS, more focus has been on the hard skill content, and it may be even said that the orientation is more on the hard skill
learning. Viewing the structure of the VHS curriculum, particularly that of Technology group of subjects in the category of productive education and training, there have been
25,72 class hours used for hard skill subjects, the remaining is allocated to the normative education and training 5 education and training subjects and the adaptive
education and training 8 subjects.
A fact taking place at schools that the development process of the soft skills may not bring about maximum results if the activities done are only in the forms of training,
general lectures by the counseling teacher and even by inviting external practitioner from industry world, and workshop. The component of self-improvement in the
curriculum structure of the VHS largely facilitates the activities of soft skill development. Self-development aims at giving chances to the learners to improve and
express themselves according to their requirement, competency, talent and interest suitable to the school condition. It is facilitated by andor under guidance of a counselor,
teacher, or another education person and can take the form of extra-curricular activities Regulation of National Education Minister No. 22; 2007. The emerging problems in
field are how to integrate the soft skill competency into the VHS curriculum, especially the competency of Architectural Engineering program for the fulfillment of competency
requirements of the construction service work. This paper would describe the method of integrating the soft skill competency in the VHS curriculum of the Architecture
Technique program.
B. Analysis of the Soft Skills Demand in the Construction Service Work
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