ISBN
:
978-602-97249-0-5
International Seminar on Vocational Education and Training
68
The need ratio of the soft skills and hard skills in the work market demonstrates that the components that contribute to someone’s success in work is hisher mindset of
80 and technical skills of 20, on average Neff and Citrin, 1999.
There is a need to shift the thought and action paradigms from the merely focus on the hard skills to the creation of synergism between the hard skills and the soft skills. The
questions are now how to make the treatment of the soft skills being not a burden to the learning process of the Vocational High School, and how to make it being not a compel
for both the teachers and learners. One answer to the questions is by the integration of the soft skills learning process into the practical learning approach. This requires a
sincerity and creativity on the part of the teacher propping up the education and training course. According to Johnson 2007 the development of the soft skill at school must be
based upon the real life, high level of thinking, learners’ activities, being applicable, the problem-based learning, authentic teaching, relevance-based teaching, project-based
learning, work-based learning, service-based learning and cooperative learning.
B. Analysis of the gap soft skills demand in the garment industries work
Data of the research results, collected through the demand driven approach with survey method of the garment industries at the industrial area in the regions of
Sukoharjo-Solo and Bawen Semarang of Central Java December 2009 – February 2010 were presented in Table 1 below:
Table 1
Garment Industry Expectations and Response of Soft Skills To The Dressmaking Program Graduates of SMK’s
Attributes Average score
of Expectation Average score of
Responsiveness Gap
1 Confident
4,81 1.82
2,99 2
Responsibility 4,95
2.23 2,72
3 Motivation
5.00 2.59
2.41 4
Dedication 4.73
2.41 2.32
5 Initiative
4.73 2.05
2.68
Figure 1 Percentage of soft skills as success component
Figure 2 Portion of soft skills provided in
the educational system
COMPONENT OF SUCCESS
20 80
Technical Mindset
OUR EDUCATION SYSTEM
90 10
20 40
60 80
100 Hardskills
Softskills
ISBN
:
978-602-97249-0-5
International Seminar on Vocational Education and Training
69
Attributes Average score
of Expectation Average score of
Responsiveness Gap
6 Self control
4.95 1.59
3.36 7
Discipline 4.95
2.64 2.31
8 Loyalty
5.00 3.09
1.91 9
Tenacity 4.77
2.50 2.27
10 Accuracy 4.95
2.50 2.45
11 Austerity 4.95
2.55 2.40
12 Honesty 5.00
3.09 1.91
13 Spirit 5.00
2.64 2.36
14 Struggle Power 4.86
2.45 2.41
15 Adaptive 4.82
1.50 3.32
16 Competitiveness 4.95
2.18 2.77
17 Communicative 4.64
2.00 2.64
18 Responsive 4.77
1.82 2.95
19 Teamwork 5.00
1.59 3.41
20 Leadership 4.86
1.36 3.50
Average score 4.40
2,23 2.17
Source: Processing data of the research results
From Table 1 it was demonstrated that the practitioners HRD and supervisors of the garment industries who gave responses to the questionnaire of the study were in
high expectation and considered the soft skills the important elements needed by the graduates of SMK’s. It was showed by the average score of the total score of 4.40
categorized as highly expected. The responses to the soft skills of the SMK graduates were 2.23 in average score categorized as low. The gap between expectation and
responses to the SMK graduates’ soft skills in the garment industry was 2.17 .
To find out the factors that resulted in the gap between the expectation and responses of the users to the soft skills of the SMK graduates, then a bibliography study,
interviews, and a study of the research findings of the learning process at the SMK were then conducted. The causing factors of the supply and demand gap on the soft skills of
the graduates of the SMK-dressmaking study program in the garment industry were demonstrated in Table 2.
ISBN
:
978-602-97249-0-5
International Seminar on Vocational Education and Training
70
Table 2 Analysis of soft skills gap between the needs of the workforce in industry and the vocational learning outcomes
Work System in Garment Industry Gap
Learning Process at Vocational High School
Production process is continuous line flow so that each operation is dependent
to each other Cooperation
Communication Leadership
Practical learning is individual with one-way communication
from the teachers to the students Using fundamental principle of lean
manufacturing concept that is Kaizen succinct, neat, clean,
treated, diligent and secure Discipline
Responsibility Careful
Honest Mental endurance
The K3 concept is theoretical and not applied yet consistently
in the practical learning Industrial and trade competition will
always refers to six determinant factors: price, quality, desain taste,
delivery time, marketing and services.
Competitiveness Tough
Adaptive Enthusiastic
Mental endurance Work result measurement is
based on value factors 0 - 100
Measurement of work quality on two basis: good accepted and poor
rejected. The acceptance of product quality
influences selling price, if failed will be lost.
Fighting spirit Competitiveess
Mental endurance Work result quality for academic
achievement
Production process uses specification sheet
Reponsive Careful Thorough
Fighting spirit Practical learning not using work
sheet. Teacher explains assignments
orally, and students work them out by guessing
Source: data of research findings
Remark: +
: impact of production system on the need level of work characters
-
: impact of practical learning output on the graduate work characters
C. Integration of Soft Skills in the Practical Learning
