Volume 4, Issue 2, Year 2023 ISSN: 2715 - 1808
Implementation of Teaching Campus Program for the Students Soft Skill Development
Alfiatul Maulida*
Universitas Sarjanawiyata Tamansiswa, Indonesia Bernadetta Diansepti Maharani
Universitas Sarjanawiyata Tamansiswa, Indonesia Zaizafun Sintarana
Universitas Ahmad Dahlan, Indonesia Princessa Rakhita Enadi
Universitas Negeri Semarang, Indonesia Regine Aguilar Principe
Famy National Integrated High School Laguna, the Philippines
Article Info Abstract
Article History
Received:
22 November 2022
The current study aims to determine the implementation of Teaching Campus Program designed by the Ministry of Education and Culture, Republic Indonesia to improve students' soft skills. This descriptive quantitative study used 4-Likert scale questionnaires. The present study invited forty-five university students who enrolled the first and second batch of the Teaching Campus Program. They are from thirteen higher education institutions in Indonesia. The results of this research found that the existence of a Teaching Campus improves the student learning outcomes in terms of the soft skills, namely Communication Skills, Commitment, Detail Orientation, Entrepreneur Skills, Flexibility, Integrity, Leadership, Lifelong Learning, Motivation, Self - Confident, dan Thinking Skills.
Accepted:
11 February 2023
Keywords: Soft Skill, Teaching Campus Program, Implementation
Introduction
As time goes by, the era is always changing from the industrial revolution to the digital era.
forces humans to always be able to adapt to changing times. Able to compete with foreign parties and own citizens in a sporting manner. Competition is getting tougher, preparation must also be tight, trained, and honed. Sharpening abilities will improve soft skills so that they can survive in any era.
Soft skills can be defined as abilities, traits, attitudes, behaviors, and characters related to personality and emotional intelligence and have become habits (Mahasneh, J., & Thabet, 2015).
(Dixon J, Belnap C, Albrecht C, 2010) Says that soft skills are "A combination of interpersonal and social skills". According to the literature, soft skills are very important in various disciplines such as analytics and operations research/management science (OR/MS) (Sodhi MS
& Son B-G, 2008), accounting (Stovall, DC & Stovall, 2009), information systems (IS)
(Richards T, Yellen R, Kappelman L, 1998), finance (Dixon J, Belnap C, Albrecht C, 2010), project management (Alam M, Gale A, Brown M, 2010), leadership (Newell D, 2002), and many others.
Given the importance of soft skills to prepare Indonesian Human Resources to face Indonesia Gold 2045. The government through the Ministry of Education and Culture launched the Merdeka Learning Campus Independent Program (MBKM) referring to Permendikbud No. 3 of 2020 where students have the right of 3 semesters to study outside the study program to increase the competence of graduates, to ready and relevant to the needs of the times, to prepare graduates as future leaders of the nation with superior and personality (Direktorat Jenderal Pendidikan Tinggi, 2020). The MBKM policy aims to encourage students to master various fields of knowledge according to their fields of expertise. (Sopiansyah, D., Masruroh, S., Zaqiah, Q. Y., & Erihadiana, 2022).
The existence of the MBKM program is in line with the opinion (Lewin, 1951) which says that soft skills are very important to be developed. (Lewin, 1951) Believes that behavior is the result of the interaction between personal (P) and Environment (E):
Behavior = f(P,E). ………..(1)
Since Skill is the basis of behavior development, the recommended small jump is:
Skill Development = f(P,E). ………(2)
From this model it can be interpreted that having a strong desire to acquire skills is a necessity, it is not enough just to be developed. Environmental factors that support is needed, (Lewin, 1951). The explanation above is very much in line with the program launched by the Ministry of Education and Culture, Teaching Campus, especially where to hone leadership, creativity, problem-solving, and innovation directly from the field so that students' soft skills are honed.
Teaching Campus Program is a program that provides opportunities for students in 1 semester to help teachers and principals at the elementary and junior high school levels in carrying out learning activities affected by the pandemic. Through this program, students can hone their soft skills to compete in any future era. Teaching Campus Program is part of the Merdeka Learning Campus Merdeka program which aims to provide opportunities for students to learn and develop themselves through activities outside of lectures. On the campus, the Teaching Campus Program will be placed in elementary schools and junior high schools in areas that are included in the 3T (Front, Disadvantaged, Outermost). The school that is used as a place to serve is an accredited C school (Direktorat Jenderal Pendidikan Tinggi, 2020).
The existence of this program has made many researchers interested in examining the implementation of MBKM activities. However, there are still very few studies that directly focus on the implementation of the Teaching Campus Program. This study focuses on the implementation of Teaching Campus Program as a means of developing student soft skills.
Method
This study is a quantitative descriptive study using a survey method using a Likert 4 scale questionnaire. The descriptive method is used to describe or analyze a research result but not to make broader conclusions (Sugiyono, 2011). The research subjects are Teaching Campus students from all batches. The measuring instrument used is the Soft Skill Questionnaire for Students, namely (Ariyani, E.D., Muhammad, A., & Sadikin, 2015):
Communication Skill
It is the ability to receive, understand, and convey information. Able to negotiate and able to speak in public, able to communicate in writing, and able to communicate non-verbally.
Commitment
It is an attachment to doing something and being able to understand the latest knowledge and commitment to quality, actuality, and sustainable development.
Detail Orientation
Is the ability to focus on everything that is important from the learning outcomes, schedule, and available resources.
Entrepreneur Skill
Is the ability to exercise creativity and innovation to solve problems in order to capture opportunities in every human life, and have a business understanding.
Flexibility
Is the ability to adapt to the learning environment effectively in different situations both with individuals and groups.
Integrity
It is a consistent action to perform acts of honesty in accordance with moral values and code of ethics, the ability to understand aspects of the environment and social culture in a professional manner.
Leadership
Is the ability to play a role as a leader, can give encouragement and influence others and is able to manage time effectively & efficiently.
Lifelong Learning
It is the willingness and ability to always learn, the need to develop oneself, to introspect oneself on one's strengths and weaknesses, to be able to manage information from various sources, and to be able to accept new ideas.
Motivation
Is energy or encouragement to work hard to learn as much as possible if necessary, exceed achievement targets, and set challenging targets even though the success rate is very small.
Results and Discussion
Characteristics of Respondents
Table 1. Characteristics of Respondents
Criteria Explanation Total
Gender Male 12
Female 33
Age 19-20 8
21-22 32
23-24 4
Above 24 1
Batch Teaching Campus
KMA 1 20
KMA 2 25
University Universitas Sarjanawiyata Tamansiswa Yogyakarta
7 UPN "Veteran" Yogyakarta 3
Universitas Negeri Yogyakarta 3
Universitas Muhammadiyah Purworejo 1
ITPLN 1
Universitas Ahmad Dahlan 9
Universitas Muhammadiyah Surakarta 2 Universitas Veteran Bangun Nusantara 1
Universitas Nusa Cendana 2
Universitas Abdurachman Saleh Situbondo 1
Universitas Jenderal Soedirman 1
Universitas Negeri Semarang 7
UM Magelang 1
Respondents in this study amounted to 45 students from various universities and were students who participated in the Teaching Campus Program, Merdeka Belajar Kampus Merdeka (MBKM) program. Based on table 1, the respondents were male as many as 12 students and 33 students were female. The results of the age grouping of respondents can be seen that 8 students are 19-20 years old, 32 students are 21-22 years old, 4 students are 23-24 years old, and 1 student is over 24 years old. A total of 20 students took part in the Teaching Campus Program 1 and 25 students participated in the Teaching Campus Program 2. Respondents from this study came from various universities, such as 7 students from the Universitas Sarjanawiyata Tamansiswa, student 8 students from UPN "Veteran" Yogyakarta, 3 students from Universitas Negeri Yogyakarta, 1 student from Universitas Muhammadiyah Purworejo, 1 student from ITPLN, 9 students from UM Magelang.
Communication skill
Table 2. Communication skill
Indicator Average
Able to speak in public 3,62
Improve the ability to receive, understand and convey a task or information
3,69
Based on table 2, the MBKM Program, Teaching Campus Program is considered to have an impact on improving students' communication skills. The indicator of Communication Skills that has the strongest impact is that students can improve their ability to receive, understand and convey an assignment or information, which is indicated by the highest average of 3.69.
Detail Orientation
Table 3. Detail Orientation
Indicator Average
More focused on completing tasks 3,29
Complete all tasks based on the predetermined schedule 3,42
In table 3, the indicator of the detail orientation that has the strongest impact is shown with the highest average of 3.42, namely, students can complete all assignments based on a predetermined schedule. Therefore, the Teaching Campus Program has an impact on the detailed orientation of students, especially being able to complete all assignments on time.
Entrepreneur skill
Table 3. Entrepreneur skill
Indicator Average
Making more creative and innovative in seizing opportunities
3,67 As long as follow the Teaching Campus Program, I teach about creativity
3,60
Table 3 shows that the Teaching Campus Program has an impact on student skills, especially entrepreneurial skills. The indicator that has the strongest impact is the Teaching Campus program which can make students more creative and innovative in taking advantage of existing opportunities, which is indicated by the highest average value of 3.67.
Flexibility
Table 4. Flexibility
Indicator Average
Makes me more adaptable 3,82
Can adapt to different situations 3,80
Based on table 4, the Teaching Campus batch 1 and 2 can improve student soft skills, especially flexibility. The strongest indicator with the highest average of 3.82 is the Teaching Campus program which makes students easy to adapt to new environments.
Integrity
Table 5. Integrity
Indicator Average
Training to take honest actions 3,73
Understanding of differences in cultural and environmental aspects
3,82
Table 5 shows that there is a strong impact on students participating in the Teaching Campus program in developing soft skills, especially in improving integrity. This is indicated by the highest average value of 3.82, which means that students better understand the differences in cultural and environmental aspects.
Leadership
Table 6. Leadership
Indicator Average
Training to become a leader 3,64
Encourage and influence others 3,62
Train to manage your time effectively and efficiently 3,78
Table 6 shows that the Teaching Campus program batch 1 and 2 can improve students' soft skills, especially leadership. This is shown by the highest average score of 3.78 with the indicator that the Teaching Campus program can train students to manage time effectively and efficiently.
Lifelong Learning
Table 7. Lifelong Learning
Indicator Average
Have the will to continue to want to learn 3,87 Develop myself after I join the program 3,84 Investigate my strengths and weaknesses 3,78
Table 7 shows that the Teaching Campus Program is felt to have an impact in increasing students' desire to learn continuously. It can be shown by the highest average indicator, which is 3.87, with the Teaching Campus program, students have the desire to always want to learn.
Motivation
Table 8. Motivation
Indicator Average
Have the drive to work hard 3,78
Study as much as possible so that I can reach my targets 3,73
Based on table 9, it has been shown that the Teaching Campus program has an impact on improving students' soft skills, especially in increasing motivation. The highest indicator is 3.78, students after having the urge to continue to work hard.
Relationship building
Table 10. Relationship building
Indicator Average
Have a new relationship 3,96
Feeling more caring for others 3,71
Better able to understand, appreciate and respect others 3,80
Table 9 shows that the Teaching Campus Program provides more benefits for students, especially in improving their relationships with people around them. This is indicated by the
highest average score of 3.96 which states that students who have attended the Teaching Campus program can add new relationships for them.
Self-confidence
Table 11. Self-confidence
Indicator Average
Feel more confident 3,64
More able to listen to the opinions of others 3,80
Able to complete difficult tasks 3,49
Table 11 shows that the Teaching Campus Program has an impact on increasing students' self- confidence. It can be shown by the highest average value of 3.80 with the indicator that students feel more able to listen to the opinions of others.
Thinking skills
Table 12. Thinking skills
Indicator Average
Have the ability to solve problems 3,76
Making decisions 3,67
Make more discipline 3,64
Based on table 12, shows that the Teaching Campus program batches 1 and 2 have an impact on students in improving students ability to think. This can be shown by the highest average value of 3.76, namely, students who feel they have the ability to solve problems after they join the Teaching Campus program.
Commitment
Table 13. Commitment
Indicator Average
Can commit to doing something 3,67
Completing the program well 3,73
In table 13, the Teaching Campus Program has an impact on students, especially in increasing their commitment, this is indicated by the highest average score of 3.73, the Teaching Campus program teaches them to be highly committed so that they can complete this program as well as possible.
Conclusion
The existence of Teaching Campus activities provides an increase in soft skills for students, Communication skills, Commitment, Detail Orientation, Entrepreneur Skills, Flexibility, Integrity, Leadership, Lifelong Learning, Motivation, Self -Confident, and Thinking Skills.
This is evident from the results of questionnaires that have been distributed to students who attend campus teaching where the average of each instrument is above the number 3.
Recommendations
Furthermore, it is hoped that future researchers will add respondents from all generations and for the government to continue to maintain this activity or even develop Teaching Campus activities so that they can be comprehensive throughout the country.
References
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Authors Information
Alfiatul Maulida
Universitas Sarjanawiyata Tamansiswa Indonesia
Contact : 085257771021 E-mail Address:
Short Biography of the first author:
Lecturer at Department Management of Economic Faculty
Bernadetta Diansepti Maharani Universitas Sarjanawiyata Tamansiswa Indonesia
Short Biography of the second author:
Lecturer at Department Management of Economic Faculty
Zaizafun Sintarana Universitas Ahmad Dahlan Indonesia
Short Biography of the third author:
Student at Universitas Ahmad Dahlan Regine Aguilar Principe
Famy National Integrated High School Laguna, the Philippines
Short Biography of the third author:
She is a teacher at Famy National Integrated High School, Laguna, the Philippines
Princessa Rakhita Enadi Universitas Negeri Semarang Indonesia
Short Biography of the fourth author:
Student at Universitas Negeri Semarang
