Experiences of Participants in Teacher Professional Education on Obtaining Soft Skills: A Case Study in Indonesia
Nurul Huda SA
,
Suyanto
,
Ahmad Arifi
,
Himawan Putranta
,
Amiroh Nichayatun Munir Azizah
Teachers in the constitution in Indonesia are professionals who must meet pedagogical, social, personal, and professional competencies. This qualitati.
- Pub. date: January 15, 2021
- Pages: 313-325
- 1234 Downloads
- 2069 Views
- 6 Citations
Teachers in the constitution in Indonesia are professionals who must meet pedagogical, social, personal, and professional competencies. This qualitative research with a phenomenological approach aims to explore the experiences of the teacher professional education program (PPG) participants in gaining soft skills. The research data were collected through in-depth interviews conducted on fifteen PPG participants consisting of seven females and eight males. The fifteen participants attended PPG in five universities spread out from universities in Central Java, West Java, Yogyakarta Special Region, and Jakarta Special Capital Region. The sampling technique used was purposive sampling. Data analysis was carried out through the horizontalization, texturally, structurally, and essential descriptions stages. The results of this research found that PPG participants received soft skills learning in hidden curriculum patterns so that each participant had an initial understanding and how to get various soft skill understandings. Soft skills obtained by participants during the PPG implementation are self-confidence, collaboration, hard work, respect for culture, patience, wisdom, maturity, mental resilience, humility, responsibility, creative thinking, positive thinking, cooperation, humility, respect for others, and tolerance. This research recommends that soft skills learning at PPG be implemented with a structured curriculum so that participants have better abilities as teachers.
hidden curriculum integrated learning soft skills structured curriculum teacher professional education
Keywords: Hidden curriculum, integrated learning, soft skills, structured curriculum, teacher professional education.
References
Akyuz, D. (2018). Measuring technological pedagogical content knowledge (TPACK) through performance assessment. Computers & Education, 125(1), 212-225.
Alaagib, N. A., Musa, O. A., & Saeed, A. M. (2019). Comparison of the effectiveness of lectures based on problems and traditional lectures in physiology teaching in Sudan. BMC Medical Education, 19(1), 365-371.
Ali, N., Miftahusyai’an, M., Prasetyo, A. T., & Muttaqin, M. I. (2020). Developing religious culture through integrative religious practice in Indonesian State Islamic University. The Newspaper/ El-Harakah, 22(1), 117-132.
Almeida, S. C., Moore, D., & Barnes, M. (2018). Teacher identities as key to environmental education for sustainability implementation: A study from Australia. Australian Journal of Environmental Education, 34(3), 228-243.
Amir, A., Mandler, D., Hauptman, S., & Gorev, D. (2017). Discomfort as a means of pre-service teachers' professional development–action research as part of the 'Research Literacy’course. European Journal of Teacher Education, 40(2), 231-245.
Attakorn, K., Tayut, T., Pisitthawat, K., & Kanokorn, S. (2014). Soft skills of new teachers in the secondary schools of Khon Kaen Secondary Educational Service Area 25, Thailand. Procedia-Social and Behavioral Sciences, 112(2014), 1010-1013.
Bedwell, W. L., Fiore, S. M., & Salas, E. (2014). Developing the future workforce: An approach for integrating interpersonal skills into the MBA classroom. Academy of Management Learning & Education, 13(2), 171-186.
Bircan, T. S. (2018). Metaphors of history teachers' candidates in Turkey on the teaching profession. International Journal of Educational Methodology, 4(2), 83-93.
Cinque, M. (2016). “Lost in translation”. Soft skills development in European countries. Tuning Journal for Higher Education, 3(2), 389-427.
Crawford, A., Weber, M. R., & Lee, J. (2020). Using a grounded theory approach to understand the process of teaching soft skills on the job so to apply it in the hospitality classroom. Journal of Hospitality, Leisure, Sport & Tourism Education, 26(1), 100239.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approach. Sage Publications.
Dell’Angelo, J., D’Odorico, P., & Rulli, M. C. (2017). Threats to sustainable development posed by land and water grabbing. Current Opinion in Environmental Sustainability, 26(1), 120-128.
Farida, F., Prabowo, H. A., & Vidayanti, D. (2019). Evaluation of the foster program as an effort to accelerate the implementation of the quality assurance system in Indonesian private universities. Academia, 4(17), 145-167.
Gibert, A., Tozer, W. C., & Westoby, M. (2017). Teamwork, soft skills, and research training. Trends in Ecology & Evolution, 32(2), 81-84.
Gore, J., Lloyd, A., Smith, M., Bowe, J., Ellis, H., & Lubans, D. (2017). Effects of professional development on the quality of teaching: Results from a randomized controlled trial of Quality Teaching Rounds. Teaching and Teacher Education, 68(1), 99-113.
Hamari, J., Hassan, L., & Dias, A. (2018). Gamification, quantified-self, or social networking? Matching users' goals with motivational technology. User Modeling and User-Adapted Interaction, 28(1), 35-74.
Haq, S., & Giatman, M. (2019). Evaluation of teacher professional education program (ppg) teaching graduates edge area, front area, and left side area of Indonesia (SM-3T) of Universitas Negeri Padang. International Journal of Educational Dynamics, 1(2), 301-307.
Heckman, J. J., & Kautz, T. (2012). Hard evidence on soft skills. Labour Economics, 19(4), 451-464.
Indra, R., Kustati, M., Saregar, A., Warnis, Nelmawarni, & Yusuf, Y.Q. (2020). The effect of principals' leadership on effective learning at an Indonesian secondary school. European Journal of Educational Research, 9(3), 1063-1074.
Kasza, J. (2019). Fourth industrial revolution (4 IR): Digital disruption of cyber-physical systems. World Scientific News, 134(2), 118-147.
Koh, J. H. L., & Chai, C. S. (2016). Seven design frames that teachers use when considering technological pedagogical content knowledge (TPACK). Computers & Education, 102(1), 244-257.
Levasseur, R. E. (2013). People skills: Developing soft skills-A change management perspective. Interfaces, 43(6), 566-571.
Liu, N., Nikitas, A., & Parkinson, S. (2020). Exploring expert perceptions about the cybersecurity and privacy of Connected and Autonomous Vehicles: A thematic analysis approach. Transportation Research Part F: Traffic Psychology and Behaviour, 75(1), 66-86.
Magsamen-Conrad, K., & Dillon, J. M. (2020). Mobile technology adoption across the lifespan: A mixed-methods investigation to clarify adoption stages, and the influence of diffusion attributes. Computers in Human Behavior, 112(1), 106456.
Mailool, J., Kartowagiran, B., Retnowati, T.H., Wening, S., & Putranta, H. (2020). The effects of principal's decision-making, organizational commitment, and school climate on teacher performance in vocational high school based on teacher perceptions. European Journal of Educational Research, 9(4), 1675-1687.
Mailool, J., Retnawati, H., Arifin, S., Kesuma, A. T., & Putranta, H. (2020). Lecturers' experiences in teaching soft skills in the teacher profession education program (TPEP) in Indonesia. Problems of Education in the 21st Century, 78(2), 215-234.
Martin, F., Budhrani, K., Kumar, S., & Ritzhaupt, A. (2019). Award-winning faculty online teaching practices: Roles and competencies. Online Learning, 23(1), 184-205.
Maryanti, N., Rohana, R., & Kristiawan, M. (2020). The principal’s strategy in preparing students ready to face the industrial revolution 4.0. International Journal of Educational Review, 2(1), 54-69.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications.
Mori, N., & Mlambiti, R. (2020). Determinants of customers’ adoption of mobile banking in Tanzania: Further evidence from a diffusion of innovation theory. Journal of Entrepreneurship, Management, and Innovation, 16(2), 203-230.
Moustakas, C. (1994). Phenomenological research methods. Sage Publications.
Ngang, T. K., & Chan, T. C. (2015). Critical issues of soft skills development in teaching professional training: Educators’ perspectives. Procedia-Social and Behavioral Sciences, 205(1), 128-133.
Ngang, T. K., Yie, C. S., & Shahid, S. A. M. (2015). Quality teaching: Relationship to soft skills acquisition. Procedia-Social and Behavioral Sciences, 191(1), 1934-1937.
Patacsil, F. F., & Tablatin, C. L. S. (2017). Exploring the importance of soft and hard skills as perceived by IT internship students and industry: A gap analysis. Journal of Technology and Science Education, 7(3), 347-368.
Pearce, T. C., & Wood, B. E. (2019). Education for transformation: An evaluative framework to guide student voice work in schools. Critical Studies in Education, 60(1), 113-130.
Putranta, H., & Wilujeng, I. (2019). Physics learning by PhET simulation-assisted using problem-based learning (PBL) model to improve students' critical thinking skills in work and energy chapters in MAN 3 Sleman. Asia-Pacific Forum on Science Learning and Teaching, 20(1). 1-44.
Quendler, E., & Lamb, M. (2016). Learning as a lifelong process-meeting the challenges of the changing employability landscape: competencies, skills, and knowledge for sustainable development. International Journal of Continuing Engineering Education and Life-Long Learning, 26(3), 273-293.
The Republic of Indonesia. (2005). Undang-Undang Republik Indonesia Nomor 14, Tahun 2005, tentang Guru dan Dosen. [Constitution of the Republic of Indonesia Number 14, 2005, concerning the Teachers and Lecturers]. https://luk.staff.ugm.ac.id/atur/UU14-2005GuruDosen.pdf
Riset, K. (2018). Teknologi dan pendidikan tinggi, Direktorat Jenderal Pembelajaran dan Kemahasiswaan. 2015. Pedoman umum program kerja dan pembelajaran terpadu (COOP Program) [Technology and higher education, directorate general of learning and student affairs. 2015. General guidelines for the integrated work and learning program (COOP Program)]. https://cutt.ly/njsahX6
Rosa, A. T. R. (2020). Teacher development potential (creativity and innovation) education management in engineering training, coaching, and writing works through scientific knowledge-intensive knowledge based on web research in the industrial revolution and society. International Journal of Higher Education, 9(4), 161-168.
Rozimela, Y. (2020). Developing teachers’ professionalism through school initiative-based lesson study. European Journal of Educational Research, 9(4), 1513-1526. https://doi.org/10.12973/eu-jer.9.4.1513
Sarikhani, Y., Shojaei, P., Rafiee, M., & Delavari, S. (2020). Analyzing the interaction of main components of the hidden curriculum in medical education using interpretive structural modeling method. BMC Medical Education, 20(1), 1-9.
Semper, J. V. O., & Blasco, M. (2018). Revealing the hidden curriculum in higher education. Studies in Philosophy and Education, 37(5), 481-498.
Somprach, K., Popoonsak, P., & Sombatteera, S. (2014). Soft skills development to enhance teachers’ competencies in primary schools. Procedia-Social and Behavioral Sciences, 112(1), 842-846.
Tsaoussi, A. I. (2020). Using soft skills courses to inspire law teachers: a new methodology for a more humanistic legal education. The Law Teacher, 54(1), 1-30.
Tseng, H., Yi, X., & Yeh, H. T. (2019). Learning-related soft skills among online business students in higher education: Grade level and managerial role differences in self-regulation, motivation, and social skill. Computers in Human Behavior, 95(1), 179-186.
Voinea, M., & Palasan, T. (2014). Teachers' professional identity in 21st century Romania. Procedia-Social and Behavioral Sciences, 128(2), 361-365.
Warren, K., Mitten, D., D’amore, C., & Lotz, E. (2019). The gendered hidden curriculum of adventure education. Journal of Experiential Education, 42(2), 140-154.
Widiati, U., & Hayati, N. (2015). Teacher professional education in Indonesia and ASEAN 2015: Lessons learned from English language teacher education programs. ASEAN integration and the role of English language teaching, 3(1), 121-148.
Zhiyong, S., Muthukrishnan, P., & Sidhu, G.K. (2020). College English language teaching reform and key factors determining EFL Teachers’ Professional Development. European Journal of Educational Research, 9(4), 1393-1404.
Zhou, D., Liu, J., & Liu, J. (2020). The effect of problematic Internet use on mathematics achievement: The mediating role of self-efficacy and the moderating role of teacher-student relationships. Children and Youth Services Review, 118(1), 105-114.