CLASS- BASE INTEGRATED SOFT SKILLS LEARNING MODEL (CISL) FOR VOCATIONAL HIGH SCHOOL STUDENTS

Abstrak / Ringkasan

Classroom-based learning soft skills effectively increase hard skills when administered with habituation-based
management performen. This article will discuss an integrated model of the development of soft skills that have
tested the effectiveness of the productive class. This integration soft skills model (ILS) is the approach the topic
as the integration between hard skills and soft skills. Topics are developed based on the analysis of competence
and teaching materials. The model consists of two key components: 1) the integration of components and 2)
learning component that describes the acculturation process through continuous improvement. Component
integration is the integration of learning targets, the student, and teacher-designed learning environment.
Component of learning is a process of familiarization with continuous improvement. Integration on the learning
targets teachers do when designing lesson plans, integration on students to do when students create a learning
contract, and the integration of the learning environment illustrates that learning occurs in the integration of soft
skills and hard skills. At this time students learn to integrate the soft skills and hard skills simultaneously.
Learning as a process of acculturation occurs naturally when the students moved the potential soft skills and hard
skills with continuous improvement mechanism. Students are encouraged to conduct self-evaluation by selfreflection
as well as an effort to motivate myself to do my best. The teacher's role was to be effective in helping
to improve the mastery of soft skills and be sensitive to changes in the behavior of soft skills of each student.

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