Social skills in higher education: how to combine active learning and social skills training program

Lopes, Daniele Carolina; Gerólamo, Mateus Cecílio; Musetti, Marcel Andreotti; Amaral, Daniel Capaldo

doi:10.1590/0103-6513.20200103

Cited by 5 publications

(3 citation statements)

References 31 publications

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“…Campus Teaching activities are carried out using a team-based project method (KemendikbudRistek, 2021). This proves that project-based learning is effective for developing 21st century student skills, especially social skills (Bani Issa & Khataibeh, 2021;Lopes et al, 2021;Musa et al, 2012).…”

Section: Discussionmentioning

confidence: 91%

The impact of “Kampus Mengajar MBKM” on students’ social skills

2022

pegegog

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Kampus Mengajar" The Campus Teaching Program is a form of program to improve the quality of learning in schools and equip students to maximize their competencies. One of the competencies built is social competence as a provision for students to face the era of society 5.0. Based on these problems, this study aims to see the impact of the campus teaching program on the development of student social skills. The research method used in this research is the ex post facto quantitative research method. Participants in this study were 142 students consisting of 71 students who participated in the campus teaching program and 71 students who did not participate in the program. The research instrument used by researchers to measure the level of social skills is the social skills scale. The research analysis used the t-test to determine the differences in the skills of students who took part in the campus teaching program and those who did not, as well as to determine the effect of the teaching program on improving social skills. The test results show differences in the level of social skills between students who take part in the program and those who do not. The results of this study indicate that the campus teaching program has an impact on increasing students' social skills. These results are expected to be used as the basis for institutional policy making to continue to encourage students to participate in campus teaching programs and participate in the success of the MBKM program from the Indonesian Ministry of Education and Culture.

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Section: Discussionmentioning

confidence: 91%

The impact of “Kampus Mengajar MBKM” on students’ social skills

2022

pegegog

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“…Yun and Lee (2017) demonstrated the moderating influence of social skills in predicting knowledge sharing and collaborative performance in innovation work, demonstrating its impact in professional settings. These studies are based on the assumption that group work or taking the initiative to communicate with diverse individuals (external community, company, students from other courses) are components that assist learning and improve interaction skills (Lopes et al, 2021). It is closely related to the emotional intelligence that every individual should have.…”

Section: Discussionmentioning

confidence: 99%

Emotional Intelligence Positively Affects Student's Social Skills in Physical Education

Juniar

Suherman

Tarigan

et al. 2023

J. Ilm. Pendidik. Jasm

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The social skills of teenagers, especially those of high school age, are very concerning. Numerous pieces of evidence point to the existence of social issues that manifest themselves not only in the context of the educational institution but also in the wider society. Lack or low emotional intelligence is considered the presence of disturbances in emotional and social functioning. Social skills and managing emotions are essential to blocking problematic behaviors. But empirical evidence of emotional intelligence and its influence on social skills is minimal. This study aims to prove the influence of emotional intelligence on students' social skills at the High School level. This research uses a descriptive method with a correlational type of research. The population used in this study was all high school students in the Tasikmalaya area, and as many as 173 students were sampled in this study by random cluster sampling. The data analysis was a simple linear regression test using IBM SPSS 26. The result of this study is the relationship between variables of 0.503 in a positive direction, with a coefficient of determination (R Square) of 0.253, which means that free variables have an influence of 25.3% on bound variables. Referring to the calculated F value = 57.967 with a Sig. rate of 0.000 < 0.05 means that the null hypothesis is rejected, and the research hypothesis is accepted. In conclusion, emotional intelligence positively affects students' social skills in Physical Education.

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“…According to Notari et al (2014), social skills describe behaviours that help achieve one's goals (for example, leadership, assertiveness, and initiative) and maintain good relationships with others (being prosocial, being able to compromise, and resolving interpersonal conflicts). Recognized for fostering collaboration among peers, social skills are vital in a working setting (Lopes et al, 2021). Social skills are acknowledged as abilities and competencies for the 21st century to improve social interaction quality, teamwork, and collective decision-making in the work environment (Deming et al, 2017;Gil Rodrigues et al, 2013;Moreno-Jiménez et al, 2014;Partnership for 21st Century Skills -P21., 2019).…”

Section: Introductionmentioning

confidence: 99%

Effects of Project-Based Learning Model and Cooperative Learning Model in Improving Student Social Skills in Physical Education

Juniar,

Suherman,

Tarigan

et al. 2023

J. pendidik. jasmani olahraga

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Learning models in the 21st century are started to be widely used to develop students’ social skills in dealing with various problems. In reality, many students still have not been able to solve social problems. It becomes an ambiguity as the learning models are assumed to be influential in overcoming the problems through meaningful learning. Project-based and Cooperative Learning Models are learning models that are assumed to be effective in developing social skills. However, these two learning models have not received consistent conclusions because previous studies have not specifically compared the two models, especially in Physical Education. This study aimed to determine the effect and prove the effectiveness of project-based and cooperative learning models on student social skills in Physical Education, especially for Senior High School students. The implementation of this research used experimental methods with real experimental designs. Researchers selected two classes at a high school in Tasikmalaya City, West Java, Indonesia, using cluster sampling. The data collection instrument employed a 3-point scale questionnaire ("0-Never," "1-Sometimes," "2-Very Often") constructed in google forms. The data analysis used in this study was a different test using paired t-test and independent t-test. The results showed that project-based and cooperative learning models were equally effective, as both showed significant improvement in the Social Skills of high school students in each group. This study concluded that both learning models effectively develop adolescent social skills. Therefore, if a project-based or cooperative learning model is applied, students can well develop their social skills.

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Social skills in higher education: how to combine active learning and social skills training program

Cited by 5 publications

References 31 publications

The impact of “Kampus Mengajar MBKM” on students’ social skills

The impact of “Kampus Mengajar MBKM” on students’ social skills

Emotional Intelligence Positively Affects Student's Social Skills in Physical Education

Effects of Project-Based Learning Model and Cooperative Learning Model in Improving Student Social Skills in Physical Education

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