Students’ Generic Skills at The National University of Malaysia and The National University of Indonesia

Hadiyanto, Hadiyanto; Ibrahim, Mohammed Sani

doi:10.1016/j.sbspro.2013.06.015

Cited by 13 publications

(10 citation statements)

References 11 publications

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“…Amongst the resources used are such as [1], [2], [3], [4]. [5], [6], [7], [8]. [11], [15], and [20].…”

Section: Results Of Literature Analysismentioning

confidence: 99%

“…Soft skills is defined as practical activities applied to generate and developed hard skills in the students' learning context and graduates' working context. This definition based on analysis and synthesis from related articles as stated in [6], [14] and [23], soft skills include communication skills, IT Skills, numeracy skills, learning skills, problem solving skills and working with others.…”

Section: The 21 St Century Skills: Soft Skills Hard Skills and Compementioning

confidence: 99%

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Constructing A Prototype of Developing Students’ 21st Century Skills; Soft Skills, Hard Skills and Competiveness at a University in Indonesia

Hadiyanto¹

2020

Proceedings of the Proceedings of the 5th International Conference on Education in Muslim Society, ICEMS 2019,30 September - 01

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This study aims to report the result of a development process of the prototype of developing students' and graduates 21 st century skills at a university. Analysis, Design, Development, Evaluation and Revision (ADDIE) Model were used in this development. Four phases were applied in the process of the development; analysis, design, development and evaluation. The constructed model was validated by three approach, expert validation, users' validation, and try-out validation. The result of the development is a validated model of students' SHC Development that has three main phases; Input, Process and Output. Input consists of three components; course content, SHC component, strategy of students' center approach. Process consists of blended course design, Instruction and students' engagement, and evaluation. While output phase consists of soft skills and hard skills achievement, and students' competitiveness level. This study contributes to current issues of students' 21 st century skills.

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“…Amongst the resources used are such as [1], [2], [3], [4]. [5], [6], [7], [8]. [11], [15], and [20].…”

Section: Results Of Literature Analysismentioning

confidence: 99%

Section: The 21 St Century Skills: Soft Skills Hard Skills and Compementioning

confidence: 99%

Constructing A Prototype of Developing Students’ 21st Century Skills; Soft Skills, Hard Skills and Competiveness at a University in Indonesia

Hadiyanto¹

2020

Proceedings of the Proceedings of the 5th International Conference on Education in Muslim Society, ICEMS 2019,30 September - 01

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“…Studies in the field of generic skills development have been done in countries such as the U.S.A. (Benjamin et al, 2012), China (Leung, Leung & Zuo, 2014), Malaysia and Indonesia (Hadi & Ibrahim, 2013) and Singapore (Jacobs et al, 2014). Most of the studies, however, were done in the United Kingdom (U.K.) and Australia.…”

Section: Generic Skillsmentioning

confidence: 99%

Maximising the First-Year Experience through the Incorporation of Generic Skills in a Medical Curriculum at the University of the Free State

Jama¹

2018

JSAA

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The highest attrition rates occur among first-year students. Universities have designed different curricular programmes, such as the development of generic skills, to address this challenge. In the medical school at the University of the Free State in South Africa, these skills were incorporated in the MBChB curriculum as an eight credit-bearing module in 2000 and later increased to 12 credits in 2009. To date, the effectiveness of this first-year module in equipping students with generic skills was last determined in 2002. The aim of this research was to determine the perceptions of first-year students regarding the effectiveness of this module in equipping them with generic skills. A questionnaire survey was distributed to 596 first-year medical students each year from 2013 to 2016. A focus group discussion (FGD) was held with 13 students who failed the first year of study in 2016 and had to repeat in 2017. According to the results, most students had a positive perception about the structure and organisation as well as the benefits of the module. However, from the questionnaire results, the overall rating of the effectiveness of the module was not very positive, with 35% of students rating it effective, 45% rating it relatively effective and 20% rating it not effective. However, during the FGD, seven (54%) of the 13 students rated it effective. In the qualitative statements of the questionnaire, a common comment related to the poor rating was about the unnecessary long hours in some sessions. Other comments from the questionnaire were medically related, with some students suggesting more practical and clinical demonstrations. During the FGD, students could not understand why their peers needed practical demonstrations in the first year. The incorporation of generic skills should be contextand discipline-specific and students should be "re-equipped" with certain skills during different stages of the curriculum.

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“…Hadiyanto (2010) Communication skill is defined as the ability of using English to express and exchange ideas by using feelings of thought a variety of verbal and non-verbal media, including speech and written text as also to synthesise information gained from relevant resources (Hadiyanto & Sani, 2013;Hadiyanto, 2011;Hadiyanto, 2010;Zalizan et al, 2006;Washer, 2007).…”

Section: Soft Skillmentioning

confidence: 99%

Lecturers' Instructional Practice based on Students' Core Competencies Development: A Study Conducted at English Education Department

Hadiyanto¹,

Karea²,

Habibi³

et al. 2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

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This study examined the development of English Education students' core competencies based on lecturers' intsructional practice report. The core competencies in this research include two domain: soft skills and hard skills. Soft skills and hard skills are categorized into sub-domain. Self evaluation questionnaire using likert scale 1 to 5 responses were distributed to 30 lecturers, and 23 returned. The interpretation of mean score was catagorized into five level; very low, low, medium, high and very high. The findings showed that lecturers rated their instructional practices in developing studens' soft skills, and hard skills, and in overall core competencies were at high level. In subskills of soft skills showed that instructional practices in term of communication skills, learning how to learn skills, problem solving skills and working with others were rated at high level, while IT skill and numeracy skills were practiced at medium level. It is assumed that the level of instructional practices of core competencies will impact on unsatisfied level of students' core competencies output. This study suggested that faculty and department should take a role in implementation of instructional practice based on students core competencies development.

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Students’ Generic Skills at The National University of Malaysia and The National University of Indonesia

Cited by 13 publications

References 11 publications

Constructing A Prototype of Developing Students’ 21st Century Skills; Soft Skills, Hard Skills and Competiveness at a University in Indonesia

Constructing A Prototype of Developing Students’ 21st Century Skills; Soft Skills, Hard Skills and Competiveness at a University in Indonesia

Maximising the First-Year Experience through the Incorporation of Generic Skills in a Medical Curriculum at the University of the Free State

Lecturers' Instructional Practice based on Students' Core Competencies Development: A Study Conducted at English Education Department

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