Research Article
Developing Learning Model of Life Skills-Based Courses in University
@INPROCEEDINGS{10.4108/eai.7-8-2019.2288438, author={Djalal Fuadi and Joko Suwandi and Sutama Sutama and Maryadi Maryadi}, title={Developing Learning Model of Life Skills-Based Courses in University}, proceedings={Proceedings of the 4th Progressive and Fun Education International Conference, Profunedu 2019, 6-8 August 2019, Makassar, Indonesia}, publisher={EAI}, proceedings_a={PROFUNEDU}, year={2019}, month={10}, keywords={learning learning experience life skills}, doi={10.4108/eai.7-8-2019.2288438} }- Djalal Fuadi
Joko Suwandi
Sutama Sutama
Maryadi Maryadi
Year: 2019
Developing Learning Model of Life Skills-Based Courses in University
PROFUNEDU
EAI
DOI: 10.4108/eai.7-8-2019.2288438
Abstract
This study aims to arrange the course learning model with the life skills perspective in every learning process at Higher Education. The method used was research and development. Data were collected through observation, in-depth interviews, document studies, and policy studies. Data validity was maintained by conducting the triangulation of sources, methods, investigators, and theories, while data analysis in sequential periods used SWOT analysis, interactive analysis, and implementation analysis. The results revealed that 1) The results of the field test and feasibility test of the syllabus in the Teacher Training and Education Faculty of Universitas Muhammadiyah Surakarta (called FKIP UMS) showed that all courses could include life skills in which not all life skills should be included in learning. Implementation of Special Skill Learning Outcome (called CP-KK) of the courses could use various learning methods and assignment forms, and also life skill content could be developed in a complex manner. 2) The results of field tests and feasibility tests on RMP on the courses indicated that the use of learning methods including learning approaches, strategies, and techniques could use various approaches. 3) Implementation of stages could show the existence of stages specifically, sustainable, and consistently to simultaneously develop the four components of life skills.