THE IMPLEMENTATION OF THE LIFE SKILL PROGRAM
IN LABORATORY YUNIOR HIGH ACHOOL OF UPI
AgusNursalim
Art and Education Program FPBS Indonesia University OfEdocation
ans.sidiqp@gmail.com
ABSTRACT
The study, entitled " The Implementation of Life Skill Development Program in SMP Lab School “aims to: (1)
identify characteristics of the students; (2) The investigate how life skill components are covered in the
implementation of the life skill development program in Arts subjects; and (3) find out how far the
implementation was conducted. This is a descriptive study describing the characteristics of the students and the
life skills components executed in the Art subjects and the implementation. Data were analyzed through a case
method involving teaching and learning processes in the Art subjects related to 3 components: personal, social,
and vocational skills.The findings are as follows: first, most students had good personal skills (89%) because
they had high self-awareness in fulfilling all the tasks on time with great achievements. Moreover, they students
also showed their interests and enthusiasm in doing their tasks. In developing their personal skills, they used
several alternative media to accomplish the tasks although such media were still limited. Second, in term of
social skills development, the students got good result since they can collaborate either to the teachers or among
the students well. It is seen from their high motivation and participation in doing the tasks in group. They
claimed that group work eased them to work together, help and tolerate each other, and tighten their
relationships. Third, almost a half number of the respondents (58%) still had low vocational skills because they
did not have adequate skills, especially in the Construction Drawing due to how to use the tools, understand the
materials and their limited knowledge. Overall, the students have good characteristics which can be seen from
their development of the life skill components although the development of vocational skill is not as good as the
other two components (personal and social skills).
Keywords: implementation, life skill, development, program
that examines the problem.The concept of the life
skillsis one of the concepts included in the
curriculum in 2004, especially for junior high
school level. The concept of life skills have a
broader scope than the skills of vocational or skills
to work.
Department of Secondary Education (2002) gives
an overview of the basic concepts of life skills or
life skills by sorting out these skills into two main
focuses:
1) Life skills that are generic (generic life skills),
which includes personal skills and social skills.
Personal skills will include the skills of selfawareness or understanding the self (selfawareness) and skills of thinking, while social
skills include communication skills and skill
work together (collaboration skills).
2) Specific life skills (specific life skills), the ability
to work or face certain circumstances, which
include academic skills or intellectual skills
and vocational skills. skills to formulate
hypotheses (constructing hypotheses) and skills
to design and carry out research (designing and
implanting a research). Vocational skills
relevant to the field work more then require
motoric skills.
Introduction
The study, entitled Implementation of Life
Skill Development Program in Junior High School
UPI Lab school aims to: identify the characteristics
of junior high School Students of Lab school in
Indonesia University of Educationa; know how the
components in the life skills program planning
lessons outlined in the School of Fine Arts and
explore the extent of implementation of the life
skills program subjects in the Arts SMP Lab
School.
This research was conducted with a qualitative
descriptive approach discribing the characteristic
group, event or phenomenon. This method was
applied to measure three things, namely (1) the
existence and distribution of a variety of behaviors
or characteristics of naturaloccurance, (2) the
frequent occurrence, (3) the relationship as well as
the magnitude of the relationships that may exist
among characteristics, behaviors, events, or
concerning phenomena(Alwasilah, 2002:151).
Associated with the scope and limitations of
the study, this research study was classified as
macro to discuss the main aspects of life skill
development program in junior Lab School.In
contrast, the micro findings aimed at discussing the
purpose of reviewing them which will support the
study of the above macro. In addition, the method
used to discussrelatively rapid assessement method
Motreover, the Department of Education
(2002) outlines the concept of life skills education
1
into five sectios: personal skills including selfknowledge skills (self-awareness), thinking skills,
social skills, academic skills, Vocational skills.
The ability to recognize oneself (selfawareness) include :
(1) appreciation of ourselves as a creature of God
Almighty, community members and citizens,
and
(2) recognize and appreciate strengths and
weaknesses, as well as making it as capital in
improving themselves as individuals who are
beneficial for himself and their environment.
3. Skills of thinking include :
a. Skills to explore and discover information
(information searching),
b. Information processing and decision making
skills,
c. Creative problem solving skill
4.Social or interpersonal skills (social skills)
include
(a) communication skills with empathy, and
(b) work skills (collaboration skills). Empathy,
understanding and attitude of the art two-way
communication, it should be emphasized
because it is meant to communicate not only
the message, but the content and the arrival of
a message is accompanied with a good
impression,
would
foster
harmonious
relationships.
5. Academic skills, often also referred to as the
ability of scientific thinking (scientific method)
include, among others:
(a) identification of variables,
(b) formulate hypotheses, and
(c) conduct research.
The proposed research seeks to explore the various
possibilities of the development of life skill on
students. This study is expected to be useful for the
study of the general curriculum, particularly, this
study also expected to have contributed to the
teaching of art education.
it should be able to pick and choose parts that are
important as a foundation.
a) Personal skills (personal skills) which
includes self-knowledge skills (selfawareness)
Standards of personal skills (personality)
is a must-have skills of students so
thatthey are steady, stable, wise, and
dignified in attitude. Thus, students who
have personal skills, he is noble and can be
an example to the environment and
berahklak noble.
b) Social skills
Social skills in the field of art intended as
the ability to learn to interact
andcommunicate effectively with fellow
students, teachers and parents. These skills
can be seen from the students' skill in good
communication during the learning
process in the classroom, school, and
outside school. To that end, students who
have good social skills which have two
characteristics, namely empathy, and
collaboration skills that students are
expected to have the communication skills.
c)
Vocational Skills (Vocational Skill)
Vocational skills is a skill associated with
expertise skills. This skill requires students
to have sufficient knowledge about
something so they can apply them in real
life that relate to the need to resolve
problems in the community. Therefore,
students who have vocational skills, they
tend to be more resilient and survived in
life because they have a particular skill
that can bring in sufficient revenue for
purpose in his life.
2. Learning Strategies
Nowadays, a new paradigm in learning
produces a variety of instructional strategies that
teachers can use, but there is no single recipe
learning strategies that can be effective for all types
of learning. Learning strategies is an interaction
between the methods, media, time with the learning
objectives and the type and sequence of learning
materials. The selected strategy should not be
ignoring peotensi creative, because learning is
basically a process of human creativity. There are
ten factors that should be considered in developing
learning strategies as:
1) Learning Objectives: applied learning strategies
with consideration, any kind of learning goals
require different learning strategies.
2) Power of; Are teachers already have the
knowledge and skills necessary to apply
learning strategies chosen or announced
A. Basic Theory
Some concepts of life skill are discussed as
the following:
1. The concept of Life Skills
a.As part of the Life Skills Based Education and
Community Broad Based
Education
Advances
in
technology
and
communications have unusual irreversible and
pervasive in all aspects of life. These circumstances
resulted in knowledge so abundant and so easily
obtained through access to advanced media. The
rapid changes due to faster obsolescence of
knowledge and current knowledge is not
necessarily relevant to the life to come. Therefore,
2
3) Students; how much students, how students'
characteristics and prior knowledge? Whether
the student will be able to learn to use learning
strategies chosen
4) Context (learning environment)
Is the learning environment allows astrategi
selected learning? Is learning outcomes willbe
optimally beneficial to the learning environment
withuse learning strategies selected?
5). Transfer of learning,
Is the selected learning strategies to ensure that
actualtransfer of learning? How learning
strategiesthat assure the occurrence of an
optimal transfer of learning?
6). Teaching materials,Whether the material is
abstract or concrete?
Howdegree of difficulty and complexity of the
materials to becontrolled and competencies to
be achieved?
7). Characteristics of learning techniques,Is suitable
learning techniques and can be performedfor the
chosen strategy?How difficult the technique to
be applied? Howmuch time it takes to apply the
technique?
8).Diversity,Is learning already considering
strategiesdiversity
of
students
in
learning?Whether the use a variety of learning
techniques in strategyChosen?
9) Facilities and infrastructureIs the cost required
for
implementation
of
the
strategy
learning enough realistic? Is the environment,
meansand adequate infrastructure available for
adoptioninstructional strategies chosen?
10). Time, Is learning strategies chosen to meettime
frame provided allocations?
For subjects in the fields of art practice,
required a clear benchmarks and objective, so that a
given value truly reflects its competence. While the
achievement of course to see a tiered (hierarchical)
measurement techniques should be used to ask
questions clearly expected levels of competence.
Every art requires measurement tools vary
according to the nature of the measured areas of
competence. But in general every field of art has
three focus measurement, namely; idea, shape, and
appearance. Variety of measuring instruments and
measurement criteria that can be used in a holistic
assessment system in accordance with the
characteristics of each field of art that valid and
reliable results. Thus the final results obtained from
the assessment process is a value that describes the
holistic achievement of competence in the field of
art third measurement focus.
B. Finding
Initial findings from the observation of the
research team concluded that the implementation of
the life skills program as described / announced by
the General Secondary Education (DSE) has not
been fully implemented in the Junior High School
(SMP Lab School UPI). Of the things that have
been known to the researchers took the initiative to
conduct research on the implementation of life skill
development program with in two ways:
Data collected through interviews,
observation and documentation. Interviews were
conducted to informants who have been
determined. Results were organized prior to the
interview then member check with the informant.
Interview results are grouped according to the
formulation of the problem.
The first way is to be taken to gather
information and collect data as much as possible
through school documentation, the works of
existing students, interviews with teachers,
principals, vice-principals and third grade students.
The second way is pursued by trial data
collection on students of class VII, VIII and IX
classes with as many as 62 students were randomly
selected. That is piloting a method of learning
Collective painting (drawing groups) to determine
the level of success in the implementation of the
life skills program. Collective painting
method is the method used to determine student
proficiency in personal skills, social skills,
communication skills and collaboration skills that
are generic (generic life skills). Unless it's with a
collective painting can also be used to measure the
academic skills and vocational skills that are more
specific life skill is the capacity to confront certain
jobs that require more motor skills.Measurements
were performed by distributing questionnaires to
students who have completed 62 test trials run
Meanwhile, for organizing learning the art
of media and technology required in accordance
with the competencies to be achieved, as well as a
variety of instructional strategies used. For that
there are many choices of media technologies that
can be used in the teaching of art.
3. Evaluation of Learning Outcomes
Measurement and assessment of learning
outcomes are defined competence as learning
objectives.
Measurement
and
assessment
techniques chosen should be appropriate to the
nature and characteristics of these competencies,
namely the acquisition of knowledge, development
of
cognitive
skills,
psychomotor
skills
development, problem solving,skill development,
and
behavior
change.:Classification
of
measurement techniques for each type of
competence is not absolute, because it depends on
the design of the measurement technique. To
produce students who are competent and
potentially, need to work on students' initial
competence equation since they are selected.
3
painting and joined collective method with
evaluation of his work.
From the analysis of documentation,
observation, interviews and the results of tests and
questionnaires can be seen the results of the
implementation of life skill development program
in the sense of knowing the characteristics of SMP
Lab School students UPI, personal skills, social
skills, academic skills and vocational skills of
students.
2) Good Opinions from the students about the
working group.
3) Students' understanding of the task of the
teacher
4) Attractive learning materials
5) Easy and interesting assighment
6) Collaborative learning was found during
the learning process
b.Basic
Conceptsof
SocialSkill:
to
identifycommunicationskillsand
collaborationskillsamongstudents
1) Students have good friendships in class
2) Good conversation among the class
members
3) Cooperative learnings in group
4) Good attitude during working
5) Insufficient media and facilities
6) The students like Fine Arts
7) All students want to be civil servants after
the graduation
1. The Characteristics of Yunior high school
student of UPI
Characteristics of SMP Lab School Students
are aged between 11-15 years. Aged 11-15 years
were entered adolescence. Adolescence in
Indonesian society called a dozen times a year.
According Sinolungan (2001: 207) adolescence
takes about 11-17 years for women, while for men
aged 13-19 years. In educational institutions and
their communities in the form of social
relationships of friendship with peers both men and
women, began to explore and experiment in a
relationship of love and trying to convey the wishes
/ messages directly, symbol sympathetic motion or
form of writing.
Than adolescents aged 11 or 12 years,
adolescents aged 14 and 15 years are better able to
withstand and self-control, they are more
emotionally stable and have a more complex
understanding of self and well-established, and has
a sense of freedom that used more responsibly.
Their adaptability to the environment have also put
themselves in a more solidary behavior. This period
is a determination that allows a teacher to know
who belongs to the category of talented and who is
not.Junior high school students are involved in the
process of public culture, because socially they are
attracted to adult activities and aware of herself in
the midst of society. Therefore art education in
secondary schools should be useful for the public
interest. That statement means that the foundation
of art education in secondary schools should be in
line with the interests of individuals in the
community so that everyone can benefit from art
activities either actively (as actors and creators of
art) and passive (as apresiasotor).
2.
c.
Basic Conceptsof Vocational Skills; to identify
skills associated with motor skills
1) Most students like the theme or the objects
of painting
2) Giving students the freedom to choose the
media / equipment / materials
3) Most students can’t draw Projection
4) Most student do not have knowledge on
Projection Drawing and geometric
drawing
5) The students are not able to use tools for
drawing and construcitontrekpen.
6) The student practice using waste paper.
7) The students are familiar with the
introduction of materials, type of clay for
job skills
8) They are interested dooing assignments to
create three-dimensional works of clay
9) Most students are interested in the Fine
Art Subject.
C. Conclusion
Based on the results analisisis the data,
findings, and discussion on the
implementation of life skills in junior high school
UPI Lab, can be summarized as follows:
Implementation of life skills in the Arts subjects,
particularly Fine Arts is
running well. This can be seen from teaching and
learning in schools.
a, In acquiring life skills, there are three
components of the focus in the
implementation of the program, namely: personal
skills, social skills, and
vocational skills in the field of fine arts.
b. Personal skills gained from the students life skills
development program showed a
FindingsImplementationLifeSkillDevelopme
ntPrograminJuniorLabSchoolof Indonesia
University of Education
a.Basic Concepts ofPersonalSkill, toidentify
theskillsof
selfawarenessandthinkingskillsstudents
1) Teachers determine the type of the task
group will be given 90.32% of respondents
answered; task most creative skills given
by the teacher.
4
high level. It means that most of the student to
obtain the well and merekla have
high awareness high. This indicator can be seen
from the positive response of the
students to the tasks assigned by the teacher. The
students felt that any assignment
given by the teacher of art interesting and in
accordance with the teaching
materials so that they can finish well and on time.
c. Most students also gain high social skills because
they have good communication
competence. With communication skills like these
students have a sense of
empathy and cooperation against friends in school,
teachers, and the community.
These skills can be seen from the high motivation
and participation of the students
in group work and assignments. According to him,
with tasks and group work,
they can share knowledge and experience in
addition to fostering tolerance and good
relations among friends.
d. Almost more than half of respondents (58%) do
not have adequate vocational
skills because they do not have the expertise that
can be applied in everyday life. It can be seen
from the low level of student ability in drawing
and perspective projection as well as recognize
and use of materials and materials in the field of
fine arts.
e. In teaching, the teacher has given the materials
that support the development oflifeskills in the
field of fine arts, although not to be maximized
yet.
D. Recommendation
After conducting this research, the author
seems to have a number of recommendations,
including:
 Implementation of life skill development
program in the field of art is a great program so
that all components involved with the program
must be caring and helpful. Therefore, the
contribution and participation of all parties are
expected to support the smooth running of the
program.
 Because Art teacher at the Lab School junior
who is not a teacher of art education
background, they have to be well-trained.
 Implementation of life skill programs need
long and continuous process so that the time
allowed for this program should be enough,
while Art subjects seem to still be the subject
of a minor due within one week only allocated
time of 2 hours should be divided into several
different areas of the arts, including art dance,
music, drama and theater arts. If the allocation
of time is not added, we can be sure the success
of this program can not be expected maximally
REFERENCE
Anwar, “PendidikanKecakapanHidup (Life Skill Education)”, Bandung: Alfabeta, 2004, P. 27
Alwasilah, A.Chaedar, “PokoknyaKualitatif”, Jakarta: Pustaka Jaya, 2002, P.45
Johnson, E.B. ,“Contectual Teaching and Learning”: Thousand Oaks, California, Inc., 2002, p.225
Joice, Bruce rt al.,“Models of Teaching”, Boston: Allyin and Bacon, 2000, p. 126
Miles, M.B,&Huberman, A.M., “Reliaility and Validity in Qualitative Rsearch”, Beverly Hills, Sage Publication.
1984, p.96
Patton, M.Q., “Qualitative data Analyzis Source of New Methods”, Beverly Hills, Sage Publication, 1984, p. 276
Sidi, Indra Jati, „Menuju Masyarakat Belajar, Menggagas Paradigma Baru Pendidikan“,Jakarta; Paramadina,
2001, p. 174
Spradley, “The Ethnography Interview”, New York : Holt, Reinhart & Winston, (1979), p.86
Sukmara, Dian, „Implementasi program Life Skill Dalam Kurikulum Berbasis Kompetensi Pada Jalur Sekolah“,
Banduung; Magnu Sejahtera, 2003, p 184
Sukmadinata, Nana Sy, „Kurikulum dan Pembelajaran Kompetensi“, Bandung, Kesuma Karya, (2004, p. 125
Sumantri, Mulyani, „Pendidikan Kecakapan idup (life Skill)“: Inovasi Kurikulum; Jurnal Himpunan
Pengembang kurikulum Indonesia, Vol. 1, 2004, p. 76-88
Tambrin, Irin, „Strategi Pembelajaran Kreatif sebaai Upaya Untuk meningkatkan Kemampuan Menggambar
Ornamen Batik Siswa SMP“, Tesis S2 FPIPS UPI Bandung; tidak diterbitkan, 2005, p. 167
Yin, Robert K., “Case Study Research ;Design and Mehods, Newbury Park, Ca : Sage, 1987, p. 227
Biography
Name
:
Adress :
Facancy :
Ph./mobile:
Surel
:
Drs. AgusNursalim, MT.
Jl. Sukawangi No. 33 RT 02/ RW 02 Cihideung Bandung Jawa Barat
DosenPadaJurusanPendidiknSeniRupa FPBS UPI
022 70831016/085724209521
ans.sidiqp@gmail.com
5
Graduated 1989 : Interior Design UNS
Field Job 1987 : Widagdo& Co., Interior Design Studio in Bandung.
1989- 1990
: PT NATA PILAR PUSAKA JakartaAs Interior designer
1990-1992
:PT HOEMAR TJOKRODIATMO Interior
Consultance as Interior Designer.
1993-until now : Civil Servent
2002-2005 Study at: Programe Magister Of Architektur Department ITB..
Subyect: Geometrics drawing, Constructif drawing, Shape
drawingand Indonesia Ornamentic
6