Soft skills are the essential attribute which has significant impacts on students’ achievement. This research aimed to investigate science teachers’ perception related to the importance of soft skills for the student, the components of soft skill needed in science learning, the appropriateness method in integrated soft skills in science learning and the challenges of soft skills improvement in science learning. By the purposive sampling, 100 science teachers from junior high schools were investigated. Survey method was used to collect the data and the analysis was conducted using descriptive-statistical analysis. The result showed 34% science teachers’ believe soft skills are critical factors for productive performance. Twelve components of soft skills which were needed in science learning are critical thinking, teamwork, creative and innovative, communication, problem solving, curiosity, rigorous, integrity, analysis, research and inquiry, information literacy, and objective. Data express the percentage difference in each component of soft skills. The finding revealed embedded and integrated are the significant methods in enhancing students’ soft skills. Lack of teachers’ understanding and learning resources and school principals’ support become the challenges in developing students’ soft skills. The study recommends developing an appropriating model or strategy in promoting soft skills.
This research is a classroom action research is motivated by the low learning outcomes IPSfourth grade students SD Negeri 006 Tri Mulya Jaya Kecamatan Ukui. This study wasconducted by two cycles by applying the method of exercise. The data used in this study is theteacher and student activity data and the results of social studies students. The study statesthat the activities of teachers and students and learning outcomes IPS has increased after theaction, this is evidenced by: (a) the activities of teachers has increased, in the first cycle ofactivity for teachers to get a score of 19 (63.00%) with a category (quite perfect ). In thesecond cycle increased with the acquisition of a score of 22 (73.00%) with a category(perfect); (B) the activity of students also increased, in the first cycle of activity studentsobtain a score of 47 (60.00%) in the category "High". While on the second cycle increasedstudent activity with a score of 52 (67.00%) to the category of "high"; and (c) the results ofsocial studies has increased, students are worth being the same as the KKM (interval 65-74)are in the first cycle there are 7 people (54.00%) and the second cycle increased by 8 votes(62.00%). To score high value (interval 75-84) in the first cycle there were 3 people (23.00%)and the second cycle there are also 3 people (23.00%). Students who reach KKM in the firstcycle there are 10 people (77.00%) and the second cycle there are 11 people (85.00%).
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