Development Of Life Skills Research Articles

Development of the Life Skills Learning Model for Elementary School students as Strengthening the Pancasila Student Profile

This study aims to determine the development of life skills of elementary school students in social science subjects through the development of life skills education. Learning Social Sciences Education certainly gets the spotlight related to the role of the teachers and the conditions of the students. The teacher still holds power in learning, while students can only follow all directions given by the teacher. As a result, students only memorize and do the teacher's orders. Conditions like this must be changed because it is in accordance with the changing times in the kurikulum merdeka. Learning Social Sciences in schools at various levels of educational development needs to be based on aspects of the curriculum, philosophy and learning theory, as well as various aspects in accordance with the nature of social studies education.. This study uses a research and development (R & D) approach that begins with a preliminary study, followed by limited trials and wider trials, and ends with model validation tests. Limited trials and wider trials which were carried out repeatedly at an elementary school in Tegal City and accompanied by revisions at each trial; and model validation tests were carried out at three elementary schools as the experimental group and three elementary schools as the control group without the presence of the researcher. The focus of development is social studies learning carried out by teachers of class V SD in Tegal City. Data were collected by interview, observation, questionnaire, and learning achievement tests. The model design test is carried out through limited trials and wider trials. Validation of the model design developed using a quasi-experimental design. Data analysis was carried out descriptively, and t-test statistical analysis. The results of the study show that the life skill learning model in social studies learning has improved learning outcomes and students' life skills so that the profile of Pancasila is strengthened.

Perceptions of the motivational climate, basic psychological needs, and life skills development in Chinese physical education students.

Life skills can have a positive impact on young people's mental health, academic performance, and overall well-being. Physical education (PE) is viewed as a promising setting for developing students' life skills, but less is known about this in non-English speaking countries such as China. Based on the integration of Self-Determination Theory (SDT) and Achievement Goal Theory (AGT), we aimed to examine the relationships between students' perceptions of the teacher-initiated motivational climate (mastery- or performance-oriented) and their life skills development in PE, as well as the mediating role of their basic psychological needs (BPNs) (satisfaction or frustration). We employed a cross-sectional survey. Chinese students (N = 533, Age range = 13-18 years) completed measures assessing these variables. We fulfilled correlational and mediational analyses. These findings showed that mastery climate was positively associated with needs satisfaction (r = 0.66) and eight life skills (r range = 0.44-0.61), whereas negatively associated with needs frustration (r = -0.49). Performance climate was positively related to needs frustration (r = 0.52), but negatively related to needs satisfaction (r = -0.38) and eight life skills (r range = -0.28 - -0.15). Needs satisfaction was positively (r range = 0.44-0.65), while needs frustration was negatively (r range = -0.50 - -0.34) linked with eight life skills. Furthermore, needs satisfaction positively mediated the effect of mastery climate on life skills development, but it is not found that needs frustration mediated the effect of performance climate on life skills besides goal setting, social skills, and time management. In conclusion, our study extended the previous literature on life skills in PE, and highlighted the roles of motivational climate and BPNs on students' life skills development. In practice, PE teachers should be encouraged to create a mastery climate as well as avoid a performance climate, to foster students' BPNs satisfaction, which in turn, promote their life skills development.

Helping Youth in Foster Care Develop Life Skills: Perspectives from Caregivers, Child Welfare Professionals, and Agency Representatives

Helping Youth in Foster Care Develop Life Skills: Perspectives from Caregivers, Child Welfare Professionals, and Agency Representatives

A Case Study Comparing the Life Skills Development and Knowledge in Youth Participants of Horseless and Traditional Horse Programs in Utah

This study compared four horseless and seven traditional horse participants from Washington County 4-H in Utah for horse knowledge gained and for the development of 10 life skills from Hendricks’s Targeting Life Skills Model: leadership, teamwork, self-responsibility, personal safety, problem-solving, decision-making, critical thinking, goal setting, communication, and concern for others. This study’s mixed methods design employed interviews to learn about life skill development and quantitative data from a 20-item horse knowledge quiz and demographic survey. The traditional horse youth showed greater development of leadership, self-responsibility, decision-making, goal setting, and communication than the horseless youth. Roughly half of the participants in both groups experienced having concern for others in their program, but both programs lacked the development of critical thinking and problem-solving. As for horse knowledge, traditional horse participant scores were 15% to 40% better than horseless participants. The horseless participants lacked knowledge on the parts of a western saddle and horsemanship. Recommendations for future research include observational research in addition to participants’ self-perceived data, perspectives of the adult leaders, and pre-post test data to track the growth of life skills and horse knowledge in horseless and traditional horse participants.

Pelatihan Komputer dan Penggunaan Microsoft Word Pada Siswa Berkebutuhan Khusus Di Homeschooling Lantaburo Kabupaten Tangerang

Homeschooling (HS) Lantaburo is one of the alternative schools in the city of Tangerang which has a target of fostering and developing life skills for Students with Special Needs (ABK) so they can meet the basic needs of Activity of Daily Living (ADL) so that one day they can be independent and empowered in society. In implementing the ADL program, there are obstacles, namely the difficulty of keeping up with advances in computer technology as a medium for supporting the learning of ABK students. Based on these problems, this community service aims to introduce ABK students to operating computers and teach them how to use Microsoft Word features that can be used to learn typing and others. The method used is hands-on training on basic introduction to computers and Microsoft Word applications. Of the 26 students with special needs at HS Lantaburo who were given the opportunity by the teacher to take part in the training, there were 3 students namely Autism, Dyslexia, and Down Syndrome (DS) due to limited computer equipment and training time. The context of the training is based on the participant's ability to answer every question posed in the training, starting from managing text, fonts, data storage, etc. Meanwhile, making tables still requires frequent practice. The results of the training were that Autism and Dyslexia student participants had the same range of intelligence so they could follow the training well compared to DS participants. This can be seen from the results of the evaluation carried out after the training activities. ABK students can improve their ability to operate computer equipment and Microsoft Word software, including the ability to type, edit, and format documents. Increase motivation to study, more confidence and independent in operating computers and MS Word applications.

ОҚЫТУДЫҢ ИНТЕРБЕЛСЕНДІ ӘДІСТЕРІН ОҚУ ҮРДІСІНДЕ ҚОЛДАНУ

Abstract. This article will describe innovative learning technologies, including the types of interactive methods and how they are used in the educational process. Thus, the word "interactive"- the term "interaction" - refers to the tendency to communicate or communicate with someone (a person) or with someone (for example, a computer) in an interview mode. Innovative educational work is formulated through the rational introduction of new technologies that adapt the educational process to productive education. These are modern technologies, such as cable and satellite television, video conferences, telephone forums, telethons, party portfolios, individual achievements in education and upbringing, as well as life skills development trainings, including social training, which tell about various achievements. It was noted that interactive learning is, first of all, learning in which teachers and students interact and conduct interviews. It was about the main goals of interactive learning: – the establishment of free and open creative relationships between students; – orientation of students to independent search for knowledge; – development of skills and abilities necessary for students; He gave an interview to the interactive method and focused on its goals. Note: the purpose of the training is to establish free and open creative relations between students; orientation of the student to an independent search for knowledge; formation of the necessary skills and abilities of the student, etc. In addition, the types of interactive methods: jigsaw method, case study, design method, brainstorming, training, Fishbone method, Spider method, Istanbul game method, Backronym method, hot chair method, business games, role-playing games, essay descriptions will be given, and it will be discussed about the effectiveness of their use. The case study method (situational learning method) is a teaching method used to analyze and predict real or imaginary situations, that is, to describe specific economic and social situations. In the case of a situation (case), we mean a written transmission of the real real situation in the team. For example, it tells about the history of education, organization and creation of the organization, its development, achievements in business, etc. Key words: innovation, interactive method, jigsaw, case study, project, training, brainstorming, fishbone, essay, game, debate.

Empathy in the Prevention of Cyber-aggression

The development of life skills is an important factor in the prevention of cyber-aggression. The most important skill is the ability of empathize. Empathy leads to greater sensitivity to other people, altruism, care, tolerance, and acceptance of differences. This ability is thus rightly desirable in a pluralistic cyberspace, allowing people to function together and express opinions without mutual vilification, humiliation, or abuse. The generation of “screenagers” is significantly threatened by modern socio-pathological phenomena. Emotional laxity and failure of emotional life are to blame for all of this. The study presents the results of research on the verification of the effectiveness of preventive activities aimed at the empathetic experience of pupils in the natural and digital environment. The research sample consisted of 30 pupils aged 9 to 10 years. Half of the pupils (N=15) represented the experimental group and the other half (N=15) the control group. The ratio of girls and boys was approximately equal. The research results showed that the experimental group reported a significantly higher level of empathy than the control group after completing the preventive activities (p = 0.04 > ? = 0.05). The preventive program used in our research included self-experience activities, which, according to our expectations, increased the ability of empathy in the experimental group. At the same time, our findings confirm previous research verifying the mutual correlation between the level of empathy and experiences with cyber-aggression.

The Influence Of Extracuricular Sports Programs On The Development Of Life Skills During The Covid-19 Pandemi At Ta'mirul Islam Elementary School

The purpose of this research is to explore life skills that are developed through sports at the Ta'mirul Islam Elementary School in Surakarta. More in-depth research is needed to explore the role of developing life skills through sports extracurricular participation. Data was collected through the Life Skills Scale for Sport (LSSS) and supporting questionnaires using survey techniques. The research method used is descriptive-comparative causal (expose facto). The results showed (1) students who took part in sports extracurriculars obtained the highest life skills; (2) there are differences in the value of life skills between groups of students who take part in sports extracurriculars and groups of students who take part in non-sport extracurriculars; (3) there are differences in the values ​​of life skills between groups of students who take part in sports extracurriculars and groups of students who do not take part in any extracurriculars; (4) There are differences in the values ​​of life skills between groups of students who take part in non-sport extracurriculars and groups of students who do not take part in any extracurriculars. Conclusion sports extracurriculars can be used by schools as a means to transfer life skills to students in order to develop all the potential that exists in students to live their daily lives.

Implementasi Pendidikan Entrepreneur di PTKI

PTKI offers entrepreneurship education. This paper provides a systematic explanation of the importance of PTKI entrepreneurship education. This paper also assumes that PTKI students will begin to recognize and start businesses as a result of entrepreneurship education. In order to prepare students to become independent workers or business owners in the future, entrepreneurship can be taught through inculcating entrepreneurial values. An integrated curriculum developed at the Islamic Religious College (PTKI) that applies principles and methodologies for the development of life skills in students is a feature of entrepreneurship-oriented education. This research is a library research, namely a study in which data collection is carried out by collecting data from various literatures. This research is also an analytic descriptive research, namely trying to present data related to the Implementation of Entrepreneur Education in PTKI This research results that through entrepreneurship education it will prepare PTKI students to be more able to compete in the job market, have quality and expertise, have a strong work ethic, and perform well in the institution where they work, and have new ideas while serving. . They can demonstrate their value in a variety of development endeavors, including development programming, agency management, business operations, and other social endeavors. If PTKI alumni were previously educated as entrepreneurs, they are believed to have higher quality, expertise, and work ethic because they are taught good work habits and management skills, develop self-confidence, and are used to mastering business or work fields

Anomic suicides on rise during recently emerging crises: revisiting Durkheim's model.

Suicide is a global public health issue, with behavior differing across genders, age groups, places, and sociopolitical settings. Emile Durkheim characterized anomic suicide as occurring when social standards fail, resulting in purposelessness and directionlessness. Young people who are experiencing social issues are in danger, even if they do not voice suicidal ideas. Prevention interventions should target these people by strengthening resilience, minimizing social dysregulation stress, and fostering the development of life skills, coping resources, and social support. Anomic suicide has important psychological and societal implications, emphasizing the importance of fostering social cohesion and assisting persons experiencing purposelessness or a lack of direction in life.

Challenges, Complexity, and Developments in Transition Services for Young People with Disabilities, Mental Health, and Long-Term Conditions: An Integrative Review

ABSTRACT Transition to adulthood for young people is complex and multi-faceted, with additional hurdles for young people who have disabilities, long-term, or life-limiting conditions or mental health problems. The challenges in providing effective transition support are not new; researchers, policymakers, commissioners, and service providers have been grappling with the problem for several decades, with varying degrees of success. The aims of this integrative review were firstly to build on previous research to synthesize and evaluate recently published evidence. Secondly to provide an overview of the effectiveness of interventions (in one or a combination of health, social care, and education transitions) designed to support transition to adulthood in these groups of young people. A search of a range of databases retrieved published literature from January 2015 to January 2021 demonstrating global interest in the topic. Fifty-one articles were included following an appraisal of quality and eligibility. Qualitative, quantitative, mixed methods studies, and evidence synthesis were included. Some studies were clinically orientated whilst others examined the impact of the transition process, or utilized participatory approaches which give young service-users and families a voice. Transition between children’s and adult health or care services as well as other life-course trajectories, such as life-skills development, education transitions, social inclusion and employability were evaluated. Thematic analysis and synthesis of articles retrieved in this review highlighted themes identified in previous reviews: timing of, and preparation for transition; perceptions and experience of transition; barriers and facilitators; transition outcomes. Additional themes included special considerations; dealing with complexity; advocacy, participation, autonomy, aspirations, and young people’s rights; future work, research, and evaluation. Novel perspectives and diverse data sources contributed to holistic understanding of an ongoing priority for international policy, service development, and research: the complexity of providing effective transition support and achieving positive outcomes for young people with long-term and life-limiting health conditions, disabilities, and mental health difficulties.

INSTITUSI PENDIDIKAN ISLAM ANAK USIA DINI

Early childhood education institutions (PAUD) are places or institutions specifically designed to provide education and care for children aged 0 to 6 years. The function of PAUD educational institutions is to help create a strong foundation for children's future academic, social, emotional and life skills development.

Developing Life Skills through Effective Communication

Effective communication plays an important role in improving an individual's life skills. In this article, it is explained that by honing communication skills, one can improve social and interpersonal skills, public speaking skills, the ability to work together in teams, the ability to think critically and creatively, and the ability to manage conflicts. Some strategies that can be used to improve effective communication skills include knowing the audience, using appropriate body language, avoiding the use of disrespectful or abusive language, and maintaining a positive and open attitude. In addition, there are some recommended recommendations, such as continuous practice in communicating, paying attention to body language and intonation, using polite language, listening well, and managing conflicts constructively. By following these recommendations, individuals can improve effective communication skills and gain benefits in their personal and professional lives, as well as build better relationships with others.

Unveiling Multiracial Family Parenting Practices in Early Childhood Education within the Indonesian Context: A Case Study

Purpose – The presence of multiracial families in society has given rise to various questions regarding early childhood care practices. It is essential for children to develop a strong sense of identity, considering their diverse cultural and racial backgrounds. This research aims to investigate the parenting practices within multiracial families during early childhood. Design/methods/approach – This research adopts a descriptive qualitative approach. The study is conducted in West Nusa Tenggara, spanning from May to November 2023. The primary data sources involve three multiracial families. Data collection methods include observations, interviews, and document analysis. Findings – The results reveal that parenting styles are intricately intertwined with the cultural and racial backgrounds of the parents, whether both the mother and father's races are considered or if one race predominates. Parenting responsibilities are shared, and gender-related issues are not visibly prominent. The parenting practices encompass fostering independence and discipline, promoting tolerance, instilling good manners, emphasizing health and hygiene, scheduling activities, granting freedom, providing sleep training, developing life skills, and encouraging literacy. Research implications/limitations – This study utilizes qualitative research methods and focuses on three multiracial families as research subjects, thereby offering insights into early childhood care. Practical implications – This research contributes to the advancement of knowledge pertaining to early childhood care within multiracial contexts. Furthermore, it serves as a valuable reference for formulating appropriate policies and educational strategies for children in multiracial families. Originality/value – Future research can delve deeper into the caregiving practices of multiracial families, considering diverse cultural and social perspectives. Paper type Case Study

NEP 2020: EMPOWERING TEACHER IN 21st CENTURY EDUCATION

The world is full of competition and achieving life goals requires capable, efficient and skilled teachers to help our future generations to achieve their long and short term life goals. Rather than blaming teachers for poor classroom learning outcomes in India, NEP 2020 attributes the dire state of teacher education, recruitment, turnover and working conditions to a lack of quality and motivation among teachers. Recognizing the `power of teachers`, NEP 2020 introduced institutional reforms to help `teaching` become an attractive profession for bright and talented youth. The report proposes several reforms to empower teachers and "restore dignity and prestige" to the profession, ultimately attracting the best minds and talent to teaching as a profession. NEP 2020 will focus on active pedagogy, development of core competencies and life skills including 21st century skills, experiential learning at all levels, low-cost board exams, comprehensive scorecards, and critical and advanced students. This paper emphasizes the fact that the ambitious goals of 21st century education can be achieved by empowering teachers in all aspects of quality education, career development, independence, performance and role expectations.

Assessing life skills development self-efficacy: a validation study in Hong Kong, China

Assessing life skills development self-efficacy: a validation study in Hong Kong, China

THE LEVEL OF STUDENT OUTCOME AMONG ASNAF FAMILIES THROUGH THE SCHOOL TRANSFORMATION PROGRAM

The TS25 program is an initiative by the Ministry of Education Malaysia aimed at improving the quality of school education and student outcome in line with the Six Student Aspirations in the Malaysia Education Development Plan 2013-2025. This study aims to explore the level of student development among asnaf families through the TS25 program, which is a government initiative aimed at improving the quality of education by 2025. The study was conducted using a quantitative research method, employing document analysis and questionnaires. The respondents in this study were (n=58) teachers and (n=30) students from asnaf families. The analysis results of the knowledge, co-curricular, and character/spiritual aspects indicate that students are beginning to understand the importance of learning and developing life skills needed to face future challenges. They also develop positive attitudes towards education and have higher hopes for their future. Through the TS25 program, students have higher expectations for their future. This study contributes significantly to the improvement of education quality and the development of students from asnaf families.

Life Skills Development Through Sports Among Student-Athletes: A Survey of Secondary Schools

Life skills are applicable psycho-social skills and abilities to develop desirable qualities such as self-confidence and socialization. In this context, the research aims to investigate how participation in sportive activities during secondary education affects an individual's life skills. The sample group in the study consisted of 212 students, 99 female and 113 male students, studying at Private İstek 1915 Çanakkale Schools in Çanakkale province. Life Skills Scale for Sport (LSSS) scale was used to evaluate life skills acquired through sport. Statistical package program (SPSS 21 Version) was used to analyze the data obtained in the study. The findings of the research showed that there were differences in the life skills of the sample group according to the variables discussed. According to gender, the sub-dimension of goal setting is in favor of male students. It is seen that as the years of doing sports increase and those who play in the school team have higher life skills gains. In addition, students who play team sports have higher scores than those who play individual sports in all sub-dimensions of the scale except communication, which are time management, leadership, teamwork and goal setting. As a result, it is thought that secondary school students who play sports regularly, play in a club or school team and are directed to sports starting from an early age have more positive life skills in their future lives.

Pondok Pesantren dan Tantangan: Menyiapkan Santri Tangguh di Era Society

Pondok pesantren as an Islamic educational institution has presented the challenges of the era of society experiencing changes in the times and the character of the generation that lives in the present. Islamic boarding schools to be able to prepare students to be mentally hardiness and easier are not only capable in the religious (religious) field, but also must be able to overcome and deal with current societal turmoil, meaning that they excel in the fields of science and technology and remain superior in the field of religion. The purpose of this research is to find out the Islamic boarding school of SMA Ali Maksum Yogyakarta in preparing students as alpha generation who are hardiness and challenge the world of Islamic society education. This writing uses a descriptive-qualitative method with the type of research narrative research, for data collection is done by the process of interviews, observation, and documentation at the Pondok Pondok pesantren Ali Maksum Senior High School Yogyakarta. Technical analysis of data is carried out using the Miles and Hubberman model, namely by reducing, displaying and verifying data. The results of this study indicate that the Ali Maksum Islamic Boarding School has prepared various strategies in dealing with the times in society such as carrying out curriculum transformation through the school's mission, forming people who have strong faith, taqwa who are kaafa, have noble character, mastering science and technology that is mashlahah, technology information, and professional charity. Development of technology-based facilities and infrastructure, establishing cooperation between educational institutions, character building and developing life skills, leadership and entrepreneurship for the students of SMA Ali Maksum Yogyakarta as well as through a program of assistance services provided to prepare strong students.

Integrating Life Skills into Volleyball Training for Positive Youth Development (PYD)

This study aims to investigate whether integrating life skills into volleyball training can enhance life skills development. The study utilized a group experimental design with 40 training participants divided into a control group and an experimental group. The control group received only volleyball training, while the experimental group received volleyball training integrated with sub-dimensions of life skills such as teamwork, goal setting, time management, emotional skills, interpersonal communication, social skills, leadership, and problem-solving. The results of the study showed that the experimental group experienced a significant improvement in life skills development compared to the control group. Integrating life skills into volleyball training can provide effective benefits for training participants, especially in terms of important social and emotional skills in daily life and the workforce. Therefore, integrating life skills into sports training and education can be an effective alternative to comprehensively enhance life skills development. The findings imply that sports coaches and educators should consider incorporating life skills into their training curriculums to provide young individuals with the necessary skills to succeed in their personal and professional lives. Additionally, policymakers can utilize the results of this study to develop strategies and policies promoting life skills education in schools and sports programs. Overall, the study emphasizes the importance of holistic approaches to youth development and highlights the potential benefits of integrating life skills into sports training for enhancing life skills development.