Analysis Soft Skill of Chemical Education on Students Microteaching Course (PPL 1) Through Application Model Project Based Learning

Abstract

This study aims to: (1) describe the students’ soft skills majoring chemistry education, department of chemistry students in the course PPL 1 through the application of Project Base Learning (PBL) model, (2) Look at the relationship between the provision of project tasks with soft skills (3) look at the relationship between performance with soft skills. The subjects are chemistry education as many as 48 students that were divided into two classes, with the proportion are 9 men and 39 women. The data collection is done by using the instrument (1) Performance observation sheets, (2) project evaluation sheets and (3) soft skills questionnaire with 11 indicators of soft skills. Data analysis was performed with 1) a descriptive analysis with indicators description about soft skills and inferential analysis with correlation techniques (analysis SPSS 20.0 for windows). The results Showed 10 indicators included in the category of very high to soft skills high/very high such as communication (95.8%), Independent (95.3%), analysis (82.9%), ethics (92.7%), motivation (93.1%), initiative (90.6%), commitment (83.4%), problem solving (81.9%) , flexibility (84.7%), time management (89.6%). While the first indicator of the high category, leadership (78.1%). Soft skills of students in the department of chemical education programs for PPL 1 are at very high category. There was a low correlation between the nature of the assignment project and the students’ soft skills of chemical education programming PPL 1. There was strong correlation between performance and students’ soft skills programs for PPL 1. There was low correlation between the provisi