Developing students’ worksheets applying soft skill-based scientific approach for

improving building engineering students’ competencies in vocational high schools

Suparno, Sudomo, and Boedi Rahardjo

Citation: AIP Conference Proceedings 1887, 020010 (2017); doi: 10.1063/1.5003493

View online: https://doi.org/10.1063/1.5003493
View Table of Contents: http://aip.scitation.org/toc/apc/1887/1
Published by the American Institute of Physics

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Developing Students’ Worksheets Applying Soft Skill-Based
Scientific Approach for Improving Building Engineering
Students’ Competencies in Vocational High Schools
Suparno1a), Sudomo1b) and Boedi Rahardjo1c)
1
Department of Civil Engineering, Faculty of Engineering, State University of Malang, Malang, Indonesia
a)
Corresponding author: parno.malang@gmail.com
b)
sudomo19@yahoo.co.id
c)
boedirahardjo60@gmail.com

Abstract. Experts and practitioners agree that the quality of vocational high schools needs to be greatly improved. Many
construction services have voiced their dissatisfaction with today’s low-quality vocational high school graduates. The low
quality of graduates is closely related to the quality of the teaching and learning process, particularly teaching materials. In
their efforts to improve the quality of vocational high school education, the government have implemented Curriculum
2013 (K13) and supplied teaching materials. However, the results of monitoring and evaluation done by the Directorate of
Vocational High School, Directorate General of Secondary Education (2014), the provision of tasks for students in the
teaching materials was totally inadequate. Therefore, to enhance the quality and the result of the instructional process, there
should be provided students’ worksheets that can stimulate and improve students’ problem-solving skills and soft skills. In
order to develop worksheets that can meet the academic requirements, the development needs to be in accordance with an
innovative learning approach, which is the soft skill-based scientific approach.

INTRODUCTION
Educational issue is still very much a subject for debate in Indonesia. The quality of education in Indonesia is still
low in terms of the level of competitiveness and relevance. In their efforts to improve the quality of education, the
government have continuously revised the curriculum, organised several programmes such as a forum called Teacher
Networks or MGMP, Teacher Training Programme, and sister school partnerships, as well as supplied electronic
books, etc. Despite these continuous efforts, satisfactory results have not been received yet. According to the data
released by the National Socioeconomic Survey (SUSENAS) in 2003, only 15.13% of graduates of senior high school
or vocational high school were able to start their own business, and 60.87% of graduates worked as an employee.

Vocational high school is an educational aims to prepare middle-level labour. Vocational high school graduates
are expected to be skilled workers who can be recruited by industry. In fact, there are many unemployed graduates
because they do not meet the industry’s requirements [1]. Experts and practitioners of education agree that the quality
of vocational high schools needs to be greatly and continuously improved. There is growing dissatisfaction among the
construction services about today’s Civil Engineering graduates who have low competencies in problem solving, work
ethic, communication, leadership, and teamwork [2], [3]. The low quality of graduates is closely related to the quality
of the teaching and learning process, particularly teaching materials.

Regarding the condition of learning and the quality of vocational high school graduates, there is an urgent need
for improving the quality of the graduates, especially enhancing their problem-solving skills and soft skills. Beach
[4], by citing the results of a study in the US, showed that 87% of people lost their jobs or failed to get promoted due
to their inadequate soft skills. The importance of having good soft skills is supported by the results of a survey done

Green Construction and Engineering Education for Sustainable Future

AIP Conf. Proc. 1887, 020010-1–020010-7; doi: 10.1063/1.5003493
Published by AIP Publishing. 978-0-7354-1570-6/$30.00

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by National Association of Colleges and Employers (NACE) in 2008 in the US, showing that without having adequate
soft skill vocational high school graduates will face a tough time finding jobs. Therefore, vocational high school
graduates have to possess requisite soft skills for competing in getting jobs, pursuing careers, and starting their own
business. All in all, having hard skills or technical skills is nothing without having good soft skills.

In their efforts to improve the quality of vocational high school education, the government have implemented
Curriculum 2013 (K13) and supplied teaching materials. According to the Ministry of Education and Culture (2014),
the implementation of K13 has to (1) stimulate students to find out information by doing observation, not only by
being spoon-fed, (2) encourage students to not only answer questions but also ask questions, (3) improve students’
analytic thinking (making decision), not mechanistic thinking, and (4) emphasise the importance of cooperation and
collaboration in solving problems. In conducting such learning activity, the availability of high-quality teaching
materials is needed.

In the implementation K13, the government has supplied teaching materials for vocational high school students.
However, based on the results of monitoring and evaluation done by the Directorate of Vocational Senior High School,
[5], the provision of tasks for students in the teaching materials was totally inadequate. This is in line with the results
of a research conducted by the Directorate of Research and Community Service (DP2M), Directorate General of
Higher Education (DIKTI), showing that teaching materials for vocational high school students have been developed
quite well but still there were insufficient exercises for students. The studies conducted by Wena, Sugandi & Sugiyanto
[2], , Suparno et al. [6] and Sugiyanto, Wena & Priyono [8 on the development of teaching materials for courses in
Building Engineering, found that the teaching materials did not provide enough exercises for students; in fact, the
greater focus was on explanation instead. Fact is that students will understand materials better by doing exercises in
the worksheets that are in accordance with the taxonomy of learning objectives [9] [10].

Therefore, to improve the quality of learning achievement, it is necessary to provide worksheets that can stimulate
and enhance students’ problem-solving abilities and soft skills. Moreover, with the implementation of K13 in
vocational high school, teachers are expected to develop students’ core competencies (KI 1, 2, 3, and 4) more
comprehensively. One viable way is through the exercises that are orientated towards the core competencies. For
students, the worksheet is a guiding tool that can help them to understand materials more easily; whereas for teachers,
the worksheet can facilitate the delivery of materials. In learning engineering subjects, students might encounter
difficulties in mastering competencies if they only learn theories or doing poorly constructed exercises (Felder, 2008).
So as to facilitate students in mastering the engineering materials thoroughly, worksheets containing relevant exercises
should be adequately provided [11]. With the provision of adequate exercises, students will understand the materials
and master the competencies better [12]. Without the availability of high-quality worksheets, students’ progress in
picking up competencies might be hindered [13].

However, there have been apparently not many vocational teachers who want to prepare worksheets according to
the latest learning theories for the lessons they teach [14]. Carina [15] stated that the quality of worksheets in Building
Engineering Programme made by vocational teachers was relatively low, and only covered low-level cognitive domain
and even did not touch affective abilities/soft skills. Based on the preliminary survey conducted at SMK Negeri 2
Malang and SMK Negeri 2 Blitar, none of the teachers in Building Engineering Programme has made worksheets for
the subjects they teach. Teachers have only made used of the exercises contained in textbooks. In such learning
condition, it is going to be very difficult to improve students’ learning achievement (in problem-solving ability and
soft skills). As a result, many vocational graduates are unable to apply their knowledge in real-life settings.

Students’ worksheet is a piece of paper containing exercises/tasks-theoretical or practical tasks-for students [16].
The tasks on a worksheet are constructed by teachers and in accordance with the basic competencies and the learning
objectives [17] [18]. In other words, a worksheet is a resource that can facilitate and direct them in the process of
learning.
The Department of National Education or Kementerian Pendidikan dan Kebudayaan [19] defined students’
worksheet as a piece of paper containing guidance for doing the tasks assigned; it contains instructions, questioning
guide, and glossary of technical terms, by which students can broaden and deepen their understanding about the topic
being discussed. The tasks from teachers included in the students’ worksheet are designed in accordance with the basic
competence and learning objectives, which have been established. Alternatively stated students’ worksheet is a guide

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in helping students in the learning process. Students’ worksheet mainly contains tasks/exercises for students to
complete. In addition, it includes special instruction or steps to finish a task.

Jensen [20] defined students’ worksheet as a guide for students in the exploration and problem solving. Tasks from
teachers included in the students’ worksheet are designed in accordance with basic competence and learning objectives
specified. Alternatively stated, students’ worksheet is the students’ instruction manual on the learning process.
According to Bonaccorsi, Miller, & Greenbowe [11], students’ worksheet is (a) a sheet of paper used for the
preliminary or rough draft of a problem, design, etc, (b) a piece of paper recording work being planned or already in
progress, (c) a sheet of paper containing exercises to be completed by a pupil or student.

Lean Interprise Institute [21] described worksheet that is more focused on the motor functions, as follows:
“The job instruction sheet is used to train new operations. It lists the steps of the job, detailing any
special knack that may be required to perform the job safely with utmost quality and efficiency. It can
also be useful for experienced operators to reconfirm the right operations; The job instruction sheet is
one of three basic forms for creating standardized work, along with the standardized work chart and
standardized work combination table. The purpose of standardized work, according to Kaizen Express
from which this form is taken, is to provide a basis for continuous improvement through kaizen.

STUDENTS’ WORKSHEETS BASED ON THE SCIENTIFIC APPROACH

Based on some theoretical and empirical studies, the appropriate strategy to improve the vocational high school
students’ competencies, particularly in Building Engineering, is developing students’ worksheets based on the
scientific approach. One of the scientific approaches appropriate with the characteristics of the engineering subjects
in vocational high school is the IDEAL problem-solving model developed by Kirkley [22]. The development of
students’ worksheets based on the scientific approach in the form of problem-solving model can improve not only
students’ knowledge but also students’ skills and attitudes/soft skills [19]. Felder [23] and Klem [24] stated that the
provision of high-quality worksheets is the absolute requirement for students’ success in acquiring essential
competencies more comprehensively. So far, the curriculum and learning process have only focused on students’ hard
skills, resulting in the negligence of students’ soft skill.

Considering the lack of teaching materials, especially good-quality students’ worksheets, in Building Engineering
programme in vocational high schools, there needs to be a determined effort to develop students’ worksheets which
comply with the criteria of good and relevant worksheets in terms of didactic, methodological, and technical aspects.
In order to meet the necessary academic requirements, students’ worksheets should be developed based on the
principles of an innovative learning approach, such as the soft skill-based scientific approach. The use of such
worksheets in the learning process can improve students’ learning achievement significantly [22], [25], [18].. In
addition, it can improve students’ high-level cognitive skills [23].

Moreover, the best technique to enhance students’ soft skills is integrating the elements of soft skills in doing
technical tasks. The elements of soft skills meant in the present study are those developed by Sharma [26], including
sub-skills categorised as ‘must-have skills’ and as ‘good-to-have skills’. The integration of soft skills in students’
worksheets is in the form of questions or exercises. The implementation of soft skill-based scientific approach is
assumed to be beneficial for improving students’ achievement, both hard and soft skills simultaneously. In fact, the
provision of high-quality students’ worksheets can give a positive contribution to the improvement of vocational high
school graduates’ soft skills and problem-solving skills-having a good level of these skills is highly important in the
competitive job market.

STUDENTS’ WORKSHEET AND ITS CORRELATION WITH COMPETENCY

IMPROVEMENT
A learning process should involve all students’ senses, such as assigning students to do exercises presented in
students’ worksheet. According to Huntzinger [27], the functions of students’ worksheets are (a) to introduce certain
activity as a variation of teaching and learning process, (b) to boost the effectiveness and efficiency of the delivery of
learning materials, (c) to facilitate students’ completion of either individual, group, or classical tasks-because students

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progress at different speeds, (d) to optimise the use of teaching aids, and (e) to muster students’ learning enthusiasm-
only if the worksheet is interestingly designed.

Kemp [28] further pointed out, students’ worksheets are constructed for (1) activating students in the learning
process, (2) helping students to develop concepts, (3) training students to develop their ability to construct knowledge
for themselves, (4) guiding teachers and students in the instructional process, (5) facilitating students to obtain
information about concepts being learnt in a systematic way, (6) providing students with notes of the key points of the
topic. Moreover, students’ worksheets are beneficial for (1) giving students concrete experiences, (2) providing
variation in learning experiences, (3) summoning up students’ learning enthusiasm, (4) increasing student retention,
and (5) utilising time more effectively and efficiently.

According to Endang, Rohaeti, and Regina [29], the purposes of students’ worksheets are (1) to activate students
in the learning process, (2) to help students in developing concepts, (3) to develop their ability to construct knowledge
for themselves, (4) to guide teachers and students in the instructional process, (5) to facilitate students in obtaining
information about concepts being learnt in a systematic way, and (6) to provide students with notes of the key points
of the topic

STRUCTURE OF THE STUDENTS’ WORKSHEETS

In order to be precise and accurate, students’ worksheets have to fulfil the following criteria: (1) the sentence
structure and vocabulary should be: (a) simple and easily understood, and (b) concise and clear, (2) new terms have
to be defined first, (3) the figures and illustrations have to be able to: (a) help students to understand the topic, (b)
show how to draw up a definition, (c) help students to think critically, (d) specify which variables to be discussed in
the learning activity, (4) the layout should be able to: (a) help students to understand the topic by showing the sequence
of events logically and systematically, (b) provide easy-to-follow instructions from the beginning until the end, and
(5) the design has to be compelling [10].

In general, the steps of developing students’ worksheets are (1) determining the basic competencies, indicators,
and learning objectives, (2) specifying the skills in accordance with the basic competencies and learning objectives,
(3) deciding the types of activities based on the basic competencies, indicators, and learning objectives, (4) developing
the learning media, materials, and resources, and (5) analysing students’ achievement compared to the learning
objectives specified.

Students’ worksheets should be rigorously developed to meet the necessary requirements. The didactic
requirement includes how the students’ worksheets can be used by both low and high achieving students [24].
Students’ worksheets should put more emphasis on the process of discovering concepts and, the most important of all
they provide various stimuli through the exercises/activities given. Students’ worksheets are expected to aid the
development of social communication, emotional, moral, and aesthetic skills. Students’ learning experiences are
determined by students’ personal development planning. Worksheets are considered good if they have complied with
the requirements in several aspects, i.e. the use of language (structure and vocabulary), the level of difficulty, and
general appropriateness to students’ skills and needs.

STUDENTS’ WORKSHEETS AND SCIENTIFIC APPROACH

Scientific approach is made up of a scientific procedure which refers to activities that stimulate students to be able
to observe, question, experiment/explore, analyse/associate, communicate, and create. In the repertoire of instructional
approaches, there is a multitude of scientific-based approaches, one of which is the IDEAL problem-solving model.

Kirkley [22] and Jonassen & Tessmer [30] suggested that there are three characteristics of problem solving i.e.
(1) problem solving is a cognitive activity affected by behaviours, (2) the results of problem solving can be seen from
the attitude/behaviour in seeking solutions, and (3) problem solving is a manipulation process on prior knowledge.
The model of problem solving, as described by Gick & Holyoak [31], is shown in Fig 1.

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 REPRESENT SOLUTION IMPLEMENT
PROBLEM SEARCH SOLUTION Succeed

FAIL
STOP

FIGURE 1. The Model of Problem Solving

This model involves three cognitive activities in the process of solving problems, i.e. (a) problem representation,
in which the appropriate context knowledge is discovered, and the goals and relevant initial conditions are identified,
(b) solution search, which is the process of establishing the goals and developing an action plan to achieve the goals,
and (c) solution implementation, where the action plan is carried out and the results are evaluated.

IDEAL Problem Solving Model

IDEAL problem-solving model is based on the scientific approach [22], [25]. The IDEAL model consists of five
steps described as follows:

a. Identify the problem

Problem identification is the first step of the model. In this step, teachers guide students to look at the aspects of
the problem by helping students to explore the issue, ask questions, analyse the correlation between variables,
frame the problem, and formulate hypotheses.

b. Define the problem

Teachers have to help and guide students to analyse the data/variables, collect any information, filter the
information, and finally define the problems.

c. Explore Solution
Teachers’ roles are helping and guiding students to seek any possible solutions, brainstorm, analyse the alternative
solutions from every point of view and finally choose the most appropriate solution to solve the problem.

d. Act on the Strategy

In this step, teacher guides the students step-by-step in solving the problems.

e. Look Back and Evaluate the Effect

Teachers guide students to analyse and reflect the steps of the solution whether or not they have been done
correctly, perfectly, or completely. Moreover, students are guided to see the significance of the strategy employed in
overcoming the problem

From the results of the previous studies on the use of problem-solving model, Kirkley (2003) concluded that (1)
the IDEAL model was better than other problem-solving models in improving vocational high school students’
problem-solving skills and (2) the implementation of IDEAL model could significantly improve students’ learning
achievement in problem solving in the discipline science, either for vocational high school or higher education.

CONCLUSION
Students’ worksheet (job sheet or job instruction) is a sheet of paper on which tasks—theoretical and practical
tasks—for students are presented. The tasks on a worksheet are constructed by teachers and in accordance with the

020010-5
basic competencies and the learning objectives. In other words, a worksheet is a resource that can facilitate and direct
them in the process of learning.

Students’ worksheets put more emphasis on the process of discovering concepts and, the most important of all
they provide various stimuli through the exercises/activities given. Students’ worksheets are expected to aid the
development of social communication, emotional, moral, and aesthetic skills. Students’ learning experiences are
determined by students’ personal development planning. Worksheets are considered good if they have complied with
the requirements in several aspects, i.e. the use of language (structure and vocabulary), the level of difficulty, and
general appropriateness to students’ skills and needs.

In order to improve students’ competencies significantly, students’ worksheet should be developed in accordance
with a certain learning approach. One of the learning approaches appropriate to be applied in the process of developing
students’ worksheets is the scientific approach. Scientific approach is made up of a scientific procedure which refers
to activities that stimulate students to be able to observe, question, experiment/explore, analyse/associate,
communicate, and create.

There is a multitude of scientific-based learning models, one of which is the IDEAL problem-solving model. There
are three characteristics of problem solving i.e. (1) problem solving is a cognitive activity affected by behaviours, (2)
the results of problem solving can be seen from the attitude/behaviour in seeking solutions, and (3) problem solving
is a manipulation process on prior knowledge

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