STUDENT LEARNING STRATEGY AND SOFT-SKILL IN CLOTHING BUSINESS MANAGEMENT

Ampera, Dina (2017) STUDENT LEARNING STRATEGY AND SOFT-SKILL IN CLOTHING BUSINESS MANAGEMENT. In: 2nd International Conference on Innovation in Engineering and Vocational Education, 25-26 Oct 2017, Manado.

[img]
Preview
Text
ARTICEL D.AMPERA.pdf - Published Version

Download (892kB) | Preview
Official URL: https://iopscience.iop.org/article/10.1088/1757-89...

Abstract

Clothing Business Management course is a subject delivering knowledge and skills about how to manage clothing business. This course requires students' ethics, leadership, commitment, toughness, honesty, and the ability to take initiative, argue logically, and work together. However, students are not fully efficient in managing a business during practical task. The purpose of the study is to investigate: (1) the differences of students’ learning achievement between those receiving gradual and conventional learning strategy, (2)the effect of interactions between learning strategy and soft skills toward students learning achievement, (3) the differences of learning achievement of high soft skills students who receive gradual and conventional learning strategy, (4) the differences of learning achievement of low soft skills students who receive gradual and conventional learning strategy. The 2x2 treatment-by-level experimental study was carried out in Dressmaking Study Program. The result proved significantly that, overall, differences of students learning achievement exist, except of low soft skills students.

Item Type: Conference or Workshop Item (Paper)
Keywords: Learning strategy; Soft skill; Clothing business management
Subjects: L Education > LB Theory and practice of education > LB1025 Teaching (Principles and Practice)
L Education > LB Theory and practice of education > LB2300 Higher Education
T Technology > T Technology (General)
Divisions: Fakultas Teknik
Depositing User: astina hartono lubis
Date Deposited: 24 Jun 2019 05:19
URI: http://digilib.unimed.ac.id/id/eprint/35465

Actions (login required)

View Item View Item