Descriptive Analysis of Student Centered Learning Implementation
and Its Implication on Soft Skills Developments
Sofik Handoyo
Faculty of Economics and Business, Universitas Padjadjaran
Keywords: Student Centered Learning; Soft Skills; Exploratory Research; Descriptive Analysis; Purposive Sampling.
Abstract: This study aims to get the understanding impact of implementation of Student Centered Learning (SCL)
towards soft skills development. Student-centered learning is represented with attributes namely student’s
classroom presentation, paperwork assignment, case problem solving and group assignment. Meanwhile, oral
communication skill, written communication skill, critical thinking capability and teamwork capability are
attributes representing soft skills. Exploratory research design along with descriptive analysis approach was
applied in this study. The data was generated using questionary instruments. Purposive sampling method was
adopted, and the student of accounting undergraduate and accounting postgraduate program are the sample.
The sample from both private and state university was involved in this study. The results indicated that
student-centered learning refers to student classroom presentation, paperwork assignment, case problem
solving and group assignment had a positive impact on soft skills development respectively regarding oral
communication skill, written communication skill, critical thinking capability and teamwork capability.
1 INTRODUCTION
More than two decades, the business environment has
been changing dramatically due to the advance of
technology, business complexity and globalization
(Low et al. 2013, Albrecht & Sach, 2000). The
Accounting Profession, which has commercialized
its’ services extensively in the past two to three
decades, is facing the challenges of change (Ramlall
and Ramlall, 2014). The accountant must have not
only technical skills but also various soft skills such
as communication skill, coordination, working under
pressure and problem solving (Albrecht & Sack
2000). The accountants in the future are required to
have the capability not only technical skills but also
soft skills (Daff et al., 2012). Soft skills are primary
competency besides technical skills that accountant
must have (Dixon et al., 2010).
In the era which is characterized with advanced of
technology and business competition, the accountants
are expected to have the capability to connect data
and knowledge and providing insightful advises for
strategic decision making (AICPA, 2008, Beard et al.
2007). Business executives consider soft skills an
essential attribute in job applicants (Ramlall and
Ramlall, 2014) and they look for new employees that
have both strong soft skills and hard skills (Robles,
2012). A recent study confirmed that business
professionals perceive the value of nontechnical skills
is higher than hard skill (Ulrich D, et al., 2013). Most
educational institution put weight on technical skill
teaching. However, successful practice in any
discipline of works requires soft skills (Rangnekar,
2011).
In dealing with turbulence business environment,
soft skills are playing a role as important as hard skills
(John, 2009; Zehr, 1998). Encouraging students to
have soft skills could make the difference when the
hard skill are becoming standards (Evenson, 1999).
Lack of soft skills can undermine someone’s career in
higher level even though they have the technical
ability and professional expertise (Klaus, 2010).
Lazarus (2013) stated that the capacity to develop and
use soft skills could help land outstanding job offers
and lead to job success. Therefore, the accounting
profession association have warned for academics to
emphasize the importance of nontechnical skills in
the accounting education process (Stivers and
Onifade, 2013).
The traditional system of learning which a teacher
is as dominant figure gain wide critics, it leads
626
Handoyo, S.
Descriptive Analysis of Student Centered Learning Implementation and Its Implication on Soft Skills Developments.
In Proceedings of the 2nd International Conference on Economic Education and Entrepreneurship (ICEEE 2017), pages 626-636
ISBN: 978-989-758-308-7
Copyright © 2017 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved

students being passive, apathetic and creates boring
learning environment (Janor et al. 2013). Therefore,
new perspective of learning that put the student as a
key per-son is needed and it refers to student-centered
learning (SCL). SCL pays attention to what the
students actively do and no longer focuses on what
the teacher give or demonstrate in front of the
students (Berling 1999). The students are main
figures that dominate the class, and the teacher is
acting as a facilitator to give clarification. SCL
requires the students be always preparing before
starting the class and involvement in class
participation is a key feature of SCL. The students are
treated as expertise and expected to give a
contribution in the class by sharing information. The
student will get clarification from the teacher during
the learning process (Berling, 1999)
Educational institutions and business, in general,
is frequently criticized due to produces graduates that
have a good technical skill but it has a lack of
capabilities regarding team works, effective
communication, responsiveness in the uncertain and
complex situation (Calvert dam Kurji, 2012). The role
of curriculum in SCL approach is not only covering
learning materials but also skills development and
self-responsibility in learning pro-cess among the
students (Janor et al., 2013). Therefore, business
school, especially accounting education institutions,
must provide balance both in technical skill learning
process and soft skills development. Changing of
learning process in accounting education institutions
by balancing learning process in technical skills and
soft skills is required to pre-pare graduate working in
environmental business in twenty-one centuries
(Mohamed & Lashine, 2003).
2 LITERATURE REVIEW
2.1 Student Centered Learning Forms
Theoretically, there are wide variations of SCL
implementation in the class, and there are no
conclusive learning methods in defining SCL. Many
educational institutions have developed and used
different approaches to teaching that fit the criteria for
student-centered learning (Froyd & Simpson, 2010).
SCL is also widely used with another terminology
such as active learning (Bonwell & Eison, 1991),
collaborative learning (Bruffee, 1984), cooperative
learning (Johnson, Johnson, & Smith, 1991), team-
based learning (Michaelson, Knight, & Fink, 2004)
and problem-based learning. However, there is a
general understanding in the literature to describe the
implementation of SCL practice. Working in a group,
discussion, paperwork assignment, classroom
presentation, and problem-solving are constructs to
describe real forms of SCL method (Rudy Kustijiono,
2011).
SCL is closely associated with active learning
strategies, and it is often referred to experiential
learning the students are regularly asked to present
tasks, whether it be problems to solve, opportunities
to discuss, hands-on projects and simulations (Baker
College, 2009). National Research Council (1999)
identifies SCL is identical with knowledge centered
learning. It puts attention to the students regarding the
development of their knowledge to facilitate them to
transfer their learning process. Application of their
learning process such as a challenge in problem-
solving, critical thinking, and design. SCL facilitates
the student to learn beyond the classroom and
thinking outside the box, thinking differently and
learn to solve the problem (PPP UGM. 2010). Tina
Afiatin (2009) describes more detail that SCL is
learning the process in the class including; 1) sharing
information (sharing an opinion, group discussion,
panel discussion, collaboration action, cooperative
action), 2) learning from experience and 3) Problem-
solving learning. Another approach to describe SCL
form is using problem-solving learning process
(Çubukçu 2010).
Allen and Tanner (2005) assembled a set of seven
strategies, ranging from simple, easily implemented
approaches to complex restructurings of the entire
course to represent SCL. Those strategies refer to
bookend lectures, immediate feedback via classroom
technology, student presentations, and projects,
learning cycle, instructional models, peerled team
learning, incorporating inquiry into courses, problem-
based learning, and case studies. Student’s classroom
presentation is a method that can be applied to
actualize Stu-dent Centered Learning (SCL) in the
class (Dliyaul Millah, 2015). SCL using student
presentation focuses on the audience as an important
aspect that determines successful active learning.
Munn (2004) used writing assignment approach as an
instrument in implementing SCL. The students will
get assignment about certain topics from teacher or
lecturers and report the assignment written such as
paperwork. Written assignment benefits for
evaluating student learning output regarding
capabilities of the students in putting the in-
formation, idea and written communication skill.
SCL attributes consist of activities that allow the
students independent learning, confirmation of
understanding between the student and lecturer,
challenging learning activities, learning in the group
Descriptive Analysis of Student Centered Learning Implementation and Its Implication on Soft Skills Developments
627

that involves team working (Çubukçu 2010). There
are core characteristics of SCL such as adult active
learning, interactive, independent and self-
responsibility toward learning process. Furthermore,
the students are expected to have capability learning
beyond classroom, lifelong learning, freedom to
express the potency, exploration and transformation
knowledge, collaborative learning process,
cooperative and contextual and transformation from
teacher centered to student centered (PPP UGM
(2010).
2.2 Soft Skill Forms
Soft skills terminology refers to various skills such as
the capability to change, communication with a wide
range of different groups, working with different
people with a different background (Dixon et al.
2010). Beard & Schwieger (2008) describe that soft
skills are related to the way of individual interaction
with others, including the ability to lead, working in
teamwork, communication and motivating team’s
members. Furthermore, Boyce et al. (2001) explain
that soft skills are series of knowledge acquired
through not specific education process including
communication skills and interpersonal skills,
capability in problem-solving, analyzing, critical
thinking and judgment skills. Gullivan et al (2003)
mentioned that construct of soft skills consists of
capabilities such as communication, interpersonal,
leading, organization, self-motivation and creativity.
Villiers (2010) argued that SCL has five constructs of
skills namely, communication skill, the capability to
think critically, leadership, capability working in a
team, applying ethical and moral values and self-
management.
Forms of skill most recognized are
communication skill, and it refers to oral
communication skill and written communication
skill. Oral communication skill includes the
capability in speaking in verbal languages. Ulinski
and O’Callaghan (2002) describe that oral
communication skill consists of skill to hear,
conversation, following instruction, communication
with others, and participation in a certain meeting
involving more than two persons. Usually, oral
communication skill is measured based on it’s
fluently and effective-ness of delivering messages or
information. Oral communication skill includes the
skill of effectiveness delivering the message, the
capability to deliver idea and thinking orally, diction,
coherently and systematically communication,
presentation capability, rich in communication
vocabulary, (Large et al. 2009, Ulinski and
O’Callaghan 2000, Miller 2000).
Soft skills relate to other communication skills
that are not less important in supporting the work is
written communication skills. Large (2005) uses the
dimension of the ability to write complex
compositions and the ability of written expression to
judge a person related to the skills of written
communication. While Munila and Blodgett (1995)
use an approach to the ability to develop ideas
through writing, the clutter of ideas in writing,
sentence structure and paragraphs, the separation of
words to measure the ability of communication in
writing. Miller (2000) uses a coherent dimension of
writing skills, easy-to-understand writing skills,
effective writing skills, effective writing skills, the
ability to organize written materials properly, the
ability to arrange paragraphs effectively, to under-
stand and paraphrase effectively as an indicator of
soft skill of written communication.
Soft skill critical thinking ability is the ability
related to developing reflective analysis and
evaluation of interpretation or explanation to decide
what to believe and what to do (Cavdar and Doe,
2002, Fisher, 2001). Critical thinkers involved in the
analysis conclude and understand and evaluate
different approaches and in different perspectives.
Critical thinkers can demonstrate the ability to
understand the assumptions of various methods and
then reinforce claims and make opinions based on
available information both analytically and
synthetically (Cavdar and Doe 2002). Furthermore,
Cavdar and Doe (2002) described the dimensions of
critical thinking ability including aspects; The ability
to make logical conclusions from the premises
derived from various approaches, the ability to
understand the assumptions and preconditions, the
ability to make propositions logically based on
existing evidence, the ability to make logical
conclusions and arguments and the ability to
distinguish relevant arguments, strong and weak.
Soft skills teamwork skills are a very important
form of soft skills when the completion of a job is not
individual but in the group. Indicators for measuring
teamwork are a willingness to work together,
expressing positive expectations, rewarding input,
encouraging, building team spirit (Triyono and
Lestari 2007). Baker and Salas (1992) revealed the
behaviors that emerged in team-work; ask if not sure
whether the information or procedures are correct,
help other team members what to do next, discuss to
improve team performance, provide direction with
other team members, thanking for the criticism of the
mistakes made. Valentine et al. (2011) grouped the
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628

measurement of teamwork into two groups: quality of
task-related inter-actions and quality of social
interactions. Quality Interaction-related tasks include
communication, decision-making together,
empowerment of all team members, full participation,
collaboration, learning orientation, coordination,
joint ventures. The quality of social interaction
includes social support, respect, psychological
security, dispute management, proximity to each
other as a group.
3 METHODS
The exploratory research approach was applied in this
study. Exploratory research refers to preliminary
research which is the availability of information from
previous similar research not sufficient to explain
certain phenomena (Sekaran, 2004). Exploratory re-
search stresses on collecting preliminary information,
cross-sectional research timing and involving a lot of
samples (Jogiyanto, 2014). The unit analysis was
accounting students both graduate and undergraduate.
There are two independents variables investigated in
this research namely Student Centered Learning
(SCL) and Soft Skills. Variable SCL was breakdown
into learning method attributes; 1) student classroom
presentation, 2) case problem solving, 3) paperwork
assignment and 4) group assignment. Details of the
measurements and references are presented in Table
1 and Table 2.
Purposive Sampling method was used in this
research and the data was collected using questioner
instrument. Undergraduate ac-counting students and
master of accounting student were involved as
respondents. Variable soft skills were measured using
seven-point of Lickert scale. Variable SCL was
measured using factual experiences of the student’s
related four attributes of SCL. The respondents were
found no experience in all attributes of SCL
eliminated from the sample. Descriptive statistical
analysis procedure along with validity and reliability
test were applied in this research as assisting tool to
make a judgment.
Table 1: Operational variable-student centered learning.
SCL Methods References
Student
Classroom
Presentation
Rudy Kustijiono ( 2011), Tina
Afiatin ( 2009)
Case Problem
Solving
Çubukçu, (2010), Rudy Kustijiono
( 2011), Tina Afiatin ( 2009), PPP
UGM ( 2010)
Paperwork
Assi
g
nment
Munn (2004), Rudy Kustijiono
(
2011
)
Group
Assignment
David ( 1995), PPP UGM ( 2010),
Rudy Kustijiono ( 2011), Tina
Afiatin ( 2009), PPP UGM ( 2010)
Table 2: Operational variable - soft skills.
Soft Skills Dimensions References
Oral
Communication
Skills
• Ability to
deliver
information
orally
• Effectiveness to
deliver
information
orally
• Skill to deliver
idea and
thinking orally
• Skill to choose
diction
• Oral
communication
coherently and
organized
• Ability to
conduct
presentation
• Ability to
deliver
information
variousl
y
Large Dkk
(2009),
Ulinski and
O’Callagha
n (2002),
Field et al,,
Miller
(2000)
Written
Communication
Skills
• Writing
coherently
• Effectiveness in
composing a
sentence
• Writing idea and
thinking
effectively
• Well Organizing
written
expression
• Effectively
developing core
of idea in one
paragraph
• Capability in
composing
complex
sentences
• Capability in
expressing
thinking in
written language
• Capability in
composing
structure of
sentences with
ri
g
ht diction
Miller
(2000),
Large
(2005),
Munila and
Blodgett
(1995)
Descriptive Analysis of Student Centered Learning Implementation and Its Implication on Soft Skills Developments
629

Critical thinking
capability
• Capability in
making logic
conclusion of
cases or
problems
• Understanding
roots of
problems
• Capability in
making logic
conclusion of
cases or
problems based
on the evidence
available.
• Making
argumentation
logically
• Capability to
differentiate
relevant
argumentation,
strong
argumentation,
and weak
argumentation.
Cavdar and
Doe (2002)
Teamwork
capability
• Discharging role
and
responsibility
corresponding
job description
• Doing
coordination
with team’s
members
• Adaptation with
team’s member
• Working
together with
team’s members
• Decision
making together
with team
members
• Closely personal
relationship
with team’s
members
Sriyono and
Farida
(2007),
Pineda and
Lerner
(2006),
Baker and
Salas
(1992),
Valentine et
al (2011)
4 RESULTS AND DISCUSSION
4.1 Demography and Distribution of
Sample
A sample of this research was accounting students of
graduate (Magister of Accounting) and
undergraduate both private and state university.
Private university was represented by President
University. Meanwhile, Universitas Padjadjaran and
Universitas Udayana were a representation of state
universities. A total number of the sample is 199
sample and the distribution of sample is 25% and 75%
private and state university respectively. The
composition of the sample consists of 80%
undergraduate student and 20% postgraduate
students. In terms of sample composition based on
gender, 36% of the sample is male accounting student
and 64% the rest is female accounting students. Detail
information of sample demography is depicted in
Table 3.
Table 3: Demography of the sample.
Total
Sample
(N)
Percentage
(%)
Level of Study Undergraduate
student
159 80%
Master of
Accounting
40 20%
Classification of
the University
State University 150 75%
Private
University
49 25%
Gender Male 71 36%
Female 128 64%
In terms of sample distribution based on sources
of the sample, Universitas Padjadjaran contributed
75% of the total sample (110 samples undergraduate
students and 40 samples postgraduate students).
President University and Universitas Udayana
contributed 17% and 8% respectively (33 samples
and 16 samples). Detail of sample distribution is
depicted in Table 4.
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630

Table 4: Distribution of sample.
Sample
(N)
Percentage
(%)
Undergraduate
Accounting
Students
Universitas
Padjadjaran
110 55%
Universitas
Udayana
16 8%
President
University
33 17%
Master of
Accounting
Universitas
Padjadjaran
40 20%
Total 199 100%
4.2 Validity, Reliability and Descriptive
Statistic
4.2.1 Classroom Presentation and
Communication Skills
It is believed that the students who have frequent
experiences doing classroom presentation, it will help
them in developing capabilities of students in terms
of oral communication skills. The students have a
responsibility to explain certain topic clearly in front
of an audience (peer) and teacher or lecturer. In that
point, the students practice oral communication skills
and have a tendency to do their best performance they
can do to convince audience and lecturer. The more
frequencies of having classroom presentation, it
means more practicing oral communication skills for
the students. By having more chances to practice oral
communication skills through classroom student
presentation, it is expected that the capability of
student’s oral communication skill will evolve
continuously.
The results of the student’s perception about the
impact of SCL using classroom presentation is
depicted in Table 5. The results show that validity test
of seven dimensions to measure construct soft skill
oral communication skill is valid. It is indicated with
each of value of Pearson Correlation (r) above a
critical value (r >0.5). It means that all of seven
dimensions of oral communication skill measurement
are valid to represent a measurement of oral
communication skill variable. Overall, it is also
indicating that the measurement of construct oral
communication skills is reliable (Cronbach’s Alpha >
0.7). It implies that the student who have experience
doing classroom presentation, they confirmed that it
has contribution to their oral communication skills.
Top tree of oral communication skills as results of
impact of implementation SCL student classroom
presentation are 1) ability to deliver information
orally, 2) effectiveness to deliver information orally
and 3) capability to conduct oral communication
coherently and organized.
Table 5: Validity, reliability and descriptive statistic of oral
communication skills.
Indicate the impact of the learning process by doing student Classroom
Presentation on the the development of your oral communication skills
b
ellow:
Oral
Communication
Skills
Dimension
Pearson
Correlation*
Mean
**
Rank Cronbach’s
Alpha
Ability to deliver
information
orall
y
0.750 5.925 1
0.909
Effectiveness to
deliver
information
orall
y
0.764 5.744 2
Skill to deliver
idea and thinking
orall
y
0.745 5.663 5
Skill to choose
diction
0.735 5.739 4
Oral
communication
coherently and
or
g
anize
d
0.742 5.754 3
Ability to
conduct
p
resentation
0.743 5.492 6
Ability to deliver
information
variousl
y
0.618 5.337 7
*p < 0.05, ** maximum value is 7.00
4.2.2 Paperwork Assignment and Written
Communication Skill
Student’s written communication skill is a form of
skill related capability of the students to put the idea
of thinking in written expression. Academically,
written communication skill can be identified based
on its coherence, effectiveness, clearness, properly in
diction and systematic in organizing writing.
However, to get that, the students need exercises and
usually, it will not present in the first try of writing an
assignment. Written communication skill is an
accumulation of experiences in conducting such as
paperwork assignment. Soft skill written
communication skill will enhance in line with
increasing experiences of doing paperwork
assignment. The more frequencies of conducting
paperwork assignment, it will enable the students
doing exercise of academic writing and at the end it
will also enhance their written communication skill
Measurement of written communication skill as
depicted in Table 6 indicates that all of the
measurement dimension is valid (r > 0.5). It means
that all dimensions of soft skill writ-ten
communication skill are valid to represent a
measurement of written communication skill
variable. Reliability measurement of construct
written communication skill also shows that the
Descriptive Analysis of Student Centered Learning Implementation and Its Implication on Soft Skills Developments
631

construct is reliable (Cronbach’s Alpha > 0.7).
Therefore, it can be concluded that the students who
have experiences of doing a paperwork assignment,
they believed that their written communication skill
increased because of it. Top three of written
communication skills that appear due to the impact of
the paperwork assignment are 1) ability to compose
sentences effectively, 2) capability in developing a
core of idea in one paragraph effectively, 3) capability
in organizing written expression. The details
information about impact paperwork assignment is
presented in Table 6.
Table 6: Validity, reliability and descriptive statistic of
written communication skills.
Indicate the impact of the learning process by doing paperwork
assignment on the development of your written communication skills
bellow:
Written
Communication
Skills
Dimension
Pearson
Correlation*
Mean
**
Rank Cronbach’s
Alpha
Writing
coherently
0.760 5.437 5
0.930
Effectiveness in
composing a
sentence
0.775 5.538 1
Writing idea and
thinking
effectively
0.833 5.402 6
Well Organizing
written
expression
0.750 5.462 3
Effectively
developing core
of idea in one
paragraph
0.804 5.482 2
Capability in
composing
complex
sentences
0.627 5.030 7
Capability in
expressing
thinking in
written language
0.740 5.452 4
Capability in
composing
structure of
sentences with
ri
g
ht diction
0.794 5.437 5
*p < 0.05, ** maximum value is 7.00
4.2.3 Case Problems Solving and Critical
Thinking
Critical thinking is an important soft skill needed to
deal with any circumstances that involve complex
problems. Students can develop critical thinking
capability through exercises using case problem-
solving. SCL using case problem-solving drives the
student to ac-cumulate information available,
formulate the problems, and solve the problems based
on theoretical framework already learnt before. Case
problem-solving method of learning al-lows the
students to find a solution to the real problem with
knowledge obtained during classroom. The most
important think of learning using case problem
solving is that the student can explore their mind to
solve a complex problem by using their accumulation
of knowledge. Case problem solving enables the
student to see real world using real cases and
therefore, it will prepare them in under-standing real
working environment in the future.
Based on information depicted in Table 7, it
indicates that all dimension measurement of critical
thinking is valid (r > 0.5). Reliability test also shows
that measurement construct of critical thinking is
reliable (Cronbach’s Alpha > 0.7). Therefore, the
questioner instrument is valid and reliable to measure
soft skill critical thinking variable. It can be
concluded that the students who have experiences
doing cases problem-solving in their learning pro-
cess, they believed that their critical thinking
capabilities increased because of that. As for the top
three of critical thinking dimensions as results of
impact of cases problem solving are 1) capability to
make a logical conclusion of problems, 2) capability
to make a logical conclusion of problems based on
information available and 3) capability to understand
roots of the problem and making logical
argumentation. Details information of influence SCL
using cases problem solving towards critical thinking
capabilities is presented in Table 7 bellows:
Table 7: Validity, reliability and descriptive statistic of
critical thinking capability.
Indicate the impact of the learning process by doing Cases Problem
Solving on the development of your Critical Thinking Capabilities
bellow:
Critical
Thinking
Capability’s
Dimension
Pearson
Correlation*
Mean
**
Rank Cronbach
’s
Alpha
Capability in
m
aking logic
c
onclusion of
c
ases or
p
roblems
0.788
5.789
1
0.914
U
nderstanding
r
oots of
p
roblems
0.800 5.658 3
Capability in
m
aking logic
c
onclusion of
c
ases or
p
roblems based
0.796
5.709
2
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o
n evidence
available.
M
aking
argumentation
l
ogicall
y
0.813 5.658 3
Capability to
d
ifferentiate
r
elevant
argumentation,
strong
argumentation
and weak
ar
g
umentation.
0.712 5.487 4
*p < 0.05, ** maximum value is 7.00
4.2.4 Group Assignment and Teamwork
Group assignment is one method of SCL learning that
allows a member of group interaction each other to
complete the assignment. In group assignment,
teamwork is key to the effectiveness of completeness
of assignment. Working in a group enables the stu-
dent to do collaboration by giving a contribution of
idea or solution toward certain assignment or
projects. As a member of the group, each individual
will have responsibilities based distribution of
contribution. Furthermore, learning using group
assignment, it will develop togetherness of behavior.
By implementing group assignment, the students will
behave socially and avoid the individualistic
behavior.
Information acquired from the questioner as
presented in Table 8 indicates that all dimensions of
measurement of soft skill teamwork is valid (Pearson
Correlation > 0.5). It means that the dimensions are a
representation of soft skill teamwork measurement.
Reliability test is also indicating that measurement of
construct teamwork is reliable (Cronbach’s Alpha >
0.7). It implies that the students who had experiences
doing group assignment agree that it had an impact on
their teamwork capabilities. Top three of teamwork
capabilities as the impact of SCL using group
assignment are 1) adaptation ability to members of
the group, 2) capability working together with
members of the group and 3) co-ordination capability
with members of the group. Details of information
from the questionnaire are presented in Table 8
bellows
Table 8: Validity, reliability and descriptive statistic of
team working skill.
Indicate the impact of the learning process by doing Group
Assignment on the development of your Teamwork capabilities
bellow:
Team Work
Skill’s
Dimension
Pearson
Correlation*
Mean
**
Rank Cronbach’s
Alpha
D
ischarging
r
ole and
r
esponsibility
c
orresponding
j
ob description
0.722 5.698
4
0.916
D
oing
c
oordination
w
ith team’s
m
embers
0.767 5.754
3
A
daptation
w
ith team’s
m
embers
0.803 5.839
1
W
orking
t
ogether with
t
eam’s
m
embers
0.852 5.799
2
D
ecision
m
aking
t
ogether with
t
eam members
0.774 5.618 6
C
losely
p
ersonal
r
elationship
w
ith team’s
m
embers
0.672 5.663 5
*p < 0.05, ** maximum value is 7.00
5 CONCLUSIONS
In general, it can be concluded that implementation of
teaching method using SCL has a positive impact on
student’s soft skills development. In details, SCL
method using student classroom presentation,
paperwork assignment, cases problem solving and
group assignment have a positive impact on soft skills
development oral communication skill, written
communication skill, critical thinking capability and
teamwork capability respectively.
SCL method using classroom student’s
presentation mostly takes the impact on the
development of oral communication in terms of
capabilities in delivering information orally, the
effectiveness of delivering information and
capability. Meanwhile, SCL approach using paper
writing assignment had a positive impact on student’s
written communication skill development in terms of
capability of composing sentences effectively,
composing the main idea in one paragraph effectively
and producing well-organized writing.
Descriptive Analysis of Student Centered Learning Implementation and Its Implication on Soft Skills Developments
633

SCL method using cases problem-solving
influence student’s critical thinking capabilities
mostly in terms of capability to make a logical
conclusion of problems, the capability to make a
logical conclusion of problems based on information
available and capability to understand roots of the
problem and making logical argumentation. Mean-
while, SCL method using group assignment mostly
take the impact on student teamwork capabilities in
terms of adaptation with other team members,
collaboration with other team members and
coordination with other team members.
Suggestion for future research is an improvement
in terms of methodology re-search and analysis.
Qualitative research method using deep interview is
expected to be conducted in the future to get more
detail information about kind of soft skills developed
as impact of implementation of SCL methods. In
order to obtain a generalization of conclusion, more
samples involved both private universities and state
universities is suggested. Exploratory research using
Confirmatory Factor Analysis (CFA) is analysis
recommended to confirm the preliminary findings as
found in this research. Due to there are wide range
SCL method and soft skills still not included in this
study, an extension of investigation of SCL and its
relationship with soft skills are important to be
conducted in the future.
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