The Cooperative Experiential Learning Model Based on Soft Skill
and Hard Skill in Improving Trainees' Competence at the Beauty
Course Institute
Wiwin Herwina
Department of Non formal Education, Universitas Siiwangi, Tasikmalaya, Indonesia
Keywords: Cooperative Experiential Learning Model, Soft Skill, Hard Skill, Competence.
Abstract: Cooperative Learning need in group study give more experience to improve the hard skills and soft skills of
trainees are increasing. The trainees are not only conduct a series of activities on the learning process together.
The purpose of this research is to develop cooperative experiential learning model based on soft skill and hard
skill in improving the competence of trainees at beauty course institute. The research method uses an effective
R & D for use in the scope of education. Research samples amounted to 40 trainees. The results showed that
the ability of the trainees both hard skills and soft skills are quite diverse. There is a high enough competency
gap. Basic values of cooperative learning and experiential learning are needed to improve learning
completeness with low competency variation gaps among trainees. Cooperative experiential learning models
based on soft skills and hard skills offer sustainable cooperative, experience and learning practices based on
values that are rooted in people's lives. The conclusion of the research is the approach model based on the
principle of cooperation, experience and learning to improve hard skill and soft skill in improving trainee’s
competence in beauty course institute.
1 INTRODUCTION
The need for training participants to face competition
in the free market is increasingly high. The education
and training to improve the soft skills and hard skill
require the foundation of the paradigm of thinking
that suits those needs. Anwar (2004) states that
"Entering the era of globalization in the 21st century
requires a new paradigm in the world education
system, in order to educate humanity and maintain
brotherhood”. The paradigm refers to the four pillars
of Unesco (2005), namely learning to know, to do, to
and to live together as a unity that directs every
education and training. Cobo (2013) states skills for
innovation: envisioning an education that prepares for
the changing world. the changing conceptions of
space-time and the emphasis on lifelong learning; and
the development of soft skills. Manuti et al. (2015)
say that in such fast-moving working contexts, skills
and competencies rapidly become outdated and need
to be continuously implemented and empowered as a
strategic factor for global competitiveness.
Traditional models of learning both inside and outside
of the workplace have become unable to explain the
complexity of such a process, weaving between and
overlapping formal and informal components.
The needs of the trainees are not only limited to
hard skills or soft skills. Both skills are a requirement
that is met through an ongoing process. Non-formal
education programs as a cross-sectoral program is
required to meet the needs of soft skills and hard skills
of the trainees as a whole and ongoing. The result of
observation on the implementation of education and
skin beauty training found several things, namely 1)
competency elements taught like cooperation,
personality in completing the duration of 1 hour
learning, 2) focus of training is hard skills with the
amount of learning 70% of the hours held, 3)
Evaluation of learning is implemented that is
evaluation on hard skill, evaluation on soft skill not
comprehensive,4) learning model refers to pedagogy
learning model, 5) Learning paradigm is based on the
foundation of formal learning philosophy. Hilton
(2008) argued that in the era of the 21st century
required skills of soft skills that will support success.
Esa et al. (2015) illustrates that university graduates
have a hard skill but are weak in soft skill abilities.
Hasan and Maarof (2014) expressed weak teacher's
256
Herwina, W.
The Cooperative Experiential Learning Model Based on Soft Skill and Hard Skill in Improving Trainees’ Competence at the Beauty Course Institute.
In Proceedings of the 1st International Conference on Educational Sciences (ICES 2017) - Volume 1, pages 256-259
ISBN: 978-989-758-314-8
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved

attention to soft skills of students. Laker and Powell
(2011) stated that the lack of soft-skill transfer in
training will result in inefficiencies in the work of
both time, effort and money The projected outcomes
of the European Center for the Development of
Vocational Training (CEDEFOP) in 2013 related to
skill requirements for workers in the coming years
focus on individual characteristics that describe soft
skills. Chalid (2014) states the importance of soft skill
ability to support the success of working as a
professional.
Hoffmann (2012) states the need for a training
model that integrates soft skills and hard skills,
especially communication skills in accordance with
the needs of the world of work. The trainees need soft
skills and hard skills to compete in the global era.
Ayuningtyas (2015) says that: “hard and soft skills
are needed by students in order to increase the
potential of students and meet the needs of students
to enter the real world and industry”. Amidst the
necessary innovative learning needs for adult
learning.
Implementation of education for adulthood has
not been innovative to answer the need of soft skill
and hard skill thoroughly. It is necessary to develop
the learning model to increase the mastery of hard
skill and soft skill1) there is a practical need for
trainees to work together to produce learning
completeness. The learning outcomes are very varied
and there is a gap between the ability of soft skill and
hard skills. The work of the trainees requires the
ability of soft skill and balanced hard skills. In
addition, the work faced requires cooperation 2) The
basic values of cooperative are limited to the learning
process in the training. In order to complete the
learning of the participants it is not enough just to
work together in the form of specific groups in the
designed situation. Participants need cooperation in
real situations). On the other hand, learning practice
experiential learning conducted by students without
the help of co-workers less effective.
Esa et al (2015) associated with the improvement
of soft skills, there are several methods of practice
methods, lectures, methods of demonstration and
interactive. The need for a cooperative climate to
support the creation of experiential learning. Haddara
and Skanes (2007) emphasized the importance of
experiential cooperative learning and suggested to
bring cooperative education to the realm of learning
experience. Huser and Munos (2010) demonstrated
scientific evidence about the success of experiential
cooperative learning model to improve students' ECL
Model. Junge et al. (2017) suggests the need to build
life skills through participation in experiential and
cooperative learning. Esa et al (2015 pp 207) related
to the improvement of soft skills, there are several
methods that are practice method, lecture,
demonstration method and interactive. The needs of
trainees to work together in study groups that provide
work experience to improve hard skills and soft skills
trainees are increasing. The source of value for
improving soft skills and hard skills is a value that is
rooted in people's lives such as collectively.
The purpose of this research is to develop
cooperative experiential learning model based on soft
skill and hard skill in improving trainees' competence
in beauty course institute.
2 LITERATURE REVIEW
2.1 Cooperative Experiential Learning
Cooperative learning is a general term for a set of
teaching strategies designed to educate group
collaboration and social interaction in the learning
process. The assumptions underlying Cooperative
Experiential Learning model proposed by Mulcahy
(1984) that learning should be limited in the
evaluation of cooperation so that attention can be
focused on theoretical and exercise comparison.
Cooperative Experiential Learning consists of 3
concepts namely cooperation, experience and
learning. Camp et al (2008) model of collaboration
with involvement in learning experience approaches
increases learning participation. Junge et al. (2017)
that the benefits of cooperative experiential learning
provide more interaction opportunities aimed at
learning and can improve the life skills of trainees.
The source of the value of cooperation on which
learning is based is the livelihood of the community.
The participants live in a high collectively culture.
Fischer et al (2009) states: "whereas people in
collectivistic cultures develop their goals that are
compatible with their in-group's goals". Cohen et al
(2016) states collectivistic cultures encourage people
to develop interdependent selves, in which people
fundamentally see themselves as interconnected in
important ways with close others, and to prioritize
good relationship functioning over their own,
idiosyncratic goals.
2.2 Soft Skills and Hard Skills
Soft skills and hard skills cannot be separated. Hard
skills are a number of attributes that describe abilities
related to learned objects including work skills or
academic ability. Soft skills are a person's skills in
The Cooperative Experiential Learning Model Based on Soft Skill and Hard Skill in Improving Trainees’ Competence at the Beauty Course
Institute
257

dealing with others (including with himself). The
attributes of soft skills, thus include the values held,
motivation, behavior, habits, character and attitudes.
Nealy (2005) suggests that soft skills are
indispensable in the world of work. These include
interpersonal skills, communication, listening,
problem-solving teams, cross-cultural relationships
and customer service. Regarding the specific soft
skills delivered Grapczynski et al. (2013), that skills
include communication skills, critical reflection,
teamwork, ethics, and recognition of customer needs.
Ngang (2014) explains that Soft skills are:
communication, critical and problem solving,
teamwork, lifelong learning and information
management, entrepreneurship, ethics, morale and
professionalism, and leadership. Esa et al. (2015,)
suggests the same thing that soft skills are needed in
the world of work as stated that: "Soft skills are some
of the skills needed to ensure that graduates fulfill the
needs of the job market". Indicators of soft skills
include critical thinking and creative skills, effective
communication skills, able to make choices and
decision-making based on extensive data and
understanding, leadership and skills.
3 METHODS
In this research used Research and Development (R
& D) approach. Research and Development (R & D)
is a research used to develop effective products for
use in the scope of education. This research is planned
to be conducted at LKP Yuwita in Tasikmalaya City.
The subject in this study were the participants of skin
care training LKP Yuwita which amounted to 40
trainees. Dimension of cooperative learning
experiences are concrete experience, observation and
critical reflection, formulating and implementation,
planning of learning implementation, group
comparison. Soft skills interpersonal communication,
problem solving, eagerness for lifelong learning,
customer focus, team work based on social action
oriented towards the common welfare. The values
excavated as a foundation for building cooperation
stem from the livelihood of the people.
4 RESULTS AND DISCUSSION
In this research used Research and Development (R
& D) approach. Research and Development (R & D)
is a research used to develop effective products for
use in the scope of education. This research is planned
to be conducted at LKP Yuwita in Tasikmalaya City.
The subject in this study were the participants of skin
care training LKP Yuwita which amounted to 40
trainees. Dimension of cooperative learning
experiences are concrete experience, observation and
critical reflection, formulating and implementation,
planning of learning implementation, group
comparison. Soft skills interpersonal communication,
problem solving, eagerness for lifelong learning,
customer focus, team work based on social action
oriented towards the common welfare. The values
excavated as a foundation for building cooperation
stem from the livelihood of the people.
5 CONCLUSIONS
The application of Cooperative Learning Experiential
on the course participants improve the ability of soft
skills and hard skills. The sources of value that are
enabled to enhance cooperation, experience and
learning are rooted in the values of the community in
which the participants live. Further research focuses
on values as the foundation that directs cooperation
for learning with azaslife long learning post training.
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