The Impact of Sport Co-Curricular and Internship on Social Skill
Narwikant Indroasyoko
1
, Adang Suherman
2
, Yudy Hendrayana
2
, and Dede Sujana
1
1
Politeknik Manufaktur Negeri Bandung, Indonesia
2
Faculty of Sport and Health Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
asyoko2205@gmail.com
Keywords: Co-Curricular, Internships, Social Skill.
Abstract: Sport co-curricular and internship practice is mandatory program especially in Polytechnic Manufacturing
Bandung (POLMAN) as the process of socializing is one of the problems faced especially to find employment.
The purpose of this research is to study the sports co-curricular and internship practice on social skills. The
research method used was an ex-post facto study with factorial design 2 X 2. 165 students were given a
questionnaire of social skills then the results of the research data showed there were significant differences in
co-curricular exercise on social skills (P = 0.040 <0.05) there was interaction between sport curricular with
internship practice (P = 0,000 <0,05) on social skill, there was positive and significant influence between co-
curricular group of sports team with co-curricular individual sports to social skill in industry (P = 0,001 <0.05),
and there was a positive but insignificant influence between the co-curricular group of sport group with co-
curricular individual sport on social skills in campus (P = 0.175> 0.05). The results revealed that the type of
co-curricular exercise and internship practices affect the social skills. Limitations of the research methods
used recommend to further research using experimental method or others.
1 INTRODUCTION
The purpose of this study is to provide an overview
of the impact of social skills through sport co-
curricular and industrial working practices that will
later improve the relevance of graduates to the
industry's need for professional human resources
(HR), in accordance with the program of
KEMENRISTEK DIKTI (2017) about relevance of
graduates. Social skills are the culmination of human
ability as an individual in interacting with other
individuals existentially, which includes the skill to
cooperate, assertive skill (assertive and firm action),
empathy and self-control skill, social skill are
psychomotor domains. Thus it can be explained that
the practice of education in Indonesia is directed not
only the effort to educate intellectual, but also the
personality and social skills so that it becomes a
complete human being. Borrowing the term Sofyan
Assauri (2009: 3) man who is intact human intelligent
brain, gentle heart and skillful hands. It can be said
that social skill is the peak of human ability to survive
in the middle of life competition with individual or
other group Peter (2003). Zainun Mu'tadin (2006)
social skills is the ability or ability possessed by a
person to adapt and interact with his environment
which includes the ability to communicate, establish
relationships with others, appreciate yourself and
others, give and receive criticism from others.
Configuration of characters in the context of the
totality of psychological and socio-cultural processes
can be grouped in the exercise (spiritual and
emotional development), intellectual development,
sports and kinesthetic (physical and kinestetic
development), as well as taste and affective creativity
development) (Grand Design Character Education
2010).
The physical education perspective that social
skills can be built and trained through sports co-
curricular activities and all forms of both physical
activity and student interaction as in the internship
practice program. Based on the above explanation,
the sports co-curricular and internship practice which
is programmed on campus is part of the sport and the
thinking towards the clean and healthy man,
discipline, sportive, tough, reliable, resilient, friendly,
cooperative, determinative, competitive, cheerful and
persistent also intelligent, critical, creative,
innovative, curious, open-minded, productive,
science-oriented and reflective.
202
Indroasyoko, N., Suherman, A., Hendrayana, Y. and Sujana, D.
The Impact of Sport Co-Curricular and Internship on Social Skill.
In Proceedings of the 2nd International Conference on Sports Science, Health and Physical Education (ICSSHPE 2017) - Volume 1, pages 202-206
ISBN: 978-989-758-317-9
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
2 LETERATURE RIVIEW
Especially, in the modern era where individuals have
to pass through the phases of anxiety and excessive
stress, that sometimes it causes various types of
depression and even loss of life. In such cases,
individual involvement in co-curricular activity
becomes important, that through co-curricular
activities it stops various types of anxiety and stress.
Co-curricular or extracurricular activities help
students cope with stress and enable individual
holistic development (Dhanmeher, 2014).
Co-curricular activities (Dhanmeher, 2014) are
defined as programs or activities outside the
classroom, supervised, financed by universities,
which provide learning experiences and character
development related to the curriculum. Co-curricular
activities are voluntary, not part of the college
curriculum, are not assessed and do not get credit. In
other words, activities are conducted inside or outside
the school or college building by establishing
organized clubs, associations, and organizations.
"Co-curricular activities" also include student clubs,
sports associations, and cultural activity
organizations conducting such activities. Co-
curricular is a program for students to learn to
improve their work skills both individually and
individually, as students entering the job market, the
company consistently requires graduates to have
work skills, including the ability to communicate
effectively, work in teams, solve problems, soul
leadership and overcome work diversity (National
Research Council 2009). From the definition of co-
curricular above it can be taken an understanding that
co-curricular activities is an activity that is conducted
outside the lesson, which can support intrakurikuler
activities and is one of the path of guidance of student
behavior.
Furthermore, the discussion on internship Kulinna
(2007) argues that, apprenticeship is one of the oldest
learning elements in the world, apprenticeship is
required as an individual and collective learning
method. The real purpose is to disseminate and
receive information at the simplest and most complex
levels. Assessment of the results of internship
practices shows that through the practice of
apprenticeship students can be increased problem-
solving skills, as described in the case study of
apprenticeship experience of the application of school
curriculum program for five years from 2001 to 2005
(Fabes, RA, Gaertner, BM, Popp, TK, 2006) . Direct
relationship between one with others in the context of
the delivery and reception of technical information
such as this is called internship, thus in addition to
strengthening of technical knowledge students also
develop social skills. Some of the benefits of
activities that can be felt by students are: students
know the process of business activities directly in the
field, understand the constraints faced by students,
gain experience in interacting with employers,
employees and consumers, and increasing motivation
to do business independently (Setyo, 2009).
Thus, the Higher Education process itself is
naturally filled with learning arranged in the main
curriculum, technical and co-curricular curriculum,
all of which are interrelated and supportive. In
particular, sports co-curricular and technical curricula
(industrial work practice) can be a means of
establishing direct and open social skills.
3 METHOD
The method used is expost facto, it is expected to get
the influence of co-curricular sport on social skill,
interaction between sports co-curricular group with
industry work practice, co-curricular effect of sports
team and individual to social skill in place of
apprentices. All data collected from 165 students
through a questionnaire Social Skill Improvement
System Rating Scale (SSIS-RS) developed by
Gresham & Elliot (2011) as a research instrument.
Data were tested by t-test that is for co-curricular
effect and internship practice toward social skill,
while for interaction test used F-test of covariance
analysis (ancova).
4 RESULTS AND DISCUSSION
Based on the results of processing and data analysis,
obtained some findings as follows.
4.1 The positive influence of co-curricular
sports team with individual against
social skills
Table 1: T-test for Equality of Means.
t-test for Equality of
Means
T
Df
Sig.
(2-tailed)
Social
Skill
Equal
variances
assumed
2.067
163
.040
The Impact of Sport Co-Curricular and Internship on Social Skill
203
As shown in Table 1, the Value of t-hit 2.067 with
Sig. 0.040 ≤ 0.05 and refers to the decision criteria
that, if the value of Sig. ≤ 0.05 then Ho is rejected.
Thus it can be concluded that "There are differences
in the positive influence of co-curricular sports of the
team with individuals on social skills."
Wagner (1999) states that co-curricular activities
encourage personal achievements and the
development of interpersonal skills. Students who
participate in these activities have the opportunity to
receive meaningful roles and responsibilities.
Understanding social relationships will foster student
success gained from the experiences of co-curricular
activities even though students develop under an
unfavorable curriculum.
Therefore, it has been visualized and understood
that the development of all individuals should include
the development of scholastic or academic or non-
scholastic or non-academic aspects. Such
developments include academic, physical,
intellectual, social, moral, spiritual development and
are also called "individual holistic development". The
only purpose of education is to ensure students'
holistic development. Therefore the curriculum
should cover all aspects of the educational
transaction. The function of education is to guide and
control the formation of habitats and character of the
community as well as to develop their capacity and
strength, so that he will become an efficient member
of society (Dhanmeher, 2014).
4.2 The interaction between the sports and
team sports co-curricular with the
environment where the practice of social
skills
Table 2: Interaction between the sports and team sports co-
curricular.
F
Sig.
6.558
.000
7544.57
7
.000
.167
.683
3.098
.080
14.710
.000
The interaction type co-curricular sport practice
workplace F-hit value 14,710 with Sig. 0.000 ≤ 0.05
(see Table 2) and referring to the decision criteria Ho
is rejected. It can be concluded that "There is an
interaction between the type of co-curricular sport
and the workplace environment of social skills."
Figure 1: Estimated marginal means of social skill.
In the Figure 1, it can be explained that, the social
skills for individual sports co-curricular group
students whose work practices in industry are lower
than those of industry group sports co-curricular
students who work in industry, individual sports co-
curricular student groups whose work practices in
campus and groups of individual sports co-curricular
students who practice campus. Social skills for group
sports co-curricular students whose work practices in
industry are higher than those of individual sports co-
curricular students who work in industry, student
groups a co-curricular sports team that practices on-
campus work, a group of individual sports co-
curricular students who practice in campus.
The significant picture of real-world experience in
social life is supported by reports that over 90% of
Human Resources recruiters say the internship
experience is seen as an important factor in screening
the applicant's resume (Wilson, 1997). The internship
program has the potential to benefit students in
schools, to sponsoring organizations, and to academic
departments that facilitate cooperative education
relationships. In this regard internships include a
integrated perspective approach. According to
Engkoswara in Sufyarma (2004: 199-200) that
integrated perspective approach is also called
integrative approach. This approach is based on
prevailing norms and circumstances, future-oriented
and future-oriented careful and integrated in various
dimensions such as government, private sector,
employers, workers, educators, scientists, ulama and
various development sectors.
So it can be understood that co-curricular and
internships activities encourage student success and
are predictive in subsequent life both in college, at
work and in the community.
ICSSHPE 2017 - 2nd International Conference on Sports Science, Health and Physical Education
204
4.3 Differences of positive influence on the
co-curricular group of sports and co-
curricular individual sports on social
skills in the industry.
Table 3: Differences of positive influence on the co-
curricular group of sports and co-curricular individual
sports on social skills in the industry.
INTERACTION
Mean Difference
(I-J)
Std.Error
Sig.
Teamand
Individu,industr
y
13.98
*
4.047
.004
10.60
*
2.733
.001
5.42
3.248
.344
According to Table 3, it is known that the value of
Tukey test result with probability value (P) or Sig.
0.001 <0.05. Referring to the decision criterion H0 is
rejected, it means that there is a significant difference
of social skill effect on the group of sports co-
curricular and team co-curricular sports group. The
co-curricular factors of sport and the environment in
which apprentice practice is predicted to be one of the
causes of differences in social skills. This is in line
with the results of research proposed by Howie et al.
(2010, p. 124) stating that, The effects that
neighborhood characteristics have on the health and
well-being of children and their families is an
emerging area of research interest. This growing
body of research has shown that one’s neighborhood
can have a direct impact, either positive or negative
on a child’s growth and development.
To support this discussion the data obtained from
the field of studentship of Polytechnic Manufacturing
Bandung through a survey to 27 companies in
JABODETABEK in 2011 that 80 percent of career
problems are determined by social skills, and 20
percent of academic achievement during education.
4.4 Differences of positive influence on the
co-curricular group of sports and co-
curricular individual sports on social
skills in campus.
Table 4: Differences of positive influence on the co-
curricular group of sports and co-curricular individual
sports on social skills in campus
(I)
INTERACTION
Mean
Difference (I-J)
Std.
Error
Sig.
Teamand
Individu,industr
y
-5.42
3.248
.344
8.56
4.182
.175
5.18
2.929
.292
Table 4 shows that the value of Tukey test results
with probability value (P) or Sig value. 0.175> 0.05
then, referring to the accepted H0 decision criteria
means that there is no significant difference in social
skill effect on the co-curricular groups of individual
sports and co-curricular sports groups on campus.
This level of co-curricular integration will provide
students with an in-depth learning experience
throughout the first semester of college and help them
understand that university learning takes place both
inside and outside the classroom (Division of Student
Affairs, 2016-2017).
In this case, the author is not very focused on the
environment where apprenticeship practices, but on
the difference in the influence of the type of co-
curricular sports between the team and the individual.
5 CONCLUSION
Based on the results of data analysis using SPSS
version 23 data and empirical findings can be
concluded as follows: Based on the results of data
analysis using SPSS version 23 data and empirical
findings can be concluded as follows:
1. The application of co-curricular activities in both
individual and team sports co-curricular sports
significantly influences social skills.
2. There is an interaction between the group co-
curricular sport and individual co-curricular
sports with internship practices.
3. The application of group co-curricular sports and
individual sports co-curricular sports in the
industry has a significant effect on social skills.
The Impact of Sport Co-Curricular and Internship on Social Skill
205
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