Teachers’ perspectives toward soft skills in science learning

Abstract

Abstract Soft skills are the essential attribute which has significant impacts on students’ achievement. This research aimed to investigate science teachers’ perception related to the importance of soft skills for the student, the components of soft skill needed in science learning, the appropriateness method in integrated soft skills in science learning and the challenges of soft skills improvement in science learning. By the purposive sampling, 100 science teachers from junior high schools were investigated. Survey method was used to collect the data and the analysis was conducted using descriptive-statistical analysis. The result showed 34% science teachers’ believe soft skills are critical factors for productive performance. Twelve components of soft skills which were needed in science learning are critical thinking, teamwork, creative and innovative, communication, problem solving, curiosity, rigorous, integrity, analysis, research and inquiry, information literacy, and objective. Data express the percentage difference in each component of soft skills. The finding revealed embedded and integrated are the significant methods in enhancing students’ soft skills. Lack of teachers’ understanding and learning resources and school principals’ support become the challenges in developing students’ soft skills. The study recommends developing an appropriating model or strategy in promoting soft skills.