Penerapan Model Pembelajaran Shesil (Soft, Hard and Environment Skill Integrated Learning) pada Kecakapan Otomotif

Perkembangan teknologi dan informasi akan berdampak pada sendi sendi kehidupan manusia. Manusia membutuhkan kecakapan sesuai perkembangan jaman dan kemampuan untuk meminimalisasikan resiko akibat  teknologi seperti pergeseran nilai karakter dan kerusakan lingkungan. Pendidikan menjadi garda terdepan dalam mewujudkan hal tersebut. Dibutuhkan pola pembelajaran yang menyeimbangkan pendidikan soft skill, hard skill dan environment skill dalam satu kesatuan. Penelitian ini yang dilakukan bertujuan untuk menghasilkan desain model pembelajaran SHESIL yaitu pembelajaran yang mengintegrasikan soft skill, hard skill dan environment skill dalam satu kesatuan. Berdasarkan uji validitas ahli, model pembelajaran SHESIL memiliki tingkat kevalidan yang baik dan layak digunakan.  Efektifitas model dapat dilihat pada uji coba lapangan. Hasil data lapangan menunjukan ada peningkatan pada penilaian soft skill, hard skill dan environment skill. Penilaian keseluruhan aspek dari soft skill, hard skill dan environment skill terhadap peningkatan kecakapan otomotif menunjukan ( t hitung 10,58 > t tabel - 1,64) sehingga disimpulkan model pembelajaran SHESIL efektif meningkatkan kecakapan otomotif siswa SMK. Penerapan model pembelajaran SHESIL menjadi alternatif pilihan dalam membantu guru untuk menanamkan pendidikan soft skill dan kesadaran lingkungan sesuai tujuan pendidikan nasional. The development of technology and information will affect to the principal of human life. Humans need skills based on the development of time and ability to minimize risks caused by technology such as shifting character values and environmental damage. Education becomes foremost guard in creating it. We need  learning model which balances soft skill, hard skill and environment skill in a single entity. The purpose of this research is to produce SHESIL learning model that is the application of learning to integrate soft skill, hard skill and environment skill in one unit. Based on validity test done by the expert,  SHESIL learning model has a feasible and fair validity to be used. The effectiveness of the model can be on field experiment. The result of field data showed that there was a soft skill improvement, environmental skill improvement  and t count 31,46 and hard skill improvement. The whole assessment of soft skill, hard skill and environment skill to the improvement of automotive skill showed t count bigger than t table (10,58> - 1,64) so we can that conclude that SHESIL learning model can improve the automotive skill of vocational students effectively. Application of SHESIL learning model is becomes an alternative choice to assist teachers in realizing soft skill education and environmental sensitivity matching to goals of national education.