Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
E
v
al
ua
ti
o
n
and
Rese
arch in
Education (I
JE
RE)
V
o
l.4
,
No
.3
, Sep
t
em
b
e
r
20
15, pp
. 118
~129
I
S
SN
: 225
2-8
8
2
2
1
18
Jo
urn
a
l
h
o
me
pa
ge
: h
ttp
://iaesjo
u
r
na
l.com/
o
n
lin
e/ind
e
x.ph
p
/
IJERE
Improving Students Soft Skills us
ing Thinking Process Profile
Based on Personality Types
M
.
J
.
D
e
wiyani S
Institute of Busi
ness and Inform
ati
c
s Stikom
Surabay
a
, Indon
esia
Article Info
A
B
STRAC
T
Article histo
r
y:
Received
J
u
n 14, 2015
Rev
i
sed
Au
g
20
, 20
15
Accepted Aug 26, 2015
The cha
lleng
e i
n
educat
ion fie
l
d thes
e da
y
s
ris
e
s
as
the caus
e
of s
o
ciet
y’s
expectation for
higher
education. Th
is
incr
ea
s
i
ngl
y com
p
lex
expe
cta
tio
n
demands that higher educati
on p
r
epares th
e students to gain
integ
r
ity
.
High
er
educa
tion provid
e
s not onl
y h
a
rd
skills for the stu
d
ent, bu
t a
l
so soft skills.
B
y
observing the ha
rd skills side, in the prev
ious rese
arch, th
e author
discovers a
learn
i
ng method based on cognitive process
that
is classified b
y
personality
t
y
p
e
s.
This find
ing is proved
to
be
effe
ctiv
e in
enab
ling stud
e
n
ts to solv
e
problem
s. B
y
u
tili
zing
the
find
ing as we
ll
as
em
plo
y
ing
qua
li
tativ
e
and
development methods, th
is research se
rves
a pur
pose of dev
e
loping learning
m
e
thod that can im
proving
students’
soft
skills at
tribut
es
based o
n
personali
t
y
t
y
p
e
s. This
leads
to
t
h
e co
n
c
lusion th
at
th
e cognit
i
ve process
will
also have th
e same influen
ce on
pers
onal
and in
terpersonal beh
a
viors. Th
e
findings gain
ed
from this research dem
onstra
t
e tha
t
soft skil
ls attribu
t
e
showed by
ever
y
personality
is
vari
ous and it can be improved through the
appli
cat
ion of le
arning m
odels t
h
at put forward
cognitiv
e proce
ss based of
personality
ty
pe
classifi
cat
ion. According
to t
h
e gain
ed findings, it is
recommended that this learnin
g
mode
l can be expanded to
cover other
subjects
in high
er education
s
y
llabus
Keyword:
Co
gn
itiv
e p
r
o
c
ess
profile
Im
p
r
o
v
i
n
g
so
ft
sk
ills
Learni
ng
m
ode
l
s
Math
em
a
tical p
r
ob
lem
so
lv
in
g
Perso
n
a
lity typ
e
s
Copyright ©
201
5 Institut
e
o
f
Ad
vanced
Engin
eer
ing and S
c
i
e
nce.
All rights re
se
rve
d
.
Co
rresp
ond
i
ng
Autho
r
:
M
.
J. Dewiy
a
ni
S.,
Head of Cen
t
er fo
r
Edu
cational Dev
e
l
o
p
m
ent & In
stru
ctional Activ
ities,
In
stitu
te
o
f
Busin
e
ss and
Inform
at
ics Stik
o
m
Surab
a
ya,
Raya
K
e
dun
g Bar
u
k
9
8
,
Sur
a
b
a
ya, I
ndo
n
e
si
a.
Em
a
il: d
e
wiyan
i
@stiko
m
.ed
u
1.
INTRODUCTION
C
once
r
n
o
v
e
r
educat
i
o
n,
es
p
eci
al
l
y
hi
gher
educat
i
o
n
n
o
w
a
day
s
, i
s
t
h
e l
ack
of
sy
ne
rg
y
bet
w
ee
n
hi
g
h
er e
ducat
i
on i
n
p
r
epa
r
i
ng m
a
np
owe
r
and c
o
m
p
ani
e
s as users
.
It
i
s
caused
by
sho
r
t
f
al
l
s
i
n
hi
g
h
er
educat
i
o
n a
w
a
r
enes
s o
f
com
p
ani
e
s
’re
q
u
i
r
e
m
ent
s
fo
r t
h
e
sup
p
l
y
o
f
ade
q
uat
e
m
a
npowe
r
. T
oday
,
i
t
h
a
s bee
n
foun
d
th
at on
e
o
f
m
a
in
facto
r
s o
f
failin
g
in
career is
no
t
m
a
sterin
g
so
m
e
c
e
rtain
sk
ills, for in
stan
ces: hon
esty,
ab
ility to
co
o
p
erate, ab
ility to
m
a
k
e
d
ecisio
n
, ab
ility to
so
lv
e p
r
o
b
l
em
s, etc
.
Th
e ab
ilities
are missed
in
hig
h
er
education teac
hings, a
nd it has just bee
n
realized in
the
past ten years.
Whils
t, according to
the
survey
co
ndu
cted b
y
N
a
tion
a
l
A
s
so
ciatio
n of
Co
lleg
e
s and Em
p
l
o
y
er
s (N
A
C
E)
i
n
2
0
0
2
in USA [1
],
457
busi
n
essm
en a
n
d busi
ness
women stated t
h
at GPA is i
n
the 17
th
ran
k
o
f
20
qu
alities th
at are argu
ab
ly
i
m
p
o
r
tan
t
t
o
be fo
und
i
n
u
n
iv
ersity graduates.
T
h
o
s
e intan
g
i
b
l
e qu
alities are actu
a
ll
y
m
o
re req
u
i
red
.
To
illu
strate, an i
n
d
i
v
i
du
al
who h
a
s ex
traord
in
ary ab
ilities,
bu
t is lack
o
f
ab
ility to
co
op
erate, can raise
d
i
fiicu
lties fo
r
th
e org
a
n
i
zation
wh
ere
h
e
is
work
i
n
g
at. That k
i
nd
o
f
ab
ilities is kn
own
as soft sk
ills.
So
ft sk
ills are v
e
ry im
p
o
r
tan
t
fo
r
g
r
adu
a
tes o
f
h
i
gh
er ed
u
cation
o
n
ce th
ey start th
eir career
o
r
busi
n
ess [2]. This causes the highe
r educ
ation nowa
day
s
atte
m
p
ts
to teach soft skil
ls to their students
,
alth
o
ugh
m
a
n
y
o
f
th
em
are n
o
t
well-stru
ctured
as a syst
em
.
In
th
is research, soft sk
ills will b
e
i
m
p
l
e
m
en
ted
with
a system
,
k
nown
as soft
sk
ills
m
a
n
a
g
e
men
t
syste
m
[
3
]. In
so
ft sk
ills m
a
n
a
g
e
m
e
n
t
syste
m
, ach
ieve
m
e
n
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Imp
r
o
v
ing
S
t
ud
en
ts So
ft S
k
ills u
s
i
n
g Th
in
king
Pro
cess
Pro
file Ba
sed on
Person
a
lity Types (MJ.
Dewiya
n
i
S
.
)
11
9
o
f
th
e exp
ected
soft sk
ills has to
b
e
p
l
an
ned
,
ex
ecu
ted
,
an
d
ev
alu
a
ted
in
o
r
d
e
r to
m
a
k
e
th
e d
e
v
e
l
o
p
m
en
t
direction a
n
d its achie
vem
e
nt are clearly
noti
ced.
On the
othe
r
hand, taking t
h
e
role as
a t
eacher,
it can
be
put i
n
to int
e
nse a
w
are
n
es
s that e
v
ery
stu
d
e
n
t
h
a
s d
i
fferen
t
ch
aracters [4
].
Con
s
eq
u
e
n
tly, b
o
t
h
l
earn
i
n
g
techn
i
q
u
e
an
d attribu
t
es
o
f
soft skills o
f
every i
ndi
vidual depe
nd
on e
ach c
h
aracter.
These
differ
e
n
ces, by
psy
c
ho
l
ogi
cal
ex
pe
rt
s, are
bel
i
e
ve
d
as t
h
e
i
m
plication of diffe
re
nt pe
rsonality type. In this
researc
h
, classifi
cation of
pe
rsonality types accordi
ng t
o
Dav
i
d
Keirsey
is
u
s
ed
for d
i
v
i
d
i
ng
t
h
e p
e
rso
n
ality
ty
p
e
s in
to
fou
r
group
s: Ratio
n
a
l, Id
ealist, Artisan
, and
Gua
r
dian.
B
y
i
n
cor
p
orat
i
n
g
t
h
e
researc
h
do
ne
by
De
wi
y
a
ni
[
5
]
,
t
h
i
s
resea
r
ch
bec
o
m
e
s im
port
a
n
t
. It
i
s
beca
us
e
a b
r
eak
t
h
rou
g
h
in
i
m
p
r
ov
ing
soft sk
ill at
trib
u
t
es of stud
en
ts can
b
e
ach
iev
e
d
b
y
creatin
g
m
a
th
ematical
learn
i
ng
m
o
d
e
l th
rou
g
h
com
p
reh
e
n
s
ion
o
f
co
gn
itiv
e pro
cess p
r
ofile in
so
lv
ing
math
em
at
ical p
r
o
b
l
em
s
according t
o
personality types. This
study is directe
d
to ful
f
ill the im
por
tant obj
ective
of
devel
opi
ng lea
r
ni
ng
m
o
d
e
l th
at can
i
m
p
r
ov
e so
ft sk
ills’ attribu
t
es of th
e stud
en
ts.
Thi
s
l
ear
ni
n
g
m
odel
has
bee
n
a
ppl
i
e
d t
o
f
i
rst
-
sem
e
st
er st
ude
nt
s i
n
Li
n
ear
Al
ge
bra
cl
ass wi
t
h
8
sub
j
ect
s, i
n
In
fo
rm
ati
on Sy
s
t
em
s prog
ram
.
Ho
weve
r, i
t
can be ge
ne
ra
l
l
y
appl
i
e
d t
o
st
udent
s i
n
h
i
ghe
r
ed
u
cation
t
o
learn
an
y subj
ects, p
r
ov
id
ed
that in
trod
u
c
t
o
ry
su
itab
l
e research
for co
gn
itiv
e pro
cess
p
r
ofile is
gi
ve
n.
2.
LITERATUR REVIEW
2
.
1
.
Soft
Skills
So
ft
sk
ills as no
n-techn
i
cal sk
ills th
at are in
tang
ib
le
bu
t ex
trem
ely
d
e
m
a
n
d
e
d
[6
]. So m
a
n
y
attrib
u
t
es of soft sk
ills
are rec
o
gnized
by our societ
y. Som
e
of them
are
Winning
C
h
aract
eristic, consisting
of
co
mm
u
n
i
catio
n
sk
ill, o
r
g
a
n
i
zatio
n
sk
ill, lead
ersh
ip, lo
g
i
c,
effo
rt, gro
up sk
ill, an
d
ethics. So
ft sk
ills h
a
s
ori
g
inated am
ong s
o
ciol
ogy term
s descri
bing EQ (Em
o
tional Intelligenc
e
Quo
tient) of
an indi
vidual, that can
be categorized into social
l
i
f
e, com
m
uni
cati
on,
ver
b
al
ex
p
r
essi
o
n
,
habi
t
,
fri
en
dl
i
n
ess
,
and
opt
i
m
i
zati
on.
So
f
t
sk
ills are certain
ly d
i
fferen
t
fro
m
h
a
rd
skills, e
m
p
h
a
sizi
n
g
o
n
IQ. Th
is lead
s to
th
e ev
alu
a
tio
n
o
f
th
ese
asp
ects: scien
c
e m
a
sterin
g
,
tech
no
log
y
an
d tech
n
i
cal sk
ills
related
to on
e’s m
a
j
o
r.
So
ft sk
ills can
b
e
classified
i
n
to
two
:
in
t
r
a person
al sk
ills an
d
i
n
ter
p
e
rsonal sk
ills [7
]. Intra p
e
rson
al
sk
ills refer t
o
in
d
i
v
i
d
u
a
l
’
s abilit
y in
m
a
n
a
g
i
n
g
h
i
m
s
elf fo
r o
p
tim
al
ly d
e
v
e
lo
p
i
ng
works, fo
r ex
am
p
l
e, ti
m
e
man
a
g
e
m
e
n
t
, stress m
a
n
a
g
e
men
t
an
d
creativ
e th
in
k
i
n
g
. Mean
wh
ile, inter p
e
rson
al sk
ills are d
e
fined
as
in
d
i
v
i
d
u
a
l
’
s skills in
man
a
g
i
ng
th
eir relationsh
i
p
with
o
t
h
e
rs fo
r op
tim
al
work
d
e
v
e
lopmen
ts, i.e.: ab
ility
to
m
o
t
i
v
a
te, to
le
ad
and
to
n
e
gotiate. Fo
r further ex
p
l
an
ation
in
th
is writin
g, th
ese ab
ilities
will b
e
referred
as
attrib
u
t
es
o
f
soft sk
ills.
Illah
Sailah
[3] states
th
at, t
h
ere are
p
l
en
t
y
o
f
soft sk
ill attrib
u
t
es o
w
n
e
d
b
y
ev
ery
in
d
i
v
i
d
u
a
l in
d
i
fferen
t
lev
e
l. Th
is is
d
u
e
t
o
d
i
fferen
t
h
a
b
its o
f
th
ink
i
ng
, sp
eak
i
ng
, actin
g
,
and
tak
i
n
g
certain
attitu
d
e
on
v
a
ri
o
u
s
con
t
exts. Ho
wev
e
r, t
h
ese attribu
t
es can
d
e
v
e
l
o
p
as th
e ind
i
v
i
du
al is g
e
tting
u
s
ed
to
app
l
yin
g
th
e
attrib
u
t
es
u
n
til
fin
a
lly th
ey can
b
e
in
stilled
as ch
aracter
s. Acco
rd
ing
t
o
Cen
t
er
for en
trep
ren
e
ursh
ip
edu
c
atio
n
an
d d
e
v
e
l
o
p
m
en
t, Halifax, Nov
a
Sco
tia [3
],
th
ere
are
23
attrib
u
t
es
of so
ft
sk
ills do
m
i
n
a
tin
g
jo
b opp
ortunities
.
In t
h
i
s
re
searc
h
, t
hose
2
3
at
t
r
i
b
ut
es are
use
d
. T
h
ey
a
r
e
po
ssi
bl
e t
o
be
gr
ou
pe
d i
n
t
o
i
n
t
r
a pe
rso
n
al
a
n
d
i
n
t
e
r
p
e
rson
al sk
ills as presen
ted
i
n
th
e Tab
l
e
1
.
Tab
l
e 1
.
Attribu
t
es o
f
Soft
Skills
an
d
t
h
eir
co
d
e
s
Code
Int
r
a personal s
k
ills
Code
Int
r
a pers
onal s
k
ills
Code
Int
er personal sk
ills
R1 Initiative
R9
Analyti
cal
ability
E1
Reliable
R2 Ethics/Integrity
R10
Stress
m
a
nagem
e
n
t
E
2
Ver
b
al
co
m
m
unication
R3 Cr
itical
thinking
R11
Self
m
a
nagem
e
nt
E
3
Cooper
a
ting
R4
Desire to l
earn
R12
Pr
oble
m
solving
E4
Flexible
R5
Co
m
m
it
m
e
nt
R13
Su
m
m
ar
izing
E
5
W
o
r
k
ing as a team
R6 M
o
tivation
R14
I
ndependent
E
6
L
i
stening
R7 E
n
thusiastic
R15
T
ough
E
7
L
ogical
ar
gu
m
e
ntation
R8 Creative
R16
Ti
m
e
m
a
nage
m
e
nt
Tab
l
e 1
shows attrib
u
t
es
o
f
so
ft sk
ills th
at d
i
v
i
d
e
in
to
i
n
tra p
e
rson
al sk
il
ls an
d
i
n
ter
p
e
rson
al sk
ills.
In
trap
erson
a
l
sk
ills are tho
s
e sk
ills and
co
mm
u
n
i
cati
o
n
s
th
at o
c
cu
r
with
in
a
p
e
rso
n
'
s own
m
i
n
d
,
and
in
terp
erso
n
a
l sk
ills are sk
ills wh
ich
refer t
o
in
teractio
ns wi
th
o
t
h
e
r
p
e
op
le o
r
p
e
rson
alities. In
tab
l
e 1, R
p
r
efix
represen
ts soft sk
ills u
n
d
e
r In
tra Person
al
sk
ills cate
g
o
r
y
,
an
d
E
p
r
efix rep
r
esen
ts soft sk
ills u
n
d
e
r In
ter
Perso
n
a
l sk
ills categ
ory.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
I
J
ERE
Vo
l. 4
,
N
o
. 3
,
Sep
t
emb
e
r
201
5
:
1
18
–
12
9
12
0
In
ord
e
r to
ob
tain
qu
alified
deg
r
ees fro
m
h
i
g
h
e
r e
d
u
cati
o
n, soft sk
ills sho
u
l
d
b
e
m
a
stered
well, in
ad
d
ition
to
h
a
rd
sk
ills (kn
o
wled
g
e
and
techn
i
cal sk
ills) st
u
d
i
ed
d
u
ring
t
h
e stud
y pro
g
ra
m
.
Th
is is for th
e
p
u
rp
o
s
e of
p
r
ep
ari
n
g
t
h
e
g
r
adu
a
tes of
h
i
gh
er edu
catio
n to
no
t on
ly b
e
co
me sk
illfu
l
robo
t
s
th
at lack
of sen
s
e
of
h
u
m
an
ities.
Giv
e
n
th
e im
p
o
r
tan
ce
o
f
t
h
e
so
ft sk
ills th
at
is alread
y
b
e
liev
e
d and
fo
r t
h
e sak
e
of m
a
sterin
g
t
h
em
, it
is n
ecessity to
i
m
p
l
e
m
en
t th
e
s
e so
ft sk
ills th
rou
g
h
a system called
so
ft sk
ills
m
a
n
a
g
e
men
t
syste
m
. Th
roug
h
so
ft sk
ills m
a
n
a
g
e
m
e
n
t
syste
m
,
th
e ach
iev
i
n
g
pro
cess of
t
h
e go
al can
b
e
realized
an
d
i
n
ten
tion
a
lly d
o
n
e
by
b
e
n
e
fittin
g
from
a well-p
r
epared p
l
an
, ex
ecutio
n
an
d ev
al
u
a
tio
n
[8
].
2.
2.
Co
gni
t
i
v
e pr
o
cess pro
f
i
l
e
o
f
stude
nts i
n
s
o
l
v
i
n
g m
a
the
m
ati
c
al
pr
obl
ems ba
sed
on
cl
assi
fi
ca
ti
on
of
person
al
i
t
y ty
pe
Every
st
u
d
e
n
t
i
s
di
ffere
nt
. I
n
educat
i
o
n, di
f
f
ere
n
ces, i
n
bo
t
h
beha
vi
o
r
an
d cha
r
act
er, i
s
ob
vi
o
u
sl
y
noticed
by each pa
rticipating indi
vi
dual. Diffe
re
nces in beha
vior ar
e
freque
n
tly ca
lled Personality by
p
s
ycho
log
i
cal ex
p
e
rts. Person
ality is d
e
fin
e
d
as b
e
h
a
v
i
or
ex
p
l
an
atio
n
d
e
scrip
tiv
ely
witho
u
t
p
r
o
v
i
d
i
ng
v
a
lu
es.
In
19
84
Dav
i
d
Keirsey,
a
professo
r
in
p
s
ycho
log
y
fro
m
Califo
r
n
i
a State
Un
iv
ersity, classified
p
e
rson
ality in
to
fo
ur t
y
pes
,
R
a
t
i
onal
i
s
t
,
I
d
eal
i
s
t
,
Art
i
s
an
, an
d G
u
ar
di
an
. T
h
i
s
cl
assi
fi
cat
i
on i
s
bas
e
d
on
ho
w i
ndi
vi
d
u
a
l
gai
n
s
h
i
s en
erg
y
(Extrov
e
rt or In
t
r
ov
ert), ho
w ind
i
v
i
du
al
tak
e
s inform
at
io
n
(Sensin
g
o
r
In
tu
itive), how in
d
i
v
i
d
u
a
l
m
a
kes deci
si
o
n
(T
hi
n
k
i
n
g o
r
Feel
i
ng)
, an
d
ho
w i
n
di
vi
dual
’
s l
i
k
es t
o
l
i
v
e
hi
s o
u
t
e
r l
i
f
e (
o
r
what
hi
s be
havi
ors
t
h
at
are
ot
he
rs
t
e
nd t
o
see
)
,
(J
ud
gi
n
g
o
r
Pe
rc
ei
vi
ng
).
Dewiyan
i
[5
] disco
v
e
rs i
n
h
e
r research th
at
p
r
o
f
ile
o
f
co
gnitiv
e p
r
o
cess sh
owed
b
y
each p
e
rson
ality
type in solving problem
s
are
diffe
rent,
for instance
, in understa
ndi
ng
pr
oblem
s, each personality type takes
diffe
re
nt approach in early st
ages.
Rat
i
on
al
t
y
pe be
gi
ns
t
o
sol
v
e
t
h
e
p
r
o
b
l
e
m
s
by
f
o
l
l
o
w
i
ng t
h
e se
q
u
en
ce o
f
sentences
of
problem
state
m
e
n
ts, extracti
ng
the
m
a
in
idea of eac
h sentence, sym
bolizing these ideas.
The set
of t
e
c
hni
que
s
do
ne
by
Id
ea
list
consi
s
t
s
of fol
l
o
wi
n
g
t
h
e
se
que
nce of
se
nt
enc
e
s con
s
t
r
uct
i
n
g p
r
o
b
l
e
m
state
m
en
ts, ex
tractin
g
th
e main
id
eas, and repeatedly movi
ng a pe
n.
Artisa
n
starts
th
e p
r
o
b
l
em
s
o
lv
ing
pr
ocess
by
fol
l
owi
n
g t
h
e se
que
nce
of se
nt
ences i
n
pr
obl
em
st
at
em
ent
,
ext
r
act
i
ng t
h
e
essent
i
a
l
i
d
eas, an
d
m
ovi
ng p
a
rt
s
of
b
ody
f
r
e
q
u
e
nt
l
y
. Fi
nal
l
y
, t
h
e
G
u
ardi
an
in
itiates to
so
lv
e the prob
l
e
m
b
y
fo
llowin
g
t
h
e
sentences
’ sequence in
probl
e
m
state
m
en
t
,
gras
pi
n
g
t
h
e p
r
im
ary
i
d
eas, and hi
g
h
l
i
g
ht
i
ng
t
h
e im
port
a
nt
p
a
rt
s o
f
problem
state
m
ent.
B
y
not
i
c
i
n
g
on
e st
ep
of
p
r
obl
em
sol
v
i
n
g
pr
ocess,
t
h
e
p
r
o
b
l
e
m
can be
re
cog
n
i
zed
an
d i
d
ent
i
f
i
e
d a
s
diffe
re
nces in
cognitive
proc
ess profile de
m
onstrated by
each
personal
ity type. Ove
r
all depicted
profile
of
co
gn
itiv
e
p
r
o
c
ess in
so
l
v
ing
math
e
m
atica
l
p
r
ob
lem
s
will
b
e
u
s
ed
as a
fou
n
d
a
tion
i
n
d
e
term
in
in
g
attribu
t
es
of
so
ft skills
wh
ich
h
a
v
e
to
b
e
i
m
p
r
o
v
e
d
o
n
each
p
e
rson
ality typ
e
[9
].
2.
3.
L
e
arni
n
g
Mo
del
In t
h
i
s
resea
r
c
h
,
gene
ral
m
odel
i
s
used i
n
d
e
si
gni
ng l
ear
ni
ng m
e
t
hod a
s
con
s
t
r
uct
e
d by
Pl
om
p [1
0]
.
Pl
om
p
sub
d
i
v
i
d
e
t
h
e desi
g
n
p
r
oces
s
i
n
t
o
fi
v
e
pha
ses,
c
o
n
s
i
s
t
i
ng of:
(
1
) Pr
el
im
i
n
ary
i
nve
st
i
g
at
i
on, (2
) D
e
si
gn
,
(3
) R
eal
i
zat
i
o
n
/
const
r
uct
i
o
n,
(
4
)
Test
, e
v
al
ua
t
i
on a
n
d
re
vi
si
on
, a
n
d
(
5
)
Im
pl
em
ent
a
t
i
on.
Th
ose
fi
ve
p
h
a
s
es
corres
pond to the
pri
n
ciple
of
so
ft skills ma
na
g
e
men
t
systems
t
h
at
has
bee
n
pre
v
i
o
usl
y
di
scusse
d.
3.
R
E
SEARC
H M
ETHOD
3.
1. Rese
arch
T
y
pes
In
or
der t
o
acq
ui
re at
t
r
i
b
ut
es of
so
ft skills
req
u
i
red
to
b
e
i
m
p
r
o
v
e
d
on
a
p
a
rticu
l
ar p
e
rso
n
a
lity typ
e
,
an
expl
o
rative
q
u
a
litativ
e research
typ
e
is selected
. Qualitativ
e research
is ch
o
s
en
sin
ce d
e
term
in
atio
n
p
r
o
cesses
o
f
st
u
d
e
n
t
s’ cog
n
itiv
e pro
c
ess profiles an
d
attribu
t
es o
f
so
ft skills
have nat
u
ra
l
back
gr
ou
n
d
a
nd t
h
e
p
r
im
ary in
strumen
t
in
th
e
research is th
e
researche
r
s. T
h
e
researc
h
is
also
ex
pl
or
at
i
v
e
beca
use
so
f
t
skill
attrib
u
t
es
o
f
the stud
en
ts are
b
e
ing
i
n
v
e
stigated
.
St
eps c
o
nducted
during the
resea
r
ch a
r
e selecting
res
earch
sub
j
ect
s,
det
e
r
m
i
n
i
ng s
u
p
p
o
r
t
i
ng i
n
st
r
u
m
e
nt
s fo
r t
h
e re
s
earch
, creat
i
n
g dat
a
c
o
l
l
ect
i
on
pr
oce
d
u
r
e,
an
d
executing data
analysis.
T
h
is resea
r
ch endeavors
t
o
d
e
scrib
e
ph
eno
m
en
on in
t
h
e
real situ
atio
n (
n
a
t
ural
settin
g
).
That
phe
nom
e
non is
a situation in
whic
h hi
ghe
r e
ducation st
ude
nts with
partic
ular
pers
onality types
dem
onst
r
at
e
so
ft skills
i
n
si
d
e
t
h
em
sel
v
es whi
l
e
t
h
ey
a
r
e
gi
ve
n
pr
o
b
l
e
m
-
sol
v
i
ng
q
u
e
s
t
i
ons.
The
st
ude
nt
s’
situ
atio
n
will be ob
serv
ed
b
a
sed
o
n
th
e attri
b
u
t
es
o
f
so
ft skills
that are
deci
ded earlie
r to
be ob
serv
ed
.
Once t
h
e attributes of
so
ft skills
t
h
at
are g
o
i
n
g t
o
be i
m
prov
ed are ac
k
n
o
w
l
e
dge
d, t
h
e ne
xt
m
e
t
hod t
o
be use
d
f
o
r co
nt
i
nui
ng t
h
e re
search i
s
devel
opm
ent
m
e
t
hod. It
i
s
beca
use
one
of t
h
e
res
earch
’s p
u
r
p
o
s
e
s i
s
t
o
devel
o
p a learning m
odel t
h
at
effectively im
proves
so
ft skills
of
th
e stud
en
ts.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Imp
r
o
v
ing
S
t
ud
en
ts So
ft S
k
ills u
s
i
n
g Th
in
king
Pro
cess
Pro
file Ba
sed on
Person
a
lity Types (MJ.
Dewiya
n
i
S
.
)
12
1
3.2.
Data c
o
llection method
Fo
r th
e first step
,
d
a
ta to
be u
s
ed
is qu
al
itativ
e, in
the fo
rm
o
f
d
e
scrip
tion
st
u
d
e
n
t
s’
so
ft skill
attrib
u
t
es b
a
sed
on
p
a
rticu
l
ar p
e
rso
n
a
lity ty
p
e
s. Data
is c
o
llected
b
y
p
r
o
v
i
d
i
ng
research
subj
ects, gro
u
p
e
d
b
a
sed
o
n
p
e
rson
ality typ
e
s, with
prob
lem
s
. Th
en
, t
h
e su
bjects can
so
lv
e
th
e pro
b
l
em
s b
y
u
s
ing
an
y meth
od.
Th
is m
ean
s th
ey are p
e
rm
it
t
e
d
to
d
i
scu
ss
th
e p
r
ob
lem
s
with
o
t
h
e
r stud
en
ts th
at are n
o
t
p
a
rticip
atin
g
as
research
subj
ect. Also
, th
ey are allo
wed
to
so
lv
e th
e p
r
ob
lem
s
o
n
th
eir o
w
n
.
Wh
ile so
lv
ing
th
e prov
id
ed
pr
o
b
l
e
m
s
, research s
u
bject
s
m
u
st
not
be p
u
t
u
nde
r p
r
es
s
u
re
, so that the expecte
d
nat
u
ral condition
can be
obtaine
d. Rese
arche
r
records
ve
rbal
ex
pre
s
si
ons
o
f
t
h
e s
u
b
j
ect
s,
as
we
l
l
as t
a
ke
n
o
t
e
t
h
ei
r
be
ha
vi
or
(
n
o
n
-
v
e
rb
al exp
r
essio
n
) in
clud
ing u
n
i
q
u
e
activ
i
ties wh
ile so
lv
ing
th
e m
a
th
e
m
atical
p
r
ob
l
e
m
s
. By u
s
in
g
th
e
record
ed
v
i
d
e
o, it is exp
ected th
at so
ft sk
ill attrib
u
t
es i
n
side th
e st
u
d
e
n
t
s
can
b
e
o
b
serv
ed
.
If th
ere is l
ack
of
dat
a
,
researc
h
e
r
s
have
t
o
cl
ari
f
y
by
re-i
nt
e
r
vi
ewi
n
g. M
e
a
n
w
h
i
l
e
, o
n
t
h
e l
e
a
r
ni
ng m
odel
st
age,
dat
a
i
s
c
o
l
l
ect
ed
fol
l
o
wi
n
g
t
h
e
p
h
ases i
n
t
r
od
uc
ed
by
Pl
om
p.
3.
3. I
n
str
u
me
nts
of
d
a
t
a
c
o
l
l
ecti
o
n
In
th
e i
n
terest
o
f
ack
nowledg
ing
th
e attribu
t
es of
so
ft skills
that should be de
veloped on each
p
e
rson
ality typ
e
, th
e prim
ary in
stru
m
e
n
t
is
decid
e
d to
b
e
the research
ers.
Research
er
s act no
t on
ly as research
orga
nizers,
but
also
m
a
in instrum
e
nt
in data collection that cannot be
replaced by any other instrum
e
nts.
Besid
e
s, t
h
ere is also in
stru
m
e
n
t
in
th
e
form
o
f
worksh
eet.
Work
sheet in
stru
m
e
n
t
in
t
h
is research is
wo
rk
sheet
c
o
nt
ai
ni
ng
m
a
t
h
em
at
i
cal
pro
b
l
e
m
t
o
be
s
o
l
v
e
d
,
di
st
ri
but
e
d
t
o
eac
h s
u
b
j
ect
.
On learning
m
odel co
m
pos
ition stage, re
search i
n
st
ru
men
t
to
b
e
u
s
ed is wo
rk
sh
eets requ
ired
in
con
s
t
r
uct
i
n
g fi
ve pha
ses
i
n
t
r
o
duce
d
by
Pl
om
p [1
0]
.
4.
RESULT AND DIS
C
USSI
ON
4.
1. Rese
arch
Subjec
t
Resear
ch
subj
ects co
nsist o
f
eig
h
t
stud
en
ts of
Inform
ation
Syste
m
s progra
m
. These st
udents ca
n
be
sub
d
i
v
i
d
e
d
i
n
t
o
:
t
w
o st
ude
nt
s
of
Ra
tion
a
l
, t
w
o st
ude
nt
s o
f
Id
ea
list
, t
w
o s
t
ude
nt
s o
f
Artisa
n
, an
d t
w
o st
ude
nt
s
of
G
u
a
r
di
an
. Th
is
g
r
o
u
p
i
ng
is do
n
e
b
y
fo
llowing
p
e
rson
a
lity typ
e
classificatio
n
b
y
Dav
i
d
Keirsey
[11
]
.
4.
2. D
a
t
a
An
al
ysi
s
of so
ft
ski
l
s
at
tri
b
u
t
es
Deri
ved from
observation
result on each
personality t
y
pe while sol
v
ing mathe
m
atica
l
problem
s
and
according t
o
the res
u
lt of the
work, t
h
e
outc
o
m
e
can be
det
a
iled as follow.
4.
2.
1. R
a
ti
on
a
l
T
y
pe
Fro
m
th
e ob
serv
ation
o
f
th
e
ratio
n
a
l typ
e
s
wh
en
so
lv
i
n
g
a m
a
th
e
m
atica
l
p
r
o
b
l
em
ap
pears th
at t
h
is
t
y
pe wo
rk
wi
t
h
seri
o
u
s i
m
m
e
di
at
el
y
and i
ndepe
n
d
e
n
t. Prob
lem
is read
as a whole, tak
e
n
im
p
o
rtan
t
inform
ation, the planned c
o
m
p
letion
of
t
h
e
well, accordi
n
g to
plan a
nd c
a
rry out the set
tle
m
e
nt and re
check.
Ab
ility in
trap
erson
a
l sk
ills in
ratio
n
a
l typ
e
hav
e
b
e
en
qu
ite g
ood
, bu
t th
e ab
ility ek
strap
e
rso
n
al sk
ills th
at stil
l
need to
be im
prove
d
, es
pecial
ly at work in a
tea
m
. In m
o
re d
e
tail, so
ft sk
i
lls in
ration
a
l t
y
p
e
s can
b
e
seen
in
Tabl
e 2.
Fro
m
Tab
l
e 2
,
can
b
e
co
n
c
l
u
ded
th
at th
e ratio
n
a
l typ
e
h
a
s
2
po
in
ts in
tra
p
e
rson
al sk
ills th
at
m
u
st b
e
d
e
v
e
l
o
p
e
d
an
d
6
po
in
ts in
terperson
a
l sk
ills th
at m
u
st b
e
d
e
v
e
lop
e
d. Th
is mean
s th
at, in
g
e
n
e
ral, th
e abilit
y of
in
terp
erso
n
a
l sk
ills o
f
typ
e
Ratio
n
a
l m
u
st b
e
co
n
s
i
d
ered
in th
e learn
i
ng
pro
cess. Mark
(+) in
d
i
cates attribu
t
es
o
f
soft
sk
ills
wh
ich
shou
ld
b
e
main
tain
ed
,
and
(-)
ind
i
cates attrib
u
t
es o
f
soft
sk
ills wh
ich
sh
ou
l
d
b
e
im
p
r
o
v
e
d.
Co
d
e
of so
ft
skill attrib
u
t
es ca
n
b
e
referred
fro
m
Tab
l
e
1
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
I
J
ERE
Vo
l. 4
,
N
o
. 3
,
Sep
t
emb
e
r
201
5
:
1
18
–
12
9
12
2
Tab
l
e
2
.
Ob
serv
atio
n resu
lt, an
alysis re
su
lt,
an
d attribu
t
es
o
f
soft sk
ills on
Ra
tion
a
l
t
y
p
e
i
ndi
vi
d
u
al
s
Observation Res
u
lt
Analysis Resu
lt
Attrib
utes of Soft S
k
ills
Do not have the initiative either
to
form
a gr
oup or
to join a
par
ticular
gr
oup.
Pref
er to be alone.
Feel distur
bed if dem
a
nded to
solve the
pr
oblem
s
by
doing discussion.
I
ndependent.
(+)
Desire
to
learn
(R4
)
.
(+) Mo
tiv
atio
n
(R6
)
.
(
+
)
I
ndependent
(
R
14)
.
(
+
)
T
ough
(
R
15)
.
(-)
Verb
al
co
mm
u
n
icatio
n
(E2
)
.
(
-
)
Cooper
a
ting (
E
3)
.
(-)
Wo
rk
as a t
e
a
m
(E5
)
.
Imm
e
diatel
y try to solve the
proble
m
s
ser
i
ously
,
without
wasting any
ti
m
e
.
Ser
i
ous.
Focus on goals.
(+) Co
mm
it
m
e
n
t
(
R
5
)
.
(+) Enthusiastic
(R
7).
(
+
)
Self
m
a
nage
m
e
nt (
R
11)
.
(+) Rel
i
ab
le (
E
1
)
.
(
+
)
Solving pr
oblem
s
(
R
12)
.
(
-
)
Cooper
a
ting (
E
3)
.
(-)
Wo
rk
as a t
e
a
m
(E5
)
.
Read the overall
proble
m
state
m
ents
sequentially.
Think synthetically in a
well-st
ructured
context.
(+)
Analytic
al abili
ty (R9).
(+) C
r
itical
thinking (R3).
(
+
)
Su
m
m
ar
izing (R13)
.
(
-
)
Cooper
a
ting (
E
3)
.
(-)
Wo
rk
as a t
e
a
m
(E5
)
.
Find out the
m
eaning o
f
questio
ns in
under
s
tandin
g
the pr
oblem
s
.
Have good analy
s
is.
(
+
)
An
aly
tical ability
(
R
9)
(-
)
Wo
rk
as a
tea
m
(
E
5
)
.
Re-
w
r
ite ar
guably
im
por
tan
t
inform
ation to b
e
used in
pr
oblem
solving by
using th
e help of var
i
ables.
T
hor
ough in or
gan
i
zing im
por
tant points.
Have a gr
eat abstraction.
(+) In
teg
r
ity
(R2
)
.
(+) Mo
tiv
atio
n
(R6
)
.
(
+
)
Self
m
a
nage
m
e
nt (
R
11)
.
(
+
)
Su
m
m
ar
izing (R13)
(-)
Wo
rk
as a t
e
a
m
(E5
)
.
Have plans in s
o
lving the
pr
oblem
in
detail.
T
hor
ough in constr
ucting plans.
(
+
) Su
m
m
arizing (
R
13)
.
(-
)
Wo
rk
as a
tea
m
(
E
5
)
.
(
-
)
T
i
m
e
m
a
nage
m
e
nt (
R
16)
.
Have pr
ocedur
e in solving t
h
e
pr
oblem
s without being
focuse
d o
n
pr
ior
knowledge.
Highly cre
a
tive.
(+)
Initiative (R1)
(+)Cre
ativ
e (R8
)
.
(-)
Verb
al
co
mm
u
n
icatio
n
(
E2
)
(-)
Wo
rk
as a t
e
a
m
(E5
)
.
Once the proble
m
s
a
r
e solved, t
h
e
subjects re-check the solution steps
by
changing sequence of
the steps.
Expect the perf
ecti
on of
the answers.
Deter
m
ined.
(+) Initiative
(R1)
(+) Co
mm
it
m
e
n
t
(
R
5
)
.
(
+
)
T
ough
(
R
15)
.
(
-
)
T
i
m
e
m
a
nage
m
e
nt (
R
16)
.
(-)
Wo
rk
in
g
as a
te
a
m
(E5
)
.
After solving the proble
m
s
,
this typ
e
tries to check on the solutions with
fr
iends.
I
f
di
ffer
e
nces between the
answers occurm
th
is type tends t
o
redo
the calculation. In addition, this type
does n
o
t tr
y
to u
n
d
er
stand techniq
u
es
applied by
other
s
.
E
xpect per
f
ection without any
m
i
stakes in
getting the wor
k
done.
Lack of willingness in accepting others’
opinio
n
s.
(+) Initiative
(R1).
(+) C
r
itical
thinking (R3).
(+)
Desire
to
learn
(R4
)
.
(+) C
r
eativ
e
(R8
)
.
(-)
Verb
al
co
mm
u
n
icatio
n
(E2
)
.
(
-
)
Cooper
a
ting (
E
3)
.
(-) Flexible (E4).
(-)
Listen
in
g
(E6
)
.
Do not take
advantage
of
opportu
nities to ex
plain their opini
on
s
when they are allowed to explain the
i
r
wor
k
in fr
ont of th
e class.
Not prefer to appe
ar in public.
Pr
efer
per
s
onal th
ings,
intr
over
t
tr
ait do
m
i
nates
this type.
(-)
Verb
al
co
mm
u
n
icatio
n
(E2
)
.
(
-
)
Cooper
a
ting (
E
3)
.
(-) Flexible (E4)
(-)
Listen
in
g
(E6
)
.
(
-
)
L
ogical ar
gu
m
e
ntation (
E
7)
.
4.
2.
2.
I
d
e
a
l
i
s
t T
y
pe
Ideal
i
s
t
t
y
pe i
s
t
h
e t
y
pe t
h
at
i
s
m
o
re em
phasi
s on
w
h
at
sh
oul
d be
d
one
f
r
om
a pro
b
l
e
m
.
Aft
e
r hi
s
cu
ri
o
s
ity ab
ou
t
th
e prob
lem
t
o
b
e
so
l
v
ed, then
th
is typ
e
can
work
well step
b
y
step
carefu
lly. Althou
gh
th
ey
h
a
v
e
a tend
en
cy to
wo
rk
on
t
h
e pro
b
l
em
s in
d
e
p
e
nd
en
tly,
bu
t th
is typ
e
can
b
e
little to
leran
ce in
wo
rk
ing
in
g
r
ou
p
s
. V
e
rb
al
ab
ility an
d
coo
p
e
ration
should
b
e
furth
e
r en
h
a
n
c
ed
.
In
mo
re
d
e
tail, soft sk
ills in
id
ealist typ
e
s
can be
see
n
i
n
Tabl
e 3.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
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2-8
8
2
2
Imp
r
o
v
ing
S
t
ud
en
ts So
ft S
k
ills u
s
i
n
g Th
in
king
Pro
cess
Pro
file Ba
sed on
Person
a
lity Types (MJ.
Dewiya
n
i
S
.
)
12
3
Tab
l
e
3
.
Ob
serv
atio
n resu
lt, an
alysis resu
lt,
an
d a
ttribu
t
es
o
f
soft sk
ills on
Id
ealist typ
e
in
d
i
v
i
d
u
a
ls
Observation Res
u
lt
Analysis Resu
lt
Attrib
utes of Soft S
k
ills
Do not pioneer
form
ing gr
oups; instead,
join a
group in
which the
m
e
m
b
e
r
s are
relatively closed to the resea
r
ch subjects.
Prefer to be alone,
but can be little t
o
lerant
to live in as par
t
of a gr
oup.
(+) Enthusiastic
(R
7)
(
+
)
I
ndependent
(
R
14)
.
(
-
)
Cooper
a
ting (
E
3)
(-)
Wo
rk
as a t
e
a
m
(E5
)
.
T
e
nd to wor
k
independently
,
do not
discuss with othe
r tea
m
m
e
m
b
e
r
s
while
solving the pr
oble
m
s
.
Can be distur
be
d i
f
discus
sion is
a
m
u
st in
solving the pr
oble
m
.
(
+
)
I
ndependent
(
R
14)
(-)
Verb
al
co
mm
u
n
icatio
n
(E2
)
.
(
-
)
Cooper
a
ting (
E
3)
.
(-)
Wo
rk
as a t
e
a
m
(E5
)
.
Try to solve t
h
e
proble
m
s as well as
possible.
Fancy perfection.
(+)
Initiative (R1)
(+) Co
mm
it
m
e
n
t
(
R
5
)
.
(
+
)
T
ough
(
R
15)
.
(
-
)
T
i
m
e
m
a
nage
m
e
nt (
R
16)
.
(-)
Wo
rk
as a t
e
a
m
(E5
)
.
Do not r
ead t
h
e pr
oblem
statem
ents
sequentially, but prioritize the q
u
estion
state
m
ents.
Expect to know the
m
a
in
task to
be d
one i
n
the earlie
r stage.
(+)
Desire
to
learn
(R4
)
(+) Co
mm
it
m
e
n
t
(
R
5
)
.
L
ook for
the
m
a
in ideas of senten
ces in
or
der
to under
s
tand the pr
oblem
.
Have good analy
s
is skill.
(+) C
r
itical
thinkin
g
(R3)
(+)
Analytic
al abili
ty (R9).
Rewr
ite i
m
por
tant inform
ation to be used
in sovli
ng
pr
oble
m
s
without the h
e
lp of
var
i
ables.
T
hor
ough in or
gan
i
zing im
por
tant points.
(+)
Analytic
al abili
ty (R9).
(
+
)
Su
m
m
ar
izing (R13)
.
(
+
)
I
ndependent
(
R
14)
.
(+) Rel
i
ab
le (
E
1
)
Do not see the
plans f
o
r
solvi
ng the
pr
oblem
s
as an i
m
por
tant point.
Pref
er to i
m
m
e
dia
t
ely solve the pro
b
le
m
s
so that the task can be noted as done.
(+) In
teg
r
ity
(R2
)
(+) Co
mm
it
m
e
n
t
(
R
5
)
.
(-)
Reliab
l
e (E1
)
.
(
-
)
Str
e
s
m
a
nage
m
e
nt (
R
10)
.
Apply
pr
ocedur
e of
pr
oblem
solving by
use known
pr
ocedur
e fr
o
m
pr
ior
knowledge o
f
per
v
ious subjects.
Obey the principle
.
Do not dar
e
to br
in
g up a br
eakthr
oug
h.
(+) Co
mm
it
m
e
n
t
(
R
5
)
.
(
-
)
Cooper
a
ting (
E
3)
.
Once the proble
m
is so
lved, re-check the
f
i
nished calculation.
E
xpect per
f
ection of answer
s.
Deter
m
ined.
(+) Co
mm
it
m
e
n
t
(
R
5
)
.
(+) Mo
tiv
atio
n
(R6
)
.
(+) C
r
eativ
e
(R8
)
.
After
solving
the
pr
oblem
s
,
subject of t
h
is
type atte
m
p
t to
re
-check their answe
r
s with
their f
r
iends. If
the diff
erences in the
answers occur, subjects of this type still
believe that their
own answers are
correct
an
d
do
no
t try to
rep
eat the calculation. If
differ
e
nt tech
niqu
es exist,
subjects
of t
h
is
ty
pe try
to u
nder
s
tand other
team
m
e
m
b
er
s’
techniques.
E
xpect per
f
ection of answer
s.
L
e
ss capable of accepting other
s
’
opi
nions.
(+) Co
mm
it
m
e
n
t
(
R
5
)
.
(+) Mo
tiv
atio
n
(R6
)
.
(
+
)
Solving pr
oblem
s
(
R12)
(+) C
r
eativ
e(R8
)
(-)
Verb
al
co
mm
u
n
icatio
n
(E2
)
.
(-)
Listen
in
g
(E6
)
.
(
-
)
L
ogical ar
gu
m
e
ntation (
E
7)
.
(-)S
elf
m
a
n
a
g
e
m
e
n
t
(R1
1
)
.
(-)
Wo
rk
as a t
e
a
m
(E5
)
.
(
+
)
I
ndependent
(
R
14)
.
Do not
take
advantage
of
given
opportu
nities to p
r
esent their opinions in
fr
ont of the class.
Do not pr
efer
appear
ing in public.
Prefer personal
things, introvert trait
do
m
i
nates this t
y
p
e
.
(-)
Verb
al
co
mm
u
n
icatio
n
(E2
)
.
(
-
)
Cooper
a
ting (
E
3)
.
(-) Flexible (E4)
(-)
Listen
in
g
(E6
)
.
(
-
)
L
ogical ar
gu
m
e
ntation (
E
7)
.
(
+
)
I
ndependent
(
R
14)
Fro
m
Tab
l
e
3
can
b
e
con
c
luded
that th
e
Id
ealist typ
e
h
a
s
3
p
o
i
n
t
s in
t
r
a
p
e
rson
al sk
ills th
at m
u
st b
e
d
e
v
e
l
o
p
e
d
and all p
o
i
n
t
s o
f
in
terp
erso
n
a
l sk
ills th
at
m
u
st
b
e
d
e
v
e
l
o
p
e
d. Th
is m
ean
s t
h
at, in
g
e
n
e
ral
,
th
e
ab
ility o
f
in
terp
erson
a
l sk
ills o
f
typ
e
Id
ealist
m
u
st b
e
co
n
s
i
d
ered
in
th
e learn
i
n
g
p
r
o
cess. Mark
(+) ind
i
cates
attrib
u
t
es of soft sk
ills wh
ich
sh
ou
l
d
b
e
m
a
i
n
tain
ed, and
(-) in
d
i
cates attrib
u
t
es
o
f
so
ft sk
ills wh
ich
shou
ld
b
e
i
m
p
r
ov
ed. Code of so
ft sk
ill attrib
u
t
es can
b
e
referre
d
fro
m
Tab
l
e 1
4.
2.
3. Ar
ti
san
T
y
pe
Artisan
typ
e
no
t read
i
n
g
th
e p
r
o
b
l
em
co
h
e
ren
tly, bu
t on
ly in
a few sen
t
en
ces t
h
at they th
o
ugh
t
i
n
t
e
rest
i
n
g
.
O
f
t
e
n get
a new
way
of s
o
l
v
i
n
g p
r
o
b
l
e
m
s
, and im
m
e
di
at
ely t
e
r
m
i
n
at
e em
pl
oy
m
e
nt
wi
t
hout
re
-
ex
am
in
e th
e work th
at h
a
s
b
een
do
n
e
.
Quite g
o
o
d
i
n
terp
erson
a
l sk
ills, b
e
ing
i
n
trap
erson
a
l sk
ills m
u
st b
e
i
m
p
r
ov
ed, for
ex
am
p
l
e self-man
ag
em
en
t. In
m
o
re
d
e
tail,
so
ft sk
ills in
artisan
typ
e
s can
b
e
seen
i
n
Tab
l
e 4
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
I
J
ERE
Vo
l. 4
,
N
o
. 3
,
Sep
t
emb
e
r
201
5
:
1
18
–
12
9
12
4
Tab
l
e 4
.
Ob
serv
ation
resu
lt, an
alysis
re
su
lt, and
attribu
t
es
o
f
soft sk
ills on
Artisa
n
t
y
pe
i
ndi
vi
dual
s
Observation Res
u
lt
Analysis Resu
lt
Attrib
utes of Soft S
k
ills
Imm
e
diatel
y try to join a group and
actively a
tte
m
p
t
to unite as a te
a
m
.
Sociable.
High social conscience.
(+) Verb
al co
mm
u
n
icatio
n
(E2
)
.
(
+
)
L
ogical ar
gu
m
e
ntation (
E
7)
(
+
)
Cooper
a
ting (E3)
.
(+) Enthusiastic
(R
7)
(+)
C
r
eativ
e (R8
)
.
(+) F
l
ex
ib
le (E4
)
(
-
)
C
o
m
m
itm
e
n
t (R
5)
.
(
-
)
Self
m
a
nage
m
e
nt (
R
11)
.
Do not im
m
e
d
i
ately
solve the pr
oblem
s,
but spend s
o
m
e
ti
m
e
for socializing in the
beginnin
g
of the se
ssion.
Not very skillful in
m
a
naging ti
m
e
(m
ore
ti
m
e
is
spent for socializing)
(-) Motivation (R6)
(
-
)
T
i
m
e
m
a
nage
m
e
nt (
R
16)
.
(
-
)
Self
m
a
nage
m
e
nt (
R
11)
.
Fancy
discussion,
alm
o
st never
atte
m
p
t to
solve the pr
oblem
s
individually
.
L
e
ss independen
t
,
take advantage of
sociability to solve the proble
m
s.
(
-
)
I
ndependent (
R
14)
(
-
)
C
o
m
m
itm
e
n
t (R
5)
(+) Verb
al co
mm
u
n
icatio
n
(E2
)
(
+
)
Cooper
a
ting (E3)
Read the proble
m
state
m
e
n
ts
sequentially
,
but
do n
o
t r
ead the
whole
state
m
ents, so
m
e
parts of the state
m
e
n
ts
ar
e skipped.
Lack of attention to detail.
(-)
Analyti
cal abili
ty(R9)
(+) Enthusiastic
(R
7)
L
ook for
m
a
in ideas of sentences in or
der
to under
s
tand the p
r
oblem
s.
Have good analy
s
is skill.
(+)
Analy
tic
al abili
ty
(R9)
Do not take note about im
po
r
t
ant
inform
ation gathered fro
m
pro
b
le
m
co
m
p
r
e
hension,
but just tell the
inform
ation to other tea
m
m
e
m
b
ers.
L
e
ss pr
efer
detailed and or
ganized things.
(
-
)
I
n
tegr
ity
(
R
2).
(
-
)
Self
m
a
nage
m
e
nt (
R
11)
.
(
-
)
Su
m
m
ar
izing (R13)
.
(
-
)
T
ough (
R
15)
.
Do not see plan f
o
r
solving t
h
e pr
o
b
lem
as an im
por
tant po
int.
Pref
er to i
m
m
e
dia
t
ely solve the proble
m
s
,
par
ticular
ly
by
cooper
a
ting with ot
her
team
m
e
m
b
e
r
s so that the work is presum
a
b
ly
done.
(
+
)
Solving pr
oblem
(
R
12)
(
-
)
Self
m
a
nage
m
e
nt (
R
11)
(-)
Reliab
l
e
(E1
)
Apply
pr
ocedur
e of
pr
oblem
so
lving
without bein
g f
o
cused o
n
par
ticular
topics of pr
ior
kno
wledge.
Extre
m
e
l
y cre
a
tive
.
(+) C
r
itical
thinking (R3)
(+) C
r
eativ
e
(R8
)
After solving the probl
e
m
s, re
-ch
eck
o
n
l
y
the finis
h
ed calc
u
lation together
with
other
team
m
e
m
b
er
s.
Do not
f
o
cus
on
p
e
r
f
ection o
f
answe
r
s; get
satisfied just by given the existing result.
(+) Initiative
(R1).
(+)
Wo
rk
as
a te
a
m
(
E
5
)
.
(-)
Desire
to
lea
r
n
(R4
)
(
-
)
T
ough (
R
15)
.
(
-
)
T
i
m
e
m
a
nage
m
e
nt (
R
16)
.
Once the proble
m
s
are solved, subjec
ts of
this ty
pe im
m
e
diately
spend the r
e
s
t
of
the ti
m
e
for chatting to their tea
m
m
e
m
b
e
r
s and their presents can m
a
ke
other
m
e
m
b
er
s
of the team
beco
m
e
enthusiastic.
Social
conscience and
very
adaptable
.
(+) Verbal co
mm
u
n
ication
(E2)
(
+
)
Cooper
a
ting (E3)
(-
) Reliab
l
e
(E1
)
Instantly, grab the opportunities
to
present their opinions once the
opportu
nities are b
e
ing offered.
Fancy
appear
ing in
public.
(
+
)
Ver
b
al
co
m
m
u
n
ication (
E
2)
(
+
)
Su
m
m
ar
izing (E
6)
(
+
)
L
ogical
ar
gu
m
e
ntation(
E
7
)
Fro
m
Tab
l
e 4
can
b
e
con
c
luded
th
at th
e
Arti
san
typ
e
h
a
s
10
po
in
ts i
n
tra
person
al sk
ills th
at m
u
st b
e
d
e
v
e
l
o
p
e
d
and 1
p
o
i
n
t
of in
terp
erso
n
a
l sk
ills th
at m
u
st
b
e
dev
e
lop
e
d. Th
is
m
ean
s th
at, in g
e
neral, t
h
e ab
ilit
y
o
f
in
t
r
ap
erso
nal sk
ills o
f
typ
e
Artisan
mu
st b
e
con
s
i
d
ered
in
t
h
e learn
i
n
g
p
r
o
cess. Mark
(+) ind
i
cates
attrib
u
t
es of soft sk
ills wh
ich
sh
ou
l
d
b
e
m
a
i
n
tain
ed, and
(-) in
d
i
cates attrib
u
t
es
o
f
so
ft sk
ills wh
ich
shou
ld
b
e
i
m
p
r
ov
ed. Code of so
ft sk
ill attrib
u
t
es can
b
e
referred
fro
m
Tab
l
e 1
.
4.
2.
4. Gu
ardi
a
n
t
y
pe
Immediately a
f
ter recei
ving t
h
e
questions
, then this
type
of di
vide tas
k
s
and get starte
d right away
with
a v
e
ry activ
e d
i
scu
s
sion
.
An
y
statement in question was
observed
with
eith
er, carefu
lly p
l
an
ned
settle
m
e
n
t
p
l
an
.
Attribu
t
es t
h
at sh
ou
ld b
e
raised
is
self
man
a
g
e
m
e
n
t
an
d su
mmarizin
g
.
In
m
o
re
d
e
tail, so
ft
sk
ills in
g
u
a
rd
ian
typ
e
s can b
e
seen in
Tab
l
e
5
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Imp
r
o
v
ing
S
t
ud
en
ts So
ft S
k
ills u
s
i
n
g Th
in
king
Pro
cess
Pro
file Ba
sed on
Person
a
lity Types (MJ.
Dewiya
n
i
S
.
)
12
5
Tab
l
e
5
.
Ob
serv
atio
n resu
lt, an
alysis re
su
lt,
an
d attribu
t
es
o
f
soft sk
ills on
Gu
ar
di
a
n
t
y
pe i
n
di
vi
du
al
s
Observation Res
u
lt
Analysis Resu
lt
Attrib
utes of Soft S
k
ills
Im
m
e
diately
try
to form
a gr
oup,
del
e
gate
tasks,
and lead discussion in gr
ou
p.
Have leadership skills.
Ability to
m
a
nage
friends.
Ability to
m
o
tivate
friends.
(+)
Wo
rk
as
a te
a
m
(
E
5
)
.
(+) Mo
tiv
atio
n
(R6
)
.
(
+
)
I
ndependent
(
R
14)
.
(+) Rel
i
ab
le (
E
1
)
(+) Verb
al co
mm
u
n
icatio
n
(E2
)
.
(
+
)
Cooper
a
ting (E3)
.
I
m
m
e
diatel
y le
ad the tea
m
to sol
v
e the
pr
oblem
s
.
Highly
r
e
sponsible to solve the pr
oblem
s
.
(
+
)
Solving pr
oblem
(
R
12)
.
(
+
)
T
i
m
e
m
a
nagem
e
nt
(
R
16)
(
-
)
Self
m
a
nage
m
e
nt (
R
11)
.
Active in taking
par
t
in gr
oup disc
ussion
and able to encourage other tea
m
m
e
m
b
ers
to intensively join
the discussion.
Have plenty
of
techniques
to activate
other
t
e
a
m
me
mb
e
r
s
.
(+) Rel
i
ab
le (
E
1
)
.
(+) Mo
tiv
atio
n
(R6
)
.
(+) Verb
al co
mm
u
n
icatio
n
(E2
)
.
(
-
)
Self
m
a
nage
m
e
nt (
R
11)
.
Read overall proble
m
stat
ete
m
ents
sequentically.
T
h
ink sy
nthetically
in a str
u
ctur
ed
w
a
y.
(+) C
r
itical
thinking (R3).
(+)
Desire
to
learn
(R4
)
.
(+)
Analytic
al abili
ty (R9).
Understand the
m
eaning of
each question
in or
der
to be able to have ad
equate
co
m
p
r
e
hension of
the pr
oblem
s
.
Have good analy
s
is ability
.
(+)Anal
y
tical
abili
ty
(R9).
Do not take
note about im
p
o
r
t
ant
inform
ation fr
om
under
s
tanding the
pr
oblem
s
.
L
e
ss pr
efer
detailed and or
ganized
things.
(
-
)
Self
m
a
nage
m
e
nt (
R
11)
.
(
-
)
Su
m
m
ar
izing (R13)
.
Have well-
p
r
e
pared plan for
solvi
ng the
pr
oblem
s
.
Fancy
per
f
ection.
(
+
)
Co
m
m
it
m
e
nt
(R5)
.
(+) Mo
tiv
atio
n
(R6
)
.
(+) Enthusiastic
(R
7).
(+) C
r
eativ
e
(R8
)
.
(
+
)
T
ough
(
R
15)
.
(
+
)
L
ogical ar
gu
m
e
ntation (
E
7)
Apply
pr
ocedur
e of pr
oblem
s
o
lvin
g
without
focusi
ng
on
par
ticular
pr
ior
knowledge.
E
x
t
r
em
el
y c
r
ea
t
i
v
e.
(
+
)
Cr
e
a
t
i
v
e
(
R
8)
.
Once f
i
nished s
o
lving the proble
m
s
, re-
check the answer
s only on the f
i
nished
calculation.
Expect perf
ection f
o
r answers.
Deter
m
ined.
(+) Co
mm
it
m
e
n
t
(
R
5
)
.
(+) Mo
tiv
atio
n
(R6
)
.
(+)
C
r
eativ
e (R8
)
.
(
-
)
Str
e
ss
m
a
nagem
e
nt (
R
10)
Once the problem
s
are solved, i
n
stantly
lead tea
m
m
e
mbers to create
report,
delegate the task of presenting the
result,
etc.
Able to lead.
Pr
ovide closur
e for
pr
oblem
s well.
(+) Mo
tiv
atio
n
(R6
)
.
(+) Rel
i
ab
le (
E
1
)
(+) Verb
al co
mm
u
n
icatio
n
(E2
)
.
(+) F
l
ex
ib
le (E4
)
(+)
Wo
rk
as
a te
a
m
(
E
5
)
.
Fro
m
Tab
l
e 5
can
be con
c
luded
th
at th
e
Gu
ard
i
an
typ
e
h
a
s
3
po
in
ts i
n
tra
person
al sk
ills th
at m
u
st b
e
d
e
v
e
l
o
p
e
d
and
n
o
po
in
t of in
t
e
rp
erso
n
a
l sk
ills th
at
m
u
st b
e
d
e
v
e
l
o
p
e
d
.
Th
i
s
m
ean
s th
at, in
g
e
n
e
ral, th
e
ab
ilit
y
o
f
in
trap
ersonal sk
ills of ty
p
e
Gu
ard
i
an
m
u
st b
e
con
s
i
d
ered
i
n
th
e l
earn
i
n
g
pro
cess. Mark
(+) in
d
i
cates
attrib
u
t
es of soft sk
ills wh
ich
sh
ou
l
d
b
e
m
a
i
n
tain
ed, and
(-) in
d
i
cates attrib
u
t
es
o
f
so
ft sk
ills wh
ich
shou
ld
b
e
i
m
p
r
ov
ed. Code of so
ft sk
ill attrib
u
t
es can
b
e
referre
d
fro
m
Tab
l
e 1
.
4
.
3
.
Dev
e
lo
pment o
f
lea
r
ning
mo
del
fo
r improv
ing
so
ft
skills of students
B
y
adapt
i
n
g g
e
neral
m
odel
o
f
l
earni
ng t
h
r
o
ug
h Pl
om
p, t
h
e l
earni
n
g
m
odel
devel
o
pm
ent
i
s
obt
ai
ne
d
as desc
ri
be
d i
n
t
h
e
fol
l
o
wi
n
g
sect
i
on.
4.
3.
1.
Prel
i
m
i
n
ar
y i
n
vesti
g
a
t
i
o
n
ph
ase
B
a
sed o
n
a
n
al
y
s
i
s
of e
nvi
r
o
n
m
ent
,
t
h
e p
r
o
b
l
em
t
o
be st
u
d
i
e
d i
s
t
h
e
devel
opm
ent
of l
e
a
r
ni
n
g
m
odel
fo
r i
m
provi
n
g
st
ude
nt
s’
so
ft skills
. In teaching proce
s
s, stude
nts s
h
oul
d be actively incorporated for
collaborating a
n
d teache
r
s
fac
ilitate the collaboration a
n
d
interaction am
ong the
studen
ts.
Thus, i
n
this
phase
st
udy
t
o
be
d
o
n
e ca
n
be
spec
i
f
i
e
d as
f
o
l
l
o
w
(
1
)
E
n
co
ura
g
e
t
h
e
st
u
d
ent
s
t
o
ha
ve a
w
are
n
ess o
f
t
h
e i
m
port
a
nce
o
f
soft sk
ills an
d th
eir attribu
t
es th
at
h
a
v
e
to
b
e
b
o
t
h
m
a
i
n
tain
ed an
d im
p
r
o
v
e
d
,
(2)
Learn
i
n
g
th
eo
ries,
(3)
Learn
i
n
g
m
o
d
e
l th
eory. Resu
lt ob
tain
ed fro
m
th
is ph
ase is exp
l
ain
e
d in
Tab
l
e 6
.
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I
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22
I
J
ERE
Vo
l. 4
,
N
o
. 3
,
Sep
t
emb
e
r
201
5
:
1
18
–
12
9
12
6
Tabl
e
6. R
e
s
u
l
t
o
f
P
r
el
im
inary Investigati
o
n
Phase
Type
Intra Personal S
k
ills (R)
Inter
Personal S
k
ills (E)
1
2
3
4 5 6
7 8 9
10
11
12
13
14
15
16
1 2 3
4 5
6 7
R
+
+
+
+ + +
+ + +
-
+
+
+
+
+
-
+ -
-
-
-
-
-
I
+
+
+
+ + +
+ + +
-
-
+
+
+
+
-
-
-
-
-
-
-
-
A
+
-
+
-
-
-
+
+
+
- - +
- - -
- -
+
+
+
+
+
+
G
+
+
+
+ + +
+ + +
-
-
+
-
+
+
+
+ + +
+ +
+ +
Description
:
R
= Rational
ty
pe
;
A = Artis
an
t
y
p
e
;
I
= Id
ea
list
t
y
pe
;
G
=
G
u
ardi
a
n
t
y
p
e
Code
is
us
ing
referen
ces on
Table 1
.
P
l
us
(+)
s
i
gn ind
i
ca
te
d m
a
inta
inan
ce
i
s
required
.
Neg
a
tiv
e (–)
sign indicates
improvement is
req
u
ired.
Tabl
e
6 s
h
ows
t
h
e
so
ft skill
attrib
u
t
es
requ
ired
to
b
e
m
a
in
tain
ed as
well
as im
p
r
o
v
e
d
.
By ap
p
l
ying
Tabl
e
6, a
l
ear
ni
n
g
m
odel
i
s
desi
g
n
e
d
wi
t
h
i
n
t
e
nse
awa
r
ene
ss an
d i
t
ca
n i
m
prove c
o
ncei
vabl
y
defi
ci
ent
.
4.
3.
2.
Desi
gn
phase
a
nd E
x
ecuti
o
n
p
h
ase
In
t
h
ese two
ph
ases, a learn
i
n
g
m
o
d
e
l,
wh
ich
can m
a
in
tai
n
po
sitiv
e so
ft
sk
ill attrib
u
t
es
an
d
im
p
r
ov
e
co
n
cei
v
a
b
l
y d
e
ficien
t soft sk
ills, is d
e
sign
ed
an
d
reali
zed
. Th
is learn
i
n
g
m
o
d
e
l is app
lied in
Lin
ear Equation
Syste
m
topic of
Alja
bar
Line
ar s
u
bject. Thi
s
phase c
o
nsis
ts of
fiv
e
activ
i
ties th
at
can
be specifie
d
as
foll
ow
[1
2]
.
(1
)
Design
and
con
s
tru
c
t learn
i
ng
syn
t
ax
t
h
at can
p
r
esen
t learn
i
ng
for im
p
r
ov
ing
d
e
ficien
t
so
ft sk
ill attribu
t
es.
(2
)
Desi
gn a
nd
d
e
t
e
rm
i
n
e l
earn
i
ng e
nvi
r
o
nm
ent
or s
o
ci
al
syste
m
that can
be speci
fied a
s
atm
o
sphe
re
and
applied
norm
s in the
m
odel, for
e
x
am
ple, teachers’roles and activitie
s to be done during the learni
ng
pr
ocess
.
(3
)
Design and com
pose reaction princi
pl
e, by providi
ng teacher
s with illustration of ho
w t
o
interfe
re in how
st
ude
nt
s seei
ng
an
d
resp
o
ndi
n
g
t
o
t
h
ei
r
be
ha
vi
o
r
du
ri
n
g
t
h
e
l
earni
ng
p
r
oc
e
ss.
(4
)
Arrang
e and
determin
e su
ppo
rting
sy
stem
in
wh
ich
req
u
irem
en
ts an
d
co
nd
itio
ns n
e
ed
ed
for learn
i
ng
m
o
d
e
l (i.e. class settin
g
,
in
st
ru
ction
a
l system
, learn
i
n
g
instru
m
e
n
t
s, and requ
ired
m
e
d
i
a) th
at is b
e
i
ng
designe
d
ca
n
be exec
uted.
(5
)
Desi
g
n
an
d c
onst
r
uct
i
m
pl
icat
i
on o
f
l
ear
ni
n
g
. T
h
e i
m
pl
i
cat
i
on ca
n be de
fi
ne
d as
i
n
st
ruct
i
o
nal
an
d
at
t
e
ndi
n
g
i
m
pl
icat
i
ons.
Out
c
om
e of
1
st
p
h
ase i
s
i
n
t
h
e
f
o
rm
of l
ear
ni
ng
sy
nt
a
x
as
de
pi
ct
ed i
n
Fi
gu
r
e
1.
Whe
r
eas 2
nd
p
h
ase r
e
sul
t
s
i
n
l
earni
n
g
e
n
vi
r
onm
ent
w
h
i
c
h
i
s
su
bdi
vi
de
d
i
n
t
o
f
o
ur
gr
o
u
p
s
based
o
n
p
e
rson
ality typ
e
s d
e
fin
e
d
b
y
Dav
i
d
Keirsey
wh
ile so
lv
i
n
g p
r
ob
lem
s
. It is so
i
n
o
r
d
e
r to
m
a
k
e
th
e learn
i
n
g
in
stru
m
e
n
t
to
be u
s
ed
can
fit th
e co
gn
itiv
e
p
r
o
cess and
attri
b
u
t
es of
so
ft skills
neede
d
to be im
prove
d
.
Pr
odu
ct of
3
rd
phase is react
ion
pri
n
ciple.
This
princi
pl
e
desc
ribes t
h
at teachers
ha
ve
to actively
in
terfere in stud
en
ts’pro
cesse
s o
f
i
m
provi
ng
t
h
ei
r
so
ft skills
according t
o
es
tablished
preliminary investi
g
ation
resu
lts. Th
is activ
ity
m
u
st be ex
ecu
t
ed m
a
n
y
tim
es as
it
is no
t easy
to im
p
r
o
v
e
soft
sk
ill attrib
u
t
es in
an
in
d
i
v
i
d
u
a
l and
is
o
f
ten
acco
m
p
lish
e
d
thr
ough
h
a
b
itu
ati
o
n.
Out
c
om
e of 4
th
ph
ase is that su
ppo
rting
syst
e
m
is a learn
i
ng
m
o
d
e
l d
e
si
gn
ing
for
b
e
ing
ex
ecu
ted
if
o
n
l
y all stu
d
e
n
t
s h
a
v
e
realized
th
e im
p
o
r
tan
ce of so
ft
sk
ills in
th
eir liv
es and
are willin
g
to
i
m
p
r
o
v
e
concei
vabl
y
de
fi
ci
ent
so
ft skil
ls
. Resu
lt o
f
5
th
phase i
s
t
h
e i
m
pli
cat
i
on of s
t
udy
i
s
t
h
e obs
ervat
i
o
n o
f
cha
nge
s
hap
p
e
n
i
n
g
on
e
ach st
ude
nt
f
o
r
t
h
ei
r i
m
pro
v
e
m
ent
of
so
ft ski
lls
[1
3]
.
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I
J
ERE
I
S
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2-8
8
2
2
Imp
r
o
v
ing
S
t
ud
en
ts So
ft S
k
ills u
s
i
n
g Th
in
king
Pro
cess
Pro
file Ba
sed on
Person
a
lity Types (MJ.
Dewiya
n
i
S
.
)
12
7
Fi
gu
re 1.
Lear
ni
n
g
M
odel
Sy
nt
ax f
o
r Im
pro
v
i
n
g
S
o
ft skills
4.
3.
3. Ph
ase fo
r
T
e
st,
E
v
al
ua
ti
on
, and Re
vi
z
i
on
Thi
s
pha
se i
s
f
o
cu
sed
o
n
t
w
o
m
a
i
n
poi
nt
s.
(1
)
To
validat
e
(2)
To hold a
practical test for eval
ua
t
i
n
g
c
r
eat
ed l
e
a
r
ni
ng
m
odel
pr
ot
ot
y
p
e.
Activ
ities to
b
e
do
n
e
in
t
h
is
ph
ase can
b
e
d
e
t
a
iled
as fo
llow.
1
)
To
v
a
lid
ate mo
d
e
l, con
s
isting
of
: (a) req
u
e
stin
g
ex
p
e
rts’
co
nsid
eratio
n
ab
ou
t th
e cap
a
bilit
y o
f
th
e created
learn
i
ng
m
o
d
e
l p
r
o
t
o
t
yp
e, t
h
is activ
ity requ
ires
v
a
lid
ation
sh
eet as in
st
ru
m
e
n
t; (b) analyzin
g
v
a
lid
ation
resul
t
gi
ve
n by
t
h
e
e
v
al
uat
o
rs
wh
o ha
ve do
ne
t
h
e val
i
d
at
i
o
n.
2
)
Trial is d
o
n
e
in
ord
e
r to
o
b
serv
e if t
h
e d
e
v
e
lo
p
e
d
learn
i
ng
m
o
d
e
l is p
r
actical an
d
effectiv
e. Th
e activ
ities
to
b
e
d
o
n
e
for th
e trial p
r
o
c
ess are: (a) execu
tin
g tr
ial in
th
e
field
,
(b) an
alyzing
the trial resu
lt,
(c)
rev
i
sing
b
a
sed
o
n
an
alysis o
f
trial
resu
lt.
5.
C
O
N
C
L
U
S
ION
A
N
D
R
E
COMM
ENDATION
5.
1. C
o
ncl
u
si
o
n
Acco
r
d
i
n
g t
o
d
i
scussi
o
n
o
n
t
h
e pre
v
i
o
us c
h
a
p
t
e
rs, i
t
can c
o
ncl
u
ded t
h
at
b
a
sed o
n
c
o
m
p
rehen
s
i
o
n o
f
co
gn
itiv
e pro
c
ess p
r
o
f
ile in
so
lv
i
n
g
m
a
th
ematical
p
r
ob
lem
s
, a
ttrib
u
t
es o
f
s
o
ft skills
that are nee
d
ed to be
1. Initial gree
ting (good
m
o
r
n
ing/after
noon
/night,
m
o
tivation).
2.
I
nvitation to pr
ay
.
3.
L
ectur
e r
u
les
(m
em
ory
of discipline,
assign
m
e
nts, activi
t
y, etc.)
.
4. Instil awa
r
eness
of the i
m
portance
of
soft skills
.
5.
Co
m
m
unicate
soft skill
attributes t
o
each student.
6.
Shar
e perception (
r
e
late topic to
pr
ior
knowledge of
the students)
7.
Co
m
m
unicate scope of topic.
8.
Co
m
m
unicate lear
ning objectives.
1.
Reflection on students’
learning experiences.
2.
Gener
a
l evaluation of the
pr
ocess and lear
ning r
e
sult
of the students (
e
s
p
ecially
focused o
n
attr
ibutes of
soft
skills
).
3.
Students’
r
e
sponses.
4.
Habituation of
soft skill
attributes to be applied in
day-to-da
y
activiti
es of the
students.
5.
Closing pr
ay
er
.
Main act
i
vit
i
es:
1.
Pr
epar
e four
lear
ning
instr
u
m
e
nts (
s
yllabus,
instr
u
ctional desig
n
,
student
wor
k
sheet)
which
have
been adjusted based on
personality types
a
nd
attr
ibutes of
soft skills.
2.
Gr
oup students based on
personality types
defined
by
David Keir
sey.
1.
Distr
i
bute pr
oblem
s
r
e
lated to pr
o
b
lem
solving to
pic that althoug
h they
ar
e in the sam
e
ty
pe,
the
appr
oaches ar
e differ
e
nt.
I
t
is in or
der
to im
p
r
ove suitable r
e
quir
e
d attr
ibutes of
soft
skills
(i.e
.
inter per
s
onal skills
are req
u
ired to be
im
p
r
oved for
R
a
tional
and
Idealist
types)
.
2.
M
onitor
and evaluate im
pr
ovem
e
nt of
targeted
soft skills
attributes on each
personality
type.
3. Provide f
eedback that f
it the objectives.Cycle
of 1-2-3 can be repeated
until the objectives are
achieved.
4.
Constr
uct attr
ibutes of
soft skills
that are
expected to be im
p
r
oved.
Closing act
i
vit
i
es:
Teachers’
preparat
ion
be
f
o
r
e
l
ec
tu
r
es
ta
ki
n
g
Intro
ducto
ry
a
c
ti
v
i
ties:
Evaluation Warning : The document was created with Spire.PDF for Python.