ASSESSING BASIC SOFT SKILLS OF PROSPECTIVE TEACHERS AT A STATE CHRISTIAN HIGHER EDUCATION INSTITUTIONS IN INDONESIA: A DESCRIPTIVE STUDY

Jefri Mailool; Ventje Adri Politon

doi:10.37478/jpm.v7i4.8241

Authors

Jefri Mailool Institut Agama Kristen Negeri Manado, Minahasa, Indonesia
Ventje Adri Politon Institut Agama Kristen Negeri Manado, Minahasa, Indonesia

DOI:

https://doi.org/10.37478/jpm.v7i4.8241

Abstract

This study aimed to describe the basic soft skills of prospective teachers at state Christian higher education institutions in Indonesia across six dimensions: adaptability, self-motivation, self-awareness, curiosity, social skills, and tolerance. A quantitative descriptive design was employed, involving 357 teacher education students recruited through convenience sampling. Data were collected using the Basic Soft Skills Instrument for Prospective Teachers, which comprises 21 items scored on a four-point scale from 0 to 3, yielding a possible total score of 0-63. Content validity was assessed by seven experts using Aiken’s V, with coefficients ranging from 0.81 to 0.95. Item-total correlations ranged from 0.566 to 0.720. Descriptive statistics were used to analyze the data, and score categories were established using theoretical score parameters. The results showed a mean total score of 47.36 (SD = 8.04). Across the six dimensions, curiosity had the highest mean item score (M = 2.46, SD = 0.55), whereas tolerance had the lowest (M = 1.99, SD = 0.52). Statistical comparisons also indicated significant differences among the dimension scores, with curiosity scoring significantly higher and tolerance significantly lower than the other dimensions. These findings provide a descriptive profile of prospective teachers’ self-reported basic soft skills and identify tolerance as a potential area for further educational attention. Teacher education programs may consider incorporating structured learning activities that encourage dialogue, collaboration, constructive responses to disagreement, and respect for differing perspectives. Further research using complementary assessment methods is needed to determine whether these self-reported patterns correspond to demonstrated soft skills in educational practice.

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Keywords:

Soft skills, Prospective teachers, Christian higher education, Teacher education

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