Developing Learning Model of Life Skills-Based Courses in University

This study aims to arrange the course learning model with the life skills perspective in every learning process at Higher Education. Thus, graduates are expected to have qualified life skills value and benefit value in which learning model starts from syllabus, Lecture Quality Plans (called RMP) and learning model implementation applied in Teaching-Learning Stage for Genre-Based Approach.The method used was research and development. Data were collected through observation, in-depth interviews, document studies, and policy studies. Data validity was maintained by conducting the triangulation of sources, methods, investigators, and theories, while data analysis in sequential periods used SWOT analysis, interactive analysis, and implementation analysis. The results revealed that 1) The results of the field test and feasibility test of the syllabus in the Teacher Training and Education Faculty of Universitas Muhammadiyah Surakarta (called FKIP UMS) showed that all courses could include life skills in which not all life skills should be included in learning, then, at the level of learning process implementation and evaluation, it could focus not only on developing academic skill or vocational skill (hard skill) but also on aspect of developing life skill components which could be fully included. Implementation of Special Skill Learning Outcome (called CP-KK) of the courses could use various learning methods and assignment forms, and also life skill content could be developed in a complex manner. 2) The results of field tests and feasibility tests on RMP on the courses indicated that the use of learning methods including learning approaches, strategies, and techniques could use various approaches. Many approaches are based on academic competence, vocational competence, and also on cross-curriculum competency (social and personal competencies). 3) Implementation of stages could show the existence of stages specifically, sustainably, and consistently to simultaneously develop the four components of life skills (social, personal, vocational and academic competencies). The learning model can be implicitly mentioned in the syllabus and RMP.