In the twenty-first century, many employers prefer candidates whose soft skills exceed their hard skills. In this article, the researcher compares project-based learning models and direct teaching, for welding skills and teamwork skills among vocational high education students. Welding skills are seen as hard skills and teamwork skills are viewed as soft skills. The research method used was experimental research. The results show that with the implementation of a project-based learning model, learning activities students have higher teamwork than welding skills, while with the implementation of a direct teaching model, learning activities students have higher welding skills than teamwork skills. This study shows that the implementation of different learning models, and the different competence ratio of hard skills and soft skills owned by students in a model of project-based learning, is very appropriate for twenty-first century learning that prioritises learning outcomes owned by students higher on soft skills. © 2020 Primrose Hall Publishing Group.
Author Keywords
Index Keywords
