Integration of Life Skill in Human Resource Management Course

through Video as Learning Media

Hilma Harmen

, Fauzia Agustini

, Aprinawati

and Dita Amanah

Department of Management, Universitas Negeri Medan, Medan -Indonesia

Keywords: : Life Skill, HR Management, Video, Learning Media

Abstract: This study aims to integrate life skills in human resource management courses through video as a learning

medium. The methods in this study are interviews, questionnaires, observations, and literature studies.

Researchers have conducted an interview using a list of questions related to the tasks of the HR department

in the three companies. The video camera is used to take video shows when the company explains the tasks

of the HR department so that each company clearly shows the tasks for the HR department. HR

management courses need to integrate life skills so that students have the skills or ability to overcome

problems in the field of HR management in the company. Through video shows that have been made by

researchers about the tasks of the HR department in the company, students are expected to be able to apply

theory in HR management courses in accordance with the real conditions needed in the company.

1 INTRODUCTION

A. Research Background

Higher education is a forum for the formation of

graduates who are expected to have quality

characters and are ready to use in the world of work.

Thus the direction of learning must be adjusted to

the demands of the work world. Graduates must also

have life skills so that they can compete in the era of

globalization where job opportunities are

increasingly tight for graduates. Universities as

formal education institutions are required to always

improve the quality of learning in accordance with

the applicable curriculum.

The Human Resource Management (HRM)

course examines the functions or tasks of the HR

department in the company starting from analyzing

positions to termination of the human resources in

the company. The introduction of this HRM course

is essentially aimed not only at understanding, but

also that students are expected to be able to associate

HR lecture material with real conditions in the

company.

Life skills education reflects real life in the

learning process so that students gain life skills and

they are ready to live in the midst of society.

According to (Mujakir, 2012) what is learned in

each subject is expected to form the life skills that

will be needed when facing real life in society.

Anwar (2006) argues that the general purpose of

life skills education is to improve the skills,

knowledge and attitudes of learning citizens in

certain fields of work or business according to their

talents and interests so that they have the ability to

work or work independently that can improve their

quality of life . While the specific objective is to

provide life skills education services to learning

citizens in order to have the skills, knowledge and

attitudes needed to get into the workforce.

Meanwhile, according to (Subijanto, 2007) one

of the goals of life skill education is to provide basic

provisions and exercises that are carried out

correctly regarding the value of daily life that can

provide students with the ability to function in the

face of future competitive life and at the same time

collaboration.

Life skills can help a lecturer to deliver material

content in more depth and comprehensively so that

students can more easily understand the material. In

this study the lecturers of Human Resource

Management courses will conduct observations and

interviews in depth in several companies to get clear

information about the tasks or functions of the HR

department in the company. In line with (Slamet,

2002) states that one of the goals of life skills

Harmen, H., Agustini, F., Aprinawati, . and Amanah, D.

Integration of Life Skill in Human Resource Management Course through Video as Learning Media.

DOI: 10.5220/0009498302170221

In Proceedings of the 1st Unimed International Conference on Economics Education and Social Science (UNICEES 2018), pages 217-221

ISBN: 978-989-758-432-9

217

education is to optimize the participation of

stakeholders.

This is also related to one of the benefits of life

skills education that students have broad insight into

career development in a changing workplace that is

capable of choosing, entering, competing and

advancing in careers (Marwiyah, 2012).

The success of the learning process cannot be

separated from the choice of learning methods and

media. This is in accordance with (Arsyad, 2013)

that in a learning process, there are two very

important elements are teaching methods and

learning media. In this study the researcher will

make a video as a learning medium for the course of

Human Resource Management. According to

(Riyana, 2007) learning videos are media that

present audio and visuals containing good learning

messages that contain concepts, principles,

procedures, knowledge application theories to help

understanding an instructional material.

Researchers make videos as learning media

intended to clarify and facilitate the delivery of

messages so that they are not too verbalistic (Riyana,

2007). Thus the lecturer will be easier to deliver

learning material in the course of Human Resource

Management which is related to the tasks or

functions of the HR department in the company.

Students are expected to have life skills in this

course by comparing learning materials and real

conditions in the company. The role of stakeholders

in shaping life skills for students in the course of

Human Resource Management is very important.

Thus the researcher needs to involve stakeholders to

be able to achieve the goal of life skill education,

that is designing education so that it is functional for

the lives of students in facing life in the future

(Singh, 2015).

Therefore the importance of life skills in HR

Management courses, researchers are interested in

conducting research with the title "Analysis of video

making as a learning media by involving

stakeholders and their relationship to life skills

education in human resource management courses."

B. Research Purpose

The purpose of this study is to integrate life skills in

human resource management courses through video

as a learning medium.

C. Benefits of Research

The results of this study are useful as innovations in

learning to improve the relationship of the university

with stakeholders and also to improve life skills for

students.

2 THEORICAL FRAMEWORK

A. Learning Video Media Meaning of Learning

Videos

The development of science and technology,

requires the use of educational media that are

increasingly appropriate, such as videos that are

already an urgent requirement. This is due to the

complex nature of learning. There are various

learning objectives that are difficult to achieve by

relying solely on the lecture method. Therefore, in

order to achieve maximum learning results, it is

necessary to use media, one of which is video

(Miftakh & Samsi, 2015).

Video is a series of motion pictures accompanied

by a sound that forms a unity that is sequence into

grooves, with messages in it to achieve learning

goals that are stored with the storage process on the

tape or disk (Arsyad, 2013). Video is an audio visual

media that displays motion (Sadiman, 2008).

According to Heinich, Molenda, Russell, &

Smaldino (2002) videos can be interpreted as "the

appearance of various images on a television or

similar screen. So it can be concluded that the video

is a motion picture that consists of a series of

grooves and displays a message from the part of an

image to achieve the learning objectives.

Video learning is a media that is designed

systematically with reference to the applicable

curriculum and in its development applying the

principles of learning so that the program allows

students to look at the subject matter more easily and

interestingly. Physically learning videos are learning

programs that are packaged in videotapes and

presented using VTR or VCD player equipment and

monitor TVs (Rusman, 2011).

B. The Purpose and Benefits of Learning Video

Media

According to (Riyana, 2007) learning videos as

teaching materials aim to:

a. Clarify and facilitate the delivery of messages

so that they are not too verbalistic.

b. Overcome the limitations of time, space and

sense of ability of students and instructors.

c. Can be used precisely and varied.

Other benefits of using videos according to

(Daryanto, 2010) include:

a. The size of the video display is very flexible

and can be adjusted as needed.

b. Video is a non-print teaching material that is

rich in information and straightforward because

it can reach students directly.

c. Video adds a new dimension to learning.

UNICEES 2018 - Unimed International Conference on Economics Education and Social Science

218

C. Life Skill Meaning of Life Skill

Life skills are the ability and courage to deal with

life's problems, then proactively and reactively seek

and find solutions to overcome them. People who

are studying also need life skills. Thus UNICEF

(2012) divided the life skills into five, that is:

a. Self-awareness skills which are also called

personal skills. This capability includes; (1)

self-esteem as a creature of God Almighty,

members of society and citizens, (2) realizing

and grateful for the strengths and weaknesses

that are owned while at the same time making

asset in improving themselves as an individual

who is beneficial to themselves and the

environment.

b. Rational thinking skills (thinking skills). This

skill includes; (1) the ability to explore and find

information, (2) the ability to process

information and make decisions, (3) creative

problem solving skills.

c. Social skills. This skill includes; (a)

communication skills with empathy, (b)

cooperation skills. Empathize, understanding

attitude and the art of two-way communication.

This needs to be emphasized because

communication is not just delivering messages,

but the content and reach of messages

accompanied by good messages will arise a

harmonious impression.

d. Academic skills. Often called the ability to think

scientifically (scientific method), including

identification of variables, formulating

hypotheses and carrying out research.

e. Vocational skills. Meaning that skills are

associated with certain occupational fields in the

society.

D. Purpose and Benefits of Life Skill Learning

According to (Mansor, 2017) in general life skills

education intends to function education in

accordance with its nature, that is developing the

human potential of students to face their future roles.

In particular, education oriented to life skills aims to:

1. Actualize the potential of students so they can

be used to solve the problems.

2. Designing education so it is beneficial for the

lives of students in facing life in the future.

3. Providing opportunities for schools to develop

flexible learning in accordance with the

principles of broad-based education.

4. Optimizing the utilization of resources in the

school environment by providing opportunities

for the utilization of existing resources in the

community in accordance with the principles of

school-based management.

In general, the benefits of education oriented

towards life skills for students are as provisions in

dealing with and solving problems of life, both as an

independent person and as a citizen. If this can be

achieved, then the dependency on existing

employment can be reduced, which means that

national productivity will gradually increase.

E. Human Resource Management

Human Resource Management as the science and art

of managing relationships and the role of the

workforce in order to be effective and efficient to

help realize the goals of the company, employees

and the community ”

The main objectives of HR Management are:

improving the level of productivity, improving the

quality of work life, ensuring that the organization

meets legal aspects.

Human Resource Management in carrying out its

activities managing human resources in the

company, carrying out human resource management

functions starting from the function of analyzing

jobs and positions, planning human resources in the

company, recruiting workers, selecting prospective

workers, conducting work orientation and

placement, train employees, conduct employee

appraisals, carry out compensation policies, carry

out career development and planning activities, and

make employment termination policies.

3 RESEARCH METHOD

A. Research Location

This research was carried out in 3 (three) companies

in Medan, namely PT. Bhanda Ghara Reksa,

Employment Social Security Organizing Agency,

PT. Pelindo I BICT.

B. Type of Research

This research is a qualitative research. The lecturers

of HR management courses make videos containing

the functions of HR management or the tasks of the

HR department in the company.

C. Data Collection Techniques

The data collection techniques in this study use:

1. Interview.

That is holding a question and answer to the

company about the functions of HR

Management.

2. List of questions.

Contains questions related to HR Management

functions within the company.

3. Observation

Integration of Life Skill in Human Resource Management Course through Video as Learning Media

219

That is in the form of direct observation to the

company.

4. Literature Study

That is in the form of literature obtained from

books, journals and the internet related to this

research.

4 ANALYSIS

HR management in a simple way is a management

science that is applied in human resource

management issues for the achievement of

organizational goals. The HR management course

contains material on HR management functions

consisting of job analysis, employee planning,

employee recruitment, employee selection, work

orientation and placement, job training, performance

appraisal, compensation, career planning and

development, termination of employment (Agustini

& Harmen, 2018). Diperlukan strategi perencanaan

SDM yang tepat untuk meraih keunggulan

kompetitif organisasi (Harahap & Amanah, 2018).

Life skills are educational orientations that

synergize subjects into life skills needed by someone

wherever they are. Academic skills are one of life

skills, that is the ability to think scientifically is

basically the development of rational thinking skills

that are still general, academic skills are more

directed towards activities that are academic or

scientific (Anwar, 2006). Therefore, HR

management courses need to integrate life skills so

that students have the skills or ability to overcome

problems in the field of HR management in the

company. Thus, the role of the company or

stakeholders has a big influence as an information

tool about the management of human resources that

actually occurs in the company environment.

The role of stakeholders in forming life skills for

students in the course of Human Resource

Management is very important. Thus the researcher

needs to involve stakeholders to be able to achieve

the goal of life skill education, which is designing

education that it is functional for the lives of

students in facing life in the future (Forneris,

Camiré, & Trudel, 2012).

The success of learning in each subject is

strongly supported by the selection of learning

media. Learning media is expected to lead to

interesting and fun learning activities but still have

an element of seriousness in learning so that they

can practice problem solving skills (Agustina &

Novita, 2012). Video is one of the learning media

that can attract learning interest for students. In

general (Ariani, 2010) suggested several benefits of

multimedia learning including: (1) More interesting,

(2) More interactive, (3) Learniing time can be

reduced, (4) The quality of student learning can be

more motivated, (5) Students' attitudes and learning

attention can be improved and focused, (6) Can turn

on the text by including sounds, images, music,

animation and video, (7) Can attract interest because

it is a combination of views, sounds and movements.

In this study, researchers made a video by

involving stakeholders as an effort to integrate life

skills in HR management courses. This research has

involved three state-owned companies in Medan,

namely PT. Bhanda Ghara Reksa, Employment

Social Security Organizing Agency, PT. Pelindo I

BICT.

The researcher has conducted an interview using

a list of questions related to the tasks of the HR

department in those three companies. Researchers

use videos to record company explanations about the

tasks of the HR department so that the HR

department's tasks in each company are clearly

visible.

5 RESULTS

The results of this video recording will be used when

describing the lecture material of HR management in

the classroom. Researchers expect students to be

able to learn in real terms about HR management

functions or the tasks of the HR department in the

company. This is very important to know because

HR management courses are closely related to the

activities or activities of the HR department in the

company. Therefore, knowledge of HR management

courses should not only be based on theory but more

important is how to apply the theory to the actual

conditions that occur in the company. This is where

the role of life skills is very important to be

integrated in the HR management courses.

Empowering lecturers through the creativity of

learning methods and media is needed to create

quality learning in class and student achievement

(Agustini, Amanah, & Harahap, 2018).

6 CONCLUSIONS

HR management courses need to integrate life skills

so that students have the skills or ability to overcome

problems in the field of HR management in the

company. Through video shows that have been

UNICEES 2018 - Unimed International Conference on Economics Education and Social Science

220

made by researchers about the tasks of the HR

department in the company, students can apply the

theory in HR management courses according to real

conditions in the company.

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