LIFE SKILLS-BASED EDUCATION AND ITS IMPLEMENTATION FOR STUDENTS OF INTEGRATED ISLAMIC JUNIOR HIGH SCHOOLS

Abstract

This study aims to explore the implementation of life skills-based education in Islamic Junior High Schools in the Semarang Regency and to identify the associated challenges and potential solutions. Using an exploratory descriptive qualitative design, the research was conducted at selected Islamic Junior High Schools in the region. Data were gathered through interviews, observations, and documentation. The researchers conducted interviews with key informants, observed the implementation of life skills education, documented relevant activities and materials, and ensured the validity and reliability of the data through source and method triangulation. The findings reveal that the implementation of life skills education involves three key stages: planning, implementation, and evaluation. During the planning phase, schools developed operational curriculum guidelines, strategic plans, and supporting documents such as syllabi, teaching modules, and instructional materials. In the implementation phase, two schools adopted a variety of strategies including: (1) the Reflect-Practice-Study (RTL) strategy, (2) learner-centered approaches, (3) contextually relevant life skills techniques, and (4) enhanced extracurricular activities as part of a community-based education approach. In the evaluation phase, schools employed the Context, Input, Process, and Product (CIPP) evaluation model to assess program effectiveness. This research provides valuable insights for schools and policymakers on the importance of developing life skills-oriented curricula and underscores the need to continuously evaluate educational programs. It also contributes to the broader understanding of life skills education within the context of Islamic Junior High Schools.