The Sport Co-Curricular as Social Skill Reinforcement for Students of Apprenticeship Program

Main Article Content

Narwikant Indroasyoko
Achmad Muhammad
Sri Santoso Sabarini


The aim of this study is to gain deep knowledge about the benefit of co-curricular program both team sport and individual sport and to find out the influencing factors in following co-curricular activity, as social skill reinforcement for intern students, so concept and strategy are acquired to create Human Resources who are professional, healthy physically and mentally to face the era of revolution 4.0. The study result shows that implementation of co-curricular in campus greatly affects student’s learning system when they do on -the- job training in apprentice location. Students can find new things that occur in social interaction such as relation among students, student with mentor, student with employee in apprentice place or inside campus so students have more ethics in learning and in daily social intercourse. The obstacles among others are students do not get mentor in campus who has guidance skill profession, mentor who has trouble to equalize problem with material and time limitation, infrastructure which is less conducive in the process of co-curricular program implementation.

Article Details

Author Biographies

Narwikant Indroasyoko, Politeknik Manufaktur Bandung

Politeknik Manufaktur Bandung

Achmad Muhammad, Politeknik Manufaktur Bandung

Politeknik Manufaktur Bandung

Sri Santoso Sabarini, Universitas Sebelas Maret

Universitas Sebelas Maret


Abate, L.L & Milan, M.A. (1985) Handbook of Social Skills Training and Reseach, New York: John Wisley and Son.
Azwar, Saifuddin. 2007. Metode Penelitian. Pustaka Pelajar: Yogyakarta.
Bagus, Lorens, 2005. Kamus Filsafat, Jakarta: PT. Gramedia Pustaka Utama
Beilharz,Peter. 2003. Teori-teori Sosial. Yogjakarta:Pustaka Belajar
Bharati Rajendra Dhanmeher. (2014) Impact Of Co Curricular Activities On The Non–Academic Development Of Junior College Students : Dissertation, D. Y. Patil University.
Chomaidi, dan Salamah. 2018. Pendidikan dan Pengajaran: Strategi Pembelajaran Sekolah Jakarta: Grasindo.
Drucker, S. (2014, May 8). Recent study shows graduates overestimate their skill-mastery. Retrieved June 26, 2015, from
Frazier. (2000). Pengertian pola asuh orang tua terhadap anak.
Gresham, F. M., Elliott, S. N., Vance, M. J., & Cook, C. R. (2011). Comparability of the Social Skills Rating System to the Social Skills Improvement System: Content and psychometric comparisons across elementary and secondary age levels. School Psychology Quarterly, 26(1), 27–44.
Huang, Y, & Chang, S. 2004. Academic and cocuricular involvement: Their relationship and the best combinations for student growth. Rertiever may 18 2015, from
Hullinger, J. (2015, May 18). This Is The Future of College. Retrieved July 1, 2015, from
Indroasyoko, N (2017) Profil Keterampilan Sosial Mahasiswa POLMAN Bandung Mealui Kegiatan Ko-Kurikuler Olahraga dan Program Praktik Industri.
Ismat and R. Saleem. (2008). Role of co-curricular activities: Survey of the perceptions of stakeholders (Case study of Peshawar district). J. Managerial Sci., 2(2):213–219.
Mierson, George. (2001). Heidegger Habermas and the Mobile Phone (Phoenix: Totem Books).
Kerlinger. 2006. Asas–Asas Penelitian Behaviour. Edisi 3, Cetakan 7. Yogyakarta: Gadjah Mada University Press.
Khaledian, Hasanvand, dan Pour. (2013). The Relationship of Psychological Hardiness with Workholism. International Letters of Social and Humanistic Sciences. 5(2013), 1-9
Lwin, May & Adam Khoo, dkk. 2008. Cara Mengembangkan Berbagai Komponen Kecerdasan. Yogyakarta : Indeks.
Merrell, K.W. 2003. Behavioral, social, and emotional assessment of children and adolescents. New Jersey : Lawrence Erlbaum Associates
Mu’tadin, 2006. Ketrampilan Sosial Remaja, remaja/ketrampilan-sosial., p= 5 diakses 10 september 2012.