Growing Life Skill through Accounting Learning in Millennial Era
This research aims to implement the learning model with the perspective of life skill in Accounting learning so as to make the graduates have the qualified life skill ability.The learning model is started from the syllabus, RMP, and the implementation Life Skills-based Accounting Learning in Teaching-Learning Stage for Genre-based Approach. The method employed in this study was Research and Development. The data were collected through observation, in-depth interview, and the study of document and policy. The data validity was maintained using source, method, investigator, and theory triangulation. Meanwhile, the data analysis sequentially used SWOT analysis, interactive, and implementative analysis. The research results show that: 1) Accounting learning contains the coverage of life skill, while the implementation of learning and evaluation process remain focusing on the development of academic and vocational ability (hard skills) yet the development aspect of life skill component is excluded. In implementing Basic Skill Learning Outcome (CP-KK), Accounting learning uses the learning method and various assignment which also contains the complex life skills. 2) The analysis result of RMP and Accounting course shows that the use of learning method either the learning approach, strategy, or technique has various approaches. The approach is more based on academic and vocational competencies, yet there is no cross-curriculum competency (social and personal competency). The stages to give the chance for the students to have the learning experience through individual activity, in-pair, and in group are four stages, encompassing:(1) Building knowledge of field, (2) Modelling, (3) Joint construction, and (4) Independent construction. The used learning model is active learning which concerns more on student-oriented learning and multimodel for each stage based on the character of the main discussion and the expected competency. Nevertheless, the implementation stage has not shown the specific, stage, sustainable, and consistent stage to build those four lifeskills (social, personality, vocational, and academic competency) simultaneously. The learning model has not been implicitly mentioned either in syllabus or RMP, such as problem-based learning, cooperative learning, collaborative learning, project-basedlearning, contextual instruction, small group discussion, simulation, discovery learning, or directed learning.