JUARA: Jurnal Olahraga E-ISSN 2655-1896ISSN 2443-1117 https://doi.org/10.33222/juara.v6i2.1339 Integration of Life Skills in the Putera Muhammadiyah Kuningan Pencak Silat Training Oman Hadiana1,5, Herman Subarjah2, Amung Ma’mun3, Mulyana4 1,2,3,4 Postgraduate in Physical Education , Universitas Pendidikan Indonesia , Street. DR. Setiabudi No.229, Isola , West Java Province , 40154, Indonesia 5 Departemen of Physical Education, STKIP Muhammadiyah Kuningan, Street. Syeh Maulana Akbar, Kuningan Districts, West Java Province, Indonesia *e-mail: omanhadiana@upi.edu Info Artikel Abstract ____________________ ____________________________________________________________ Article History: This study aims to develop a model of Pencak silat tapak Suci practice by integrating life skills. The research method used is research and development of the ADDIE model, which consists of 5 stages, namely (1) analysis, (2) design, (3) development, (4) implementation, (5) and evaluation. The sample used was 96 people who were fostered by the pencak silat Tapak Suci branch of STKIP Muhammadiyah Kuningan. The results showed that this training model was valid, practical, and effective. Validity: expert judgment for the material score of 3.98 and expert judgment of the Pencak silat training model resulted in an average score of 3.94, both in the good category. Practical: the average response to the first-class questionnaire was 3.71 (good), the average response to the small group trial questionnaire was 3.84 (good), and the average response to the field trial questionnaire was 3.98 (good). Effectiveness: n-gain test value 0.59 (medium). It can be concluded that the Tapak Suci Pencak silat training model by integrating life skills can be used. Received 02 June 2021 Approved 13 July 2021 Published 14 July 2021 ____________________ Keywords: Pencak silat tapak suci, life skills, positif youth development © 2021 Oman Hadiana, Herman Subarjah, Amung Ma’mun, Mulyana Under the license CC BY-SA 4.0  Alamat korespondensi: Street. DR. Setiabudi No.229, Isola , West Java Province E-mail: omanhadiana@upi.edu "the internal personal assets, characteristics, INTRODUCTION and skills such as goal setting, emotional Over the past decade, sports psychology researchers have worked hard to understand better how sport can be structured to promote positive youth development (Holt, 2016). In practical terms, positive youth development (PYD) is often conceptualized as an implication of learning life skills, defined as control, self-esteem, and a hard work ethic that can be facilitated or developed in sport. And transferred for use in life" (Gould & Carson, 2008). The assumption inherent in this definition is that skills learned in sports are transformed into life skills. Numerous Oman Hadiana1,5, Herman Subarjah2, Amung Ma’mun3, Mulyana4 / JUARA : JurnalOlahraga 6 (2) (2021) literature (Gould & Carson, 2008; Holt, 2016) the physical (Bingham et al. 2014; Curran et have documented various life skills that can be al. 2014; Parnell et al. 2015). For example, learned through sport participation, including 'explicit' theories such as the human capital goal model use available scientific evidence to setting, teamwork, leadership, and make claims that outcomes associated with emotional control. Indeed, previous research exercise and physical activity are not confined has revealed that life skills learning can occur to the material but extend into the domains of implicitly in sports programs focused on social, psychological, and intellectual learning teaching sport-specific skills (Chinkov & Holt, (Bailey et al. 2012, 2013). A further claimed 2016; Chinkov & Holt, 2016). However, the non-physical outcome of participation in recent research by Bean & Forneris (2016) sports and physical activity is developing one's suggests that structured exercise programs life skills. communication, time management, designed to teach life skills may be better Petitpas et al. (2005) claim that exercise suited to promote positive youth development can provide a basis for adolescents to learn outcomes when compared to unintentional about themselves and acquire skills that will exercise programs. be helpful later in life. This view is shared by developmental others who argue that sport can challenge and benefits of youth sports participation, various motivate people in ways not found in other life sports-based programs that deliberately target pursuits, such as school and work (Hansen, the teaching of life skills have been developed Larson, & Dworkin, 2003). Jones & Lavallee by researchers. Examples of such programs (2009) found that adolescent athletes perceive include sports united to promote education and interpersonal skills (e.g., social skills, respect, recreation, play it smart, and the first tee. In and leadership) and personal skills (e.g., general, discipline, independence, and goal setting) as To maximize evaluation the studies support the essential skills needed to succeed in life. effectiveness of these programs in developing life skills that prepare young people to The scientific development of sports- function as productive members of their related to development through sports globally communities (Brunelle, Danish, & Forneris, is an opportunity to develop Indonesian sports 2007; Petitpas et al., 2004; Weiss, Stuntz, that can be introduced at the international Bhalla) successfully. , Bolter & Price, 2013). level. One of the cultural heritage sports of the archipelago is Pencak silat. Pencak silat is a Through regular exercise and other activities, the physical health benefits of a traditional person have received a large amount of martial techniques such as other Asian research interest and are now well understood. countries, Chinese "shadowboxing" (Kung Fu, However, it has also been recognized that Shao Lin, Tai Chi Chuan, and Wu Shu), Judo, exercise can contribute to public health beyond Karate, Hapkido and Aikido from Japan, Arnis 265 Indonesian contest related to Oman Hadiana1,5, Herman Subarjah2, Amung Ma’mun3, Mulyana4 / JUARA : JurnalOlahraga 6 (2) (2021) and Sikaran from the Philippines (Celia Tapak Suci Putera Muhammadiyah is Bocobo Olivar, 1972; Gordon B. Olivar, one of the Pencak silat colleges that are 1978). Pencak silat in Indonesia was initially members of the Indonesian Pencak Silat used as a fighting technique during the royal Association, abbreviated as IPSI. Apart from era to fight for the throne and power. being part of IPSI, Tapak Suci is an Some historians attribute its origins to autonomous organization of Persyarikatan 13th century Buddhism, and other evidence Muhammadiyah, based on the Islamic creed was the Malay warrior Hang Tuah in the 14th and always teaches Islamic teachings by century. In villages across the archipelago to heeding its laws and carrying out worship. Papua, about 60 different styles can be found While learning to recognize and memorize the (Eichberg, 1983). Pencak silat is characterized Tapak Suci movements or moves, the cadres by aesthetic elements such as dance, including are also trained on strengthening aqidah, the accompaniment of drums and gongs. For morality (morality) in relationships, mental this reason, it has traditionally been included resilience, and leadership (leadership). In in the complex of dance, music, and theater every training and education, the planting of called art, and nowadays, Pencak silat is part Islamic teachings does not seem directly felt of the sport (Eichberg, 1983). by the cadres. All processes of Islamic teaching Pencak silat was developed in a indoctrination are carried out sequence of movements that can be described covertly. Because the education carried out by as theater, ceremonial, and folk performances. Tapak Suci always emphasizes the aspect of The basic norms that must be embedded in the learning Islam while playing/practicing moves implementation of Pencak silat are good (Dody Rudianto & Heri Akhmadi, 2011). manners and ethics. Silat has the meaning of a The age level in Pencak silat tapak Suci perfect self-defense movement rooted in pure practice is classified into three classes, spirituality, for personal safety or mutual namely; safety, from adolescents 13-17 years, and adults 17-35 calamities or disasters (robbers, disease, years. The organizational structure starts from sorcery, and everything evil or detrimental the unit to the central leadership. In the sacred society). site, to prevent Pencak oneself/humans silat continues to be 1) apart pre-adolescent from teaching 10-13 years, self-defense preserved and developed as a means for techniques, cadres are also formed periodically education because it is believed to contain and learn how to manage the organization. The noble educational values as stated in the hallmark of the Pencak Silat College of Tapak Pencak the Suci is that it integrates Islamic teachings philosophy of noble character (Mulyana, based on the Quran and Sunnah in all 2013). activities. silat philosophy, namely 266 Oman Hadiana1,5, Herman Subarjah2, Amung Ma’mun3, Mulyana4 / JUARA : JurnalOlahraga 6 (2) (2021) The development of Pencak silat Tapak Referring to the rationale of the research Suci currently has various championships results of experts and some theoretical support, ranging from regional titles, which are held we developed a model of Pencak silat tapak once a year, regional championships held Suci by integrating the values of life skills into every two years, national championships held a structured training program. There seems to every two years, and open championships, be no other research that has examined how which are followed by five titles a year. The the championship category consists of 'match' and implemented in Pencak silat training. value of life skills is integrated art.' Seeing the current developments in the This research aims to develop a model Tapak Suci Pencak silat training focus, there is for the Pencak silat tapak Suci training that a paradigm shift towards how athletes can integrates excel in the various championships that are programmatically, then test the effectiveness followed. of the model whether it has a significant the values of life skills In the process of training for the Pencak impact on the life skills of the Pencak silat silat tapak Suci, it seems that the attitude of the fostered athletes of Putera Muhammadiyah fostered athletes is not very good, such as lack Kuningan. of discipline in doing exercises, showing less METHODS respect for peers so that it is feared that it will have a lousy personality as well. Another The method used in this research is problem seems to be the absence of a Pencak Research and Development (Robert Maribe silat training model that integrates value Branch, 2009), which is known as ADDIE, education such as life skills programmatically. which Based on the literature study and the involves the stages of model development with five steps/development problems presented, a model of Pencak silat phases training is needed by global issues in the Development, development of world sports as a concern of Evaluations). The final result of this research the United Nations and has been widely will produce a model of Pencak silat tapak practiced in developed countries in the world Suci training by integrating the values of life in the Millennium Development Goal's/MDG's skills program Sustainable development method is the method used to Development Goal's/SDG's with the issue of produce a particular model and test the model's Sport for Development and Peace/SDP (2015- effectiveness. (2000-2015). and including (life Analysis, Design, Implementation, skills). The research and and 2030), making the sport an instrument in the The Tapak Suci Pencak silat training, context of development (development through held in Kuningan Regency, involved 1988 sport) (Ma'mun, 2020). fostered athletes who were 36 branches. The research sample was 96 people taken from the 267 Oman Hadiana1,5, Herman Subarjah2, Amung Ma’mun3, Mulyana4 / JUARA : JurnalOlahraga 6 (2) (2021) STKIP Muhammadiyah Kuningan branch with design and consider model revisions and the permission and consideration of the Tapak model Suci Board of Trustees, Kuningan Regency. questionnaire was used to measure the validity The sampling of sports theory related to life skills. Aspects technique used purposive validation. The material expert of the assessment used by the questionnaire sampling (Ali Maksum, 2012). Data collection techniques used are materials include the quality of the content and observation and interviews. The instruments objectives, the quality of the training, and the used include a material expert questionnaire, a design of the training program. The expert practitioner expert questionnaire (a licensed practitioner questionnaire was used to measure Pencak silat trainer) as a model validation test, the validity of the developed Pencak silat a respondent questionnaire (athletes fostered training model. To calculate the model's truth by the Pencak silat tapak Suci branch), STKIP is the quality of the content and objectives, the Muhammadiyah Kuningan) as a test of the quality of the training, the usefulness of the effectiveness of the model. Then the data exercise. Expert validation is carried out using obtained were analyzed descriptively. criteria, as shown in Table 1. As follows: Material experts and expert practitioners aim to review the Pencak silat training model's Table 1. Model Validation Criteria Interval 1.00 ≤ x < 2.00 2.00 ≤ x < 3.00 3.00 ≤ x < 4.00 4.00 ≤ x < 5.00 Criteria Invalid Less Valid Valid Very Valid The respondent's questionnaire is an making) assessment instrument used to measure the and interpersonal life skills (leadership and respect). effectiveness of the developed training model. The research procedure consists of This assessment aims to review the accuracy stages of analysis, including (1) curriculum of the content of the Pencak silat training analysis, (2) athlete characteristic analysis, (3) model. The respondent's questionnaire was problem analysis, and (3) needs analysis. The given to the Pencak silat athlete in the branch design stage is to make a conceptual model of STKIP Muhammadiyah Kuningan. The design that will be developed, namely the aspects used to compose the questionnaire are Tapak Suci Pencak silat training model that indicators integrates of life skills consisting of the values of life skills. intrapersonal life skills (emotional control, Furthermore, at the development stage, a goal setting, problem-solving and decision model is designed so that a training model is obtained in the form of a prototype model 268 Oman Hadiana1,5, Herman Subarjah2, Amung Ma’mun3, Mulyana4 / JUARA : JurnalOlahraga 6 (2) (2021) framework validated first by material experts effectiveness tests. These processes are and practitioners. The implementation stage is intended to obtain model quality data in terms a small group trial using ten subjects and of validity and effectiveness or further revising the model according to the analysis refinement to achieve a training model that is results in the small group trial. The medium appropriate, quality, and useful for its users. group trial used 30 subjects and changed the After the training model process is completed, model according to the analysis results in the it is reviewed by experts who will assess the medium group trial. The large group trial validity of the training model (i.e., material consisted of 96 subjects assisted by STKIPM experts and Pencak silat training model athletes and revised the model according to the experts). Each expert filled out a validation analysis results in the large group trial. The questionnaire that had been prepared based on last stage is an evaluation to measure the predetermined aspects. This study uses the achievement of development goals by testing ADDIE Development Model (Robert Maribe the model's effectiveness consisting of an Branch, 2009). The steps that have been initial test and a final test. carried out are as follows: The validation analysis of the training 1. Analysis Stage model was obtained using a Likert scale of 1- The needs analysis was traced using in- 5, and the assessment used the ideal mean depth formula. The n-gain test is an instrument used analysis the Pencak silat training model have been be informants, coaches, and fostered athletes. Based on the post-test. The data obtained from developing will three Pencak silat Tapak Suci Kuningan Regency, training model consisting of a pre-test and a which with namely the administrators/leaders of the local to measure the effectiveness of the developed determined, interviews of in-depth interviews about implementing the training, which 96 fostered analyzed athletes attended, it was obtained results about descriptively. the importance of developing a Pencak silat training model in Tapak Suci by integrating FINDINGS AND DISCUSSION life skills values. The primary reason for Findings A Pencak silat training model (tapak creating a training model is the need for sports Suci) is developed by integrating life skills for coaching patterns to adapt to global issues of athletes who are fostered at the STKIP world development initiated by the United Muhammadiyah The Nations, namely the Millennium Development development process is carried out in stages Goals (MDG's) from 2000 – 2015 followed by and produces a training model that material the Sustainable Development Goal's (MDG's) experts have validated, training model experts, program from 2015 – 2030 with the issue of limited Sport for Development and Peace (SDP). The trials, Kuningan field trials, branch. and model 269 Oman Hadiana1,5, Herman Subarjah2, Amung Ma’mun3, Mulyana4 / JUARA : JurnalOlahraga 6 (2) (2021) current orientation of the development of the include sport of Pencak silat carried out by the STKIP techniques, and evaluation. The model design Muhammadiyah Kuningan branch is more designed by the researcher develops life skills focused on mere achievements. The coaching values in the training program, which consists carried out on athletes from the basic level to of intrapersonal life skills (emotional control, level four focuses more on achieving medals. goal setting, problem-solving and decision The treasures of development through sports making) have been mandated through the Law on the (leadership and respect). In this design stage, National Sports System article 26 paragraph 3, the researcher also compiled an instrument in which and the form of a questionnaire for validators of development of traditional sports are carried material experts and experts in the model of out by exploring, developing, preserving, and Pencak silat training and collected a grid of utilizing conventional sports that exist in the indicators to test the model's effectiveness at community. the evaluation stage to respondents. states that the guidance organization, and Al-Islam, interpersonal life basic skills Based on a comprehensive literature 3. Development Stage study, the researcher can develop a Pencak a. Preparation of training materials silat tapak Suci training model by integrating The the values of life skills implemented in each training The development of the Tapak Suci Pencak into life skills (Holt, 2016). A structured sports designed preparing in the previously designed training program. that the skills learned in sports are transformed intentionally of materials are applying the values of life skills training session. The inherent assumption is program stages silat training material in this study consists of; for 1) children/athletes having positive life skills in organization (meaning the organization/tradition of the sacred footprint, youth development has a more significant aspects of self-defense, and the sacred impact when compared to an unintentionally footprint as a self-defense organization), 2) Al created sports program (Bean & Forneris, Islam (aqidah and akhlaq), 3) physical 2016). education (12 basic moves, practical techniques, physical and mental development), 2. Design Stage In the design phase, the researcher 4) life skills (intrapersonal: emotional control, designed a Pencak silat tapak Suci training goal setting, problem-solving and decision model making, interpersonal: leadership and respect), by compiling training materials, training schedules, and time allocation in each 5) evaluation (level promotion test). session starting from the basic level, level one, b. Expert validation level two, level three, and level four. Materials 1) Material expert validation in the training program from five levels 270 Oman Hadiana1,5, Herman Subarjah2, Amung Ma’mun3, Mulyana4 / JUARA : JurnalOlahraga 6 (2) (2021) The design of the prototype of the material expert validation can be presented in Pencak silat training model needs to be tested table 1 below: before it is implemented. The results of the Table 1. The result of material experts Aspect Quality of content and purpose Training quality Training model design Average Validity Average Value 4 3,94 4 3,98 3,98 Criteria Good Good Good Good Valid Based on table 1, it can be explained training model got a score of 4 with an average that the assessment carried out by material score of 3 .98 so that the material expert's experts on indicators of content quality and assessment is declared valid. Furthermore, the objectives using a Likert scale of 1-5 obtained data adopted from the experts on the Pencak a score of 4, the quality of the exercise silat training model are presented in Table 2. received a score of 3.94, and the design of the Table 2. The result of model expert Aspect Usefulness of training Quality of content and purpose Training quality Average Validity Average Value 4 4 3,82 3,94 3,94 Criteria Good Good Good Good Valid Based on table 2, it can be explained implementation phase contains elements of that the assessment carried out by the experts formative evaluation in the form of one-on- of the Pencak silat training model on the one assessment, small group evaluation, and indicators of the usefulness of the exercise field trials (Rusdi, 2018). Classes were obtained a score of 4, the quality of content evaluated one by one to see the effectiveness and objectives received a score of 4, and the of the training tools developed using a quality of the exercise got a score of 3.94, with questionnaire response of 5 athletes. The an average score of 3.94 for expert judgment athlete the Pencak silat training model is declared determine whether the developed training valid. model can be used properly. Table 3 is the response questionnaire aims to result of the one-on-one evaluation class 4. Implementation Phase response questionnaire. After the model was revised and valid for use, it was then tested on 62 people assisted by the Pencak silat Tapak Suci Putera of STKIP Muhammadiyah Kuningan. The 271 Oman Hadiana1,5, Herman Subarjah2, Amung Ma’mun3, Mulyana4 / JUARA : JurnalOlahraga 6 (2) (2021) Table 3. Questionnaire responses for first-class athletes Aspect Usefulness of training Quality of content and purpose Training quality Impact training Average Average Value 3,74 3,68 3,72 3,72 3,71 Criteria Good Good Good Good Good of 3.72 with an average the average of all Based on table 3, it can be explained aspects is 3.71. that the assessment made by athletes on the The small group trial athlete response aspect of the usefulness of the exercise obtained a score of 3.74, the quality of content questionnaire aims to determine the and objectives accepted a score of 3.68, the development of a training model that can be quality of the exercise received a score of used properly. Table 4 is the result of the 3.72, and the impact of the exercise got a score athlete's response questionnaire from the small group trial. Table 4. Responses to the small group trial athlete's questionnaire Aspect Usefulness of training Quality of content and purpose Training quality Impact training Average Average Value 3,82 3,84 3,84 3,86 3,84 Criteria Good Good Good Good Good Based on table 4, it can be explained score of 3.84, and the impact of the exercise that the assessment carried out by 20 athletes was obtained. The score is 3.86, with the in the small group trial of the usefulness aspect average of all aspects is 3.84. Furthermore, the of the exercise obtained a score of 3.82, the last stage in the implementation is a field trial. quality of content and objectives got a score of Table 5 is the result of the athlete's response 3.84, the quality of the exercise received a questionnaire from the field trial. Table 5. Responses to the field test athlete's questionnaire Aspect Usefulness of training Quality of content and purpose Training quality Impact training Average Average Value 4 4 3,92 4 3,98 Criteria Good Good Good Good Good Based on table 5, it can be explained obtained a score of 4, the quality of content that the assessment carried out by all and objectives accepted a score of 4, the participants (athletes) with a total of 96 people quality of the exercise received a score of on the aspect of the usefulness of the exercise 3.92. The impact of exercise obtained a score 272 Oman Hadiana1,5, Herman Subarjah2, Amung Ma’mun3, Mulyana4 / JUARA : JurnalOlahraga 6 (2) (2021) of 4. The average of all aspects is 3.98. Thus, model's effectiveness of pretest and posttest or the athlete's response from the field trial before and after using the Tapak Suci Pencak questionnaire of the Pencak silat training silat training model that integrates life skills. development model by integrating life skills is The test was given to 96 athletes to know the good. improvement of training results from model development. The results of the pretest and 5. Evaluation Stage posttest are presented in table 6 as follows. The evaluation stage is to test the Table 6. Pretest and posttest results Pretest 68,6 Training Design Posttest 72,4 Based on the analysis of data processing N-Gain 0,59 problem-solving Criteria Medium and decision making, in table 6, it can be seen that the average value interpersonal: leadership and respect), 5) of the pretest is 68.6, while the average value evaluation (level promotion test). When of the post-test is 72.4. The N-gain value is properly structured and delivered, youth sports 0.59 with moderate criteria. Therefore, there programs have been positioned as appropriate was a significant increase in the effectiveness contexts for life skills development (Gould & of using the Pencak silat training model seen Carson, 2008; Petitpas, Cornelius, Van Raalte, from the pretest and post-test results. & Jones, 2005). Life skills are very diverse and Discussion Based on the analysis of the criteria for validity, practicality, and intermediate process between internalizing the learned/perfected life skills in sport and then generalizing these life skills by applying them values. The training models resulting from this to life (Pierce, Gould, & Camiré, 2017). research are 1) organizational (definition of the Turnnidge, Côté, & Hancock (2014) sacred discuss two approaches to life skills training: footprints, aspects of self-defense, and the sacred footprints as implicit and explicit. The implicit approach self-defense refers to sports programs that focus on organizations), 2) Al Islam (aqidah and developing sport-specific skills without any akhlaq), 3) physical education (12 moves) particular deliberate attention to developing or basic, practical techniques, physical and mental development), 4) life cognitive, 2005). The transfer concept represents an training model, that integrates life skills of behavioral, personality, honesty, persistence; Danish et al., effectiveness model, namely the Tapak Suci Pencak silat organization/tradition include interpersonal, and intrapersonal skills (e.g., described, this research has produced a new the can transferring life skills (Turnnidge et al., 2014). skills Previous research has shown how athletes can (intrapersonal: emotional control, goal setting, still develop and share life skills, even when 273 Oman Hadiana1,5, Herman Subarjah2, Amung Ma’mun3, Mulyana4 / JUARA : JurnalOlahraga 6 (2) (2021) their coaches use an implicit approach (Jones 2017) support the use of an explicit approach, & Lavallee, 2009). Athletes can have positive suggesting that youth sports programs are experiences based on the inherent features intentionally (explicitly) structured to promote (e.g., a healthy competitive environment) and positive youth development. And life skills are social dimensions (e.g., positive coach-athlete more suitable for enhancing the athlete's self- relationships) of sport, which together can development than unintentional (implicit) implicitly promote desired developmental structured programs. outcomes (Chinkov & Holt, 2016). Thus, the CONCLUSION implicit approach does not hinder life skills development (Nicholas L. Holt et al., 2008), The development of the Tapak Suci although this approach is not explicitly Pencak silat training model by integrating life programmed because the coach does not focus skills in this study uses the ADDIE model, on efforts to develop the athlete's life skills. which consists of five steps, namely analysis In contrast, the coach's straightforward design, development, implementation, and approach programmatically provides athletes evaluation. The training model to be used must with an environment in which life skills meet three indicators, including; (1) validity of development targeted material experts and valid Pencak silat training (Turnnidge et al., 2014). Building on implicit models, (2) practicality; the athlete's response processes (e.g., developing a trustworthy stated that the training model resulted in good coach-athlete relationship), sports skills are criteria development, (3) effectiveness; The taught alongside life skills in an integrated results of the pretest and posttest test showed manner (Bean & Forneris, 2016; Camiré, that the training model had increased, meaning Trudel, & Forneris, 2012). Explicit life skills that athletes and coaches could use the Pencak strategies include holding discussions focused silat training model by integrating life skills as on a guide for training programs in the context of life is skills, purposefully providing leadership opportunities for athletes, and using imagery personality development. to visualize themselves transferring life skills AKNOWLEDGMENTS (Camiré et al., 2012; Allen et al., 2015; Jacobs & Wright, 2018). Researchers have advocated The author thanks Prof. Dr. Herman a straightforward approach because clear Subarjah, M.Sc., and Prof. Dr. Amung guidance and feedback from trainers are Ma'mun, M.Pd, and Dr. Mulyana, M.Pd, who critical for successful life skills internalization has and generalization (Allen et al., 2015; Hodge manuscript of this article can be published in et al., 2013; Pierce et al., 2018). 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