Analysis of Student Soft Skill Profiles: A Case Study at Universitas Amikom Yogyakarta

International Journal of Current Science Research and Review ISSN: 2581-8341 Volume 08 Issue 12 December 2025 DOI: 10.47191/ijcsrr/V8-i12-51, Impact Factor: 8.048 IJCSRR @ 2025 www.ijcsrr.org 6401 *Corresponding Author: Moch Hamied Wijaya Volume 08 Issue 12 December 2025 Available at: www.ijcsrr.org Page No. 6401-6413 Analysis of Student Soft Skill Profiles: A Case Study at Universitas Amikom Yogyakarta Moch Hamied Wijaya1, Eny Ariyanto2, Anindya Nurani Mutiara Sari3 1, 2 Lecturer at Universitas Amikom Yogyakarta 3 Lecturer at Universitas Mitra Bangsa, Jakarta ABSTRACT: This study aims to analyze the soft skill profiles of Universitas Amikom Yogyakarta students based on ten dimensions: communication, teamwork, leadership, problem solving and critical thinking, time management and organization, adaptability and flexibility, ethics and responsibility, creativity and innovation, emotional intelligence, and digital skills and information literacy. A total of 160 respondents completed a 1–4 Likert scale questionnaire. Descriptive analysis results show that all dimensions are in the medium category with an overall average of 3.189. The dimensions with the highest scores were ethics and responsibility (3.376) and digital skills and information literacy (3.260), followed by teamwork, adaptability, and time management. Conversely, the dimensions with the lowest relative averages were creativity and innovation (3.000) and communication (3.095), although they remained in the medium category. These findings conclude that students have an adequate foundation of soft skills but have not yet reached an excellent level, especially in the aspects of communication, creativity, and critical thinking. These results imply the need for a more integrated soft skills development strategy in the curriculum, student activities, and cooperation with industry to encourage improvement from a moderate to a high level. KEYWORDS: Communication, Creativity, Innovation, Leadership, Soft Skills, Teamwork. INTRODUCTION Soft skills, as non-technical abilities that include interpersonal, communication, leadership, discipline, and work ethic aspects, are now key in preparing college graduates to compete in a dynamic and challenging work environment. The need for soft skills is increasing in line with the paradigm shift in the industrial world towards the Industrial Revolution 4.0, which requires graduates to not only be technically proficient but also competent in collaborating, communicating, and adapting to complex work environments (Robles, 2012). Therefore, universities need to ensure that their students not only excel in hard skills but also have adequate soft skills to support their successful transition into the workforce (Cimatti, 2016). Students' soft skill profiles are an important indicator for assessing their readiness to face challenges in the era of globalization. Several studies show that the development of soft skills in higher education still faces obstacles, especially in the areas of communication, teamwork, and problem solving (Yohana & Wijiharta, 2021). At Universitas Amikom Yogyakarta, a university that focuses on technology and digital creativity, strengthening soft skills has become an integral part of the curriculum and learning activities. However, an in-depth empirical analysis of student soft skill profiles is still needed as a basis for developing more effective soft skill training programs (Blackburn & Lawrence, 2018). Prevailing studies at other universities in Yogyakarta reveal variations in the strengths and weaknesses of students' soft skills. Research on students in the Culinary Arts Education Program at Yogyakarta State University indicates that the ability to continuously learn, responsibility, and teamwork are the most dominant aspects possessed by students, while communication and problem-solving skills are the main areas of concern in terms of weaknesses (Saptari, 2024). These findings are relevant as a comparison in analyzing the soft skill profile of Amikom University students who have different academic characteristics and disciplinary backgrounds (Huang et al., 2015). Additionally, measurable soft skills that are relevant to industry needs are also a prerequisite for Universitas Amikom Yogyakarta graduates to be able to respond to rapid changes in the job market and contribute positively to national and regional economic development. Soft skills, which include work ethics, creativity, initiative, and flexibility, in addition to technical skills, will increase the competitiveness of graduates and foster a productive entrepreneurial spirit among students (Dameron et al., 2019; Yorke, 2006). However, despite efforts to develop soft skills in the implementation of the curriculum and student programs, there International Journal of Current Science Research and Review ISSN: 2581-8341 Volume 08 Issue 12 December 2025 DOI: 10.47191/ijcsrr/V8-i12-51, Impact Factor: 8.048 IJCSRR @ 2025 www.ijcsrr.org 6402 *Corresponding Author: Moch Hamied Wijaya Volume 08 Issue 12 December 2025 Available at: www.ijcsrr.org Page No. 6401-6413 is still a gap between the expectations of the world of work and the soft skill profiles of students. This research is important to empirically determine the current soft skill profiles of Amikom University students, as a basis for formulating more targeted soft skill development strategies based on empirical evidence (Rasdi et al., 2022). A comprehensive analysis of soft skill profiles can assist the education management at Amikom University, as well as lecturers and student advisors, in understanding the strengths and weaknesses of students' soft skills. This information is crucial for designing innovative and integrated learning interventions in both formal learning and extracurricular activities that support the continuous development of soft skills (Elias et al., 2017). Thus, this study seeks to fill a gap in the literature on the soft skill profiles of students at Universitas Amikom Yogyakarta, providing a valid and reliable picture of the most prominent and weakest dimensions of soft skills, while also proposing recommendations for soft skill development programs so that students are better prepared to compete in the world of work and play an active role in socio-economic development (Nguyen et al., 2019). LITERATURE REVIEW Definition of Soft Skills. Soft skills have become one of the main aspects of higher education that are gaining widespread attention. In the context of students, soft skills refer to non-technical abilities that enable individuals to interact effectively with others, manage themselves, and adapt to various social and professional situations (Robles, 2012). Soft skills are cross-disciplinary skills that are important to complement the technical or hard skills possessed by students in order to be able to face the challenges of the complex world of work and social life (Cimatti, 2016). The definition of soft skills in academic literature varies but leads to a common understanding as a set of personal and social skills that include communication, teamwork, leadership, time management, and problem-solving, as well as personal characteristics such as work ethic, positive attitude, and emotional maturity (LaFrance, 2016). These soft skills are different from hard skills, which are more technical and can be measured directly, but rather refer to qualities that shape personality and behavior that can increase a person's effectiveness in social and professional environments (Yohana & Wijiharta, 2021). In a study conducted by the National Association of Colleges and Employers (NACE), soft skills are categorized into several key competencies, such as effective communication, teamwork, leadership, critical thinking and problem solving, and the ability to manage time and workload efficiently (NACE, 2023). These competencies are highly relevant for students as prospective employees who need to be prepared as early as possible to have a competitive advantage in the global job market, which is now characterized by rapid technological change and job dynamics (Djamaris, 2013). Dimensions of Student Soft Skills. The following are the main dimensions of soft skills that have been widely accepted and recognized in various international and academic studies as important components that students must possess: a. Communication Skills. Communication is the ability to convey ideas and information clearly and effectively, as well as the ability to listen and understand messages from others. Communication soft skills include verbal and nonverbal communication, presentation skills, and negotiation skills. Students with good communication skills can collaborate more effectively and avoid misunderstandings in social and professional interactions (Robles, 2012; Djamaris, 2013). b. Teamwork Skills. Teamwork skills involve the ability to contribute positively to a work group, respect the views of other members, and facilitate productive cooperation to achieve common goals. Teamwork is very important in the context of education and the collaborative world of work (Iriani, 2017). c. Leadership Skill. The leadership dimension includes the ability to motivate and inspire others, take initiative, manage conflict, and direct and organize group activities to run according to plan. Students with good leadership skills will be able to have a positive impact on their teams and surrounding communities (Elias et al., 2017). d. Problem Solving Skills. The ability to analyze, think critically, and create solutions to problems is an important element of soft skills. This dimension requires students to be able to identify problems accurately, evaluate information critically, and apply various effective problem-solving strategies in academic and professional environments (Huang et al., 2015). e. Self-Management. Time management refers to the ability to manage time efficiently and balance academic, social, and personal activities. This aspect also includes self-control, discipline, and the ability to manage stress, which are part of emotional intelligence (Cimatti, 2016). International Journal of Current Science Research and Review ISSN: 2581-8341 Volume 08 Issue 12 December 2025 DOI: 10.47191/ijcsrr/V8-i12-51, Impact Factor: 8.048 IJCSRR @ 2025 www.ijcsrr.org 6403 *Corresponding Author: Moch Hamied Wijaya Volume 08 Issue 12 December 2025 Available at: www.ijcsrr.org Page No. 6401-6413 f. Adaptability and Flexibility. Adaptability is the ability to adapt to changing conditions and dynamic environments. Adaptive students can manage change, be flexible, and remain productive even when faced with uncertainty or new challenges (Yorke, 2006). g. Work Ethic and Professionalism. Work ethic and professionalism are dimensions that require students to have integrity, responsibility, perseverance, and commitment to their duties and roles. This attitude is important for building trust and credibility in academic and work environments (Dameron et al., 2019). h. Creativity and Innovation. Creative thinking skills and the ability to generate new ideas are essential, especially in this era of rapid change driven by digital technology. Students are required to think outside the box and be proactive in finding new opportunities that can add value to their work and lives (Nguyen et al., 2019). i. Emotional Intelligence. Emotional intelligence includes the ability to recognize, understand, and manage one's own emotions and those of others in various social and professional situations. This has a positive impact on interpersonal relationships and decision making (Elias et al., 2017). j. Digital Skills & Information Literacy. Digital skills are a set of competencies required for individuals to use information and communication technology (ICT) effectively in various aspects of life, including searching for, processing, creating, and sharing information through digital devices and platforms in a safe, collaborative, and creative manner (Gałan, 2022; Vuorikari et al., 2016 in Tee, 2024). In the context of higher education, digital skills include data and information literacy, digital communication and collaboration, digital content creation, digital security, and technology-based problem-solving skills necessary for students to learn, work, and participate productively in the industry 4.0 era. The Role of Soft Skills in Higher Education. Higher education aims not only to produce graduates with broad knowledge and insight, but also to prepare them with soft skills that can increase their employability or ability to adapt and succeed in the world of work (Rasdi et al., 2022). Soft skills determine students' success in completing their studies and facing increasingly complex and global work and social life (Yohana & Wijiharta, 2021). Curricula and learning systems in higher education institutions in various countries have begun to integrate soft skills development as an integral part of graduate competencies. Active learning methods, collaborative project work, simulations, and leadership training are used to train students' soft skills so that they can compete globally (Blackburn & Lawrence, 2018). Summary of Previous Research Findings on Student Soft Skills. Soft skills are a key aspect that determines student success not only in the academic environment, but also in the world of work and social life. Previous studies from various international journals over the past 15 years confirm that soft skills are an essential competency that students must have to face the challenges of the global era and industry 4.0 (Robles, 2012). Research shows that soft skills have a significant effect on students' readiness to enter the workforce and are a key differentiator between successful and less competent graduates (Cimatti, 2016). a. The Role and Importance of Soft Skills for Students. A longitudinal study by Dameron et al. (2019) found that the development of soft skills in students directly affects their ability to adapt to a dynamic and diverse professional environment. Skills such as effective communication, leadership, and the ability to work in a team are key determinants in shaping both short-term and long-term career success. A number of studies also mention the importance of soft skills in the context of entrepreneurship among students. For example, Nguyen et al. (2019) emphasize that creativity and innovation, which are part of soft skills, are key assets for students who want to pursue a career as an entrepreneur. The ability to think outside the box allows them to discover new business opportunities and deal with risks wisely. b. Student Soft Skill Profiles Based on Empirical Findings. Research conducted in various countries has identified student soft skill profiles with varying but consistent findings in several key dimensions. Saptari (2024) in his study of Culinary Arts students in Indonesia found that teamwork, responsibility, and independent learning skills were strengths, while communication and problem-solving skills were still relatively weak. Huang et al. (2015) in an international study reported that students have moderate levels of communication and collaboration skills but are weak in analytical and problem-solving skills that require quick and accurate decision-making. This condition is relevant to the findings of Rasdi et al. (2022), which indicate the need for integrated soft skills training programs to improve students' analytical and stress management skills. c. Soft Skills Most Appreciated in the Workplace. Robles (2012) and Yorke (2006) presented the results of an extensive survey showing ten soft skills that are highly valued by the world of work, namely communication skills, teamwork, leadership, initiative, time management, work ethic, flexibility, creativity, problem-solving skills, and conflict management. These International Journal of Current Science Research and Review ISSN: 2581-8341 Volume 08 Issue 12 December 2025 DOI: 10.47191/ijcsrr/V8-i12-51, Impact Factor: 8.048 IJCSRR @ 2025 www.ijcsrr.org 6404 *Corresponding Author: Moch Hamied Wijaya Volume 08 Issue 12 December 2025 Available at: www.ijcsrr.org Page No. 6401-6413 findings confirm the focus of higher education, which now requires students to not only master hard skills, but also be equipped with a balanced set of soft skills (Blackburn & Lawrence, 2018). d. The Influence of Soft Skills on Student Employment Readiness. Many studies have proven a positive correlation between mastery of soft skills and the level of student employment readiness. For example, research by Djamaris (2013) and Sabilah et al. (2021) reveals that teamwork, effective communication, and leadership are the main factors that determine student work readiness. Those with strong soft skills tend to adapt more easily, get job opportunities, and survive longer in the professional world (Yohana & Wijiharta, 2021). Meanwhile, research by Elias et al. (2017) adds that emotional intelligence, which is part of soft skills, contributes significantly to improving students' academic achievement and social skills, enabling them to become more resilient and productive individuals. e. Soft Skill Development Strategies in Higher Education. Findings from numerous studies confirm that although important, soft skill development remains a challenge in higher education (Cimatti, 2016). Rasdi et al. (2022) suggest integrating soft skills into the curriculum, interactive teaching methods, and increased extracurricular activities as solutions for students to hone their interpersonal and intrapersonal skills simultaneously. Hassa Noviana et al. (2025) exemplify that effective soft skill development can be achieved through student activities such as student organizations, debates, and collaborative projects that foster cooperation and leadership. These hands-on experiences allow students to apply soft skill theory in real-world contexts. f. Barriers and Challenges to Soft Skill Development. Research also reports a number of obstacles in the development of students' soft skills. One of them is the lack of attention and emphasis on soft skill learning in academic programs (Nguyen et al., 2019). In addition, the limited number of competent human resources in soft skill training and the tendency of students to focus on technical academic achievements are also important obstacles (Yohana & Wijiharta, 2021). Huang et al. (2015) stated that educational institutions still need to further examine valid and reliable methods of evaluating soft skills, because soft skills are more abstract and difficult to measure than hard skills. g. Soft Skills and Global Competition. In an increasingly connected and competitive world, students are required to have soft skills that are not only local but also global. Blackburn & Lawrence (2018) emphasize the need to instill cultural awareness, cross-cultural communication skills, and global negotiation skills as part of students' future soft skills. h. Case Studies and Latest Research Trends in Soft Skills. Recent research has also begun to link soft skills with digital skills and technological literacy, two important aspects that support work and learning effectiveness in the digital age (Rasdi et al., 2022). A study by Elias et al. (2017) mapped new trends by including aspects of digital emotional intelligence that help students manage stress and online interactions. RESEARCH METHOD This study uses a descriptive quantitative approach to obtain a comprehensive picture of the soft skill profiles of students. This approach is appropriate because the main objective of the study is to systematically describe and analyze the characteristics or attributes of soft skills possessed by students at the time of data collection (Iriani, 2017). Meanwhile, the research design in this study is quantitative descriptive research that aims to measure and describe the condition of students' soft skills objectively using structured instruments (Hamidah, 2012). With this approach, soft skill variables are mapped based on data collected through internationally validated questionnaires. Descriptive research was chosen in order to obtain a representative quantitative picture of the dimensions of soft skills in the student population at Amikom University. Population and Sample. The population of this study was all active students at Universitas Amikom Yogyakarta, who were at least actively enrolled in their third semester. Samples were taken using simple random sampling techniques and were expected to represent each semester proportionally (Saptari, 2024). This technique minimizes bias and increases the accuracy of the research results by considering the diversity of student backgrounds. Furthermore, referring to the Slovin formula with an acceptable margin of error of 10%, the number of samples taken was adjusted to obtain representative results. The sample determination refers to a statistical formula commonly used in quantitative research in the social and higher education fields (Sugiyono, 2017). Research Instruments. The main instrument of this study is a questionnaire consisting of several soft skill indicators that have been tested for validity and reliability internationally. This questionnaire refers to the Soft Competency Questionnaire and Self Assessment (SCQ-SA) instrument, which was developed to measure important aspects of soft skills such as motivation, flexibility, teamwork, integrity, interpersonal relationships, and independent learning skills (Ariyani, 2013). The measurement scale uses a 4- International Journal of Current Science Research and Review ISSN: 2581-8341 Volume 08 Issue 12 December 2025 DOI: 10.47191/ijcsrr/V8-i12-51, Impact Factor: 8.048 IJCSRR @ 2025 www.ijcsrr.org 6405 *Corresponding Author: Moch Hamied Wijaya Volume 08 Issue 12 December 2025 Available at: www.ijcsrr.org Page No. 6401-6413 point Likert scale, ranging from strongly disagree to strongly agree, which measures the level of students' perceptions of their respective soft skills (Likert, 1932 in Sugiyono, 2017). This scale model allows for detailed and quantitative measurement of soft skill attributes so that the data produced can be analyzed statistically. The questionnaire was developed and reviewed through a pilot test on a small group of students to ensure the level of clarity, understanding of the questions, and suitability of the indicators to the context of Universitas Amikom Yogyakarta students (Rasdi et al., 2022). Data Collection Techniques. Data was collected through an online questionnaire survey distributed to a sample of students who were positioned as research respondents. This online method was used to reach as many respondents as possible and to accommodate students' preferences for answering questionnaires in the digital age (Blackburn & Lawrence, 2018). In addition to the questionnaire, some supporting data, such as student demographic and academic data, were also collected through official university documents for the analysis of the correlation between soft skill variables and student characteristics (Djamaris, 2013). Data Analysis Techniques. Data analysis was performed using descriptive and inferential statistics. Descriptive statistics were used to describe the soft skill profiles of students in the form of frequency, percentage, mean, and standard deviation (Huang et al., 2015). In this way, researchers could capture an overview of the strengths and weaknesses of students' soft skills. Next, the soft skill profile groups were classified into three categories, namely: high, medium, and low. Soft skill scores were obtained from the statistical formula x  = sample mean and s = sample standard deviation. High soft skill category scores ≥ (x +s); medium category = (x  - s <X< x +s); low category ≤ (x  - s). Instrument Validity and Reliability Testing. To ensure the validity of the research instrument, construct validity testing was conducted using Karl Person's correlation analysis technique. This validity test ensures that the questionnaire questions truly reflect the soft skills aspects being studied. The cut-off value for the correlation coefficient was r > 0.3. Furthermore, reliability testing was conducted using Cronbach's Alpha to determine the internal consistency of the instrument (Robles, 2012). The instrument was declared reliable if the Cronbach's Alpha value was ≥ 0.7, an internationally accepted academic standard (Rasdi et al., 2022). This study has limitations that need to be considered, including the use of a questionnaire instrument that relies on selfassessment, which can be influenced by the subjective bias of respondents (Dameron et al., 2019). However, this is offset by the simple random sampling technique and rigorous validity and reliability tests. Another limitation is that the population coverage is limited to students at Universitas Amikom Yogyakarta, so the generalization of the research results to a wider population must be done with caution (Elias et al., 2017). RESULTS AND DISCUSSION Respondent Demographics. The research sample consisted of 160 students. The sample size was distributed according to gender, consisting of 41.3% male and 58.8% female. Students from the Faculty of Computer Science accounted for 28.9%, the Faculty of Science and Technology 6.7%, and the Faculty of Economics and Social Sciences 64.9%. Active students in the third semester accounted for 46.3%, the fifth semester 40.6%, the seventh semester 10.6%, and the ninth semester 2.5%. The dominance of the sample size from the Faculty of Economics and Social Sciences is in line with the focus of entrepreneurship research, where students in this field are more relevant to the study of self-efficacy and business decision-making. The low representation of the Faculty of Science and Technology may reflect sampling priorities targeting potential entrepreneur groups. However, the concentration in the early odd semesters (3 and 5) reaching 86.9% indicates that the sample is dominated by junior-middle students, who are expected to have limited entrepreneurship experience but developing self-efficacy. The implications of this sample composition are strong for generalization to Faculty of Economics and Social Sciences students in the early stages of their studies, supporting entrepreneurship analysis in that context. However, gender imbalance and underrepresentation of Science Technology Enginering Matematic (STEM) faculties and final semesters may limit extrapolation to the student population. Results of the Validity and Reliability Test of the Research Instrument. As shown in Table 1, the soft skill measurement instrument consists of 10 dimensions with a total of 50 items (Q1-Q50) and shows excellent validity and reliability test results overall. All dimensions and individual indicators were declared valid with r-statistics values above the critical threshold (generally >0.3 for a sample size of 160), while all dimensions were reliable with Cronbach's Alpha >0.7. The quality of this instrument supports its use for measuring students' soft skills in the context of entrepreneurship and self-efficacy. International Journal of Current Science Research and Review ISSN: 2581-8341 Volume 08 Issue 12 December 2025 DOI: 10.47191/ijcsrr/V8-i12-51, Impact Factor: 8.048 IJCSRR @ 2025 www.ijcsrr.org 6406 *Corresponding Author: Moch Hamied Wijaya Volume 08 Issue 12 December 2025 Available at: www.ijcsrr.org Page No. 6401-6413 Table 1: Results of Questionnaire Item Validity and Reliability Test Dimension and Indicator Soft Skill r-statistic Validity Alpa Cronbach’s Reliability A. Communication 1.000 Valid .790 Reliable Q1. I can speak clearly and in a structured manner when conveying ideas. .755 Valid Q2. I listen attentively and empathetically to others. .542 Valid Q3. I can write reports/academic assignments well .530 Valid Q4. I am confident when giving public presentations .722 Valid Q5. I am accustomed to using digital media (email, online presentations, professional social media) to communicate. .637 Valid B. Teamwork 1.000 Valid .830 Reliable Q6. I enjoy working with individuals of various personalities. .672 Valid Q7. I am accustomed to sharing information and resources with team members. .751 Valid Q8. I respect differences of opinion within a group. .724 Valid Q9. I can resolve conflicts wisely within a team. .654 Valid Q10. I always contribute actively to all group work. .609 Valid C. Leadership 1.000 Valid .850 Reliable Q11. I take the initiative to take on an important role when needed. .773 Valid Q12. I can motivate team members to work well. .712 Valid Q13. I can make wise and fair decisions. .664 Valid Q14. I can manage the division of tasks well within a group. .770 Valid Q15. I try to be a good role model for my friends. .614 Valid D. Problem Solving & Critical Thinking 1.000 Valid .874 Reliable Q16. I can identify problems accurately before seeking solutions. .801 Valid Q17. I am accustomed to analyzing information before making decisions. .743 Valid Q18. I can think logically, objectively, and systematically when solving problems. .777 Valid Q19. I can propose creative alternative solutions. .725 Valid Q20. I consider the risks and consequences of every decision I make. .652 Valid E. Time Management & Organization 1.000 Valid .836 Reliable Q21. I create a schedule and prioritize organizing my activities. .659 Valid Q22. I always try to complete assignments on time. .742 Valid Q23. I am disciplined in attending lectures and academic activities. .678 Valid Q24. I can balance academic activities, organizations, and my personal life. .738 Valid Q25. I can manage stress when faced with multiple tasks. .627 Valid F. Adaptability & Flexibility 1.000 Valid .850 Reliable Q26. I adapt quickly to new situations. .721 Valid Q27. I am open to new ideas, opinions, and cultures. .712 Valid Q28. I learn from experience to improve myself. .701 Valid Q29. I don't give up easily when faced with difficulties. .683 Valid Q30. I am flexible in adapting my work methods to meet needs. .713 Valid International Journal of Current Science Research and Review ISSN: 2581-8341 Volume 08 Issue 12 December 2025 DOI: 10.47191/ijcsrr/V8-i12-51, Impact Factor: 8.048 IJCSRR @ 2025 www.ijcsrr.org 6407 *Corresponding Author: Moch Hamied Wijaya Volume 08 Issue 12 December 2025 Available at: www.ijcsrr.org Page No. 6401-6413 G. Ethics & Responsibility 1.000 Valid .921 Reliable Q31. I uphold academic honesty (do not plagiarize). .743 Valid Q32. I am disciplined in adhering to applicable regulations. .874 Valid Q33. I am responsible for every assignment given. .830 Valid Q34. I respect socio-cultural norms and values. .825 Valid Q35. I strive to maintain a polite and professional attitude. .807 Valid H. Creativity & Innovation 1.000 Valid .859 Reliable Q36. I strive to think outside the box. .724 Valid Q37. I can produce original ideas/work. .741 Valid Q38. I can connect various fields of science to create new solutions .789 Valid Q39. I dare to try new things even when they are challenging .633 Valid Q40. I strive to produce innovative solutions. .708 Valid I. Emotional Intelligence 1.000 Valid .834 Reliable Q41. I can recognize my own emotions. .759 Valid Q42. I can control my emotions in difficult situations .772 Valid Q43. I have empathy for the feelings of others. .545 Valid Q44. I can maintain good relationships with others. .722 Valid Q45. I can provide feedback to others appropriately and tactfully. .631 Valid J. Digital Skills & Information Literacy 1.000 Valid .865 Reliable Q46. I can use learning support applications (Word, Excel, PowerPoint, Google Workspace, etc.). .713 Valid Q47. I can search for relevant information from various sources. .799 Valid Q48. I can evaluate the accuracy of information before using it. .748 Valid Q49. I use social media positively and professionally .666 Valid Q50. I understand digital ethics and maintain the security of personal data. .708 Valid Sources: Primary data processed, 2025. Validity was measured using item-total correlations (r-statistics), where all indicators achieved a minimum value of 0.530 (Q3) to a maximum of 0.874 (Q32). No items were invalid, indicating that each question contributed significantly to its respective dimension. Strongest items: Q32 (0.874, Ethics & Responsibility), Q33 (0.830), Q34 (0.825), Q35 (0.807), Q16 (0.801), Q47 (0.799), Q38 (0.789). These items show a very high correlation with the dimension construct, reflecting a strong representation of concepts such as ethical responsibility and information literacy. Meanwhile, the weakest items (still valid) are: Q3 (0.530, Communication), Q2 (0.542, Communication), Q43 (0.545, Emotional Intelligence). Although low, these values are still above the validity threshold but indicate the potential for wording improvements to increase consistency. Internal reliability was tested using Cronbach's Alpha, with all dimensions falling within the reliable range (>0.7), with Ethics & Responsibility being the highest (0.921). This indicates high consistency between items in each dimension. The strongest dimensions are Ethics & Responsibility (0.921), Creativity & Innovation (0.859), and Digital Skills (0.865). This high Alpha reflects strong item coherence, relevant for measuring entrepreneurship soft skills. Furthermore, the lowest dimension (still reliable) is Communication (0.790). This value is solid but could be improved by adding items or revising Q2 and Q3. The overall average Alpha of ~0.85 indicates that the instrument is stable and free from systematic measurement error. Analysis of Research Results on Soft Skills of Universitas Amikom Yogyakarta Students. Based on Table 2 of the research findings, the soft skills profile of Universitas Amikom Yogyakarta students shows a consistent pattern: almost all dimensions are in the “medium” category on a Likert scale of 1–4, with a general average of 3.189 and a standard deviation of around 0.52. These findings indicate that students' soft skills are well developed but have not yet reached the excellent level expected for high competitiveness in a knowledge and technology-based world of work (Robles, 2012). In practical terms, this means that students International Journal of Current Science Research and Review ISSN: 2581-8341 Volume 08 Issue 12 December 2025 DOI: 10.47191/ijcsrr/V8-i12-51, Impact Factor: 8.048 IJCSRR @ 2025 www.ijcsrr.org 6408 *Corresponding Author: Moch Hamied Wijaya Volume 08 Issue 12 December 2025 Available at: www.ijcsrr.org Page No. 6401-6413 tend to be able to function effectively in academic and basic work contexts, but still need strengthening for complex tasks, multidisciplinary collaboration, and global work dynamics (Cimatti, 2016). Table 2: Results of the Soft Skill Profile Measurement of Universitas Amikom Yogyakarta Students, 2025. Dimension and Indicator Soft Skill N Minimum Maximum Mean Std. Deviation Qualitatif Category Statistic Statistic Statistic Statistic Std. Error Statistic Communication 160 2.0 4.0 3.095 .0285 .3603 Medium Q1 160 2.0 4.0 2.956 .0400 .5059 Medium Q2 160 1.0 4.0 3.350 .0453 .5724 Medium Q3 160 2.0 4.0 3.094 .0384 .4862 Medium Q4 160 1.0 4.0 2.881 .0520 .6575 Medium Q5 160 1.0 4.0 3.200 .0467 .5913 Medium Teamwork 160 2.4 4.0 3.251 .0273 .3448 Medium Q6 160 2.0 4.0 3.131 .0462 .5841 Medium Q7 160 2.0 4.0 3.219 .0373 .4715 Medium Q8 160 2.0 4.0 3.450 .0404 .5115 Medium Q9 160 2.0 4.0 3.131 .0377 .4774 Medium Q10 160 2.0 4.0 3.325 .0382 .4830 Medium Leadership 160 1.8 4.0 3.155 .0324 .4099 Medium Q11 160 1.0 4.0 3.138 .0543 .6867 Medium Q12 160 1.0 4.0 3.138 .0456 .5772 Medium Q13 160 2.0 4.0 3.156 .0412 .5206 Medium Q14 160 1.0 4.0 3.156 .0421 .5325 Medium Q15 160 1.0 4.0 3.187 .0454 .5739 Medium Problem Solving & Critical Thinking 160 2.2 4.0 3.141 .0298 .3771 Medium Q16 160 1.0 4.0 3.044 .0428 .5419 Medium Q17 160 2.0 4.0 3.206 .0435 .5506 Medium Q18 160 2.0 4.0 3.131 .0377 .4774 Medium Q19 160 2.0 4.0 3.025 .0386 .4882 Medium Q20 160 2.0 4.0 3.300 .0384 .4863 Medium Time Management & Organization 160 1.8 4.0 3.209 .0320 .4046 Medium Q21 160 1.0 4.0 3.150 .0519 .6559 Medium Q22 160 2.0 4.0 3.400 .0408 .5164 Medium Q23 160 2.0 4.0 3.319 .0438 .5537 Medium Q24 160 1.0 4.0 3.169 .0463 .5852 Medium Q25 160 1.0 4.0 3.006 .0505 .6393 Medium Adaptability & Flexibility 160 2.6 4.0 3.228 .0296 .3743 Medium Q26 160 1.0 4.0 2.988 .0532 .6728 Medium Q27 160 2.0 4.0 3.244 .0394 .4984 Medium Q28 160 3.0 4.0 3.450 .0395 .4991 Medium Q29 160 2.0 4.0 3.250 .0406 .5140 Medium Q30 160 2.0 4.0 3.206 .0367 .4637 Medium International Journal of Current Science Research and Review ISSN: 2581-8341 Volume 08 Issue 12 December 2025 DOI: 10.47191/ijcsrr/V8-i12-51, Impact Factor: 8.048 IJCSRR @ 2025 www.ijcsrr.org 6409 *Corresponding Author: Moch Hamied Wijaya Volume 08 Issue 12 December 2025 Available at: www.ijcsrr.org Page No. 6401-6413 Ethics & Responsibility 160 2.8 4.0 3.376 .0327 .4132 Medium Q31 160 2.0 4.0 3.225 .0406 .5133 Medium Q32 160 2.0 4.0 3.375 .0394 .4984 Medium Q33 160 2.0 4.0 3.381 .0395 .5000 Medium Q34 160 2.0 4.0 3.450 .0404 .5115 Medium Q35 160 2.0 4.0 3.440 .0404 .5120 Medium Creativity & Innovation 160 1.6 4.0 3.000 .0322 .4075 Medium Q36 160 1.0 4.0 2.969 .0489 .6186 Medium Q37 160 1.0 4.0 2.894 .0421 .5331 Medium Q38 160 1.0 4.0 2.888 .0461 .5826 Medium Q39 160 1.0 4.0 3.181 .0451 .5705 Medium Q40 160 1.0 4.0 3.069 .0417 .5275 Medium Emotional Intelligence 160 2.2 4.0 3.170 .0311 .3931 Medium Q41 160 1.0 4.0 3.056 .0541 .6845 Medium Q42 160 2.0 4.0 3.050 .0476 .6019 Medium Q43 160 1.0 4.0 3.325 .0421 .5326 Medium Q44 160 2.0 4.0 3.269 .0384 .4853 Medium Q45 160 1.0 4.0 3.150 .0427 .5402 Medium Digital Skills & Information Literacy 160 2.2 4.0 3.260 .0299 .3785 Medium Q46 160 1.0 4.0 3.269 .0413 .5227 Medium Q47 160 1.0 4.0 3.225 .0425 .5373 Medium Q48 160 1.0 4.0 3.088 .0410 .5187 Medium Q49 160 1.0 4.0 3.325 .0412 .5206 Medium Q50 160 2.0 4.0 3.394 .0397 .5028 Medium Average 3.189 .5175 Medium Sources: Primary data processed, 2025. General Analysis of Soft Skill Profiles. The overall average of 3.189 (on a scale of 1–4) shows that most respondents tend to moderately agree with soft skill items rather than strongly agree, reflecting a positive but not excessive self-perception. This pattern is consistent with various studies of student soft skills that found typical scores to be in the upper-middle range of the scale, describing competence that is sufficient but not yet optimal (Nguyen et al., 2019). The relatively small standard deviation between dimensions (around 0.36–0.41) indicates that there is not much diversity among respondents; that is, most students are in a relatively similar range of abilities, rather than being divided between very high and very low (Rasdi et al., 2022). From a measurement perspective, the “medium” position across all dimensions may also be influenced by respondents' tendency to avoid extreme categories (1 or 4) on the Likert scale (central tendency bias). However, because the average scores consistently approach 3.0–3.4 and the minimum–maximum items (1–4) indicate that there are very low and very high respondents, it can be concluded that real variation still exists, even though it is centered at a moderate level (Phuti et al., 2023). Thus, these results have strong diagnostic value for identifying which dimensions are relatively strong and which are still weak. Communication Dimension. The communication dimension has an average of 3.095 with a standard deviation of 0.3603. All indicators (Q1–Q5) are in the moderate category with an average variation between 2.881 and 3.350, indicating that students feel quite capable of communicating, but there are still specific indicators that lag. The lowest average is found in Q4 (2.881), which can be associated with more challenging aspects of communication such as public speaking, explaining ideas coherently, or managing communication in formal situations; while Q2, with an average of 3.350, indicates areas of communication that are perceived as relatively stronger, such as everyday communication or communication in informal situations. Global literature shows that oral and written communication are among the soft skills most often assessed as lacking in students, especially when faced with