Enhancing the competitiveness of skilled construction workers through collaborative

education and training

Ahmad Dardiri, Sutrisno, Tri Kuncoro, Muhamad Aris Ichwanto, and Suparji

Citation: AIP Conference Proceedings 1887, 020005 (2017);

View online: https://doi.org/10.1063/1.5003488
View Table of Contents: http://aip.scitation.org/toc/apc/1887/1
Published by the American Institute of Physics

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 Enhancing the Competitiveness of Skilled Construction
Workers through Collaborative Education and Training
Ahmad Dardiri 1, a), Sutrisno 1, b), Tri Kuncoro 1, c), Muhamad Aris Ichwanto 1, d),
and Suparji 2, e)
1
Department of Civil Engineering, Faculty of Engineering, State University of Malang, Malang, Indonesia
a)
Corresponding author: ahmad.dardiri.ft@um.ac.id
b)
sutrisno.ft@um.ac.id
c)
tri.kuncoro.ft@um.ac.id
d)
m4risichwanto@gmail.com
e)
parjisu@yahoo.co.id

Abstract. Professionalism of construction workers is one of the keys to the success of infrastructure development projects.
The professionalism of the workforce is demonstrated through the possession of expertise competence certificate (SKA)
and/or certificates of skills (SKT) issued formally through competency tests by the National Construction Cervices
Development Agency (LPJKN). The magnitude of the national skilled manpower needs has not been able to meet the
availability of professional workforce. Strategies to develop the quality of resources require sufficient information on the
characteristics of the resources themselves, facilities, constraints, stakeholder support, regulations, and socioeconomic as
well as cultural conditions. The problems faced by Indonesia in improving the competitiveness of skilled construction
workers are (1) how the level of professionalism of skill workers in construction field, (2) what the constrains on improving
the quality of skilled construction workers,and(3) how the appropriate model of education and training skillfull construction
work. The study was designed with quantitative and qualitative approaches. Quantitative methods were used to describe
the profile of sklill constructions worker. Qualitative methods were used toidentify constraintsin improving the qualityof
skilled labor, as well as formulate a viable collaborative education and training model for improving the quality of skill
labor. Data were collected by documentation, observation, and interview. The result of the study indicate theat (1) the
professionalism knowledge of skilled constructions worker are in still low condition, (2) the constrain faced in developing
the quality of skilled construction labor cover economic and structural constrains, and (3) collaborative eduction and
training model can improve the quality ods skilld labor contructions.

INTRODUCTION
One of the keys to the successful implementation of construction/infrastructure projects is the professionalism of
both experts and skilled workers. Trained, skilled, and professional construction workers are the building blocks of
good-quality infrastructure. The construction sector in Indonesia has a significant contribution in absorbing
labourforce of 6.04% or 6.98 million workers. However, according to the data released by the Indonesian Central
Bureau of Statistics (2015), 47.8% of construction workers are elementary school (SD) graduates or lower, 8.9% are
vocational schools (SMK) graduates, 2.8% are associate's degree graduates, and 6.9% of bachelors degree graduates.
Moreover, data released by the National Construction Services Development Board (LPJKN) in 2015 showed that
10% of construction workers are skilled workers, 30% are semi- skilled workers, and 60% unskilled workers
(labourer). In terms of workers education level, only 10 % of construction workers hold bachelors degrees. The
remaining workers earn diplomas of high school (30%) and primary school (60%). Wibowo (2010) also reported that
the levels of qualifications of Indonesian construction workers are unskilled (50.1%), semi-skilled (23.2%), skilled
(25.1%), and highly skilled (1.5%).

Green Construction and Engineering Education for Sustainable Future

AIP Conf. Proc. 1887, 020005-1020005-8; doi: 10.1063/1.5003488
Published by AIP Publishing. 978-0-7354-1570-6/$30.00

020005-1
 Yusid Toyib, Director of Directorate General Bina Konstruksi Ministry of PUPR declares that more than 4
million construction workers in Indonesia only 400 thousand (10%) were certified (Kompas, 2017, February, 28).
LPJKN (2017) shows the number of workers who have been certified as 436.654 workers with detail 38.924 class 3
sertificate (SKT III), 150.562 class 2 certificate (SKT II), and 247,163 class 1 certificate (SKT I). According to Low
No.9 of 2013, the skilled construction workers consisting of Class 1, Class 2 and Class 3. Its also shows that the
classification of skilled labor certificate construction consider the level of education and work experiences. Class 3
certificate (SKTIII) were awarded to primary school graduates with 3 years experiences or yunior high school (SMP)
graduate with 2 years of experiences; Class 2 certificate (SKT II) were awarded to general high school (SMA)
graduates with 3 years experiences or Vocational High School (SMK) graduates with 2 years experiences; and Skill I
certificate (SKT I) is awarded to D-1 graduates with 3 years experiences.

Upon these facts, it is necessary that the government, construction companies, and stakeholders increase the
productivity of skilled workers through human resources development programmes. Improving workers performance
will result in an improved performance across the construction industry, and ultimately increase the national
productivity level. Data from the Ministry of Finance showed that in 2015-2016, the national economic growth was
5.5% on average. In 2016, the funding for infrastructure development amounted to 177.9 trillion rupiah, with details
as follows: 104.1 trillion rupiah for the Ministry of Public Works and Housing (KemenPUPR); 48.5 trillion rupiah for
the Ministry of Transportation, and 31.5 trillion rupiah for the Ministry of Agriculture. These infrastructure
investments were targeted at essential facilities and assets, such as housing, drinking water supply, and sanitation,
with details as follows: 11,842 flats and 94,000 self-help housing units, 184.9 km of embankments, 387 dams, 768.7
km of roads and 8,051.7 m of bridges, maintenance of roads (44570.2 km) and bridges (378,310 m), 28.95 km of toll
roads, 142.12 km of railway lines, 33 units of railway bridges/underpasses/flyovers, irrigation development &
maintenance and water optimisation (400,000 ha), 813 bus rapid transits (BRTs), a weighbridge (in one location), 7
river docks and one lake dock, airports built in 15 urban areas, 26 border areas, and 59 disaster-prone areas.
Furthermore, according to the Ministry of Public Works and Housing, the construction sector investment in Indonesia
was projected to be the worlds fifth largest market in 2016-2025.

Numerous efforts to improve the quality of the construction workers have been carried out since the government
issued Law No. 18 of 1999 on Construction Services and amended by Law No. 2 of 2017. The law requires every
construction worker must have a certificate of expertise (SKA) and certificate of skills (SKT). The coaching process
is conducted by the National Construction Services Development Board (LPJKN) and Regional LPJK. Under the Law
No. 18 of 2009 on the responsibility of the government to upgrade the professionalism of construction workforce, one
national programme launched by the President No. 16 of 2016 through Nawacita to increase the national productivity
and competitiveness. The empowerment programme requires the cooperation of stakeholders in construction services,
namely central government, local government, construction services business entities (BUJK), LPJK, professional
associations board, universities, and the workers themselves.

Issues that urgently need to be solved are (1) how does the profile of semi-skilled consruction workforce in
Indonesia?, (2) what are the challenges facing the development of skilled construction workers competency, and (3)
Which model should be applied to develop the level of competence of skilled construction workers?.

METHODOLOGY
This study was designed using quantitative descriptive and research development (R & D). Quantitative
descriptive design was used to identify the profile and constraints of skilled construction labor competence
development. R & D design was used to structure conceptual model of training by 4-step model wich planning,
organizing, implementing, and evaluating. Planning of training include 4-step model designing materials; Organizing
included organizing job description and division of tasks in training activities; Implementation included performing
of training activities. While the evaluating included the development of evaluation instruments, competency testing
and certification. The data of profile of labor and construction development constraints were captured using
documentation, observation, and interview. The documents were observed include: (1) statistical data of skilled
construction labor from LPJKN, (2) the results of relevant construction workforce studies in scientific journals, (3)
bulletins of related literatures, (4) thesis reports accompanied, 5) data obtained from various reports of activities.
Interviews were used to identify data related to (1) constraints on the development of skilled manpower in

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construction, (2) initiating collaborative processes for education and training of skilled workers, and (3) identifying
patterns of educational management and training of skilled workers. Furthermore, the draft collaborative training
model generated is validated through focus group discussion.

FINDINGS AND DISCUSSIONS

Competency
A competency is the capability to apply or use a set of related knowledge, skills, and abilities required to
successfully perform "critical work functions" or tasks in a defined work setting. Competencies often serve as the
basis for skill standard that specify the level of knowledge, skills, and abilities required for success in the workplace
as well as potential measurement criteria for assessing competency attainment. Competency is a set of intelligent
action with full responsibility performed by a person as a condition to be considered capable by others in carrying out
tasks in a certain field of work. [9]. Knowledge is the result of human effort to understand. According Notoatmojo
[16], knowledge is the result of ones comprehension by merely answering a question. Knowledge is the implication
of understanding, and this occurs after one senses a particular object. Sight, smell, taste, and touch. Knowledge
(cognitive domain) is very important in shaping actions (over behaviour).

Attitude is the organisation of opinion, one's beliefs about the object or situation that is relatively steady,
accompanied by a certain feeling, and providing a basis for the person to respond or behave in a preferred way. Attitude
is the unity of the cognitive, affective, and behavioral aspects of evaluation [7; 6; 8]. The cognitive aspect is associated
with something that is learned and known; Affective aspect is related to feelings about a certain object;
Psychomotor/conative aspect is attitude reflected through action. The affective domain includes the attitude of
receiving, responding, valuing, and being responsible. The attitude of receiving is reflected when one gives response
to a given stimulusin the form of an object. For example, when a trainee is given an example of sand as a material
for mortar, he will be able to describe the quality of the sand in accordance with the standards. If a person is given a
stimulus in the form of a specific task and then she tries to perform the task, it means that he has displayed the attitude
of responding. The higher attitude is responsibility. Responsibility shows that a person has full awareness of the risks
of his action. to valuea given stimulus Affective domain can be measured directly and indirectly. Direct measurement
can be performed by directly ask respondents about their opinion or statement of an object, while indirect measurement
is done by observing respondents in responding to a stimulus.

According to Kratwohl [9], the knowledge dimension one must possesconsists of four different types: factual,
conceptual, procedural, and metacognition. Factual knowledge is related to true statementsreflecting the real situation.
Conceptual knowledge is about classifications and categories, principles and generalisations, and theories, models,
and structures. The mastery of factual knowledge is demonstrated by the ability to classify data based on itssimilarity
or difference, indicate the strengths or weaknesses of a statement, recognise principles, conclude, master theories,
show examples, and recognise structures.

According to Kratwohl [9], the knowledge dimension one must possesconsists of four different types: factual,
conceptual, procedural, and metacognition. Factual knowledge is related to true statementsreflecting the real situation.
Conceptual knowledge is about classifications and categories, principles and generalisations, and theories, models,
and structures. The mastery of factual knowledge is demonstrated by the ability to classify data based on itssimilarity
or difference, indicate the strengths or weaknesses of a statement, recognise principles, conclude, master theories,
show examples, and recognise structures.

The examples of psychomotor learning activities are field and laboratory activities. These hands-on activities
incorporate cognitive and affective domains as well, but psychomotor domain is more dominant. In the context of the
skills of construction workforce, the psychomotor skill is the ability of a construction worker to carry out construction
work in accordance with the National Working Competency Standards (SKKNI).

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 Construction Workers
Construction labour requires highly skills in accordance with level competencies, the type of work, and role
complexity. A team of construction workers consists of experts, associate experts, and skilled workers (builders) who
own the certificate of expertise (SKA) and certificate of skills (SKT) to affirm their professional competencies (Law
No 2 of 2017).

Builder is a skilled worker who specializes in building work in construction projects. A builder works under
the command and supervision of a foreman, who is the contractors right-hand man. A builder should work in
accordance with the technical specifications or the Working Plan and Technical Conditions (RKS) set by the owner.
Therefore, a builder must have the knowledge and skills of construction work. The wage scalesystem is generally
based on productivity or on daily basis depending on the contract between the builder and the foreman. According to
Law 18 of 1999, skilled workers (builders) shall have working competence in accordance with National Working
Competency Standards (SKKNI). If the builder does not work accordingly, it can result in losses in the form of
contractors rejection of the work, causing delay in project payment. A builder is required to have in-depth knowledge
and skills to prevent construction failures. Dardiri [13] found that the building damage patterns of primary schools in
Malang occurred due to workers low-level knowledge of the implementation of technological advances in building
construction.Wiyana [14] reported that the failure of construction in Central Java Province was significantly
contributed to the low number of certified workers.Toreh and Wiguna [15] show findings that there are differences
between workers who have attended training with workers who have not been trained-less than 5 years of experience
in indicators of work methods. Sulistiyono (2014) shows that the low quality of construction workforce is indicated
by the low technical ability and work motivation.

Knowledge and skills about construction services are acquired through formal and non-formal education, or
self-taught. The formal education happens in vocational high school (SMK), majoring in building construction. The
non-formal education is acquired from training programmes organised by the construction community, universities,
and vocational training centres. Meanwhile, the self-taught education is gained through internships with qualified
senior builders/mentors.
Competency Testing and Certification
Certification of job competence is awarding a certificate of competency to candidates who have passed the
competency test carried out systematically and objectively according to the National Working Competency Standards
(SKKNI). SKKNI is a set of standards describing the knowledge, skill, competence, and attitude required for
performing job in compliance with the provisions stipulated by the law (Regulation No. 23 of 2004) on the National
Professional Certification Board (BNSP) Article 1 Paragraph 1 and 2 on competence. In other words, certification is
an affirmation of a worker having met the requirements of competence based on scientific disciplines, significance,
and/or specific skills (Law No 2 of 2017). The purposes of the awarding certificates are to ensure worker protection
and increase the competitiveness among workers. In addition, these certificates of competencies also provide a
guarantee for the construction business entities (BUJK) that they have competent workforce, hence having a right to
bid for the project commensurate to their classification.

Based on data from LPJKN [2], the number of skilled construction workers with certificates (SKT) amounted
436,654 peoples (10%) of the national skilled workforce of 4 million peoples. Wibowo [11] reported that the number
of unskilled workers were (50.1%), semi-skilled (23.2%), skilled (25.1%), and highly skilled (1.5%). LPJKN [2]
revealed that 60% of skilled workers were in the unskilled labor category. The low number of certified workers
illustrates the low level of labor quality. Viewed from the certificate level, from 436,654 workers there are still 38,924
(8.96 %) workers who were certified SKT III. It was explained that the workforce has not formal vocational education
(SMK) background, but they are only elementary school graduates. Data LPJKN [2] also showed that SKT II certified
construction skilled workers are 150,167 peoples (34.64%). It shows that the skilled construction workforce are a
graduate of SMK or SMA. In other words there are still many workers who have not background in construction
technology education.

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 Competency Testing and Certification
Presently, the qualification standard for measuring competency varies greatly depending on the agency issuing the
certificate. Thus, standardisation is required to facilitate Indonesian workers to able to compete with foreign workers.
SKKNI is the only standard that should be used by competency test/certification developers. Apart from that, there
has been a lack of awareness of the importance of competency certification among stakeholders and construction
workers, resulting in low motivation to participate in the certification. Deros et al.,[26] pointed out that the failure of
training programmes is due to low awareness of the importance of training process, work culture, organizational
structure, financial and physical condition of participants, policy, and technology support.

The low level of construction workers education is another issue. Pratiwi and Wibowo [11]; LPJKN [2] reported
that 60% of construction workers have only completed primary school, meaning that they do not have sufficient
knowledge in the field of construction even though they are good in practice. Moreover, if workers should participate
in an international certification, they will experience language barriers, which is a common setback.

Commonly, construction workers are paid daily or unit price/piecerate, meaning that they will have their wage
reducedor even not get paid at allwhen they participate in a training and competence test. Thus, there should be
a commitment of certification developers to reduce that kind of loss. On top of that, in reality, both certified and non-
certified workers are often regarded as equal in terms of their qualifications. Oftentimes, the company does not want
to bother with the improvement of builders quality because it is seen as the responsibility of each individual to
achieve.

In general, builders work as casual labour. It means that builders will be paid according to the amount of the job
done. Thus, many workers cannot pay for training or certification out of their own pockets. In terms of builders
wages, apparently, there is no difference between certified and non-certified workers, resulting in low workers
motivation to join certification and training programme, particularly if it is not fully funded . In such circumstances,
the local government and construction business entities that will use their services have a responsibility and obligation
to reorganise the existing system. In fact, empowerment models which do not put financial burdens on society are
required. The Ministry of Public Works and Housing (Kementerian PUPR) through Directorate General of
Construction Development (DJBK) has encouraged a wide variety of training models focusing on key personnel
positions, i.e. project managers, supervisors, foremen, and builders. The training models are, among others, distance
learning model such as using the Mobile Training Unit (MTU), seminars and short courses, and certification tests
followed by awarding certificates.These empowerment programmes should be continuously improved in order to
achieve the target number of certified construction workforce in 2019. Thus, it can be said few stakeholders who have
a concern to conduct a skilled construction worker training program. The optimum synergic partnership between the
construction services agency and the inter-agency of construction services with the public has not been realized
optimally.

COLLABORATIVE TRAINING MODEL

The development of skilled construction workers is performed by LPJK and educational and training institutions
organised by the professional association certified by LPJK. Training institution accredited by LPJK is called Skills
Certification Board (BSK) with branch offices spread across Indonesia. According to the data released by LPJKN,
there are 40 certification boards under Indonesian Chamber of Commerce and Industry (BSK) in Indonesia. It complies
with the Government Regulation No. 28/2000 on Business and Role of Construction Services Society (Chapter 15),
stated that construction workers shall undertake the job skills certification or expertise certification administered by
LPJK.

The increased competence of skilled construction workers is the responsibility and interest of all stakeholders
involved namely government, construction industry, universities, board of professional association, and workers
themselves. Therefore, necessary to plan organizing, staff selecting , funding, and evaluating well for the purpose of
collaboration achieved effective and efficiently. Pratiwi & Prabowo [11] reported that each of the construction
stakeholder has its own strategy, capacity and capability in improving the competence of construction workers. PT
Semen Gresik Indonesia as a stakeholder of skilled construction workers from 2006 to 2017 were certified 6200

020005-5
builders in cooperation with LPJK. The main obstacles are lack of coordination among stakeholders and lack of
regulation and thus collaborative training needs to be initiated. The collaborative training organisation needs a
coordinator or leader who shows commitment and is capable of directing, mobilising, and motivating. Blanchart [20]
suggested that the role of leader who can lead the organisation to perform at the highest achievement level through
empowerment of labor quality.

Various studies on collaborative training showed significant results in improving self-reliance, self-confidence,
and innovation (5; 18; 27; 23;]. Ridzwan and Yasin [24] reported that through internships, participants can enhance
their skills effectively. In addition, Supriyadi and Ekawati [26] found that collaborative training can enrich innovation
capabilityand this capability can improve business organisational performance. Rufai et al., (2013) further pointed
out that the collaboration between school and industry covers the use of resources owned by the respective institutions.
In other words, collaboration among potential stakeholders is needed to improve the competencies of skilled
construction workers. Figure 1 shows the role of stakeholders in the implementation of collaborative training.

As presented in Fig 1, the organisations involved in collaborative training are universities, professional
associations institution, the governmentnamely the Department of Labour Recources (Disnaker), the Ministry of
Public Works and Housing (Kemen PUPR) at district or provincial level, the construction business entities (BUJK)
such as Gappensi/Gapeksindo/Gapeknas and others. Universities and professional associations board have expertise
in developing curricula, training materials, and assessment instruments. The government, in this case the Ministry of
Public Works and Housing, the Ministry of Manpower, and the Ministry of Industry, holds the authority to manage
the certification and construction services. The construction business entity is the employer of skilled construction
workers. These three stakeholder elements undertake the collaborative training programme in an attempt to improve
the skills of construction workers. The construction industry plays a significant role in providing training places
(internships or apprenticeship) for the participants. Skilled workers will be motivated to participate in the certified
collaborative training programme and the expected outcome is an increased quality of skilled construction workers.

FIGURE 1. The Scheme of Collaborative Education and Training to Improve the Skills of Construction
Workers

CONCLUSION
The findings of the study can be summarized as follows: first, the competency profile of the construction workers
was low. Only about 400.000 (10%) of 4 millions skilled labor workers were sertified. The number of skilled workers
level 3 (SKT III) are 436,924 (8,90%) workers, SKT II are 150. 562 (34,48%) and 247. 163 (56,63%) are SKT I.
Their weaknesses are especially on constructions knowledge aspect.

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 Second, the major obstacles of the labour development encountered the low commitment of stakeholders to
improve the quality of construction implementation processes, the weak economic ability of the construction workers,
the expensive of sertification fee, and the lack of awareness of the community in respecting the labor of construction.

Third, collaborative educational training model has been proven relevan to improve the skills of construction labor
competence. It is includes ministry of public works and public housing on the district level/LPJK, universities,
professional associations as wel as construction services business entities.

ACKNOWLEDGMENTS
The author would like to thank the Chairman of the Department of Civil Engineering, Dean of the Faculty of
Engineering Universitas Negeri Malang, and associate professors of Faculty of Engineering who have provided
facilities for the completion of this research and writing this article.

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