invotec XV:1 (2019) 29-34 29 Factor Analysis of Student Social Skills of Co-curricular Participants at Polytechnic N. Indroasyoko, A. Muhammad, D. Sujana Politeknik Manufaktur Bandung A R T I C L E I N F O Article history: Received 4 December 2018 Received in revised form 20 December 2018 Accepted 25 January 2019 Available online 28 February 2019 Keywords: co-curricular, social skill, student manufacture Corresponding author: asyoko2205@gmail.com A B S T R A C T The objective of this research is to know how big the impact of co- curricular program to social skill. Samples are 59 the students of Politeknik Manufaktur Bandung who follow the activities of co- curricular field of Arts, Special Skills and Sports. Attributes of Social Skills include: Co-operation, Assertiveness, Empathy, and Self- Control. The questionnaire technique using the scale of assessment of Linkert model. The data were analyzed by using factor analysis to find out which factors were dominant and how the ranking variables. The results showed that students of co-curricular participants could form social skills by 66%, while the social skill formation by the co- curricular in the respective fields: art-62.44%, special skills-59.22%, and sports-81, 78%, the rest in the stimulus by other factors that have not been revealed. The co-curricular field of sports contributes the most dominant in the formation of students' social skills compared to other fields. There is a variation in the sequence of dominant factors of social skills variables for each field of co-curricular activity. The dominant of the social skills of each co-curricular programs differs. In terms of art skill, the dominant factor is self-control. In relation to specific technical skill, empathy dominates the factor. Meanwhile in sport skill, the factor is dominated by assertiveness. 1. Introduction Politeknik Manufaktur Bandung (Polman Bandung) conceptually, has a mission of education program that prepares human resources that can compete in global market, by developing education, technique and production in manufacturing. Polman Bandung hinted that the co-curricular programmed in the academic schedule can shape the social skills of students. According to Ismat and Saleem (2008), Co and Extracurricular activities play a major role in making the broader and most experimental educational system. These activities enhance their competitive spirit, teamwork, team learning, social responsibility and creativity, thereby fostering a thorough development of student personalities. Social skills are important parts of the ability of human life. Without social skills, human beings can not interact with others in their environment because social skills are needed in society to speak up, give consideration deeply, faster response, complete answers, express evidence that can convince others, not easily give up, demand mutual relationships, and more open in expressing themselves (Abate and Milan, 1985). Co-curricular activities are defined as learning experiences, undertakings, and/or programs outside the classroom that complement those inside the classroom Vos, et. al. (2017). While the distinction between co-curricular and extracurricular activities may be ambiguous, there are some key distinguishing factors between the two. The Glossary of education reform states that generally speaking, co-curricular activities are an extension of the formal learning experiences in a course or academic program, while extracurricular activities may be offered or coordinated by a school,but may not be explicitly connected to academic learning.