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that reflect school and parents need based on the school curriculum.
RESULTS AND DISCUSSION
a. Observation
Students of Science Education Class have done observation in primary of SDK Sengkan
and SDK Kalasan to identify environmental prob
lems, identify students and parents‟ understanding related to environmental care.
In SDK Sengkan they recognized that the school has been trying to rise up and maintain
environmental awareness of students through many activities that would be routine activities
and habit of all school members. This included personal cleanness, such as hand wash before
and after eating, wearing clean clothes, and hair tidy up; and environmental cleanness such
as putting garbage in the right place, class room cleaning, and keeping clean the toilet
after using it. This activities have been enhanced through “Clean Friday” i.e. a school
mobilization that is carried out every 2 week, every school member has an obligation to
reminisce each other about environmental cleanness.
Nevertheless, many
school members aware that the progress was too
slow. Most of students still throw garbage anywhere, lack of self maintenance and lack of
environmental awareness; front yard was relatively tidy and clean but backyard was
dirty and untidy including unmanaged fish ponds. There were herbal and vegetable
gardens but the plants seemed to be not so fresh due to lack of water, no one taking care
of the gardens. Parents at home also noticed than their children were not so much care
about plants and environmental cleanness. In SDK Kalasan they found that actually the
school already got award of
Sekolah Adiwiyata Mandiri
in 2010. This indicated that the school had capabilities to maintain environmental
programs for 3 years continuously. They saw many
supporting facilities
for student
environmental awareness movement even though the results were not as good as
expected. This could be seen that many students still threw garbage everywhere
particularly plastic wastes, and used water too much. School back yard was not managed
properly.
b. Program Planning
Based on the observations, students studied literatures to find concepts and framework for
problem solving particularly for rising environmental awareness. Further, students
compiled lesson
learn material
for environmental awareness education and then
the results were elaborated in an Action Plan Proposal for primary schools. Six student
groups that had been approved for SD Kanisius Sengkan and SD Kanisius Kalasan
made six proposals. Student targets were level 3, 4 and 5. Action Plan of PGSD student
groups must be completed with Teaching- Learning
Activity Plan
that indicated
Competency Standard, Basic Competency, objectives,
indicators, teaching-learning
material, approach method, teaching-learning processes, and evaluation. This instrument was
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needed so that they could do implementation of the plan academically and systematically.
c. Implementation of The Plan
The realization of proposed activities were carried out through the implementation of
various teaching-learning model, even though it could not be executed directly due to Easter
Break of the schools. Schedules had to be rearranged after Easter break, two weeks later.
Because of this, most of activities started in the middle of April and finished at the end of
May 2012. Final report of each group was due on 15 June 2012. Table 1 is outline of
teaching-learning activities as implementations of the plans of each group of PGSD Students
during service learning program.
d. Reflection
During the time of service learning program, student group members carried out reflection
twice, namely after action plan submission and at the end of the program. It was found that in
the beginning of the program, most of students still did not know what to do with the
program. Service learning approach was something new for them, and they had never
thought about it. Fortunately, they enjoyed the work and follow the processes. They have
learned a lot in the case of communication, working together, arguing, and teaching
learning experiences even though they faced difficulties sometime.
In regard to the subject of science education for primary school, all students found that
teaching-learning process through service learning activities was very useful. The
program had enabled them to have real experiences in teaching-learning processes.
They knew how to deal with many unique students and how to handle class that was not
conducive for teaching learning process. They were aware that most of students enjoyed
learning outside the class. One of student said: “ It was be
yond my expectation that teaching- learning processes in class was very
impressive and enjoyable. Besides I had to learn how to teach, there was something new,
I had to manage the teaching time and class interest. Something that made me very happy
was that primary school students show me as a real teacher, not just a teacher candidate.
They asked me when PGSD student would have similar project for them again. This was
a challenge for me and made me eager to be a teacher without hesitate.
”
f. Evaluation
