Evaluation INTERNATIONAL CONFERENCE ON ENVIRONMENT AND HEALTH.

International Conference on Environment and Health, 22-23 May 2013, Soegijapranata Catholic University, Indonesia 186 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

Evaluation was carried out twice at the end of April and May 2012 through mini workshop. The first workshop was done as a mean for each group to present progress report, to identify difficulties they faced and how they solved the problem. Other groups raised some suggestions for better implementation of the plan. This evaluation was also very important for course controller to make sure that the program was running well and it was not bias. The second evaluation was carried out with presentation of each student group. They gave presentation of what they found interesting, the respond of parents, primary school International Conference on Environment and Health, 22-23 May 2013, Soegijapranata Catholic University, Indonesia 187 students and teachers; and what they have learned. Most of student groups reported that primary students enjoyed learning by doing, while teachers were happy to see examples of innovative teaching learning processes. In another time, school head master indicated that some student did not work properly due to lack of preparation. CONCLUSION In conclusion, service-learning program was carried out appropriately and gave benefits to the science education students, primary school students, and teachers. Science education students experienced real teaching that improves their learning outcome including cognitive aspect, teaching skill aspect, patient and relatively confident. Environmental awareness of primary school students was increased as the result of interesting and innovative learning. Teachers of SDK Sengkan and SDK Kalasan got an example of innovative teaching-learning processes on science education. ACKNOWLEDGEMENT This service-learning program was funded by United Board for Christian Higher Education in Asia organized by Soegijapranata Catholic University, Semarang. REFERENCES Slameto, 2010. Belajar dan factor-faktor yang mempengaruhinya. Rineka Cipta, Jakarta. Sudjana, Nana, 2010. Penelitian Hasil Proses Belajar Mengajar. PT Remaja Rosdakarya, Bandung. Sukmadinata, Nana Syaodih, 2009. Landasan Psikologi Proses Pendidikan. Remaja Rosdakarya, Bandung. Hurd, 2006. Is Service Learning Effective? http:tilt.colostate.eduslfacultyIs_Service- Learning_Effective.pdf visited 1 May 2013 International Conference on Environment and Health, 22-23 May 2013, Soegijapranata Catholic University, Indonesia 188 Table 1. Outline of Service-learning teaching-learning activities as implementations of the plans of each group of PGSD Students in SDK Sengkan and SDK Kalasan. Student Group Service-Learning Teaching-Learning Activity PGSD1 SDK Sengkan  Introduction to students  Watching video of environmental degradation  Discussing video, so that students could give their thought  Observation of school environment to find out the environmental condition  Watching video of how to cultivate plant  Discussing video to facilitate students for sharing their thought and experiences  Cultivating herbal plants and vegetable plants  Giving real experiences of planting correctly  Writing journal on the development of the plants  Reflection, finding lesson learn and sharing students‟ feeling PGSD2 SDK Sengkan  Socialization of programs in the class level 4  Observation of fish ponds  Discussing about how to cultivate cat fish  Cleaning fish ponds  Cleaning fish ponds  Filling up fish ponds with suitable water  Discussing constrains of cultivating cat fish they would face  Releasing juvenile cat fishes in the ponds  Monitoring and maintaining cat fishes  Monitoring and maintaining cat fishes  Distributing juvenile cat fishes for students personally PGSD3 SDK Sengkan  Introduction  Watching video of waste management  Painting garbage bin  Practicum on light characteristic  Making periscope using recycle material  Watching video of photosynthesis  Filling up student work sheet  Creating art from dry leaf  Making mathematic media from used cartoon and pieces of cloth  Making album of student creation from recycle paper  Filling up questionnaire  Sayonara  Giving evaluation results PGSD5 SDK Kalasan  Presentation of the action plan  Meeting with teachers, school students, and school committee  Introduction  Watching video of environmental care: desa mina dan hutannya.  Writing student journal PGSD4 SDK Kalasan  Presentation of the action plan  Watching video of environmental care  Making a simple water filter  Observation of school student houses  Meeting with school student parents  Student group evaluation  General evaluation with teachers and school head master International Conference on Environment and Health, 22-23 May 2013, Soegijapranata Catholic University, Indonesia 189  Finding lesson learn  Home work  Energizing  Observation of school environment  Group discussion  Filling up student journal  Presentation  Finding lesson learn  Reflection  Cultivating vegetable and fruit plants in school yard  Cultivating vegetable and fruit plants at home garden  Filling up student journals  Evaluation: written test, homeworkjournal PGSD6 SDK Kalasan • Preparing teaching learning media and sources particularly waste management • Making student worksheet, reflection sheet, and student journal • Introduction to solid waste management • Doing the right thing: put garbage in the right places, waste segregation. • Filling up student work sheet • Student reflection • Watching video of Wall-E • Student reflection • Household waste collection at home • Waste recycling • Increasing student creativity and care • Finishing recycled goods • Presentation of the creation • Celebration: singing and fun International Conference on Environment and Health, 22-23 May 2013, Soegijapranata Catholic University, Indonesia 183 IMPROVING LEARNING OUTPUT OF SCIENCE EDUCATION COURSE THROUGH SERVICE LEARNING PROGRAM IN SDK SENGKAN AND SDK KALASAN, YOGYAKARTA

A. Tri Priantoro

1 , Silverio R.L. Aji Sampurno 2 1 Biology Education Study Program, Sanata Dharma University, Yogyakarta 2 Center for Environmental Studies, Sanata Dharma University, Yogyakarta trie003gmail.com ABSTRACT Conventionally, learning process in the Science Education Course of PGSD USD is carried out in the classroom for the whole semester. Cognitive aspect and teaching skill are exercised through lecturing and microteaching. The student achievement of such activities cannot be effective due to students do not face the real school condition. In order to improve learning output of Science Education Course, Service Learning Program has been applied in SDK Sengkan and SDK Kalasan. Activities were designed to give real innovative teaching experiences to PGSD students that enable primary school students to have better understanding and care to the sustainable environment. Observation and the teaching learning process were done in the class indoor and or out site of the class outdoor. Based on these 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 school targets. Six proposals were made by student groups that had been approved for SD Kanisius Sengkan and SD Kanisius Kalasan. Student targets were level 3, 4 and 5. Results indicated that 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. They were aware that most of primary school students enjoyed learning outside the class to do something. Most members of Science Education Course realized that teaching-learning science could be interesting through exploring and learning by doing. They found that objects of science had to be around us. There fore, it was concluded that learning output of Science Education Course have been improved through Service Learning Program. Service-learning program also gave benefits to the three parties, i.e. PGSD students, primary school students, and teachers in different ways. Keywords: service-learning, learning-outcome, science-education, innovative-learningteaching, reflection. INTRODUCTION Learning outcome can be defined as realization or improvement of potential skill or capacity that belong to someone. It can be seen in someone‟s behavior as a mirror of knowledge mastering, thought skill, psychomotor skill, and value internalization. Almost all behavior and activities showed by many people are the result of learning processes Sukmadinata, 2009; Sudjana, 2010. There are many factors that influence student-learning outcome. These factors basically can be divided into two categories, namely internal and external factors Slameto, 2010. Internal factor includes biology factors health, hearing and vision abilities, International Conference on Environment and Health, 22-23 May 2013, Soegijapranata Catholic University, Indonesia 184 psychological factors intelligence, interest, motivation, and attention. External factor consists of family background, schoolsinstitution, and societies. Improving learning outcome can be achieved through much stimulation so that internal and external factors can be directed to support the success of teaching learning processes. Conventionally, teaching learning processes of many subjectscourses including Science Education Course in PGSD USD are carried out in site of the classrooms. Students attend the class regularly to receive course material. Delivery model applied usually are lecturing, discussion, and simulation of teaching- learning process of primary school. Such activities can result in high learning outputs, but it includes cognitive aspect only due to students are lack of real experience. To overcome this limitation we applied service- learning program to improve learning outcome of Science Education Course in PGSD USD. The focus was on skill and affective aspects. Service learning has been seen as a form of experiential education in which students participate in activities that tackle community requests together with coordinated opportunity deliberately designed to encourage student learning and development. Student learn through applied, active, project-based learning that appeals on multiple knowledge sources academic, student knowledge and experience, and community knowledge and offers students with plentiful chances for ethical and critical reflection and practice Hurd, 2006. MATERIAL AND METHOD Introduction of service learning program was carried out through regular class meeting. Students of Science Education Class had to attend the classes regularly and received appropriate materials. The core materials were presented including the principal of science education for primary school, teaching learning strategies, teaching learning media, and teaching learning evaluation. Students were expected to have better understanding of the course material before they were sent to real teaching learning experiences through service learning program in the two selected Primary Schools, i.e. SDK Sengkan and SDK Kalasan. Both of them are located in Sleman District. Class members were grouped into 6, of which consisted of 8 students. Student coordinator organized the selections of group members. The first three groups went to SDK Sengkan and the second three groups went to SDK Kalasan. Each group in each school had to deal with one class of primary school students‟ level 3, 4 and 5 accordingly. Activities designed in the service-learning program were observation, writing action plan, carrying out the plan, evaluating the activities, reflection, and writing report. It was emphasized that during observation students had to find the understanding and the need of primary school students, teachers, school head master, and students‟ parents regarding conservation of environmental resources. They had to find out the way on how to meet the various needs and then write an action plan International Conference on Environment and Health, 22-23 May 2013, Soegijapranata Catholic University, Indonesia 185 that reflect school and parents need based on the school curriculum. RESULTS AND DISCUSSION

a. Observation