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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
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
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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
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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
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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
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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,
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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
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that reflect school and parents need based on the school curriculum.
RESULTS AND DISCUSSION
a. Observation