The effect of environmental volunteer integrated with service learning (EV_SL) to improve student's environment care attitudes and soft skills

Authors

  • Sumarmi Sumarmi Universitas Negeri Malang
  • Neni Wahyuningtyas
  • Alfi Sahrina
  • Muhammad Aliman

DOI:

https://doi.org/10.47750/pegegog.12.01.16

Keywords:

Environmental Volunteer, Service Learning, Environmental care attitude, Soft Skill

Abstract

Universities are required to provide graduates with environmental care and soft skills to survive in the globalization era. Implementing 'Kurikulum Merdeka' (Independent Curriculum) will help to achieve the ability. The curriculum required students to volunteer activities to help the community or internships in institutions and companies for two semesters. The research aimed: (1) to determine the effect of the Environmental Volunteer model integrated with Service-learning on students' environmental care attitudes, (2) to determine the effect of the Environmental Volunteer model integrated with Service-learning on students' soft skills. This research was conducted on students of geography education program, Malang State University, Indonesia. The data was collected using observation sheets and test sheets, then analyzed using the independent sample t-test in SPSS version 21. The results showed: 1) there was a significant effect in the Environmental Volunteer integrated with Service-learning on students' environmental care attitudes, 2) there is a significant effect of the Environmental Volunteer integrated with Service-learning on students' soft skills. Student's environmental care attitude and soft skills are important assets in creating future leaders to support sustainable development goals.

Downloads

Download data is not yet available.

References

Ahmad, A. R., Chew, F. P., Zulnaidi, H., Sobri, K. M., & Alfitri, A. (2019). Influence of School Culture and Classroom Environment in Improving Soft Skills amongst Secondary Schoolers. International Journal of Instruction, 12(2), 259–274. https://doi.org/10.29333/iji.2019.12217a

Al-Balushi, S. M., & Al-Aamri, S. S. (2014). The effect of environmental science projects on students’ environmental knowledge and science attitudes. International Research in Geographical and Environmental Education, 23(3), 213–227. https://doi.org/10.1080/10382046.2014.927167

Ami̇n, S., Utaya, S., Bachri̇, S., Sumarmi̇, S., & Susi̇lo, S. (2020). Effect of Problem Based Learning on Critical Thinking Skill and Enviromental Attitude. Journal for the Education of Gifted Young Scientists, 8(2), 743–755. https://doi.org/10.17478/jegys.650344

Aprile, M. C., & Fiorillo, D. (2017). Water conservation behavior and environmental concerns: Evidence from a representative sample of Italian individuals. Journal of Cleaner Production, 159, 119–129. https://doi.org/10.1016/j.jclepro.2017.05.036

Binder, M., & Blankenberg, A.-K. (2016). Environmental concerns, volunteering and subjective well-being: Antecedents and outcomes of environmental activism in Germany. Ecological Economics, 124, 1–16. https://doi.org/10.1016/j.ecolecon.2016.01.009

Choo, M., Lunkapis, G., & Anton, A. (2018). Penglibatan Komuniti dalam Melestarikan Sungai Melalui Program Penambahbaikan Stock Udang Galah: Kajian Kes di Sungai Petagas, Sabah. Journal of Borneo-Kalimantan, 3. https://doi.org/10.33736/jbk.628.2017

Dichabeng, P., & Moalosi, R. (2016). Acquisition of graduate attributes through the service learning pedagogy: The case of the University of Botswana. Global Journal of Engineering Education, 18(2), 136–141.

Eckersley, B., Tobin, K., & Windsor, S. (2018). Professional Experience and Project-Based Learning as Service Learning. In J. Kriewaldt, A. Ambrosetti, D. Rorrison, & R. Capeness (Eds.), Educating Future Teachers: Innovative Perspectives in Professional Experience (pp. 175–192). Springer. https://doi.org/10.1007/978-981-10-5484-6_11

England, T. K., Nagel, G. L., & Salter, S. P. (2020). Using collaborative learning to develop students’ soft skills. Journal of Education for Business, 95(2), 106–114. https://doi.org/10.1080/08832323.2019.1599797

Finch, D. J., Hamilton, L. K., Baldwin, R., & Zehner, M. (2013). An exploratory study of factors affecting undergraduate employability. Education + Training, 55(7), 681–704. https://doi.org/10.1108/ET-07-2012-0077

Gall, M. D., Gall, J. P., & Borg, W. R. (2006). Educational Research: An Introduction (8 edition). Pearson.

Ibrahim, F., Amin, A. S., & Sivabalan, T. A. (2015). Penglibatan dan Motivasi Kesukarelawanan: Ke Arah Memupuk Semangat Kesukarelawanan dalam Kalangan Mahasiswa (The Involvement and Motivation of Volunteerism: Toward Nurturing the Spirit of Volunteerism among Students). e-Bangi, 12(1). http://ejournal.ukm.my/ebangi/article/view/11048

Kasi, K., Sumarmi, & Astina, I. K. (2018). Pengaruh Model Pembelajaran Service Learning terhadap Sikap Peduli Lingkungan. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 3(4), 437–440.

Kaye, C. B. (2010). The Complete Guide to Service Learning: Proven, Practical Ways to Engage Students in Civic Responsibility, Academic Curriculum, & Social Action. Revised & Updated Second Edition. Free Spirit Publishing. http://www.freespirit.com

Krebs, M. M. (2008). Service-Learning: What Motivates K-12 Teachers to initiate Service-Learning Projects? Curriculum and Teaching Dialogue, 10(1), 135–149.

Namada, J. M., Katuse, P., & Wambalaba, F. W. (2019). International Education, Diversity Exposure, and Cross-Cultural Engagements. In B. Smith (Ed). Mission-Driven Approaches in Modern Business Education, PA: IGI Global, 273–288. https://doi.org/10.4018/978-1-5225-4972-7.ch015

Nazarenko, A. V., & Kolesnik, A. I. (2018). Raising Environmental Awareness of Future Teachers. International Journal of Instruction, 11(3), 63–76. https://doi.org/10.12973/iji.2018.1135a

O’Brien, L., Townsend, M., & Ebden, M. (2010). “Doing Something Positive”: Volunteers’ Experiences of the Well-Being Benefits Derived from Practical Conservation Activities in Nature. Voluntas: International Journal of Voluntary and Nonprofit Organizations, 21(4), 525–545.

Oldfield, S. (2008). Who’s Serving Whom? Partners, Process, and Products in Service-Learning Projects in South African Urban Geography. Journal of Geography in Higher Education, 32(2), 269–285. https://doi.org/10.1080/03098260701514215

Peters, T., McHugh, M. A., & Sendall, P. (2006). The Benefits of Service Learning in a Down-Turned Economy. International Journal of Teaching and Learning in Higher Education, 18(2), 131–141.

Prastiyono, H., Utaya, S., Sumarmi, S., Astina, I. K., Amin, S., & Aliman, M. (2021). Development of E-Learning, Mobile Apps, Character Building, and Outdoor Study (EMCO Learning Model) to Improve Geography Outcomes in the 21st Century. International Journal of Interactive Mobile Technologies (IJIM), 15(07), 107–122.

Reichardt, C. S. (2019). Quasi-Experimentation: A Guide to Design and Analysis. Guilford Publications.

Sumarmi, Bachri, S., Irawan, L. Y., Sholeha, A. W., & Aliman, M. (2021). Ecotourism Development Strategies of Pulau Merah Beach, Banyuwangi, Indonesia. IOP Conference Series: Earth and Environmental Science, 747(1), 012006. https://doi.org/10.1088/1755-1315/747/1/012006

Sumarmi, S., Aliman, M., & Mutia, T. (2021). The effect of digital eco-learning in student worksheet flipbook to environmental project literacy and pedagogic competency. Journal of Technology and Science Education, 11(2), 357–370. https://doi.org/10.3926/jotse.1175

Sumarmi, S., Bachri, S., Baidowi, A., & Aliman, M. (2020). Problem-Based Service Learning’s Effect on Environmental Concern and Ability to Write Scientific Papers. International Journal of Instruction, 13(4), 161–176. https://doi.org/10.29333/iji.2020.13411a

Sumarmi̇, S., Bachri̇, S., Irawan, L. Y., Putra, D. B. P., Ri̇snani̇, R., & Ali̇man, M. (2020). The Effect of Experiential Learning Models on High School Students Learning Scores and Disaster Countermeasures Education Abilities. Journal for the Education of Gifted Young Scientists, 8(1), 61–85. https://doi.org/10.17478/jegys.635632

Susilawati, Aznam, N., Paidi, & Irwanto, I. (2021). Socio-Scientific Issues as a Vehicle to Promote Soft Skills and Environmental Awareness. Socio-Scientific Issues as a Vehicle to Promote Soft Skills and Environmental Awareness, 10(1), 161–174.

Svennbeck, M. (2005). Care for nature. About the selective traditions in science education, with a focus on environmental education and gender. Nordic Studies in Science Education, 1(2), 103–103. https://doi.org/10.5617/nordina.504

Tadjer, H., Lafifi, Y., Seridi-Bouchelaghem, H., & Gülseçen, S. (2020). Improving soft skills based on students’ traces in problem-based learning environments. Interactive Learning Environments, 0(0), 1–18. https://doi.org/10.1080/10494820.2020.1753215

Tsaoussi, A. I. (2020). Using soft skills courses to inspire law teachers: A new methodology for a more humanistic legal education. The Law Teacher, 54(1), 1–30. https://doi.org/10.1080/03069400.2018.1563396

UN. (2015). Transforming our world: The 2030 Agenda for Sustainable Development. United Nations Secretariat. https://sdgs.un.org/2030agenda

Utomo, D. H., & Ali̇man, M. (2021). The Meta-Analysis of Climate Resilience Education in Higher Education for Transformation Based on Experiential Learning Models. Review of International Geographical Education Online, 11(2), 302–316. https://doi.org/10.33403/rigeo.754200

Downloads

Published

2022-01-02

How to Cite

Sumarmi, S., Wahyuningtyas, N. ., Sahrina, A. ., & Aliman, M. . (2022). The effect of environmental volunteer integrated with service learning (EV_SL) to improve student’s environment care attitudes and soft skills. Pegem Journal of Education and Instruction, 12(1), 168–176. https://doi.org/10.47750/pegegog.12.01.16