Nafisah Deviyanti, Irma Inesia Sri Utami

Presepsi Guru Terhadap Konsep Service Learning Dalam Pembelajaran IPAS Sekolah Dasar

Introduction

Presepsi guru terhadap konsep service learning dalam pembelajaran ipas sekolah dasar. Jelajahi persepsi guru SD tentang service learning dalam IPAS. Temukan praktik, manfaat bagi empati & tanggung jawab siswa, serta kesiapan implementasi meski dukungan terbatas.

Abstract

This study aimed to explore elementary school teachers’ perceptions of the concept of service learning in the context of IPAS (Integrated Science and Social Studies) learning. The research was conducted in May 2025 at a public elementary school in Bogor, West Java, using a descriptive qualitative design. Data were collected through an open-ended online questionnaire and in-depth interviews with six teachers of grades V and VI. The data were analyzed through thematic analysis consisting of data reduction, categorization, and conclusion drawing, supported by triangulation of techniques. The findings revealed that teachers had carried out classroom practices related to real-life issues, such as waste management, bringing healthy lunch, and environmental awareness, which reflected elements of service learning. However, these activities were still limited to the school context, without structured reflection or broader community involvement. Teachers’ understanding of the concept was still developing, yet their perception of its benefits in fostering students’ empathy, social skills, and responsibility was consistently positive. Moreover, all teachers expressed readiness to implement service learning in IPAS, although institutional support and systematic guidelines remain limited.

Review

This study offers a timely and relevant exploration into elementary school teachers' perceptions of service learning within the Integrated Science and Social Studies (IPAS) curriculum in Indonesian primary education. Given the increasing emphasis on holistic student development and real-world application of knowledge, understanding how educators perceive and potentially integrate service learning is crucial. The paper's focus on elementary school teachers in the context of IPAS is particularly valuable, as it addresses a demographic and subject area where such pedagogical approaches can foster critical thinking, empathy, and social responsibility from an early age. The descriptive qualitative design employed is well-suited to delve into the nuanced understandings and experiences of the participating teachers. The methodology utilized a descriptive qualitative design, employing open-ended online questionnaires and in-depth interviews with six grade V and VI teachers, with thematic analysis and triangulation of techniques to ensure rigor. The findings reveal a compelling dichotomy: while teachers are already engaging students in practical, real-life issues such as waste management and environmental awareness—activities that inherently reflect elements of service learning—these practices often lack formal structuring, explicit reflection, or broader community involvement beyond the school context. Despite this nascent understanding, teachers consistently demonstrated a positive perception of service learning's benefits, particularly in cultivating students' empathy, social skills, and responsibility. Moreover, their expressed readiness to implement service learning in IPAS is a significant takeaway, highlighting a strong potential for its wider adoption. While providing valuable insights into the current landscape of service learning perceptions among elementary school teachers, the study's scope, limited to six teachers from a single public elementary school in Bogor, inherently restricts the generalizability of its findings. Future research could benefit from a broader sample size across different regions and school types to offer more comprehensive insights into nationwide perceptions and challenges. Furthermore, although teachers expressed readiness, the abstract notes a lack of institutional support and systematic guidelines. This points to a critical area for follow-up research and practical intervention: exploring effective strategies for professional development, curriculum integration, and institutional framework development to bridge the gap between teachers' positive perceptions and the structured, community-engaged implementation of service learning. Despite these limitations, the study makes a significant contribution by illuminating both the inherent potential and the current barriers to effective service learning integration in Indonesian elementary schools.

Full Text

Comments

You need to be logged in to post a comment.