International Journal of Civil Engineering and Technology (IJCIET)
Volume 10, Issue 04, April 2019, pp. 1682-1691, Article ID: IJCIET_10_04_176
Available online at http://www.iaeme.com/ijciet/issues.asp?JType=IJCIET&VType=10&IType=04
ISSN Print: 0976-6308 and ISSN Online: 0976-6316
© IAEME Publication
Scopus Indexed
SERVICE-LEARNING IN MALAYSIA:
PRACTICE AND IMPLEMENTATION IN FOUR
PUBLIC UNIVERSTIES
Maharam Mamat
Centre for Liberal Studies, UKM, 43600 Bangi, Selangor, Malaysia
Najah Nadiah Amran
Faculty of Islamic Studies, UKM, 43600 Bangi, Selangor, Malaysia
Zainab Ismail
Faculty of Islamic Studies, UKM, 43600 Bangi, Selangor, Malaysia
Maznah Ibrahim
Centre for Liberal Studies, UKM, 43600 Bangi, Selangor, Malaysia
Hamdi Ishak
Faculty of Islamic Studies, UKM, 43600 Bangi, Selangor, Malaysia
Suria Baba
University Malaysia Kelantan, 16300 Kelantan, Malaysia
ABSTRACT
The role of the universities in Malaysia is to prepare the youth towards educational
transformation through higher learning education system, in parallel with the needs
and challenges of the future. Through Malaysia Education Blue Print 2015-2025 (for
Higher Education), the universities in Malaysia have been targeting to (i) produce
holistic graduates who are entrepreneurial and balanced, (ii) improve students’
learning experience, and (iii) expand collaboration between industries, government
agencies and communities. Measures have implemented in curriculum and academic
programmes by increasing experiential learning and Service-Learning. This article
focuses on the practice and implementation of Service-Learning in four public
universities in Malaysia. The study included queries on practice, implementation
methods, evaluation, documentation, and impact of positive teaching learning by using
the latest Service-Learning method. The study was designed to be an exploratory
qualitative with the respondents consisting of the lecturers of the four universities. Data
were gathered from structural interviews in focus-group discussion and individually.
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Data were analysed using thematic approach. The findings uncovered that ServiceLearning has been implemented in many public universities in Malaysia by means of
“bottom-up” and “top-down.” The implementation was made successful through the
involvement of volunteers and the application of variety of methods of teaching
including problem-based learning, project-based learning, community case study, as
well as research or discipline-based project and capstone projects. Also, through
sistematic monitoring and evaluation. Four impacts can be observed from the
implementation of Service-Learning in Malaysian universities: impact on students,
impact on lecturers, impact on university, and impact on community.
Key words: Service-Learning, soft skills, Community Service, Problem Based
Learning, Project-Based Learning
Cite this Article: Maharam Mamat, Najah Nadiah Amran, Zainab Ismail, Maznah
Ibrahim, Hamdi Ishak and Suria Baba, Service-Learning in Malaysia: Practice and
Implementation in Four Public Universties. International Journal of Civil Engineering
and Technology, 10(04), 2019, pp. 1632-1639
http://www.iaeme.com/IJCIET/issues.asp?JType=IJCIET&VType=10&IType=04
1. INTRODUCTION
Service-learning is a subset to experiential-learning (Najah Nadiah Amran & Hamdi Ishak
2017). The theory of Service-Learning began from the theory and standpoints of four
philosophers and experts in the field of education, namely John Dewey, Paulo Freire, David A.
Kolb, and Ernest Boyer. The concept of “learning by doing” also emphasises practicality and
effectiveness towards students’ cognitive and affective, and towards becoming a better
democratic society (Iris M. Yob 2014). Service-learning is listed as one of the high-impact
practices in transformative pedagogical learning, which are experiential and Service-Learnings
(Najah Nadiah Amran et.al 2018). It is different from community service (volunteering) in that
the latter focuses more on the efforts to fulfil the needs of recipients, with little or no emphasis
on the learning gained by the service giver (Maharam, et.al. 2018). The ministry of higher
education in Malaysia defines “Service-Learning” as follows:
Service-based learning is a form of experiential learning that takes place through a life cycle
of action and reflection when a student applies what they have learned to fulfill the real needs
of a community (PPPM PT 2015).
For example, engineering students can collaborate with the local community to improve
water supply and sanitation amenities. To enable the students to handle the complex issues in
real world and expose them to various perspectives that they are unfamiliar with, the servicebased learning would challenge the students to not only achieve real outcome for the society
but also further explore their understanding towards themselves and the community. In a
Service-Learning programme, students would learn how to handle complex issues in real life
particularly pertaining to the needs of the society. This learning process would expose the
students to a variety of perspectives and new experience that are different from those gained in
lectures (Aliyu, Jabor, Sukri Saud & Buntat 2015). The students would be challenged to solve
societal problems, while increasing their soft skills. This type of programme would give
positive impact to students, lecturers, universities, and communities by inculcating the feeling
of having social responsibility and citizenship skill, such as racial tolerance, teamwork,
leadership, and communication skills, as well as their ability to initiate changes in a community
(Najah Nadiah Amran et.al 2018).
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Service-Learning in Malaysia: Practice and Implementation in Four Public Universties
The practice of Service-Learning in Malaysia began in 1977 through a pioneering project
named “Rancangan-Perkhidmatan Bersama Desa” (Learning-Service Plan with the rural
community) conducted by University of Science, Malaysia (USM) (Sharom Ahmat & Mohd
Akhir bin Abdullah 1979), followed by USM branch in Kubang Kerian in Kelantan state
through a programme known as community and family case-study programme in 1980s
(Rogayah & Hashim, 1990 and Abdussalam 2009). The National University of Malaysia
(UKM) also implemented a community Service-Learning programme through the course
“Kursus Kemahiran Insaniah” (generic skills course) (Singh et.al 2017), “Kursus Latihan
Amali Dakwah” (LAD) (practical preaching course) (Adawiyah Ismail 2012), and internship
training (Najah Nadiah Amran & Hamdi Ishak 2017). These programmes were implemented
through the collaboration of various external agencies, such as the indigenous, NGOs, Muslim
organisations, and others (Badlihisham Mohd Nasir, Abdul Ghafar Don & Anuar Puteh 2012).
University Malaysia Kelantan (UMK) coordinated similar programme with a community in
2007 (Yu Ghee Wee and Farok Zakaria 2012), whereas University of Technology, Malaysia
(UTM) rigourously and strategically implemented the community Service-Learning
programmes in 2009. In 2019, SULAM or Service Learning Malaysia was officiated. The
implementation of teaching and learning using the Service-Learning method in Malaysia can
be summarised in the following timeline:
(Source: FRGS1/2016/SSI09/UKM/03/4, 2019)
Figure 1. Timeline of Development of Service-Learning in Malaysia.
1.1. Aims of Study
This article focuses on the practice and implementation of Service-Learning in a few public
universities in Malaysia, including the practice, implementation methods, evaluation, and
documentation. The paper also aims to summarize the positive impacts from the ServiceLearning from the perspectives of the practitioners and the relationship between the impacts.
1.2. Methodology of Study
This study utilised findings obtained from an FRGS research entitled “Pembinaan Model
Service-Learning University Awam Malaysia” (the development of Service-Learning model in
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Baba
Malaysia). The study involved four public universities in Malaysia: UKM), UMK, USM, and
UTM. The study was designed to be a qualitative exploratory study. The sample consisted of
fifteen lecturers who implemented Service-Learning in one of its courses. Data were collected
through structural interviews conducted both individually and in a focus-group discussion. The
data gathered from the interviews were audio-recorded and transcribed for the analysis process.
Analysis was performed using a thematic analysis approach.
2. LITERATURE REVIEW
Service-Learning has become a part of a teaching and learning method (Najah Nadiah Amran
& Hamdi bin Ishak 2017), a teaching and learning methodology (Martha Ellis 2013; Paul
Benneworth & David Charles 2013), pedagogy (Deeley 2014), a student’s development and
learning process (LT Burns 1998; ERIC 2002), learning and experience strategies (Prasart
Nuangchalerm 2014), credited experiential learning (Robert Bringle & Julie Hatcher 1995), a
learning model based on experience (Arandi, Sugeng Utaya & Budijanto 2016; Nabors, Welker
& Faller 2018), and community and service-based learning (Nabors, Welker & Faller 2018).
The concept of service-learning is not the same as volunteering activity Greenwood (2015).
Clear and thorough knowledge in the difference between the purpose and implementation of
the two will produce a quality learning that can benefit students, the university, and
communities (Chai 2013; Gerholz, Liszt & Klingsieck 2018).
Experiential learning has been proven as an effective teaching-and-learning approach
because the application of theoritical knowledge (cognitive) garnered in lectures is brought to
the real world (Najah Nadiah and Hamdi 2017; Gerholz, Liszt & Klingsieck 2018; Nabors,
Welker & Faller 2018). Many positive changes have been experienced by students who
implemented Service-Learning. The first noted was the change in their behaviour while
conducting an activity with the community, whereas in the university, the change can be seen
in the students’ attitude towards learning (Chai 2013; Gerholz, Liszt & Klingsieck 2018).
Secondly, Service-Learning has channeled students towards their involvement and continual
civic awareness (Chai 2013; Sanders et al. 2016; Miftachul Huda et. al 2018; Gerholz, Liszt &
Klingsieck 2018). Thirdly, service-learning managed to increase students’ social skills,
particularly communication, leadership, and problem-solving skills (Chai 2013; Gerholz, Liszt
& Klingsieck 2018). Fourthly, service-learning managed to facilitate students’ academic
achievement (Jackson et al. 2018).
Studies on the practice of Service-Learning gained the attention of researchers following
the unemployment issues among university graduates which has been attributed to inept soft
skills. The study by Maharam et.al (2018) found that many students realised the importance of
soft skills and employment competitiveness, although they did not make attaining the skills as
the main reason for their involvement in a programme with the community. The students also
admitted that they have obtained much positive impacts from the shaping of their personality,
behaviour, sense of self, value, belief, and motivation in such programme. Noor Syafawati
(2012) in her study on 131 students in University of Technology, Malaysia found that the
impact level service-learning was high for each soft skill element, and was dominated by the
element of ethics and professional moral. In a Service-Learning programme, Muhammad
Suhaimi Sulong et.al. (2015) involved as many as 350 students in an effort to increase the soft
skill of Universiti Tun Hussein Onn Malaysia (UTHM) students. Noor Azyani A.Jalil (2012)
scrutinised the effectiveness of co-curriculum acitivities particularly the community service
curriculum in UTHM in inculcating problem-solving skills. Based on the feedback from 30
students, it was concluded that the courses have been successful in harnessing problem-solving
skill through the activities. Similar outcome was obtained from previous studies that were
conducted in other countries, such as the study by Nabors, Welker & Faller (2018) when the
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high school students involved in the Service-Learning programme were found to be interested
in continuing similar programme in future after seeing its effectiveness in garnering their
leadership and problem-solving skills. The same was found by Jackson et al. (2018), who
studied how Service-Learning gave experience to secondary mathematics teacher candidates
in teaching average students in mathematics.
3. RESULTS AND DISCUSSION
The implementation of Service-Learning in teaching and learning requires detailed explanation
related to evaluation of the course. Students must know that the community service they carry
out is part course evaluation (Greenwood 2015). The learning cycle of Service-Learning
implemented in the four public universities can be illustrated in the model below:
(Source: Najah Nadiah Amran et.al., 2019,
FRGS1/2016/SSI09/UKM/03/4)
Diagram 1: Model of Learning Cycle of the Effectiveness of Service-Learning and Monitoring
This study found that the Service-Learning programme in the selected Malaysian public
universities is implemented “bottom-up” through lecturers’ and students’ initiatives, and “topdown” through the university’s mission and vision in an effort to contribute knowledge, skills,
expertise, and research findings, among others. The first factor that has encouraged the
implementation of Service-Learning in a course of an academic programme in respective
faculties, including lecturers’ intrinsic factors, lecturer’s knowledge and education, having
relationship and experience with community, a university’s external activities, top-down
project, the lecturer’s personality, spirituality factor, as well as religion. Overall, the ServiceLearning adopted in the public universities can be illustrated in the following model:
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(Source: Najah Nadiah Amran et.al, 2019,
FRGS1/2016/SSI09/UKM/03/4, 2019)
Diagram 2. Service-Learning Model for Malaysia Higher Education
Various methods of implementation of Service-Learning have been practiced by public
universities in Malaysia, such as learning through involvement in volunteer activities, problem
based learning, project-based learning, community case study, discipline-based project and
Capstone Project. These various methods have been conducted either as a stand-alone,
integrated, infused, or embedded course. Analysis of the findings concluded that the most
frequently adopted method are project based learning, problem based learning, case study, case
analysis, and volunteer activity. The following excerpt explains how project based learning
was conducted:
Each course consisted of eighty students which were further broken down into a few
groups. These students will go to the location of the field work, develop paperwork, they have
to prepare brief paperwork in two pages to identify the basic ideas about what they want to do.
They will present in the form of pitching. After they received feedback from the lecturer, they
will detail out all the planning, outline the objective of the programme, including how to obtain
data. The programme will follow the need of the target group. After that, the students will
discuss again and implement the activity formally. They will obtain consent from university,
correspondence, budget planning, and conduct the programme until completion. (R11)
According to Respondent R11, the students will be first exposed to the concepts they
needed to know such as community, social, community service, including programmes that
have been previously conducted as well as a working paper. The students will then be brought
to an industrial area around the university before they began to explore potential areas. The
students will then discuss among group members, plan, and make proposal with the
community. Consent from the community is needed to plan with the related agency in order to
successfully carry out the industrial development transformation. Respondent R11 provided
detailed explanation of the implementation of the programme as follows:
The students will learn theory in lectures, whereas the discussion on the improvement
concept which will be implemented will be held in the tutorial. In the third week, the students
will pitch their programme planning a few times, the lecturer will revise the plan until
perfection, including guiding them to do the paper work according to the standards determined.
At the same time, the students will prepare an appropriate module for the programme and the
needs of the community. The lecturers will revise the modules again, discuss, and improve the
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module. After that, the students will find funding to finance the programme implementation.
The discussion about the problems to obtain funding will be held in the tutorial as well. Also
at this time, division of tasks among the students was determined. The implementation of the
programme will be held in week 10 and 12.
The teaching and learning in Service-Learning was implemented through the level of
teaching preparedness, students’ readiness, implementation of activity, monitoring of activity,
documentation, reflection, and evaluation of students’ skills and effort after conducting the
activity. The evaluation process was in terms of cognitive aspect (acquirement of knowledge),
psychomotor (practical, skills) and affective (value, personality, generic skills) based on the
learning outcome (integrated & challenge-based). All the processes were documented through
various methods along the learning session as shown in Table 1.
Table 1 : Method of Documentation of S-L Activities in Malaysian Public Universities
Documentation
Methods
Daily/Weekly Log
Book
Reflective Notes
Reflection
Bulletin
Essay Or Written
Report
Activity Video
Activity Photos
Evaluation Form
Post S-L
Meeting Report
Presentation &
Group Discussion
Presentation With
The Community
Field Evaluation
Presentation of
Project Planning
Presentation post
service
Proposal/System
Layout/Business
Plan
Peers evaluation
Documentation, Evaluation And Monitoring
R1
R2
R3
R4
R5
R6
R7
R8
R9
R10
R11
R12
R13
x
x
x
x
x
x
R15
x
x
x
x
R14
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
(Source: Najah Nadiah Amran et.al., 2019,
FRGS1/2016/SSI09/UKM/03/4)
As shown in Table 1, the three most popular documentation methods in student evaluation
are (i) presentation and group discussion, (ii) essay writing or report writing, and (iii) proposal
writing. According to Respondent R14, the documentations performed were in the form of log
book, field work evaluation, presentation, and final report, but the respondents explained
that“the writing of log book is more personal than academic.” The final report should also
comply with the format specified. The following excerpt explains further the writing of
student’s log book:
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Log book is like diary but more academic, containing the students’ feelings, the experience
they gained, stories how they encountered problems for example, if the student was afraid of
goats. During the programme, there were goats.how the students demonstrated professional
values, ethics in fieldwork and others. The students will write in their log books from the very
beginning, from the survey until the end of programme. Writing based on level includes
personal queries to what they students have learned in the field. (R14)
The findings of this study indicate the positive impact of Service-Learning in teaching and
learning. Service-Learning managed to facilitate changes among students, lecturers, university
and community. Service-Learning method gave positive impacts to students, lecturers, the
university, and the community (Najah, et.al 2018). Students can better understand the content
of a course, apply the theories learned in fieldwork with the community, and increase their soft
skills. Lcturers can apply their teaching theories more effectively, whereas universities can
conduct smart sharing from expertise to the local communities. As for the community, ServiceLearning can facilitate innovation and discovery towards a better quality living. Respondent
R11 further stated that the positive impact of Service-Learning can be seen on the students,
particularly through their sharing of experience:
Some positive impacts can be seen among the students after they conducted the ServiceLearning. First, their self confidence. they did not expect that they could do it. This implies that
they challenged themselves. They wrote journal articles, bulletins, paperwork. They never
thought they could do all that. They learned how to organise all these thoughts, the process,
and guidance. When the students challenged themselves, the internalisation of knowledge is
not only during examination, but they will deal with it themselves, hands on, they will
understand the matter.
The above statement was supported by Respondent R9, who admitted that the following
changes have taken place:
The most obvious is that their self confidence has increased... secondly, the increase of their
creativity. Thirdly, their enthusiasm to immerse with the society would increase, and fourthly,
they would understand how to conduct a programme with the society and understand their
culture and societal thinking. Fifthly, they began to see how each programme was
implemented.
Teaching learning by using Service-Learning as part of the course activities was found to
be able to increase the development of soft skills among students and impart more new
experiences and knowledge. These impacts were also gained by the lecturers and the
universities, as well as the communities.
4. CONCLUSION
The findings uncovered that service-learning has been implemented in many public universities
in Malaysia and has been implemented “bottom-up” and “top-down” as an initiative to
maximise experientiallearning di university. Such an effort is indirectly parallel with the aim
of the universities to contribute and channel knowledge, skills, and expertise, outcome of study,
and others to the society and country. Service-Learning is implemented by learning through
the involvement of volunteers, problem-based learning, project-based learning, community
case study and analysis, as well as discipline-based project/capstone project. Although this
teaching-and-learning method requires preparation by the educator and students’ readiness in
implementing the activities and programme as well as more effective monitoring, the benefits
that can be gained from this learning pattern can motivate students’ engagement. The
participants of the study explained the positive impacts that can be benefitted by the student
groups involved in their service-learning activities, such as the increase of soft skills, skills,
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value and ethics, as well as the increase of knowledge on the community. Other than that, the
approach also benefited the lecturers, universities, communities, and other agencies or
industries involved.
ACKNOWLEDGEMENTS
Research Grant FRGS/1/2016/SSI09/UKM/03/4 Development of Service-Learning Model for
Malaysia Universities.
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