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. \http://www.iaeme.com/IJCIET/index.asp 1682 editor@iaeme.com Maharam Mamat, Najah Nadiah Amran, Zainab Ismail, Maznah Ibrahim, Hamdi Ishak and Suria Baba 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). http://www.iaeme.com/IJCIET/index.asp 1683 editor@iaeme.com 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 http://www.iaeme.com/IJCIET/index.asp 1684 editor@iaeme.com Maharam Mamat, Najah Nadiah Amran, Zainab Ismail, Maznah Ibrahim, Hamdi Ishak and Suria 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 http://www.iaeme.com/IJCIET/index.asp 1685 editor@iaeme.com Service-Learning in Malaysia: Practice and Implementation in Four Public Universties 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: http://www.iaeme.com/IJCIET/index.asp 1686 editor@iaeme.com Maharam Mamat, Najah Nadiah Amran, Zainab Ismail, Maznah Ibrahim, Hamdi Ishak and Suria Baba (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 http://www.iaeme.com/IJCIET/index.asp 1687 editor@iaeme.com Service-Learning in Malaysia: Practice and Implementation in Four Public Universties 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: http://www.iaeme.com/IJCIET/index.asp 1688 editor@iaeme.com Maharam Mamat, Najah Nadiah Amran, Zainab Ismail, Maznah Ibrahim, Hamdi Ishak and Suria Baba 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, http://www.iaeme.com/IJCIET/index.asp 1689 editor@iaeme.com Service-Learning in Malaysia: Practice and Implementation in Four Public Universties value and ethics, as well as the increase of knowledge on the community. 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Promoting Civic Engagement through a ServiceLearning Experience in International Journal of Humanities and Social Science, 2012. 2(12): pp. 83-88. http://www.iaeme.com/IJCIET/index.asp 1691 editor@iaeme.com