Service learning in Indonesia: developing undergraduate students' leadership during COVID-19 pandemic

Abstract

PurposeThis phenomenological case study reports how 16 participating students built their leadership skill through a community-based service-learning project as a part of their undergraduate program at an Islamic university in Indonesia. Education for sustainability framework promoted by Warwick (2016) was employed to portray students' leadership development and explore their lived experience while doing service-learning project in their neighborhood.Design/methodology/approachPhenomenological case study was employed to portray how the participants engaged in projects that empower the community during their service amidst the coronavirus disease 2019 (COVID-19) pandemic. They were interviewed using online platforms such as WhatsApp and Zoom Meeting. To triangulate the data, the photos elicited during their field study posted in social media were also presented as visual data. The interview data and photo elicitation were transcribed, interpreted using interpretative phenomenological analysis and thematically analyzed.FindingsThe findings of the study showcase that the student participants transformed their sense of agency as learners into leaders. The service-learning program has also become a springboard for them to engage in the community service and build strategy to fill the local community's need, especially amid the pandemic of COVID-19.Research limitations/implicationsThere are two limitations in regards to this study. First, this study only examined data garnered from a small number of participants that could not be used to overgeneralize the results of the study. Second, the participants were interviewed upon the completion of their service-learning project. It did not investigate the sustainability of the projects that the participants had carried out after the service-learning program ended.Originality/valueWhile ample previous studies investigated how service-learning program that involved undergraduate students were enacted during COVID-19 pandemic, the present study specifically looked into how participants exercise their leadership skill upon the implementation of service-learning from education for sustainability framework promoted by Warwick (2016).

Antecedents of perceived usefulness on the use of electronic hospital management information systems

“…The research conducted by Ferdiansyah et al (2022) and Maulani et al (2022) demonstrated that technological risk influences perceived usefulness. The hypothesis examined in this study is presented as follows:…”

“…Perceived ease of use can act as a mediator in the relationship between perceived usefulness and technical risk, according to the findings of direct research conducted by Budiantara et al (2019), Nazirwan (2019), Ferdiansyah et al (2022), andFahazzahrullail (2022). Next, the following is the study's hypothesis: H15: Perceived ease of use mediates the effect of technological risk on perceived usefulness.…”

“…The findings of studies (Natasia et al, 2022;Sukendro et al, 2020;Ferdiansyah et al, 2022;Fahazzahrullail, 2022) stated that perceived ease of use can mediate the relationship facilitating conditions with perceived usefulness. Hence, the hypothesis confirmed in this study is: H16: Perceived ease of use mediates the effect of facilitating conditions on perceived usefulness.…”

Between accessibility and adaptability of digital platform: investigating learners' perspectives on digital learning infrastructure

“…The paradigm shifts in achieving such an emergency transition required all the relevant support processes to be conducted through online platform. Remote teaching through an online learning infrastructure involves many complex considerations such as technical arrangement, infrastructure or facilities, and knowledge creation (Ferdiansyah et al, 2022). The key point in developing the digital pathway is the consideration of the instructional design, which is essential to effective transformation the learning environment.…”

“…The paradigm shifts in achieving such an emergency transition required all the relevant support processes to be conducted through online platform. Remote teaching through an online learning infrastructure involves many complex considerations such as technical arrangement, infrastructure or facilities, and knowledge creation (Ferdiansyah et al. , 2022).…”