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the subject has been bullying and often makes
problems in the classroom evidenced by the school,
especially the homeroom. No increase in empathy
score in the subject can be due to the empathy score
he has had is high enough.
The results stated that the provision of service
learning programs have a significant influence to
improve empathy. This result is in line with
Courneya's research (in Batlle 2012) that students
involved in service learning demonstrate better
empathy and cognitive complexity than the
comparison group. Goleman (2007) suggests one
way to improve empathy is to do service orientation.
Service orientation is to provide services needed by
others, meaning able to provide action to the
problems that are happening. The implications of
service learning on empathy and community
involvement in primary schools indicate a positive
change in empathy and community involvement
over time Scoot and Graham (2015).
From some research above can be concluded that
service learning program can be one way to improve
empathy. In this study the authors provide service
learning programs to improve empathy. Programs
are given in the form of giving material about
mutual help, video showing about children in need,
and doing social service. Five stages of service
learning are given and at each stage, subjects are
given material as well as worksheets to measure
their understanding. Worksheet is here to know the
level of student's praise to the given material. To
measure behavior at session 4 that is on social
activity of researcher and speaker measuring student
behavior by using observation form. In this research,
the material and all the sessions given by the
speakers are Dr. Yuni Narti S.Pd, MM and also by
researchers.
When subjects are given a service learning
program, they are indirectly invited to feel what
others feel, understand what others feel, and also
provide assistance to other children in need. The
thing is included in the part of empathy. Damon (in
Santrock, 2002) suggests empathy means reacting to
the feelings of others with the same emotional
response as those of others. Further Baron and Byrne
(2005) explain that empathy is the ability to feel the
emotional state of others, feel sympathetic and try to
solve problems, and take the perspective of others.
Davis (1983) describes four aspects of empathy: (1)
Perspective Taking, a person's tendency to take the
other person's point of view by looking at the other
person's circumstances and imagining feelings when
in the person's state (Davis, 1980, Whalen, 2010).
(2) Fantasy, a person's ability to transform
themselves imaginatively in experiencing the
feelings and losses of imaginary characters in books,
movies, and games. (3) Empathic concern, i.e. the
judgment of a person-oriented feelings of sympathy
and the perceived misfortune experienced by others.
(4) Personal distress, self-oriented response in
response to difficult interpersonal situations and
characterized by uncomfortable personal feelings or
anxiety.
Service Learning can help improve empathy on
the subject because the programs provided based on
experiential learning. Which are proven to
effectively improve empathy. Jacoby et al. (2013)
suggests that service learning is a form of education
about the experiences in which learners engage in
activities involving people and the needs of the
community with opportunities deliberately planned
to enhance the development and learning of learners.
Activities undertaken at each session in the
service learning program involve the involvement
and opinion of the subject about the social problems
that exist around them. In each session there are
elements of empathy that can be regarded as one
indicator of the success of the program. In this case
the subject is invited to feel how to feel the suffering
of others who need and solve problems in mutual
help.
Furthermore, in this study there are some
obstacles such as, the preparation of less than
optimal video playback facilities and classes that are
too crowded because it involves all students in the
classroom. Because it involves all students in the
class then the researcher becomes less focused in
observing the behavior of the subjects in the session.
The weakness in this study is the low number of
research subjects involved and only use students in
the same class. In this study empathy is measured
only to the affective and cognitive aspect not to the
behavior. Another weakness is that the effect of
maturation in experimental validity has not been
noticed before the program is given, but pretest
results between the two study groups showed no
difference between the mean value of empathy from
the control group and the experimental group.
5 CONCLUSIONS
Based on the results of research and discussion, it
can be concluded that service learning influence to
increase empathy to the bully in primary school.
This shows that service learning can be one way to
reduce the occurrence of bullying in primary
schools.
ICP-HESOS 2018 - International Conference on Psychology in Health, Educational, Social, and Organizational Settings
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