The Meaning of Student Experience in Service Learning-Based Learning in the Playdate Course to Foster Social Entrepreneurship in Early Childhood Education
DOI:
https://doi.org/10.29407/e.v12i2.27274Keywords:
Service learning, Social entrepreneurship, Early childhood education, Experiential learning, Professional competence.Abstract
This study aims to understand the meaning of PIAUD students' experiences in service learning-based learning in the Playdate course to foster social entrepreneurship values. A phenomenological qualitative approach was used to explore the subjective experiences of 12 students who were purposively selected based on their level of involvement and reflective articulation skills. Data collection was conducted through interviews, observations, and document analysis. Thematic analysis identified four main themes: the transformation of understanding of social entrepreneurship from a profit orientation to a social impact orientation; the development of professional competencies through the improvement of communication and leadership skills; meaningful experiential learning through the integration of theory and practice; and the formation of a professional identity oriented towards community service. The Playdate Library Tour program, which reached 300 children from seven early childhood education institutions, provided students with authentic experiences in developing values of empathy, social responsibility, innovation, and sustainability. The Kolb experiential learning cycle has proven effective in transforming concrete experiences into deep learning through a structured reflection process. Research findings show that service learning can be an effective learning model for preparing early childhood education teachers who are not only academically qualified but also possess a spirit of social entrepreneurship for sustainable education. Further research recommendations include involving a more diverse range of participants, using a mixed methods approach for greater comprehensiveness, and conducting longitudinal studies to trace the long-term impact of service learning on PIAUD graduates.
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