The Effect of Service Learning to Improve Empathy to Bully in

Primary School

Rizka Fibria Nugrahani and Fitri Andriani

Faculty of Psychology,Universitas Airlangga, Surabaya, Indonesia

Keywords: Empathy, Service Learning

Abstract: This quantitative research aims to determine the effect of providing service learning to improve empathy to

the bully as an effort to reduce bullying in primary schools. Bullying behavior can have a negative impact

on the victims, when experiencing bullying the victim will feel a lot of negative emotions where the victims

is helpless in dealing with their emotions. If left untreated, children or adolescents who are accustomed to

bullying will have a tendency to engage in acts of violence or other negative behavior when they grow up.

The design of this study is an experimental design of two groups of pretest-posttest control group design.

Total subjects in the study were 12 students who were divided into experimental groups and control groups.

The treatment is given as many as five meetings divided once a week where each session consists of 45

minutes. Service Learning in this research is guided by Service Learning component by Scott and Graham

(2015). The data collection tool used in this research is made by researchers who have received input from

professional judgment by using empathy scale based on empathy expressed by Davis (1983) consisting of

40 valid items. From this research, it can be concluded there is influence of service learning to increase

empathy in bully in primary school.

1 INTRODUCTION

Bullying behavior can have a negative impact on the

victims, when experiencing bullying the victim will

feel a lot of negative emotions where the victims is

helpless in dealing with their emotions. Hawkins et

al (2001) found that for the bullying agent himself,

he can also be called a "victim" who needs to be

handled. If bullying ignored without treatment,

children or adolescents who are accustomed to

bullying will have a tendency to engage in violent or

other negative behaviors as they grow older.

The results of a survey conducted by Semai Jiwa

Amini Foundation (SEJIWA) in an anti-bullying

workshop dated April 28, 2006 which was attended

by approximately 250 participants found 94.9% of

participants stated that bullying had indeed taken

place in Indonesia (Yayasan SEJIWA, 2008). In

eastern Indonesia, especially North Maluku violence

in schools is also high. At the end of 2005, Erick

Van Diesel from Save the Children United Kingdom

National Child Protection Adviser explained that

from 800 children, 70% experienced physical

violence (Ayuningtyas, 2006). KOMNAS Child

Protection (PA) annually records bullying cases, in

2011 there were 139 cases of bullying in the school

environment, while for 2012, KOMNAS PA found

36 cases (Triyuda, 2012).

There are many cases of bullying that occur in

the school environment, this can be seen from

KPAI's (Indonesia Child Protection Commision)

data that bullying cases topped at the public

complaints, from 2011 to August 2014, the KPAI

recorded 369 complaints related to the problem.

That number is around 25% of the total complaints

in the education sector of 1,480 cases (Setyawan,

2014). Besides that the lack of concern among

people also began to cause problems, such as the

increasing number of cases of child abuse and

neglect, the results of KPAI's survey in 9 provinces

with approximately 1000 students, 78.3% of

children who had committed mild to severe violence

(Arifah, 2012) In addition, 75 percent of students

admitted having committed violence at school.

Sukiman said, based on data from the United

Nations International Children's Emergency Fund

(UNICEF), 50 percent of children claimed to have

experienced abuse or bullying at school. The 40

percent of students aged 13-15 claimed to have

experienced violence by peers (Hartatik, 2016).

Nugrahani, R. and Andriani, F.

The Effect of Service Learning to Improve Empathy to Bully in Primary School.

DOI: 10.5220/0008584500050011

In Proceedings of the 3rd International Conference on Psychology in Health, Educational, Social, and Organizational Settings (ICP-HESOS 2018) - Improving Mental Health and Harmony in

Global Community, pages 5-11

ISBN: 978-989-758-435-0

 2020 by SCITEPRESS – Science and Technology Publications, Lda. All r ights reserved

The phenomenon that occurred in one

elementary school in Malang, in one month in early

2018 teachers get reports as much as 4 times from

students in fourth grade. While in the fifth and sixth

grade between January to April there are 6 reports

on bullying cases conducted by students individually

or in groups. Reports received by teachers mostly

are bullying verbally. The victim who reported came

to report to the teacher in tears because he felt hurt

and unable to fight the banter of his friend

(Nugrahani, 2017).

Bully have a deficiency in the ability of empathy

or in other words the bullying offender cannot react

to the feelings of others with the same emotional

response that others feel. Merrel & Isava (2008) find

bully likely to have cognitive distortions and social

perceptions that can accept environmental problems

and thus consider aggressive actions as an effective

way to resolve problems. Bully generally have a

distinctive feature: high aggressiveness and lack of

empathy. In the study conducted by Ozkan and Cifci

(2009) found a positive relationship between

bullying behavior and low ability of empathy. The

inability of bullies to feel the pain of their victims

allows them to lie to themselves as justification for

their behavior (Goleman 2007). Thus, the forms of

assistance that need to be given to the offender

should focus on efforts to reduce aggressiveness and

increase empathy (Totten, et.al., 2004; Sciarra,

2004;)

Some ways that can be done to improve empathy

is through modeling, service learning, and group

counseling techniques with psychodrama techniques

(Abbusshomad ,2014; Mashudi, 2013; Susanti,

2015; Drabman, R.S & Thomas, M.H., 2006).

Abbusshomad (2014) revealed that students who

followed group counseling services with

psychodrama techniques experienced significant

empathy improvement after several counseling

cycles. According to Smith (in Mashudi 2013) group

counseling is "a service that helps learners in the

discussion and eradication of personal problems

through group dynamics". Second, the modeling

method is effective in improving empathy before

and after given treatment (Susanti, 2015). The

results of research by Drabman, R.S & Thomas,

M.H. (2006) found that individuals including

children who have looked at the generous (others)

model will be generous people compared to

individuals who do not view prosocial models.

One other way to improve empathy is through

service learning or service learning programs.

Jacoby et al. (2013) states that service learning is a

form of education about the experience in which

learners engage in activities involving people in

needs of the community with opportunities

deliberately planned to enhance the development

and learning of learners. Service learning also

fosters sharing ability that can make people who do

it wholeheartedly become powerful. In this way,

participants are expected to be more understanding

with the meaning of responsibility and improve

social skills, especially empathy. Courneya (in

Batlle 2012) mentioned that students involved in

service-leraning showed better empathy and

cognitive complexity than the comparison groups.

Using the problems and descriptions that have

been stated above, the hypothesis is: "there is an

effect of service learning to increase the empathy of

bully in primary school students."

2 METHOD

2.1 Participants

The sample used in this study was taken using

purposive sampling technique, which is applied on

samples whose characteristics have been determined

and known beforehand based on the characteristics

and nature of the population (Winarsunu, 2009). The

following criteria in the selection of research

subjects:

1. Primary school students in the range of grade

four to grade six.

2. Conduct bullying actions as evidenced by

teacher reports.

On the subject of this study conducted controls

to obtain subjects in accordance with research

objectives. The subjects were divided into two

groups: the control group and the experimental

group. Total subjects in the study were 12 people

were later will be divided into experimental groups

and control groups. To minimize the negative impact

of the research on the subject, researcher gave

treatment to all students in grade 4. Observations are

only carried out on students who are the subject of

research.

2.2 Measure

Data collection on empathy variables uses an

empathy scale given at the time of pretest and

posttest for each research subject. This scale is based

on the empathy by Davis (1983) empathy theory.

There are four aspect on empathy Davis (1983)

perspective taking, fantasy, empathic concern, and

personal distress. Before doing the treatment,

ICP-HESOS 2018 - International Conference on Psychology in Health, Educational, Social, and Organizational Settings

researcher tested the validity of the measuring

instrument. Validity used in this research is the

validity of content. Content validity is a validity test

that is estimated through testing of test content with

rational analysis through professional judgment, two

lecturers of Faculty of Psychology Universitas

Airlangga Surabaya, one lecturer of Faculty of

Psychology Education, State University of Malang,

and Head Master of SDN Majangtengah 01. The

data obtained to test validity spread to 30 students of

Pamotan 01 Elementary School in Malang.

Coefficient of reliability correlation on empathy

scale with total of 40 items equal to 0.932. The

correlation coefficient of reliability is included in the

category of very high reliability.

2.3 Procedures

The research approach used in this research is

quantitative. Quantitative research emphasizes its

analysis on numerical data (numbers), which is

processed by statistical methods (Sugiyono, 2008).

The design of this study is a type of experimental

design of two groups of pretest-posttest control

group design. This design consists of two groups:

the experimental group and the control group. The

experimental group was treated (X) and the control

group was not treated.

According to the design, this research

procedure consists of two groups, the experimental

group and the control group. In both groups were

given pretest to know the initial state of empathy

that the research subjects had. Then in the

experimental group, the service learning was given

and, in the control, group was not treated. After the

program of service learning is completed then re-

done measurements using posttest to both groups

with the same measuring instrument.

2.3.1 Service Learning Program

Service learning is a learning in which students

perform social services to people in need. The

treatment was given as many as five meetings which

were divided once a week where each session

consisted of 45 minutes. Service Learning in this

study (see Table 1) is guided by Service Learning

components by Scott and Graham (2015).

Before being treated, the module that will be

given also requires rational analysis through

professional judgment, in terms of two competent

people in their fields. This aims to see whether the

provision of programs used is in accordance with the

criteria and appropriate to the research objectives.

Table 1: Service Learning Program

No.

Session

Dimension

Activity

Session 1

Introduction to Service

Learning

Students learn the meaning of mutual cooperation

After learning about the concept students identify

problems and challenges that exist in the

environment and start thinking about what steps can

be taken for the environment and society.

Session 2

Getting Informed

In this session students were invited to identify

existing social problems discussed in the previous

session. Students are given knowledge about the

history of certain social problems that they have

identified before and how to solve these problems.

After discussion, the worksheets and activities of

student groups anonymously choose which issues

they will target in service learning.

Session 3

Getting Involved.

In this session students plan which community or

social activities will be given assistance. Students

work in small groups with each group having a

companion to determine what they can do to help

those in need.

Session 4

Getting Involved.

In this session students are involved in community

activities using creative problem solving methods

that have been planned by students.

Session 5

Reflection

In this session students discuss what they have

achieved, how they feel after doing the sessions and

what they can do next.

The Effect of Service Learning to Improve Empathy to Bully in Primary School

2.4 Data Analysis

Prerequisite test, first test for normality by using the

Shapiro Wilk test then conduct a homogeneity test

using Leven's test for equality of variance (Lavene

test for equality of variance) which aims to

determine the homogeneity of the variables used in

the study. The results of the empathy analysis data

of the experimental group and the control group

showed that the data was normal with a significance

value greater than 5% or 0.05. The significance

value for the experimental group is 0.804 indicating

that the value is greater than 0.05, so the normal

distribution, as well as the control class of 0.097

shows that the value is also greater than 0.05. So,

both groups have normal distribution.

Hypothesis test, to find out the differences in

empathy between bully who are given service

learning and those who do not. Hypothesis testing is

done after the prerequisite test produces normal and

homogeneous data, then the data is analyzed using

Independent Sample T (Wijaya, 2001). The result of

the t test shows a significance of 0.001. Significance

of 0.001 <0.05, so according to the basis of decision

making in the Independent Samples Test, it can be

concluded that there are significant differences in

empathy given by service learning with those not

given service learning.

3 RESULT

Based on the results of statistical calculations

obtained results empathy score. Table 2 depicts the

result of the score of the empathy scale along with

the mean in both groups and obtained the gain score

between the pretest and posts results.

Based on Table 2, the result of pretest and

posttest score of experiment group is bigger than

Table 2: The Average Score of Empathy

Subject

Experiment Group

Participants

Control Group

Pre-test

Post-test

Gain Score

Pre-test

Post-test

Gain Score

119

126

124

123

-1

137

138

126

124

-2

124

129

124

125

116

123

119

126

130

129

130

115

122

117

119

Total

737

768

739

740

100

105

110

115

120

125

130

135

140

Participants 1 Participants 2 Participants 3 Participants 4 Participants 5 Participants 6

Experiment Group

Pre Post

Figure 1: Chart of Empathic Score of Experiment Group

ICP-HESOS 2018 - International Conference on Psychology in Health, Educational, Social, and Organizational Settings

control group, so gain of score obtained experiment

group has higher gain value than control group.

Figure 1 and 2 show empathy improvement in the

experimental group and control group.

The analysis result empathy data of experimental

group and control group shows that the data is

normal with significance value greater than 5% or

0.05. The significance value for the experimental

group of 0.804 shows that the value is greater than

0.05 then the normal distribution, as well as the

control class of 0.097 indicates that the value is also

greater than 0.05 then the normal distribution. Thus,

both groups have a normal distribution. The

homogeneity test states that a significance value of

0.304. It shows 0.304 greater than 5% or 0.05

homogeneous.

The hypothesis test was calculated by calculating

the gain of empathy score in each group. The

determination of the gain value is determined by

calculating the posttest and pretest subject scores.

The test of this hypothesis was analyzed using SPSS

24 statistic assuming there is difference of empathy

between experiment group and control group. In this

analysis use Independent Sample Test

Table 3: T-Test Result.

Empathy

4.348

Sig. (2-tailed)

0.001

The t test results (see Table 3) show the

significance of 0.001. Significance of 0.001 <0.05,

then in accordance with the basis of decision making

in the Independent Samples T-test can be concluded

that there is a significant difference to empathy

provided service learning with which are not given

service learning.

4 DISCUSSION

This research showed the effect of providing service

learning program to improve empathy to the bully in

primary school. While the effect of providing

service learning program is a power that is

associated with empathy on the subject.

Based on the results of the research, the empathy

achieved by the subjects using the service learning

program presents a gain improvement score of 3%

whereas the percentage for subject who not given

service learning program score is 0.1%. It can be

said that service learning can increase empathy for

bullying in primary school.

The increase of empathy score on the subjects

who were given service learning is not too big, but

the percentage can be represented that the service

learning given can increase empathy on the subject.

Even though small percentage increase in empathy

can be caused by several things and occurs when the

study took place, one of them, namely in the

experimental group there is one subject that only

increased by 1 score in empathy. Although the value

of comparison between pre and post is very low but

subject score is the highest score in pre-post. In his

daily life in the subject class is an active student, but

Figure 2: Chart of Empathic Score of Control Group

The Effect of Service Learning to Improve Empathy to Bully in Primary School

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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The Effect of Service Learning to Improve Empathy to Bully in Primary School