A comparative study of community service integration in high school education: insights from Malaysian and Indonesian teachers’ practices

Abstract

This study presents a comparative analysis of community service integration in schools across Indonesia and Malaysia, examining distinct methods, challenges, and outcomes in different educational settings. Through semi-structured interviews with 13 participants—seven from Indonesia (teachers, a school principal, a program coordinator, and students) and six from Malaysia (teachers, a program coordinator, and students)—we explored how cultural values, national policies, and institutional goals shape community service implementation. Thematic analysis revealed significant differences: Indonesian schools employ highly structured, curriculum-integrated programs, particularly in vocational education where initiatives emphasize long-term skill development. Malaysian schools adopt a flexible, collaborative approach, partnering with external organizations to provide diverse community engagement opportunities that emphasize social interaction and civic responsibility. Findings indicate that Indonesia’s structured model excels at fostering practical competencies and readiness for future careers, while Malaysia’s collaborative model cultivates broader community awareness and social responsibility. Common challenges include resource limitations, insufficient teacher training, and difficulties assessing long-term impact. This research suggests that a hybrid approach combining structured skill-building with flexible collaboration could enhance the effectiveness of community service in both countries and comparable educational contexts.