80
TRAINING ON MAKING ECO-PRINT MOTIFS FOR COMMUNITY EMPOWERMENT IN BLITAR REGENCY
PELATIHAN PEMBUATAN MOTIF ECO-PRINT UNTUK PEMBERDAYAAN MASYARAKAT DI KABUPATEN BLITAR
Listia Natadjaja1, Heru Dwi Waluyanto2, Ani Wijayanti 3
Visual Communication Design Department, Petra Christian University, Jl. Siwalankerto 142-144, Surabaya1, 2, 3
ABSTRACT We see an opportunity to cultivate natural potentials in the Blitar Regency to be used as a means of improving the community’s welfare. One of the possible uses of the natural materials is the manufacture of eco-print products. The purpose of this research is to implement eco-print technique in producing eco-print products that will benefit in improving the welfare of the community. This community empowerment project involves 68 students that are divided into seven groups and are prepared in a Service-Learning method. There are some stages that the students go through in implementing this program outside the classroom, namely: learning the eco-print technique, practicing, providing training for the community, and innovating stages. Through this method of learning, students learn how to educate themselves and the community. The results of these trainings are eco-print motifs produced from the collaboration between students and the district community, eco-print motifs produced by the community, and the students’ innovative products.
Keywords: community empowerment, eco-print, Service-Learning, Blitar
ABSTRAK Peneliti melihat peluang untuk memanfaatkan potensi alam di Kabupaten Blitar untuk dimanfaatkan sebagai sarana meningkatkan kesejahteraan masyarakat. Salah satu pemanfaatan bahan alam yang potensial adalah pembuatan produk ecoprint. Tujuan dari penelitian ini adalah mengimplementasikan produk ecoprint untuk meningkatkan kesejahteraan masyarakat. Pemberdayaan masyarakat ini juga melibatkan 68 mahasiswa yang dibagi dalam tujuh kelompok menggunakan metode pembelajaran yang dinamakan Service-Learning. Program ini dilaksanakan dalam beberapa tahap yang harus dilakukan mahasiswa di luar kelas, yaitu tahap pelatihan, tahap uji coba, tahap memberikan pelatihan ke masyarakat, dan tahap eksperimen. Melalui cara ini mahasiswa belajar untuk dirinya dan juga belajar untuk mengedukasi masyarakat. Hasil pelatihan ini adalah motif ecoprint yang dibuat oleh mahasiswa dan masyarakat, motif ecoprint masyarakat secara mandiri, dan hasil eksperimen mahasiswa.
Kata Kunci: pemberdayaan masyarakat, eco-print, Service-Learning, Blitar TRAINING ON MAKING ECO-PRINT MOTIFS... Natadjaja, Waluyanto, Wijayanti 81
INTRODUCTION the process of transferring colors and shapes to Indonesia is well known as a handicraft-exporting cloth through direct contact (Flint, 2008). Flint country, whose commodities produced rely on applies this technique by attaching plants that hand skills and hand-making processes. Art have color pigments to the fabric which are and craft products in each region are certainly then boiled in a large cauldron. The plants used different. Each region has its own unique local are the ones that have a high sensitivity to heat handicrafts, which are more exceptional than because it is an important factor in extracting those of other regions, because of different color pigments. existing natural resources available in each This research is in line with the concept of region. sustainable products using eco-print techniques Blitar Regency has a wealth of potential to produce environmentally friendly products. in natural and human resources. It has an area of Sustainable design is a design emphasizing on 1,588.79 km2 with the land use for rice fields, customer satisfaction in order to make a product yards, plantations, forests, fishponds and others survive in the market in the long term, prioritizing (Kab. Blitar, 2012). Sadly, these potentials ecological as well as social factors when cannot be exploited by the local population since designing and manufacturing it. Sustainable they mostly work as migrant workers, sugarcane design is environmentally friendly, and it farmers or labors, and housewives. Based continues to improve in accordance with social, on our observation through previous social economic, and environmental developments in community program, we see that there are four order to enhance the quality of life (Ortiz, et al, villages in Blitar Regency that have potential in 2009). natural and human resources, namely, Selorejo, The purpose of this research is to implement Kademangan, Genuk, and Tunggorono. With eco-print technique in making products with geographical locations that are distant from the objective of improving the welfare of the urban areas, it makes it difficult for the the community. Here, the researchers act as communities there to access many things, such facilitators between students and the community as schools, jobs, and other commodities to meet and become evaluators of the process, and the their end needs. results being worked on. This paper will review Researchers see opportunities to improve the training process and the interactions carried these communities’ welfare by cultivating the out by students and the community. With this potential of nature and empowering human knowledge transfer, we expect the community be resources in Blitar Regency. One of the possible able to be more independent, explore and to be uses of the natural materials there is by creating utilize the potentials in their area and ultimately eco-print products. Eco-print products are be more prosperous. This research can also be environmentally friendly, especially because a reference and contribution to related sectors, they are made from the natural materials especially the regional government, towards available from the surroundings. According sustainability for the improvement of the to Farlex, (2012) natural dye (natural coloring community’s economy. technique) is one of the many potential ways to develop eco-fashion. Natural dye is a coloring METHOD technique using basic ingredients of natural This research was conducted in Blitar Regency dyes. The absorbed color will blend with the which covers four villages namely, Selorejo, fibers in the fabrics, so that it can withstand Kademangan, Genuk, and Tunggorono. This friction and washing. Over time, natural dye research is a descriptive study that examines techniques are increasingly developed with the process of eco-print motif training carried a variety of new findings, one of which is the out by students. The current study describes and eco-print technique. The eco-print coloring evaluates the interactions between the students technique pioneered by India Flint is defined as and the communities. 82 Jurnal Sosioteknologi Volume 20, No. 1, April 2021
This community empowerment project Because Service-Learning addresses actual involves 68 Visual Communication Design 4 community needs, it has the added potential to (VCD 4) students that are divided into seven engage students in ways that other experiential groups. Each group is accompanied by one methods may not (University of Southern tutor. One group consists of nine to ten students Indiana, 2019). Moreover, the exchanges that that serve around 20-40 people in each village. happen in Service-Learning also have positive Because there are a lot of students, we use class multicultural relations that impact students’ and studio learning. In class-learning, a lecturer attitudes (Natadjaja, 2019). As reflected in the teaches in one big classroom. This learning model Venn, three criteria serve as the litmus test for is more towards one-way learning. Meanwhile, whether a course may be considered Service- in studio-learning, a group of students consisting Learning: (1) relevant and meaningful service of eight to ten students learn together as a team with the community; there must be service assisted by one tutor. Studio learning is more provided in the community that is both relevant interactive because there is more discussion. The and meaningful to all stakeholder parties, (2) advantages of studio learning are students can enhanced academic learning; the addition get information or feedback immediately about of relevant and meaningful service with the their design from their tutor and vice versa; in community must not only serve the community, addition, students get more complete attention but also enhance student academic learning in from their tutor (Natadjaja & Yuwono, 2019). the course, (3) purposeful civic learning; the The Child Development Center (PPA) in addition of relevant and meaningful service collaboration with a child development services with the community must not only serve the agency, Compassion, become the agency community and enhance student academic partners for the program. They usually handle learning in the course, but also directly and activities to improve children’s development intentionally prepare students for active civic from disadvantaged families at some churches participation in a diverse democratic society including GKIN Selorejo, GBIS Kademangan, (Howard, 2001). GBIS Genuk, GKJW Tunggorono and other The stages carried out in the Service- areas around the Blitar Regency. Learning process involve students to (1) prepare In achieving the objectives of this study, theory in class (2) learn eco-print techniques we use the Service-Learning method, where with the eco-print expert (3) practice in the students interact directly with the community. laboratory in order to understand the making The Service-Learning is one of the learning process of eco-print motif (4) provide training methods that encourages students to not only to the community (5) do some experiments in learn theory in the class, but also practice their finding innovative motifs (6) make reflections. knowledge in the society. Service-Learning is From this last process, we can see additional a course-based experiential learning strategy benefits of the Service-Learning program for that engages students in meaningful and educators, which are the possibility to examine relevant service with a community partner the results and improve the quality of learning while employing ongoing reflection to draw by examining the reflection reports. Here, connections between the service and course students’ reflections become media for this content. When done well, Service-Learning research entering point to find out not only the has the potential to enhance academic learning, implementation process, but also the impact and promote civic responsiveness, and strengthen the exchanges that happen along the process communities (The University of Tennessee (Arifin, et al., 2009; Natadjaja, 2013). Knoxville, 2019). Service-Learning aims to enhance academic learning by challenging RESULTS AND DISCUSSION students to apply classroom theory to real-life There are some stages that the students have situations in order to solve community problems. to go through in implementing this program, TRAINING ON MAKING ECO-PRINT MOTIFS... Natadjaja, Waluyanto, Wijayanti 83 considering that they are also new to eco-print Learning The Eco-Print Technique motif making, namely: learning the eco-print In the VCD learning process, most of the technique, practicing, providing training for the students’ time is spent on learning and struggling community, and innovating stages. These four with digital technology. We believe that eco-print stages require students to do some experiments motif training makes students inevitably do a lot in a group outside class. There are two other more manual work. VCD students, in general, stages where students work individually, which are not familiar with the technique of making are learning the theory in class and making a eco-print motif. So, before they are assigned to reflection. provide training to the community, the students The trainings for learning the technique must learn it first. of eco-print motif for the community are We ask a VCD alumnus who has previously divided into two phases: basic and advanced studied this eco-print technique and implemented trainings. The basic training phase is to teach the it in a community to give training to several community how to make eco-print motif with student representatives and tutors. Later, each one kind of leaves that grow in the area. Blitar student representative, who is also the group has produced a lot of teak leaves, so in this basic leader, must transfer his or her knowledge to the training, they mostly use teak leaves to produce group members. We choose an alumnus to give motifs. For advanced training, students must the training because she has previously been combine two or more leaves to produce a motif. involved in the eco-print project in Blitar in the All of the stages in the experiment activities previous year, and we also like to always stay are always mentored by tutors. Tutoring is an in touch with our alumni. We hope to maintain important part of the university’s teaching- a strong relationship between alumni, students, learning process. Tutoring improves student and lecturers. success rates and enables students to achieve their learning objectives as well as professional Practicing the Eco-Print Motif goals. It is regarded as a basic strategy for any After the training, students try to make eco-print model of student learning, student guidance, motif in the laboratory with materials that they individualization, and student monitoring. have prepared, including fabrics that have been University lecturers regard it as professional washed with detergent and soaked in mordant competence and use it as a teaching strategy (a mixture of alum and soda ash), leaves, PVC especially in this case to organize a huge number pipes, plastic sheets, newspapers, and equipment of students in one class. Tutors help lecturers that we provide such as tables, stoves, and pans. improve the quality and competency of learning There are at least three experiments that the and play a major role in university teaching- students must do. The first experiment, students learning process. Furthermore, it is a strategy try to experiment with a variety of leaves, so that for improving the process (Morillas & Garrido, it can be examined whether the leaves produce 2014). In the Service-Learning program, the role pigments or not. The leaves that produce of the lecturer and tutor are to become educators pigments will leave color attached to the cloth. as well as facilitators between students and their In the second experiment, students have chosen clients. (Natadjaja & Yuwono, 2019).
Figure 1 Training with Visual Communication Design Alumnus (Source: Personal Documentation) 84 Jurnal Sosioteknologi Volume 20, No. 1, April 2021
Figure 2 Students Experiment before Giving Training to the Community (Source: Personal Documentation) and noted which leaves they are going to use and functions to assist, supervise, and control the arrange them in the fabrics with certain patterns. training process so that it runs smoothly. Tutors The third experiment, students choose certain also ensure that students maintain respectful leaves which are believed to produce color communication with the community and prevent pigments to be catalogued as training material. any miscommunication. The stages of making eco-print motif The community training conducted include: includes basic training and advanced training. • Purchasing material (fabric, soda, alum, In basic training, students teach eco-print motif leaves, plastic sheets, PVC pipes) making to the community using one type of leaf • Soaking the fabric in mordant for 24 hours from several types that grow in the area. • Soaking the leaves in a vinegar or tunjung The selected leaves are teak leaves, solution and hot water for 15-20 minutes. lanang leaves, or other leaves in the area. • Placing the leaves onto the fabric While in advanced training, students train the • Beating the leaves so that the pigment community by using several leaf variants that comes out (optional) are combined and arranged with certain motifs. • Covering the fabric already placed with The stages of training include (1) introduction, leaves with plastic sheets (2) material distribution and explanation, (3) • Rolling up the fabric onto PVC pipes, result evaluation, (4) material contribution. tying it with a rope After arriving at the location, the first thing • Steaming the fabric in a steamer over they have to do is to get acquainted with the medium heat for 2 hours community administrators. Afterward, they look • Unrolling the fabric for leaves around the area guided by members of • Removing the straps, plastic sheets, and the community. Together they search the types leaves attached to the fabric of leaves that are going to be used for eco-print • Aerating the fabric motif making. Eco-print materials are collected • Soaking the fabric with alum so that the from each region, so the community can utilize color pigment of the leaves is permanently natural resources in their respective regions. In set to the fabric. general, teak trees thrive in Blitar Regency, and their leaves produce good pigments for use in Providing Training for the Community eco-print motif. After going through several stages of training In this training we divide the community and experiments accompanied by tutors, participants into groups, one group consists students are ready to implement the eco-print of five to six persons and accompanied by motif making towards the community and to one student. Before we begin the training, the share their knowledge. In this training, students students must introduce themselves to the and communities jointly make eco-print motifs. community. There is one student leader in one Students drive out from the city of Surabaya to small group. The leader must guide the process Blitar for about four hours. Tutors accompany of making eco-print motif for all the small the training process. In practice, the tutor groups. Students in the small groups must know TRAINING ON MAKING ECO-PRINT MOTIFS... Natadjaja, Waluyanto, Wijayanti 85 their team members. The introduction process to the fabric. Another factor is the different types becomes an ice breaker between students and of leaves, where pigments of old leaves do not the community. stick well compared to young leaves. In the second stage, students distribute the In order to support the community in fabrics that have been soaked in mordant a day memorizing the process of eco-print motif earlier and the leaves that have been soaked in making and developing their skill to make a tunjung solution. Other materials are plastic motifs, we contribute some materials to the sheets, newspapers, PVC pipes and ropes. While community. With complete materials, we hope distributing the materials, students also explain that the community will be motivated to do the use of the materials and about eco-print some exercises and experiments by themselves. motif. The student leader explains the process Before we go back to Surabaya and say goodbye, for all groups, and then the students in the small we take a picture together. groups must continue the explanation step by step. Together they place leaves on the fabrics, Innovating Stage and then with plastic sheet coating, the fabrics After students provide training to the community, are rolled using PVC pipes. Then the fabrics are it is expected that they can further explore tied with ropes and put into pans to be steamed eco-print motif by producing more innovative for about two hours. motifs. Therefore, they carry out several trials While waiting for the steaming process, in the laboratory on campus accompanied by students use the spare time to take a rest, walk their tutors. The trials they conduct include eco- in the teak jungle around the area, and talk to the print motif with various leaves, with one type community. After two hours, we see the result. of leaf in different layouts, and with modified They unroll the fabrics and remove the rope leaves. One group even uses digital technology straps, plastic, and leaves attached to the fabrics. to capture color pigments and make stamps We see the surprise expresssions among students applied to certain software. The leaf fiber still and the community. There are groups who are visible when it applied to the fabric, the color happy because they are successful in fixing the even looks brighter. motifs onto the fabric, but some are disappointed Their experimental results in the form of because the resulting colors are different than motif eco-print must be reported at the end of expected or even there are no colors shown. Not the semester along with concepts in the form of all eco-print motif making is successful. There book reports, logbooks, and reflections either in are pigments from the leaves that result in bright hardcopy and softcopy. From 14 small groups, colors, but there are also that are not as good we find that there are two groups whose eco- as expected. According to students, there are print motifs are considered successful because two factors that make the process fail, namely: they find innovative motifs and are eligible to immersion of leaves that are not uniform in time, be registered formally by the department for some are immersed in a short time and used Intellectual Property Rights. immediately, so the pigment does not stick well
Figure 3 Eco-print Motif Making Training for the Community (Source: Personal Documentation) 86 Jurnal Sosioteknologi Volume 20, No. 1, April 2021
Evaluation Stage “After my group and I do the manufacturing Through this method of learning, students learn process for several times, I enjoy and After how to educate themselves and the community at my group and I do the manufacturing the same time. The results of these trainings are process for several times, I enjoy and eco-print motifs produced from the collaboration understand how to make it and it is quite between students and the Regency’s community. fun, too. I also feel that this is the real Eco-print motifs produced by the community, Visual Communication Design (VCD) and the students are innovative products. which makes new things and involve the community” (Pandu, 2019). The Collaboration between Students and the “In conclusion, I am grateful to get this Regency’s Community VCD 4 course because first I do not know At the end of the semester, we evaluate the that this course really helps the Blitar Service-Learning activity by reviewing the communities to make the eco-print motif students’ reflections. From these reflection to improve their welfare” (Harisjaya, reports, we know what happens in the training 2019). process and what is the students’ responses towards this program. In the interaction process, After about a month, we come to the most of the students feel worried at the beginning communities to do some interviews and to because they have never had any connection with evaluate the impact of the training. In general, people in the villages that might have different the community is happy with this training background. But this Service-Learning gives process. However, few of them say that they are more value to students that it eventually affects tired and unmotivated. their attitudes. They are grateful that they are “So glad that we have this training. My involved in the learning process and have gained eyes are opened because of this training, experience in dealing with the community. Here along the way when I see leaves, I become are some of the students’ reflection reports. curious, I want to take them and try to “Before leaving for Blitar, I honestly have make eco-print motif. After the training, a lot of negative thoughts, what if we fail, I want to try and try again” (Soeleman, like: the color of the leaf cannot be printed, 2019). or we have difficulty to teach to the women Collaboration results are documented there and various other things. But we run together and given to the community. It is hoped the activities well, the women there are that the results of the training will motivate the very friendly and enthusiastic. And the community to continue making this eco-print best part is that they successfully print the motif independently. In a certain period of time leaves, especially those using teak leaves researchers continue to provide assistance, that grow around Blitar Regency, and evaluation, and improvement to develop the certainly around the area of Kademangan” quality of eco-print motif produced by the (Lavinia, 2019). community.
Figure 4 Eco-print Motifs in Collaboration between Students and the Regency’s Community (Source: Personal Documentation) TRAINING ON MAKING ECO-PRINT MOTIFS... Natadjaja, Waluyanto, Wijayanti 87
Eco-Print Motifs Produced by the Community Meanwhile, the communities that are not After students conduct community training, motivated to try to make eco-print motif after researchers review it through field research, the training is because they have no time, are interviews, and seeing the results carried out by busy with household affairs and hassled by many the community. events, cannot match schedules with others to Previously, during the first training, try together, no motivation to try individually, researchers give several materials to the and too reluctant after the training nearing the community in the form of a stove, an LPG Eid holidays, hence women and housewives are tank, and pans. Students also contribute fabrics, usually busy. mordant materials, and alum to be used by the “In general, the women are eager to try community. The aims of this contribution to to make eco-print motif, but their time is the community is to motivate them to be able hampered by routine duties as housewives, to practice and repeat the process of making delivering and picking up their children, eco-print motif so that they can have a better and some also work in the stockyards” understanding. (Cahyani, 2019) When the researchers conduct a survey, we find that among the four communities that are According to them, the making of this fostered, only two communities conduct further eco-print motif is beneficial for them because it experiments to continue the process of making can be economically profitable. When browsing eco-print motif with their own initiatives. They through the Internet, the price of eco-print carry out the training because of curiosity. The product is expensive. Besides, eco-print motif is other reason is that there are friends who would beautiful and easily sold. They are optimistic that like to join and try again using the materials it can become a business in the future. Another provided, and there is a desire to make eco-print impact is on the environment because this motif uniforms. program also aims to conserve nature and take care of plants, especially since there is already “After getting eco-print motif training, new awareness in some groups to not only take mothers are motivated to try to make from existing plants but also plant trees. more. While waiting for their children studying at school, they promise each “I am motivated to try to make this eco- other to work together to make eco-print print motif myself because the motifs motif. They are happy because there is an are beautiful and sell well. In addition, activity while waiting for their children to by utilizing natural materials, I also help come home from school” (Mumpuni & preserve nature, especially if the leaves are Cahyani, 2019). taken from the plants that I plant“ (Lobo, 2019).
Figure 5 Eco-print Motifs by the Community after Training (Source: Personal Documentation) 88 Jurnal Sosioteknologi Volume 20, No. 1, April 2021
Most communities expect follow-up from based on social creativepreneurship. The social researchers for this eco-print motif training. The entrepreneur is a mission-driven individual training provided by students is still basic and who uses a set of entrepreneurial behaviors to they feel they do not understand it well enough deliver a social value to the less privileged, all and still need further training. through an entrepreneurially oriented entity that is financially independent, self-sufficient, or The Students’ Innovative Products sustainable. Social entrepreneurs: (1) are mission- Students not only train the communities but also driven, (2) act entrepreneurially, (3) act within try to make innovative eco-print motifs. It is not entrepreneurially oriented organizations, and (4) easy because it often does not work. Natural act within financially independent organizations materials, chemicals, and mixtures are often the (Saifan, 2012). Meanwhile, creativepreneur unfitting factors that make the finished motif comes from the word creative and entrepreneur. inadequate. It is interpreted as entrepreneurs who do business Among the 14 small groups of students, it in the creative domain. Creativepreneurship is a turns out that only two groups can be classified business activity or business that uses creative as successful. The failures in making this eco- ideas that have added value to art and design as print motif innovation can be caused by: the backbone of its main activities (Budiman, • Fabrics are not washed before dressing. 2008). • Mixes that do not match the dosage. • The time of soaking the fabrics and/or CONCLUSION leaves is too short or too long. The effort to empower the community requires • Leaves that do not leave off pigments. active role of the actors involved in it. In this • Use of fabric types that do not absorb training, researchers involve students, tutors, and pigments at all. their own research team who are also lecturers • Leaves are not young or dry. and tutors. Previous researchers have intensive One successful group does not fully use communication, and the communities that are the manual method. They apply the eco-print involved in this training have received different process manually, scanned the finished eco-print trainings before. motif, and apply it to software that produces It is not easy to involve students in leaf-shaped stamps. Users can apply this stamp this training because the making of eco-print to the fabric that is then printed on textiles. motif is relatively new for students, and they The researchers also conduct eco-print therefore must also take training and conduct motif experiments to try to produce innovative intensive experiments. For researchers, the textures. It is not easy to get the desired motif, success of students in producing eco-print motif because working with natural materials is is important, but what is more important is the sometimes full of surprises. However, this process, especially the interactions between obstacle can be overcome by using appropriate students and the community. Students also materials such as the right type of fabrics and diligently and resiliently do the experiments leaves, correct composition and dosage of even though not all can get the expected results. materials such as mortar, soda ash, and alum, In the learning process, they interact in the team as well as the right timing for immersion and more intensively than when working digitally. steaming. Besides academic learning, students also It takes several experiments to produce learn about teamwork, time management, and the desired motif. This experiment is repeated communication in the multicultural interaction by the researchers before further training is with the community. Their readiness to go carried out. Hopefully, in the future, this training into the community is included in one of the will not only improve people’s welfare but also assessments. motivate the communities to open a business TRAINING ON MAKING ECO-PRINT MOTIFS... Natadjaja, Waluyanto, Wijayanti 89
For the community, this training is also of Service-Learning Method at Petra quite new. Therefore, many people are still Christian University. Surabaya: Research dependent on their friends in this training, so and Community Outreach Center they cannot continue the task that has been Budiman, M. A. (2008). Jualan Ide Segar. given. In the future, researchers need to motivate Yogyakarta: Galang press Publisher. the community to be willing to try making this Flint, I. (2008). Eco Color. Australia: Murdoch eco-print motif independently. Book. For the researchers, the coordination in Howard, J. (2001). Service-Learning Course the classroom and in the field has challenges, Design Workbook. Michigan. Michigan especially how to match community schedules, Univ., Ann Arbor. Edward Ginsberg Center students, tutors, and researchers. The limited for Community Service and Learning. time and costs do not make an obstacle but become a challenge for researchers to develop Scientific Journals community empowerment programs. Abu-Saifan, S. (2012). Social Entrepreneurship: We expect that the training that begins Definition and Boundaries: Technology with this small group can motivate other Innovation Management Review. 2-2, 22- communities in other regions to make eco- 27. print motif production. We hope that this eco- Morillas, N.R. & Garrido, M.F. (2014). The role print motif making can be sustainable, so the of tutoring in higher education: improving community can have a chance to become socio- the student’s academic success and creativepreneurs, where those who succeed can professional goals. Revista Internacional share their knowledge with other communities de Organizaciones, 12, 89-100. and because of that they can together become Natadjaja, L. (2013). The implementation of creative entrepreneurs in producing this eco- visual communication design media after print motif. conducting service-learning program: The International Journal of Visual Design, ACKNOWLEDGEMENT 6-2, 33-45. Thank you to Kemristekdikti RI (The Ministry Natadjaja, L. (2019). Reflecting on multicultural of Research, Technology, and Higher Education relations in the Community Outreach Republic of Indonesia) who has funded research Pro-gramme: Citizenship Teaching & and training the eco-print motif making in the Learning, 14-2, 197-212. applied research grant scheme. Thank you to Natadjaja, L., & Yuwono, E.C. (2019). Enhancing our alumni Andriany Illene for her contribution the Learning of Packaging Design through in giving training to students and tutors. Thank Service-Learning Programs: Michigan you to the Visual Communication Design 4 Journal of Community Service Learning, students who have been actively involved, 25-2, 133-151. and to the tutors who have been very helpful Ortiz, O., Castells, F., Sonnemann, G. (2009). in assisting the students. Thank you also to Sustainability in the construction industry: the community organizers involved, who help A review of recent developments based on motivate members of the community to progress LCA Constr. Build. Mater, 23-1, 28-39. and develop. Hopefully, they could benefit extensively through the making of this eco-print Websites motif. Kab. Blitar, D. (2012, June 6). Website Resmi Pemerintah Kabupaten Blitar. REFERENCES Retrieved from https:// www.blitarkab. Books go.id/2012/06/06/gambaran-umum-2/ Arifin, L., Kuncara, E., Raharjo, A., & Natadjaja, The University of Tennessee Knoxville. (2019). L. (2009). Research on The Investigation Service-Learning: Teaching and Learning 90 Jurnal Sosioteknologi Volume 20, No. 1, April 2021
Innovation. Retrieved from https:// Lobo, M. (2019, July 26). The benefit of eco- servicelearning. utk.edu/1705-2/ print motif training. University of Southern Indiana. (2019). Service- Mumpuni, B., & Cahyani, Y. (2019, July 26). Leaning: Outreach and Engagement. Community response after eco-print motif Retrieved from https://www. usi.edu/ training. outreach/ service learning-program/ Soeleman, D. (2019, July 26). Community students/ what-is-service-learning/ Response after Eco-print motif training.
Interview Cahyani, Y. (2019, July 26). Obstacles after eco- print motif training