When Community Service and Final Exams Run Concurrently: A Double Burden

 

Written by Husna Khofifah Mulyadi 

The implementation of Community Service Learning (KKN) is one form of student service to the community. This activity should serve as a platform for social learning and self-actualization in the real world. However, what if this noble activity is conducted alongside the Final Exam (UAS)? This is the reality currently faced by students, including myself, from the English Education Program.

Since the CSL program was officially launched, all students have been busy with various activities alongside the community. We began fieldwork, discussed plans with local community leaders (RT/RW), and prepared numerous work programs (proker). In my group alone, we designed several large-scale proker that required thorough preparation well in advance. This naturally demands significant time, effort, and focus.

Meanwhile, the final exams were also taking place. As a student who also serves as secretary in the KKN group’s Executive Board (BPH), I faced a major challenge. I was responsible for preparing proposals, correspondence, and other administrative documentation. On the other hand, I also had to complete end-of-semester assignments, most of which were projects rather than written exams.

For English Education students, almost all courses have final assessments in the form of projects—ranging from creating interactive teaching materials, microteaching videos, academic presentations, to linguistic analysis. These projects cannot be completed in one night. They require research, editing, group discussions, and presentation practice. Additionally, with an unstable internet connection at the KKN location, completing these tasks becomes even more challenging.

This situation creates a double burden. We are faced with a difficult choice: should we prioritize our responsibilities to the community in the KKN program, or focus more on academic graduation through the final exams? Both are equally important, but it is impossible to execute them optimally simultaneously without sacrificing one of them.  

We believe that KKN is part of the process of character development and social skill-building for students. However, it would be wise if the KKN program could be scheduled after the final exams are completed, allowing students to focus on fulfilling their respective roles to the fullest. Without the dual pressure, students can contribute more effectively to the community while also fulfilling their academic obligations properly.  

It is time for the university and the LPPM (Research and Community Service Institution) to reconsider the scheduling of KKN so that it does not overlap with the final exams. Students are not robots who can work without breaks. They are individuals learning to balance academic and social responsibilities. Therefore, give them space, time, and understanding—so that this service does not become a burden, but rather a meaningful and valuable experience.