Abstract
Service-Learning is a new instructional method in which students contribute to their own community. The goals of Service-Learning are based on citizenship education and character education, where students learn about democracy. Also, it is a good way to teach students how school subjects relate to their real lives. The knowledge learned from Service-Learning can be useful in problem solving situations in the students' future. The basic idea of Service-Learning is to integrate academic standards, community needs and student interests. Service-Learning uses reflection to help students rethink their service experience what they did for the community. This study discusses the constitutional factors of Service-Learning by focusing on the relationship with reflection. It is the hypothesis of this study that if the most important factor is reflection, the relationship of the three factors (academic standards, community needs, student interests) has a certain level of integration. In conclusion, this study attempts to prove that reflection is a significant factor in Service-Learning, and the reflection has an important relationship with the three factors mentioned above.
