Farmer field school: Non-formal education to enhance livelihoods of Indonesian farmer communities

Mariyono, Joko; Waskito, Jaka; Suwandi, .; Tabrani,; Kuntariningsih, Apri; Latifah, Evy; Suswati, Enny

doi:10.1080/15575330.2020.1852436

Cited by 16 publications

(11 citation statements)

References 53 publications

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“…Researchers from different parts of the world are of the view that human capital may be enhanced by increasing knowledge related to crop management, disease and pest management, soil fertilization and plant protection. Farmer Field Schools were found critical in improving human assets in Indonesia (Mariyono, 2018; Mariyono et al , 2021). Improved access to human assets ultimately result in improved food security and consumption of nutritious foods (Wijaya et al , 2021).…”

Section: Resultsmentioning

confidence: 99%

Cotton production for the sustainable livelihoods in Punjab Pakistan: a case study of district Muzaffargarh

Sadaf

Kousar

Din

et al. 2021

IJOES

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Purpose This study aims to analyze access of cotton growers to Sustainable Livelihoods Assets Pakistani Punjab. Design/methodology/approach This study uses the department for international development (DFID’s) sustainable livelihoods framework (DFID) (1999). Where data collection was done by using a well-structured questionnaire from 200 randomly selected cotton growers of the district Muzaffargarh. There are five livelihood assets (human assets, natural assets, financial assets, physical assets and social assets) in the SLF, this study has used three different indicators/proxies for each asset except natural assets, where four indicators were used to capture the salient features of the respondents’ access to that assets. Each indicator was given a weight by using the entropy technique to keep the consistency of the quantification. Livelihood assets indices were calculated in case of each livelihood asset for conducting Livelihood Assets Pentagon Analysis. Value of livelihood index ranged from 0–4. Findings Livelihoods Assets Pentagon analysis shows that cotton growers do not have proper access to all five livelihood assets. The asset with the highest capacity were social assets (sustainable livelihood index value = 0.3994), followed by natural assets (0.3294), financial assets (0.2511), human assets (0.2143) and physical assets (0.0897). Originality/value This study uses the SLF developed by DFID for analyzing factors affecting access to livelihoods assets of cotton growers in Pakistani Punjab. Sustainable agriculture and sustainable rural livelihoods lead to sustainable livelihoods where environment quality is taken into consideration. The study contains significant and new information.

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Section: Resultsmentioning

confidence: 99%

Cotton production for the sustainable livelihoods in Punjab Pakistan: a case study of district Muzaffargarh

Sadaf

Kousar

Din

et al. 2021

IJOES

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“…The ability to think for adults is needed to increase productivity in both formal and non-formal education. The application of critical thinking skills in non-formal education in the agricultural sector is proven to increase the economic productivity of farmers (Mariyono, Dewi, Daroini, Latifah, Hakim, & Luther, 2020;Mariyono et al, 2021). In the world of work, this critical thinking ability is very necessary for employees and decision makers to be able to develop innovations in various fields.…”

Section: Discussionmentioning

confidence: 99%

Buddhist critical thinking assessment using Rasch model

2022

KJSS

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There are not many instruments that can be used to measure students 'and adults' critical thinking skills in the real world. Buddhist philosophy teaches 10 indicators to figure out someone's critical thinking ability. This study was intended to; (1) arrange the critical thinking test items based on Buddhist philosophy (Buddhist Critical Thinking Assessment, BCTA); (2) validate the critical thinking test items based on Buddhist philosophy using the Rasch model approach. This study employed the Research and Development approach with ADDIE design. In the development stage, the BCTA test items were tested with 100 respondents from the students of Universitas Pancasakti Tegal, Indonesia consisting of 14 males and 86 females. The BCTA test items were calibrated using the Rasch model with politomos type PCM in three categories. Buddhist Critical Thinking Assessment (BCTA) consists of 10 test items with 10 critical thinking ability indicators based on Buddha in Kalama Sutta. Those 10 items were made in the form of rating scales with three answer choices. The analysis results showed that those BCTA test items have met both content and psychometric validity. The construct validity analysis results showed that all BCTA test items were valid from both content and substantive aspects.

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“…Pada kluster ketiga item paling dominan adalah item benefit hasil penelitian yang dilakukan oleh Mariyono et al (2021). Mariyono et al (2021) menyebutkan tidak hanya melalui pendidikan marketing di bidang pariwisata, pendidikan nonformal dapat berupa sekolah lapangan dimana sektor pertanian Indonesia menyediakan sebagian besar lapangan kerja bagi masyarakat pedesaan. Mengirimkan petani ke pendidikan nonformal akan meningkatkan mata pencaharian masyarakat.…”

Section: Keterkaitan Dan Pengelompokan Tema Dalam Pemberdayaan Maysra...unclassified

“…Mengirimkan petani ke pendidikan nonformal akan meningkatkan mata pencaharian masyarakat. Dalam studi tersebut, Mariyono et al (2021) menganalisis dampak sekolah lapang petani terhadap mata pencaharian masyarakat pedesaan di Indonesia. Pengumpulan data dilakukan dengan pendekatan partisipatif dari 270 kelompok tani yang menyelesaikan sekolah lapang di Sumatera, Jawa, dan Bali.…”

Section: Keterkaitan Dan Pengelompokan Tema Dalam Pemberdayaan Maysra...unclassified

Pemberdayaan masyarakat Indonesia melalui pendidikan nonformal: Sebuah kajian pustaka

Laila

Salahudin

2022

jppfa

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Dinda Alifatul Laila, Penelitian ini bertujuan untuk melihat bagaimana pemberdayaan masyarakat melalui pendidikan non-formal di Indonesia. Penelitian ini menggunakan metode kajian pustaka dengan cara menguraikan, merangkum dan mengkonstruk gagasan teori maupun hasil penelitian yang relevan. Data yang di-dapatkan bersumber dari kumpulan beberapa artikel-artikel yang dipublikasikan pada jurnal ilmiah yang berstandar internasional dengan menggunakan kata kunci “Empowerment of Indonesia Society Through Non-formal Education”, dengan mengajukan beberapa pertanyaan yang akan digunakan sebagai referensi untuk studi berdasarkan penemuan artikel pada basis data Scopus. Pada Penelitian ini mengungkapkan bahwa, tingginya angka kemiskinan dan angka putus sekolah di Indonesia maka Pemberdayaan melalui pendidikan non-formal di gunakan sebagai solusi agar tiap masyarakat mempunyai kemampuan dan kredibilitas yang sama demi mensejahterakan dirinya juga negara. Dengan itu angka kemiskinan dan angka putus sekolah anak dapat menurun. Keberadaan pendidikan non-formal di harapkan mampu untuk memcahkan masalah yang ada di Indonesia terutama pada masalah ekonomi dan lapangan pekerjaan. Diharapkan pula kursus dan pelatihan yang diselenggarakan sebagai pendidikan non-formal di Indonesia dapat mencapai kompetensi dan sebagai pemanfaatan teknologi mengingat saat ini sudah berada pada era revolusi indutri 4.0 dimana persaingan akan semakin ketat.Empowerment of Indonesian society through non-formal education: A literature reviewAbstractThis study aims to see how community empowerment through non-formal education in Indonesia. This study uses the review paper method, which in this method uses soft Vosviewers to map the previously retrieved documents from Scopus and then mapped them into dominant topics on the theme of Empowering the Indonesian Community through Non-formal Education. This research reveals that seeing that there is a high poverty rate and dropout rate in Indonesia, empowerment through non-formal education is used as a solution so that every community has the same ability and credibility for the welfare of itself and the country. This will reduce the poverty rate and dropout rate for children. The existence of non-formal education is expected to be able to solve problems that exist in Indonesia, especially in economic problems and employment. It is also hoped that courses and training held as non-formal education in Indonesia can achieve competence and as the use of technology considering that we are currently in the era of the industrial revolution 4.0 where the competition will be even tighter.

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Farmer field school: Non-formal education to enhance livelihoods of Indonesian farmer communities

Cited by 16 publications

References 53 publications

Cotton production for the sustainable livelihoods in Punjab Pakistan: a case study of district Muzaffargarh

Cotton production for the sustainable livelihoods in Punjab Pakistan: a case study of district Muzaffargarh

Buddhist critical thinking assessment using Rasch model

Pemberdayaan masyarakat Indonesia melalui pendidikan nonformal: Sebuah kajian pustaka

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