The student adoption of EcoHealth concept through Student Study-

Service Activities in Universitas Gadjah Mada

Krishna Agung Santosa, Aris Purwantoro and Doddi Yudhabuntara

(EcoHealth Resource Center, Universitas Gadjah Mada)

Funded by IDRC with technical support from ILRI

EcoHealth Conference, Kunming China 2012

Introduction

Student Study-Service Activities (SSA)

• In Indonesian Language: Kuliah Kerja Nyata (KKN)

• Part of Universitas Gadjah Mada (UGM) undergraduate curriculum for

more than 30 yrs

• Serving as a vehicle for connecting students and institution (UGM) to

communities, instilling in students the values of community and social

responsibility

• 3 credits, compulsary for senior undergraduate students

• Groups of students from different disciplines work, study and live in the

community (under a certain program) for 2 months

• Principles of SSA Program 1) transdisciplinary, 2) sustainable, 3)

participatory community-based problem solving

EHRC UGM

Program:SSA EcoHealth (EH)

Better animal farming using EH approach in Nanggulan District

• 3 cohorts: Oct – Dec 2011, Mar – Apr 2012 and Jul – Aug 2012

• 27 – 70 students/cohort: Vet Sci, Sociology, Engineering, Law,

Psychology, Geography, Economics

• EH concept (EH-c): 1) system thinking, 2) transdisciplinary, 3)

participation, 4) sustainability, 5) equity and 6) knowledge to action

• EH-c: in line with principles of SSA

• EH-c was delivered to students: 1) lecture (vet students), 2) SSA pre-

departure talks, 3) the use of KKN Handbook (draft)

• Objective: to determine students’ adoption to the EH-c

EHRC UGM

Methods

• Pre-test vs post-test on EH concept

- How EH concept was understood

• Questionnaires on behavior change

- How far students disseminated EH-c

concept

- How students implemented EH-c

- Students evaluation of KKN-EH Handbook

(draft)

• Simple modified outcome mapping

• Students reports: what and how program is running

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Pre- vs post-test: How EH concept was understood

• EH-c was delivered

#1 in Block-24 of Vet. Sci. Curriculum, not for non-Vet students

#2 Bruce Wilcox lecture

#3) Lecture on EH-c by SSA staff, prior to

the departure to the field (‘provision’)

• Pre-test was given before lecture #3 above

• Post-test was given after all lectures and after students finished

implementing the program

• Grade increase of 9,99, from average of 64,76 to 74,75

• The most difficult to understand (pre-test) : 1) participatory, 2)

transdisciplinary and 3) equity

• Conclusion: students adopted EH-c better, when EH-c was

implemented EHRC UGM

Behavior change (using questionnaires:

• EH-c searching & learning more from 1) internet, 2) SSA Handbook,

3) discussion forum among classmates, 4) SSA supervisor, 5)

sci.journals

• Disseminating EH-c: to 1) village head and officers, 2) farmers group,

3) school teacher

• Media for EH-c dissemination: 1) village leader meetings, 2) women

group, 3) farmers group, 4) Islamic preach, 5) postesr & leaflets

• Area of dissemination: 1) sub-village, 2) village, 3) district

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1) students searched and disseminated EH-c

Behavior change (using questionnaires)

• Programs: 1) develop communal animal sheds, 2) animal waste

management (biogas, compost), 3) fodder plant prod. (incl. parasite-

control plant), 4) animal reproduction recording, 5) FGD on zoonotic

diseases: AI, Toxoplasma, Leptospirosis.

• Study programs required to collaborate: 1) Vet. Sci., 2) Engineering,

3) Agriculture, 4) Economics, 5) Social Sci., 6) animal Sci., 7)

Medicine, 8) Biology

• Stake holders contacted and participation: 1) Office of Livestock

Services, 2) Village and district heads and officers, 3) farmers group,

4) Vet. Publ.Health Service, 5) Fac. of Vet. Medicine UGM

• Equity observed by students: 1) gender, 2) religion, 3) level of

education, 4) social-economic status, 5) occupation, 6) age

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2) students implemented the EH-c

Behavior change (using outcome mapping)

• Students defined progress markers and achievements by themselves

• Progres markers: 1) expect to see (do not requre hardwork), 2) like to

see (requires mor effort) 3) love to see (fundamental, really change,

sustainable)

• Achievements: low, medium, high

• Expect to see students who:

1) understanding EH-c, 2) prioritize solvable problems, 3)

program socialization, 4) listen to society’s problems, dialogue, find

solution medium

• Like to see students who 1) spread the information about EH-c to

broader society low

• Love to see students who: 1) educating comm. leaders, 2) EH-c is

continued in the next cohort medium EHRC UGM

Group discussion among students

The use of SSA –EH Handbook (1st

draft)

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Feed back from SSA students*

Item% “absorbed”

25 50 75 100

------------ % of students -------------

SSA concept 29.63 44.44 25.93 0.00

EH concept 48.15 37.04 14.81 0.00

SSA & EH concepts in line 37.04 44.44 11.11 7.41

Usefulness of HB 18.52 33.33 48.15 0.00

Clear 18.52 33.33 48.15 0.00

SSA –EH Handbook improvement

• Jointly developed from members of UGM (5 different faculties)

• 1st draft topics: 1) Foreword, 2) Introduction (SSA, EH-c, SSA and EH-

c), 2) Integrated work, 3) Monitoring and evaluation,4) Outcome

mapping

• Topics added (present draft): 1) Introduction to EH-c, 2) Zoonotic

diseases at a glance (AI, Rabies, Toxopl), 3) Tips on effective

communication, 4) Glossary

• Topics on Outcome mapping: simplified, merged into Monitoring and

evaluation topic

• Two versions: English and Indonesian

• Will be published soon after Kunming EH conference

EHRC UGM

Conclusion

• Students did not adopt well from lectures only

• Students adopted EH-c better, when EH-c was implemented

• With SSA, students were experiencing the principles of EH 1) system

thinking, 2) transdisciplinary, 3) participation, 4) sustainability, 5)

equity and 6) knowledge to action to various degrees

• SSA-EH Handbook was found to be useful. However, it needs to be

further improved.

• Based on workshop recommendation, SSA-EH Handbook

improvement is in progress

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Thank you