Relevant bibliographies by topics / Community development Indonesia Ponyong

Academic literature on the topic 'Community development Indonesia Ponyong'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Community development Indonesia Ponyong"

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Kenny, Sue, Azwar Hasan, and Ismet Fanany. "Community development in Indonesia." Community Development Journal 52, no. 1 (January 2017): 107–24. http://dx.doi.org/10.1093/cdj/bsw059.

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Beard, Victoria A. "Household Contributions to Community Development in Indonesia." World Development 35, no. 4 (April 2007): 607–25. http://dx.doi.org/10.1016/j.worlddev.2006.06.006.

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Mahfud, Tuatul, Yogiana Mulyani, Setyabudi Indartono, and Ria Setyawati. "Community-Based Tourism Development: Foodies Community Strategy to Culinary Tourism Development in Balikpapan-Indonesia." Ottoman Journal of Tourism and Management Research 3, no. 3 (June 22, 2018): 274–89. http://dx.doi.org/10.26465/ojtmr.2018339510.

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Jakimow, Tanya. "Negotiating Impossibilities in Community-driven Development in Indonesia." Journal of Developing Societies 34, no. 1 (January 18, 2018): 35–55. http://dx.doi.org/10.1177/0169796x17753001.

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This article examines four normative expectations of community-driven development (CDD) programs and their concomitant criticisms from the perspective of community-based volunteers (CBVs). These volunteers compromise on the ideals of CDD to achieve results. Their compromises often become the focus of criticism. In devolving limited control over development resources to the local level, CDD also devolves the responsibility for failure. Based on a case study of a CDD program in Medan, Indonesia, this article argues that the way CBVs negotiate the impossibilities of CDD in urban contexts should become the starting point for a more realistic approach to making CDD succeed.
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Sitorus, Santun R. P. "Transmigration Area Development and Its Community In Indonesia." Sumatra Journal of Disaster, Geography and Geography Education 3, no. 1 (June 1, 2019): 94–106. http://dx.doi.org/10.24036/sjdgge.v3i1.189.

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Abstract Since the beginning, the great idea of transmigration program has actually been directed towards exploiting, processing and development of the two major potential resource, namely: (1) the potential of natural resources and (2) the potential of human resources. Since its implementation, the transmigration program has shown success in improving the living standards and welfare of the population and the development of previously untapped areas, although in some locations and regions it also shows the lack of success caused by various problems. At least there are three major domains of transmigration areas and community development in the future, namely: (1). Develop undeveloped regions into new productive and growing areas in accordance with its natural resource potential including New Transmigration Settlements (PTB) and New Integrated Self-establishment City (KTM). (2). Developing the existing transmigration area becoming the new growth centers of the region through the development of Integrated Self-establishment City (KTM). (3). Improving the welfare of smallholders and poor farm workers through the provision and control of production assets (land). Community and transmigration areas development in the future should be based on 5 basic principles, those are : (1). Development of land and human resources. (2). Development of sustainable agriculture system. (3). Development of business activities based on agribusiness range. (4). Development of private participation, cooperatives, State Owned Enterprises (BUMN) and individual farmers / transmigrants. (5). Integrated area development. Investment in physical development and institutional innovation in development of transmigration areas should be done gradually by following the stadia of regional development which generally consists of: Stadia I, II, III, IV, V, VI. There are two conditions that can be realized through development of transmigration areas in the future, namely: (1). First, to realize a more equally and equitable development. (2). Second, to realize a competitive nation. At least six policy direction in the construction and development of society and transmigration areas in the future. First, pay particular attention to the elements of the development of the competitiveness of the region. Second, strengthening the new orientation to provide support to: (a) Increased public income, (b) food security and board needs, (c) Creation of employment opportunities. Third, the mainstreaming of Integrated Self-Establishing City (KTM) from the planning process to the development of the area. Fourth, focusing and prioritizing the development of communities and transmigration areas. Fifth, enhancing cross-sectoral and local government participation in the planning and implementation of development of communities and transmigration areas. Sixth, increasing community independence in transmigration area. Keywords: Basic principles, Integrated self-establishing city, policy direction, stadia of regional development.
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Husni Pasarela, Andri Soemitra, and Zuhrinal M Nawawi. "Halal Tourism Development Strategy in Indonesia." Konfrontasi: Jurnal Kultural, Ekonomi dan Perubahan Sosial 9, no. 1 (February 26, 2022): 14–26. http://dx.doi.org/10.33258/konfrontasi2.v9i1.188.

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The tourism industry has several goals, including to meet the physical, spiritual and intellectual needs of every tourist with recreation and travel and can improve the community's economy in order to realize the welfare of the community. Development StrategyHalal tourism is an alternative for the tourism industry in Indonesia along with the development of halal tourism which is part of the global Islamic economy industry. The rapid development of tourism has given rise to a new trend of developing halal tourism. However, its development still faces several obstacles and becomes a challenge in various parts of Indonesia. This study aims to describe the obstacles and challenges in the development of halal tourism in Indonesia and propose strategies that can be used to overcome these obstacles and challenges. This study uses a qualitative descriptive approach for data collection and uses content analysis techniques. The results of the study show that the obstacles to the development of halal tourism are the unprepared human resources and the lack of in-depth understanding of stakeholders and the community regarding the concept of developing halal tourism, community participation, which lacks innovation in promotional programs and inadequate facilities. Meanwhile, the challenges are the absence of regulations regarding the development of halal tourism in Indonesia and the lack of halal certification from the Indonesian Ulema Council.
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Kurnianingsih, Fitri, Nazaki Nazaki, Oksep Adhayanto, Rizqi Apriani Putri, and Mahadiansar Mahadiansar. "Community-Based Tourism Development Strategy in Bintan Regency, Indonesia." Journal of Public Policy and Administration 6, no. 2 (2022): 70. http://dx.doi.org/10.11648/j.jppa.20220602.12.

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Sianturi, Novdin M., Nofirman Nofirman, Eka Budi Yulianti, Endang Fatmawati, and Prasetyono Hendriarto. "Relevancy technological innovation and community economic development in Indonesia." Linguistics and Culture Review 6 (January 12, 2022): 117–30. http://dx.doi.org/10.21744/lingcure.v6ns3.2091.

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It is undeniable that there is a relevance between advances in science and technology, especially information and communication technology, which has an impact on the progress of the development of the economic sector and human welfare. This paper aims to obtain evidence of the study of technological innovation on economic capacity and development. Supporting data for this study are a number of scientific journal publications, books and websites that discuss issues of technology and economic welfare. Before answering this question, we conducted a data analysis involving a data evaluation system, data coding and deep interpretation to obtain valid and convincing answers. Based on the analysis, the discussion of our results confirms that through the evidence of the study there is a very deep relevance of technological development and innovation impact on economic development. Therefore, the policy-making parties should take advantage of any technological developments for the development of the Indonesian economy.
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Beard, Victoria A. "Individual Determinants of Participation in Community Development in Indonesia." Environment and Planning C: Government and Policy 23, no. 1 (February 2005): 21–39. http://dx.doi.org/10.1068/c36m.

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Given the new decentralization legislation in Indonesia, citizen participation is an increasingly important factor in planning and development policies. Yet policymakers have inadequate information about the types of individuals likely to contribute their knowledge, time, and economic resources to the development process. This paper provides a background and conceptual framework for understanding citizen participation in community development as well as the related components of civil society and social capital in Indonesia. A series of logistic and ordinary least squares regression models are used to analyze the effect of individual demographic and socioeconomic characteristics on the likelihood of participation in community development. I conclude that participatory community development (1) restricts women's participation beyond the role of family caretaker, and (2) has a limited capacity to help the poor.
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Munandar, Aris. "COMMUNITY EMPOWERMENT DISCOURSE IN THE NATIONAL DEVELOPMENT POLICY." Journal of Social Political Sciences 2, no. 1 (February 28, 2021): 41–53. http://dx.doi.org/10.52166/jsps.v2i1.42.

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This paper is a literature study on issues, concepts, and strategies for empowerment in the discourse of development in Indonesia. The discourse of community empowerment in Indonesia's national development, in principle, is not something new. Philosophically and normatively, the ideals of community empowerment as the goal of national development have been strengthened in the 1945 Constitution as the constitutional foundation of the Unitary State of the Republic of Indonesia. However, at the practical level, these ideal goals are not implemented in the implementation of the national development program. Poverty and inequality are still crucial issues, even though the Reformation era, which represents a democratic government, has been running for two decades.
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Dissertations / Theses on the topic "Community development Indonesia Ponyong"

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Gunawan, Prayitno. "Temporal Migration and Community Development in Rural Indonesia." 京都大学 (Kyoto University), 2015. http://hdl.handle.net/2433/199292.

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Jap, Devina Satyapraba Raditya. "The role of community development in regional autonomy : towards people-centered development in Indonesia /." Thesis, Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25248224.

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Sari, Eunice R. "Teacher professional development in an online learning community : a case study in Indonesia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/470.

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Over the past decade the rapid pace of technological innovation has changed the knowledge-based society and gradually changed the way teaching and learning are conducted (Hargreaves, 2003). Teachers are increasingly viewed as not only the knowledge providers, but also the facilitators of a learning process. These changes have been difficult for teachers to adapt to, requiring substantial amounts of professional development. In Indonesia, the government has continually developed a number of strategic education policies and implemented various pathways to improve the professionalism of teachers. Nonetheless, there are still a large number of teachers who struggle to access the professional development support provided by the Indonesian government for a variety of reasons. This is particularly the case for teachers who work in rural and remote areas, because many of the current Teacher Professional Development (TPD) practices still focus on teacher-centred approaches instead of collaborative approaches, and often only in the format of face-to-face interaction. Research has shown that an Online Learning Community (OLC) can support TPD and facilitate collaboration among teachers. As an open and voluntary form of gathering that involves education practitioners concerned with the general practice of teaching or specialist disciplines or areas of interest (Lloyd & Duncan-Howell, 2010), OLC promotes active and collaborative learning processes (Helleve, 2010) and gives an opportunity for teachers to engage in reflective practice that can lead to transformative professional development (Windschitl, 2002). This thesis presents the results of a study that set out to develop and implement an OLC to support the current TPD practices in Indonesia. This online learning community was called the Online Learning Community for Teacher Professional Development (OLC4TPD). The study investigated the facilitating and inhibiting factors of OLC4TPD implementation in Indonesia, and analysed how OLC4TPD supported TPD within the Indonesian context.
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Tuerah, Noldy. "Rural-urban linkages and development : a case study of North Sulawesi, Indonesia." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0017/NQ27261.pdf.

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Yulia, Indrawati Sari. "The Building of “Monuments”: Power, Accountability and Community Driven Development in Papua Province, Indonesia." Phd thesis, Canberra, ACT : The Australian National University, 2018. http://hdl.handle.net/1885/149497.

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Community Driven Development (CDD) is an aid delivery strategy that emphasises community control over planning decisions and investment resources. In light of convincing articulations of this approach, CDD programs have evolved and expanded rapidly within and outside the World Bank’s development agenda. While the CDD narrative remains appealing, a growing body of evidence suggest that CDD programs deliver less than promised. While agency-sponsored research argues that CDD is generally pro-poor and improves the effectiveness of infrastructure development, other studies highlight the gap between CDD narrative and CDD practice. While CDD provides the state with new technologies and methods to deliver aid, critics suggest CDD programs are frequently captured by elites, generate struggles over access to program resources, and weaken local capacities for collective action. Furthermore, CDD systematically shapes communities to fit with a governance reform agenda without addressing asymmetrical power relationships. While offering valuable insights, such examinations of CDD programs are limited to the analysis of donor narratives and village-level studies. These studies provide inadequate analysis of how complex CDD practices work across scale in diverse social conditions and institutional environments, and overlook the possibility that other actors might change CDD processes and adjust the distribution of benefits. Based on qualitative and ethnographic field-based investigations of a CDD program in Papua Province, this thesis considers three questions: How do actors work across scale to control CDD policy, to change CDD processes and to shape the distribution of benefits? How do diverse social relations and institutional environments influence the ability of actors to shape community development? How do actors’ strategies of control effect the alignment between the substantial policy objectives of CDD and field-level outcomes? To answer these questions, this study develops a framework for analysing power and accountability, situating CDD within a broader developmental perspective. This framework is applied to analyse the processes whereby actors secure the compliance of others, the systems that regulate the behaviours of actors, and the responsiveness of actors to accountability mechanisms. First, the thesis argues that, as the program moves down the administrative scale, the CDD program narrative is reinterpreted in line with the power and interests of key actors at each level. In the process, actors change CDD agendas and policies, transforming CDD’s decentralised and participatory mechanisms into an approach more focused on meeting administrative standards of success. While this approach can improve financial accountability, it leads the program to over-construct village infrastructure. Although in half of the cases examined, the CDD program construct under-utilised “monuments” while neglecting the activities that facilitate village development, in a limited number of cases facilitators use their individual capacity and experiences to contest central authority and support the interests of community groups. Second, the thesis argues that the processes and the institutions used to promote public administration reform limit CDD agendas and shift CDD policy away from its decentralised and participatory objectives towards meeting administrative criteria of program success, reinforcing upward accountability and providing the means to strengthen the centralised power of political authorities. Finally, this research calls into question the use of rigid public administration reform or governance mechanisms, suggesting that the over application of these approaches strengthens centralised power and moves the program away from its participatory objectives. Nevertheless, the thesis concludes that positive outcomes remain a possibility were the CDD system to provide a range of conditions and mechanisms to avoid capture, to encourage facilitators to use their discretionary power to facilitate meaningful village development, and to deliver through an agency committed to substantive objectives.
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Suadnya, I. Wayan. "Power in empowerment : who wields it ? : an analysis of empowerment programs in coastal Lombok, Indonesia / y I Wayan Suadnya." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19455.pdf.

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Minarchek, Matthew J. "The Development Continuum: Change and Modernity in the Gayo Highlands of Sumatra, Indonesia." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1243359348.

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Aswad, Setiawan. "Local development planning and community empowerment in decentralised Indonesia : the role of local planning in improving self organising capabilities of local communities in Takalar, Indonesia." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/63095/1/Setiawan_Aswad_Thesis.pdf.

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This study investigates the role of development planning in empowering rural communities in Indonesia’s decentralised era. Evidence is produced that the combination of procedural justice in planning development and social learning in its implementation can assist self-organisation and help empower local communities. Significant benefits are shown to result in: the acquisition and use of collective resources; the development of shared knowledge, skills, values and trust; community leadership; and the development of social networks. Two features of this empowerment model are community-based planning, utilising participatory rural appraisal at the level of the natural village, and the organisation of collective action. These are shown to be effective ways of incorporating procedural justice and social learning in self organisation and community empowerment.
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Rambe, Vivianti. "Mainstreaming natural resource management into community-driven development in South East Sulawesi, Indonesia: Does social capital matter?" Thesis, Rambe, Vivianti (2015) Mainstreaming natural resource management into community-driven development in South East Sulawesi, Indonesia: Does social capital matter? PhD thesis, Murdoch University, 2015. https://researchrepository.murdoch.edu.au/id/eprint/26939/.

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Mainstreaming natural resource management (NRM) within a community-driven development program to achieve more sustainable rural development involves diverse and complex dynamics of resource governance. Social capital has been identified as one of the key elements in facilitating collective action that could enhance the effectiveness of resource governance in socio-ecological systems. In the context of NRM, this concept focuses on social networks, specifically, on the mixes of ‘horizontal’ and ‘vertical’ relations that operate through engagements within (bonding or internal ties) and between (bridging or external ties) social networks. Linking social capital concerns the ‘vertical’ relations that are found in both bonding and bridging forms of social capital, with an additional focus on relations with formal institutions beyond the community's local resources. The thesis explores the effectiveness (as well as the lack thereof) of a communitydriven development (CDD) program to improve local NRM management. Empirical evidence provided in two South East Sulawesi case studies revealed three main findings: (1) high levels of network density in local institutions indicated the existence of strong bonding ties that theoretically should increase the possibilities for collective action in resource management; (2) regardless of the long involvement in a CDD program, bridging social capital remained weak; and (3) vertical relations continued to dominate processes of engagement within and across social networks, and with higher levels of government in the context of decentralised resource governance. Findings from the study of this CDD-NRM program indicate the need to: establish a network of expertise among the villages; develop a clear mechanism of accountability within the framework of the representation system; facilitate hamlet interactions that enable a reporting-back mechanism through the representation system; provide secure but accountable financial transfers from higher authorities to the village level; and provide incentives for better resource governance.
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Bah, Adama. "Essays on Development Policies : Social Protection, Community-Based Development and Regional Integration." Thesis, Clermont-Ferrand 1, 2014. http://www.theses.fr/2014CLF10441.

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Cette thèse propose une analyse de certaines des politiques considérées actuellement comme étant des éléments-clé de toute stratégie de développement, avec l’objectif de contribuer au récent débat sur le développement international. Je considère en particulier l’élaboration, la mise en oeuvre et l’évaluation des politiques de protection sociale, de développement participatif et d’intégration régionale. Le premier chapitre repose sur l’idée que, pour être efficaces en matière de réduction de la pauvreté, les politiques de protection sociale doivent avoir pour double objectif de permettre aux ménages pauvres d’accéder à des ressources suffisantes pour satisfaire leurs besoins de base, ainsi que de réduire le risque auquel les ménages non pauvres sont confrontés de voir leur niveau de bien-être diminuer sous le seuil de pauvreté. Je propose une méthode permettant d’estimer le degré de vulnérabilité à la pauvreté des ménages. La vulnérabilité est ici définie comme la probabilité pour un ménage de se trouver sous le seuil de pauvreté dans le futur, étant données ses caractéristiques actuelles. Dans le second chapitre, je me place dans un contexte de ciblage des programmes de protection sociale par un score approximant le niveau de vie (proxy-means testing). La précision, et donc l’efficacité, de cette approche pour identifier les ménages pauvres dépendent de la capacité à prédire avec exactitude le niveau de bien-être des ménages, laquelle découle de la sélection de variables pertinentes. Je propose une méthode basée sur l’estimation d’un échantillon aléatoire de modèles de consommation, pour identifier les variables dont la corrélation avec le bien-être des ménages est à la fois élevée et robuste. Ces variables appartiennent à différentes catégories, y compris la possession de biens durables, l’accès aux services d’énergie domestique et d’assainissement, la qualité et le statut d’occupation du logement, et le niveau d’éducation des membres du ménage. Les troisième et quatrième chapitres de cette thèse proposent une analyse ex-post des politiques de développement, et portent en particulier sur les conséquences inattendues d’un programme de développement participatif et les raisons de l’insuffisante performance de politiques d’intégration régionale, respectivement. Le troisième chapitre évalue dans quelle mesure la réaction des deux groupes rebelles présents aux Philippines face à la mise en oeuvre d’un programme participatif d’aide au développement est compatible avec l’idée que ces deux groupes ont différentes idéologies, caractéristiques et raisons pour lutter contre le gouvernement. Il utilise une base de données collectées en utilisant les reportages d’un journal local concernant les épisodes de guerre impliquant ces deux groupes, ainsi que les prédictions d’un modèle d’insurrection basé sur la recherche de rente (rent-seeking). Les résultats sont conformes à la classification proposée de ces deux groupes rebelles ; leur réaction face au projet dépend de leur position idéologique. Le dernier chapitre analyse l’impact des guerres civiles en Afrique sur la performance des communautés économiques régionales, approximée par la synchronisation des cycles économiques des différents partenaires régionaux. Les résultats montrent que la synchronisation des cycles économiques diminue avec l’occurrence de guerres civiles, non seulement pour les pays directement affectés, mais également pour leurs voisins en paix
In this thesis, I aim to contribute to the recent international development debate, by providing an analysis of some of the policies that are considered key elements of a development strategy. Focusing on social protection, community-based development and regional integration, I consider aspects related to their design, implementation and evaluation. In the first chapter, I propose a method to estimate ex ante vulnerability to poverty, defined as the probability of being poor in the near future given one’s current characteristics. This is based on the premise that effective social protection policies should aim not only to help the poor move out of poverty, but also to protect the vulnerable from falling into it. In the second chapter, I consider the issue of identifying the poor in a context of targeting social protection programs using a Proxy-Means Testing (PMT) approach, which precision, and therefore usefulness relies on the selection of indicators that produce accurate predictions of household welfare. I propose a method based on model random sampling to identify indicators that are robustly and strongly correlated with household welfare, measured by per capita consumption. These indicators span the categories of household private asset holdings, access to basic domestic energy, education level, sanitation and housing. The third and fourth chapters of this thesis provide an ex-post analysis of development policies and focus in particular on the unintended consequences of a community-driven program and on the reasons for the lack of progress in regional economic integration. The third chapter assesses whether the reaction of the two distinct rebel groups that operate in the Philippines to the implementation of a large-scale community-driven development project funded by foreign aid is consistent with the idea that these two groups have different ideologies, characteristics and motives for fighting. It is based on a unique geo-referenced dataset that we collected from local newspaper reports on the occurrence of conflict episodes involving these rebel groups, and on the predictions of a rent-seeking model of insurgency. The findings are consistent with the proposed classification of the rebel groups; the impact of the foreign aid project on each rebel group depends on their ideological stance. In the last chapter, I analyze how civil conflicts affect the economic fate of African regional economic communities through its effect on the synchronicity of regional partners’ economies. I find that conflict decreases business cycle synchronicity when it occurs within a regional economic community, both for the directly affected countries and for their more peaceful regional peers
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Books on the topic "Community development Indonesia Ponyong"

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Bakrie, Aburizal. Membangun manusia Indonesia: Kumpulan pidato Aburizal Bakrie. Kebon Jeruk, Jakarta: Intisari Mediatama, 2007.

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Widiowati, Didiet. Tantangan pembangunan sosial di Indonesia. Jakarta: Pusat Pengkajian Pengolahan Data dan Informasi, Sekretariat Jenderal DPR, Republik Indonesia, 2009.

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Narayan-Parker, Deepa. Indonesia: Evaluating community management : a case study. New York, N.Y: Promotion of the Role of Women in Water and Environmental Sanitation Services, United Nations Development Programme, 1989.

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Kortschak, Irfan. Invisible people: Poverty and empowerment in Indonesia. Jakarta, Indonesia: Lontar Foundation, 2010.

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Rustamadji, H. Community based human resource development in Marunda, Jakarta, Indonesia. Indonesia: Dept. of Community Medicine, University of Indonesia, Centre for Research of Human Resources and the Environment, 1992.

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Suhirman. Kerangka hukum dan kebijakan partisipasi warga di Indonesia. Bandung: Forum Pengembangan Partisipasi Masyarakat, 2006.

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Rachael, Diprose, and Woolcock, Michael J. V., 1964-, eds. Local conflict and community development in Indonesia: Assesing the impact of the kecamatan development program. Jakarta, Indonesia: Decentralization Support Facility, 2006.

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(Indonesia), United Nations Development Programme. Community livelihoods and civil society organisations in Papua, Indonesia: A snapshot by local non-government organisations. Jakarta]: UNDP, 2005.

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IDRC-EMDI-ITB International Conference (1986 Bandung, Indonesia). Local resource management: Towards sustainable development : a summary of the proceedings of the IDRC-EMDI-ITB International Conference, Bandung, Indonesia, 19-22 May, 1986. Halifax, N.S: School for Resource and Environmental Studies, Dalhousie University, 1987.

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Manning, Chris, Anne Booth, and Kian Wie Thee. Land, livelihood, the economy, and the environment in Indonesia: Essays in honour of Joan Hardjono. Edited by Hardjono, J. M. (Joan M.), 1936-. Jakarta: Yayasan Pustaka Obor Indonesia, 2012.

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Book chapters on the topic "Community development Indonesia Ponyong"

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Fanany, Ismet, Azwar Hasan, and Sue Kenny. "Sustainable Livelihoods in Indonesia." In The Routledge Handbook of Community Development, 144–58. New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315674100-11.

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Briskman, Linda, and Lucy Fiske. "Asylum Seekers in Indonesia." In The Routledge Handbook of Community Development, 358–69. New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315674100-25.

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Sutiyo and Keshav Lall Maharjan. "Community Participation in Rural Development." In Decentralization and Rural Development in Indonesia, 125–38. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3208-0_10.

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Sutiyo and Keshav Lall Maharjan. "Rural Community Leadership in Decentralization." In Decentralization and Rural Development in Indonesia, 99–110. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3208-0_8.

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Beazley, Harriot. "Community-based strategies to combat child trafficking in Indonesia." In The Routledge Handbook of Community Development Research, 84–98. Abingdon, Oxon ; New York, NY : Routledge, 2018. |: Routledge, 2018. http://dx.doi.org/10.4324/9781315612829-6.

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Fibrianto, Alan Sigit, Ananda Dwitha Yuniar, Ifan Deffinika, Aulia Azzardina, and Dina Afrianty. "Geo-ecological interaction: Community based forest management in Karanganyar, Indonesia." In Development, Social Change and Environmental Sustainability, 62–65. London: Routledge, 2021. http://dx.doi.org/10.1201/9781003178163-14.

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Anwaruddin, Awang. "e-Leadership for e-Government in Indonesia." In Millennium Development Goals and Community Initiatives in the Asia Pacific, 177–87. India: Springer India, 2012. http://dx.doi.org/10.1007/978-81-322-0760-3_14.

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Carroll, Toby. "A ‘SINful’ Approach to Poverty Reduction? Community-Driven Development and Attempting Market Citizenship in Indonesia." In Delusions of Development, 180–207. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230289758_9.

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Nugent, Jeffrey B., and Shailender Swaminathan. "Household Investments in Education and Income Inequality at the Community Level: Evidence from Indonesia." In Poverty, Inequality and Development, 109–30. Boston, MA: Springer US, 2006. http://dx.doi.org/10.1007/0-387-29748-0_7.

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Leniwati, Driana, Endang Dwi Wahyuni, Ihyaul Ulum, and Kurbonov Izatullo. "Local community values based University Social Responsibility (USR): In Indonesia context." In Social and Political Issues on Sustainable Development in the Post Covid-19 Crisis, 292–304. London: Routledge, 2022. http://dx.doi.org/10.1201/9781003263586-35.

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Conference papers on the topic "Community development Indonesia Ponyong"

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Swaningrum, Ayu. "Poverty And Sustainable Community Development in Indonesia." In International Conference, Integrated Microfinance Management for Sustainable Community Development(IMM 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/imm-16.2016.19.

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Pasteruk, Ilona. "Community Development in Indonesia: Contemporary Aspects of Culture." In International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.075.

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Kadang, Juliana, and Surayya. "Profit Efficiency and Factors Affecting Indonesia Banking." In International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.084.

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Fauzan, Muhammad, Riris Ardhanariswari, Siti Kunarti, and Dody Nur Andriyan. "Dynamic Relations Between Central and Regional Governments in Indonesia." In International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.104.

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Lau, Elim, Melky Kabu, and Samson Lobang. "Development of Community-Based Tourism Monbang Village – Alor, Indonesia." In Proceedings of the 1st International Conference on Engineering, Science, and Commerce, ICESC 2019, 18-19 October 2019, Labuan Bajo, Nusa Tenggara Timur, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.18-10-2019.2289941.

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Kurniyati, Ety, and Desri Arwen. "The Implementation of Character Education to Generation Z in Indonesia." In International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.054.

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Hoessein, Zainal Arifin, Syaiful Bakhri, and Ibnu Sina Chandranegara. "Environmental and Sustainable Development Policy after Constitutional Reform in Indonesia." In International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.177.

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Supriyanto, Eko, Jumadil Saputra, Meida Rachmawati, and Fibry Nugroho. "Community Participation-Based Smart City Development." In Proceedings of the First Multidiscipline International Conference, MIC 2021, October 30 2021, Jakarta, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.30-10-2021.2315776.

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Hartini, Rahayu, and Muhammad Hanif Furqan Aufa Putra. "Obstacles in the Execution of BUMN Persero’s Bankrupt Assets in Indonesia." In International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.131.

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Amiq, Bachrul, Liosten Rianna Roosida Ully Tampubolon, Edy Widayat, and Totok Hendarto. "Retirement Age Disparity for Private Worker and Sate Civil Aparatures in Indonesia." In International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.027.

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Reports on the topic "Community development Indonesia Ponyong"

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Bano, Masooda, and Daniel Dyonisius. Community-Responsive Education Policies and the Question of Optimality: Decentralisation and District-Level Variation in Policy Adoption and Implementation in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/108.

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Decentralisation, or devolving authority to the third tier of government to prioritise specific policy reforms and manage their implementation, is argued to lead to pro-poor development for a number of reasons: local bureaucrats can better gauge the local needs, be responsive to community demands, and, due to physical proximity, can be more easily held accountable by community members. In the education sector, devolving authority to district government has thus been seen as critical to introducing reforms aimed at increasing access and improving learning outcomes. Based on fieldwork with district-level education bureaucracies, schools, and communities in two districts in the state of West Java in Indonesia, this article shows that decentralisation has indeed led to community-responsive policy-development in Indonesia. The district-level education bureaucracies in both districts did appear to prioritise community preferences when choosing to prioritise specific educational reforms from among many introduced by the national government. However, the optimality of these preferences could be questioned. The prioritised policies are reflective of cultural and religious values or immediate employment considerations of the communities in the two districts, rather than being explicitly focused on improving learning outcomes: the urban district prioritised degree completion, while the rural district prioritised moral education. These preferences might appear sub-optimal if the preference is for education bureaucracies to focus directly on improving literacy and numeracy outcomes. Yet, taking into account the socio-economic context of each district, it becomes easy to see the logic dictating these preferences: the communities and the district government officials are consciously prioritising those education policies for which they foresee direct payoffs. Since improving learning outcomes requires long-term commitment, it appears rational to focus on policies promising more immediate gains, especially when they aim, indirectly and implicitly, to improve actual learning outcomes. Thus, more effective community mobilisation campaigns can be developed if the donor agencies funding them recognise that it is not necessarily the lack of information but the nature of the local incentive structures that shapes communities’ expectations of education. Overall, decentralisation is leading to more context-specific educational policy prioritisation in Indonesia, resulting in the possibility of significant district-level variation in outcomes. Further, looking at the school-level variation in each district, the paper shows that public schools ranked as high performing had students from more privileged socio-economic backgrounds and were catering for communities that had more financial resources to support activities in the school, compared with schools ranked as low performing. Thus, there is a gap to bridge within public schools and not just between public and private schools.
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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Arif, Sirojuddin, Risa Wardatun Nihayah, Niken Rarasati, Shintia Revina, and Syaikhu Usman. Of Power and Learning: DistrictHeads, Bureaucracy, and EducationPolicies in Indonesia’s Decentralised Political System. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/111.

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This paper examines the politics of education policies in a decentralised political system. Under what conditions does decentralisation promote learning-enhancing policies? Despite the numerous works that have been written on decentralisation and education, little is known about how politics influenced local education policies. To address this problem, this paper looks at the linkages between local politics, bureaucratic capacity, and the development of learning-enhancing policies in Indonesia’s decentralised political system. More specifically, it assesses how regional variation in the discretionary power of district heads over employment decisions in the state bureaucracy explains the variation in local education policies in four districts in Indonesia. The primary data were collected through in-depth interviews with political leaders, bureaucrats, district education councils, school principals, teachers, teacher organisations, parents, non-government and community-based organisations, journalists, academicians, and other relevant informants. Using Mill’s method of difference, the comparative analysis presented in this paper demonstrates that institutional constraints on the discretionary power of the district head over employment decisions in the state bureaucracy do matter for the development of learning-enhancing policies. Such constraints can pave the way for the development of the bureaucratic capacity required for governments to pursue learning-enhancing policies. Absent constraints on the discretionary power of district heads over employment decisions in the state bureaucracy, the extent to which districts implement learning-enhancing policies will depend on district heads’ commitment to student learning.
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