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Journal of Social Studies Education Research 

SosyalBilgilerEğitimiAraştırmalarıDergisi 

 

2021:12 (3), 248-269 

  

 

An Among-Based Mentoring Model for Vocational Schools in Yogyakarta  

and Its Social Impact 

 

Istiningsih1  

 

Abstract 

This study aims to investigate how the use of an among-based mentoring model can improve 

competencies in vocational education at an agricultural vocational school in Yogyakarta and the 

social impact that this has. Qualitative research methods were applied in this study, with data being 

collected through questionnaires, field observations, and a literature study. The results indicate that 

using an among-based mentoring model for agricultural education at the Yogyakarta Agricultural 

Vocational School falls into the “good” or “acceptable” category. The social impact of the 

extension helped improve the intimate relationships between students and the instructor. Students 

gained the ability and courage to convey various topics, and open communication encouraged 

stronger social behavior. When stronger social relationships are built, the extension workers could 

identify the expectations of farmers and provide education about developing rice seeds and 

improving the quality of organic rice production. The novelty of this research lies in the use of the 

among-based mentoring model, which was developed based on the local philosophical wisdom of 

the people of Yogyakarta Province. The hope is that this will help solve the problems in delivering 

agricultural extension in Indonesia. The expected implication is that government and educational 

institutions will work together to encourage the development of organic farming systems and 

agricultural startup businesses and consequently improve the welfare of the broader community. 

 

Keywords: Vocational education, mentoring, social impact 

 

Introduction 

The downturn in the agricultural sector and the failure of young agricultural entrepreneurs may be 

due to inadequate agricultural education and extension facilities. To address this, countries in the 

world are currently focusing on education systems and agricultural consulting services to provide 

support for learning and advice for making operational and strategic decisions through various 

modalities (Adamsone-Fiskovica et al., 2021; Klerkx, 2020;). Looking at the history of agricultural 

education activities in the nineteenth century, pilot agriculture started developing but has failed to 

effect change (Burton, 2020). In addition, many agricultural education graduates do not work or 

engage in agriculture, especially for building an agricultural startup business, instead choosing to 

                                                 
1Dr. State Islamic University (UIN) Sunan Kalijaga Yogyakarta, Indonesia, Email: istiningsih@uin-suka.ac.id  

mailto:istiningsih@uin-suka.ac.id


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pursue a career outside the agriculture sector. This means agriculture is beginning to be abandoned 

by the younger generation (Esters & Bowen, 2005; Garton & Robinson, 2006; Igo & Perry, 2019; 

Mirakzadeh & Ghiasy, 2011), yet it should be a pillar of strength for the country. Agricultural 

extension is a non-formal educational process to teach farmers better methods, and this can lead 

to substantial benefits. Unfortunately, the agricultural extension policy implemented by the 

Indonesian government is considered to not have had a substantial effect, as illustrated by the 

unstable performance of the agricultural sector over recent decades (Rusliyadi, et. al., 2018). 

Agricultural extension has been neglected, so it has not helped farmers to become more productive 

and independent. This is needed not just to develop farming and fulfill mere needs—it will also 

help meet the needs of society and develop the nation. The introduction of agricultural extension 

should not just supply new knowledge and skills to farmers to develop their potential—it should 

also provide opportunities for farmers to develop themselves through the capital of independence.  

In its development, the philosophy, understanding, scope of the space, approaches, and methods 

for agricultural extension have not been properly understood by organizers and other actors 

involved in agricultural development in general (Hermans et al., 2020). This can of course lead to 

irregularities, inefficiencies, and ineffectiveness when planning an implementation of agricultural 

extension, and this in turn reduces the chances of achieving the goals and objectives of it. Efforts 

are therefore needed to improve the various aspects of agricultural extension, so it can increase 

productivity and incomes in the agricultural sector (Danso-Abbeam et al., 2018).  

Agricultural extension in Indonesia has taken place since the early days of Dutch colonialism and 

continued through the Japanese occupation and early independence to the current day. Experience 

shows that agricultural extension in Indonesia through the Bimas (Mass Guidance) program led to 

the nation achieving rice self-sufficiency in 1984. Although it was usually carried out through 

close coordination between relevant agencies, it still took a modified top-down approach (Aristya 

& Taryono, 2019). In this way, the implementation of agricultural extension during the Bimas 

period became very integrated (Vintarno et al., 2019). While this intervention became popular in 

the fields of vocational education and out-of-school training, not many scientific studies have tried 

to provide a scientific basis for the effectiveness of its use.  

The literature mentions that mentoring programs focus on the teachers of agricultural education 

(Toombs & Ramsey, 2020). In Indonesia, meanwhile, the community-empowerment programs in 

the agricultural sector take a mentoring approach aimed primarily at relatively small rural farmers 



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and smallholders (Akay et al., 2021). Almost every program launched by the Ministry of 

Agriculture has employed a mentoring approach, but they have never been truly successful at 

improving the welfare of farmers (Anwarudin & Dayat, 2019; Haryono et al., 2021; Rusliyadi et 

al., 2018). This is especially true of the organic agriculture sector, because the world market for 

organic agricultural products has reached 20% of all production. Indeed, some 75.5 million 

hectares of land is suitable for organic farming in Indonesia, but only about 25.7 million hectares 

is cultivated organically. In addition, consumers of organic products often have to buy products 

imported from abroad due to low productivity in their own country (Mayrowani, 2016; David & 

Ardiansyah, 2017; Purwantini & Sunarsih, 2020). In Asia, the market for organic agricultural 

products is dominated by the far-eastern countries, such as China, Japan, and Korea (Paull, 2011). 

Recent studies suggest that there is currently a large number of findings from ineffective and 

misleading experiments. Agricultural education models that may be successful in some contexts 

have been rejected based on low effectiveness scores, while others that are indicated as being 

effective may be unproductive in unfavorable circumstances (Thomas, 2021). This study considers 

a model that focuses on agricultural education through among-based mentoring and its 

effectiveness at improving agricultural competencies, specifically for rice seed development and 

the quality of organic rice production, at SMK Agriculture Yogyakarta, as well as the related social 

impact. Originated from Javanese, among means individual supervision, assistance and teaching 

guides that puts more emphases on cultural supervision.  

The mentoring model in this study was developed based on every aspect in the implementation of 

counseling, namely learning methods, objects, problems, places, evaluations, and so on. The 

subject for the implementation of mentoring, and the object of this research, is organic rice 

farming, so two things are explained in this study, namely organic farming systems and organic 

rice cultivation. Some rationale for choosing the topic of organic rice farming is described here: 

First, organic agriculture, as part of environmentally friendly agriculture, needs to be urgently 

promoted to correct the increasing negative impacts on the environment that occur as a result of 

intensive farming and agricultural chemicals. Second, there is an increasing number of consumers 

wanting clean and healthy food products, and the spread of the “green” consumer movement has 

provided the impetus for growth in the organic farming movement. The among-based mentoring 

model was developed in order to address the problems of existing extension strategies. Many 

agricultural extension methods have been proposed, but extension methods that are oriented 



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toward empowering students at vocational high schools and their social impacts have not been 

considered in many studies. Existing extension methods are generally limited to farmers as the 

producers and have not considered students in educational institutions who may actually play a 

role in improving the agricultural sector in future.  

Research Question 

Based on the problem described above, the main research questions of this study are defined as 

follows:  

1) What agricultural competencies of the students of SMK Pertanian Yogyakarta can be improved 

through the application of among-based model?  

2) What social impacts are revealed through among-based model improve the social impacts of 

the students of SMK Pertanian Yogyakarta in the agriculture?  

 

Literature Review 

Agricultural Education Model: Among-Based Mentoring 

A model is a pattern used to describe a process clearly, and it comprises a structure, components, 

content for those components, steps to apply, and specifications (Button & Walsh, 2018). 

Mentoring, meanwhile, takes place by connecting farmers with extension workers. Meanwhile, the 

term “among-based” refers to an educational process based on Ki Hadjar Dewantara’s educational 

thought, known as Panggulowenthah, and in this case, it seeks to educate farmers to be thoughtful 

and independent, so they can find knowledge on their own and apply it to fulfill their physical and 

spiritual needs (Haryati, 2019).  

According to Noventari (2020), the among-based system has two principles, namely respecting 

the natural nature of children and basing independence on kinship in the social environment. The 

among system of independent education physically and mentally educates students by positioning 

them as both objects and subjects. Students are given broad freedom, because they are responsible 

in the teaching and learning process for becoming people who can think and act decently (Patimo 

& Lucero, 2021). 

Agricultural education through mentoring basically teaches life skills, and it tries to engage the 

community in developing potential, so they can achieve a better quality of life (Dailey et al., 2001). 

Mentoring programs are highlighted as institutional interventions that can complement 

government efforts within a framework without requiring complicated legal processes and 



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contracts. Assistance is provided to facilitate the decision-making processes of various activities 

related to agriculture, thus helping to build the capacity to increase incomes, become large-scale 

businesses, and plan and implement activities (Olubode-Awosola & Van Schalkwyk, 2006).  

The determinants of success are classified into nine factors: goals, problems, place, personnel, 

placement, programs, processes that occur, practicality, and post-event engagement. Each factor 

has a principle of success that guides its application (Adamsone-Fiskovica et al., 2021). The 

success of mentoring is determined by the existing status of the student and the qualifications of 

the instructor. The status of students may differ in terms of their experience in farming practices, 

work ethics, speed of adoption, ability to interact with their social environment, and courage to 

make decisions. The qualifications of the instructor, meanwhile, include his or her ability to 

communicate and facilitate the coaching, attitudes, and sociocultural characteristics. Factors that 

need to be considered in among-based mentoring include the interaction between the facilitator 

and the instructor, and it must focus on the problems of the students (Ariani & Apsari, 2020).  

Agricultural Extension as an Educational Process 

In general, the aim of agricultural extension is to enable farmers to use the knowledge, skills, and 

information they have acquired to improve their quality of life. The term extension refers to a 

process of disseminating information related to modern, scientific farming methods in order to 

achieve increased agricultural productivity, which in turn raises farmers’ incomes and improves 

family/community welfare (Anderson & Gershon, 2007). 

The literature shows that various considerations encourage policy makers to invest in agricultural 

extension. One is a form of public responsibility combined with the possible efficiency gains that 

derive from a locally decentralized delivery system. There are nine extension principles and 

consequences in this paradigm, namely (1) information services for everything related to farming, 

(2) locality, (3) an agribusiness orientation, (4) interaction between farmers, (5) a focus on the 

interests of farmers, (6) a humanistic-egalitarian approach, (7) a professional implementation, (8) 

accountability, and (9) a satisfactory outcome (Anderson & Feder, 2004).  

Extension is a form of adult education, so (a) the educational methods are more lateral in nature to 

complement farmers’ various experiences, as opposed to conventional education that is more 

vertical or teacher/ceremonial; (b) its success is not determined by the amount of material delivered 

but rather by the level of dialogue created between educators and learners; and (c) the main targets 

are adults, both in the biological and psychological sense (Rogers, 1993).  



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The literature also mentions that agricultural extension is field-oriented in that it focuses on 

transferring information and technology, often by both formal and non-formal education providers. 

It is also stated that reforming agricultural extension can be done through structural, financial, and 

managerial decentralization strategies, as well as through market-oriented government policies 

(Rivera, 1998).  

Looking at Figure 1, it can be seen that agricultural extension is actually a process of behavioral 

change through education, one that is motivated by (a) knowledge and understanding of methods 

that can be beneficial for the farmer, his or her family, and wider society; (b) a desire to make the 

change without coercion from any party; and (c) the ability to provide the resources (inputs) needed 

for that change to occur. An agricultural extension is therefore often interpreted as a form of 

education for people engaged in farming, so they can be aware of, and willing and able to 

independently carry out, changes that can increase their production and subsequently their 

incomes, as well as improving the welfare of their families and communities (Rivera, 1998;  

Anderson & Feder, 2004). Regarding extension as an educational process, Van den Ban (1998) 

explains that the purpose of agricultural extension is to educate farmers with the agricultural 

knowledge and skills needed to sustain life and achieve prosperity. 

 

 

 

 

 
              Monitoring  

 
       Evaluation Information 
         

                    Facility             & communication 

 

 

 

 

                

                                 Figure 1.  Agricultural Extension Model Structure 

 

 

 

 

 



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Methods 

Research Design 

This research follows a qualitative research design (Creswell, 2014). The study focused on 

competencies of developing competencies on agriculture supervision and their acceptance to 

accept the model of supervision among secondary school students.  The development model is that 

of a theoretical model, where the framework of thought is based on relevant theories and supported 

by empirical data. Agricultural extension is the subject for this research, specifically for organic 

rice farming.  Data of this study were analyzed using qualitative approach adapted from Miles, 

Huberman & Saldana (2014), that follow three-stage of analysis, namely data reduction, data 

presentation, and conclusion drawing/verification (Sugiyono, 2009). 

 

Participants 

Some 35 people participated in this study, including 30 students (20 males and 10 females aged 

16–18 years) and five instructors (four males and one female). The criterion for the student 

participants was that they were enrolled on SMK Yogyakarta class XI and XII, while the 

instructors needed to be extension workers with more than two years of experience teaching 

organic rice production.  

 

Instrument  

This study developed a research instrument in the form of two checklist questionnaires, namely 1) 

a questionnaire for extension workers and 2) a closed questionnaire for participants, which in this 

case functioned as an interview guide. Observations were quantified using a rating scale, such that 

the raw data were obtained in the form of numbers and then interpreted in a narrative manner. The 

available responses were happy or not happy, agree or disagree, and ever or never. The rating scale 

was flexible, so it was not limited to measuring attitudes alone but also the respondents’ 

perceptions of phenomena like social life, institutions, knowledge, abilities, and activity processes. 

It is important that an instrument with a rating scale must be able to interpret each number assigned 

to the various answers on each instrument item. The possible answers for the instrument were 4, 

3, 2, and 1, where 4 means very good, 3 means good, 2 means not good, and number 1 means not 

good at all. 

 



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Table 1. 

Research Instrument Grid 
Sub-theme Variable Indicator Item number 

Quality of 

students 

Farming Experience Farming experience and problem-solving skills 1,2,3,4 

 Work ethic Sincerity, determination, and enthusiasm for work 5,6,7 

 Adoption speed Adopting speed 8a,b,c 

 Interaction Familiarity, togetherness, and openness 9,10,11,12 

 Courage in making 

decisions 

Courage to take action 13,14,15,16 

Extension quality Communication Ability to develop solutions, choose methods, explain 

the material, and use assistive devices 

17,18,19,20 

 Facility Ability to develop solutions and act as a bridge 21,22,23,24 

 Attitude Readiness to solve problems, take pride in the 

profession, appreciate the task, and tackle problems 

quickly 

25,26,27,28 

 Social 

characteristics 

Sociability, adaptability, and immersion in social 

values 

29,30,31 

 Competence Retention of material; ability to train; the ability to 

convince the material; and the ability to dynamic 

students 

32,33,34,35 

 Commitment Provide time to serve and help 37,38,39 

Student 

empowerment 

Independence Independence from other parties and direction 40, 41 

 Knowledge Understanding of technology and the ability to explain 

to others and demonstrate the value of technology 

42,43,44,45 

 Attitude Ability to accept and apply technology 46,47,48 

 

Validity and reliability tests were carried out for the questionnaire but not for the checklists. The 

questionnaire comprised 48 questions. The test results yielded KMO and Barlet numbers of 0.755 

and 857.068 with a probability of 0.000, indicating that all the questions were suitable for further 

analysis. Instrument reliability was measured using the Cronbach’s alpha, with the minimum alpha 

required being 0.70. Based on measuring the reliability of the data for the items, the instrument 

had an alpha coefficient above 0.70, so all the items were considered valid and reliable. 

 

Data-Collection Technique 

Data collection was achieved through questionnaires, field observations, and a literature study. 

Participants were fully guided by data collectors in how to fill out the questionnaire. For the 

extension workers, questionnaires were used to collect data about their abilities, which were then 

used for model validation analysis. The questionnaires for students were used to collect data about 

their abilities and level of empowerment, which were also used for model validation analysis and 



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model effectiveness analysis. The literature study focused on three themes, namely an agricultural 

education model with among-based mentoring, agricultural extension, and social dynamics. 

The among-based mentoring structure that was developed comprises three components, namely 

(1) the extension workers, (2) the vocational school students, and (3) agriculture. Time series 

analysis was conducted to measure changes in participant behavior when conducting organic rice 

farming practices. After being given instruction in the form of among-based mentoring, 

participants were observed for 8-10 times. To analyze the instructors’ response to the developed 

model, data were collected randomly from the five extension workers who participated in the 

experiment. 

The activities carried out by the extension workers while mentoring included (a) communicating 

information about the object of the extension. The material was still general, and the recipients of 

the information were also general farmers. The extension workers also carried out (b) monitoring 

activities, (c) facilitation, and (d) evaluation. Monitoring observed the behavior of the students, 

while facilitation helped support problem-solving. Evaluation was carried out by extension 

workers to observe the ability of students to solve problems. All information and communication 

was related to organic rice farming. The third component was the students as the target of 

counseling. In the among-based mentoring, not all farmers received facilitation, and it was focused 

on those farmers who faced problems. Students interacted directly with the object of counseling. 

The evaluation used for the mentoring was a process evaluation that was carried out in conjunction 

with the extension process, something that is called an authentic evaluation. Researchers used 

recording devices and notes to make it easier to collect the necessary information. 

 

Data-Analysis Technique 

Two data analysis processes were used in this study asserting a descriptive statistics to find the 

mean score and qualitative analysis adapting Miles, Huberman & Saldana (2014) and Moleong 

(2013) and Creswell (2014).  Data to answer the first research questions that sought to answer the 

central tendency was analyzed using mean score. Data to answer the second research question 

were analyzed using a qualitative approach referring to Miles, Huberman & Saldana (2014) and 

Moleong (2013). The data-analysis technique used was based on the theory of Moleong (2013), 

which comprises three stages. First, the data were reduced by simplifying and selecting relevant 

data to obtain information about the agricultural education model with among-based mentoring to 



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improve agricultural extension competencies, namely developing rice seeds and improving the 

quality of organic rice production, at the Yogyakarta Agricultural Vocational School, as well as 

the related social impact. This process made it easier to draw conclusions. Second, the data were 

presented by systematically compiling them in the form of narrative texts, data tables, and images. 

By presenting the data like this, it was organized into a relationship pattern that was easier to 

understand. The third stage involved drawing conclusions and verifying them according to the 

purpose of the analysis. The data that had been reduced and presented was also verified so that it 

could be regarded as precise and objective. 

 

Results 

Agriculture Competencies 

The findings about the model of agricultural education with among-based mentoring for improving 

agricultural extension competencies, namely developing rice seeds and improving the quality of 

organic rice production, at the Yogyakarta Agricultural Vocational School are divided over five 

categories. 

First is the ability to make fertilizer and fertilize crops. The existing ability of students to make 

such fertilizer was initially observed at scores of 2, 3, and 4 in the moderate category. This saw a 

drastic increase in the fourth observation, after about four weeks. In the fourth week, the activities 

carried out by the students resulted in fertilizer that had been processed and the making of more 

fertilizer for the next stage, so the activity of making organic fertilizer was repeated. When the 

observation was made, the students had begun to become more skilled in making fertilizer. By the 

seventh and eighth observations, however, there was a slight decrease in the ability of the students, 

possibly due to other activities like pest control taking precedence. However, this decrease was 

only 0.10, so it barely diminished the increase of 1.54 that had been achieved. At the ninth 

observation, the ability of the students had increased to 3.7, putting it in the relatively high 

category. In addition, technology had made the production of organic fertilizers easier by adding 

probiotic microbes. In general, the ability to conduct organic fertilization was not different from 

conventional agricultural fertilization, so the average score increase was 2.90. 

Second was the ability to make organic pesticides and control pests that can affect organic rice 

plants. A drastic increase was seen at the eighth observation, when the rice was around 60–80 days 

old. At this point, organic rice can be vulnerable to pests and diseases, so the students needed to 



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make pesticides. There appeared to be an increase in the ability of the students to make pesticides, 

from the initial score of 2.0 in the medium category to a final score of 3.8. There are differences 

for controlling plant-damaging organisms in organic and conventional farming systems in terms 

of the methods used. While conventional farming controls pests curatively using chemical 

substances, it is carried out preventively in organic farming by using liquid fertilizers and organic 

pesticides. 

Third was the ability for seeding. The initial score was 0.9 in the low category, but the final score 

at the eighth observation was 3.8 in the high category. The most drastic increase occurred at the 

sixth observation, when it rose from 2.0 to 3.8. In other words, the students acquired a very good 

capability for seeding. 

The fourth category concerned independence, attitude, and creativity. Student independence was 

the only aspect that only saw a very small increase, and it remained relatively constant. For 

example, recommendations for the use of urea fertilizer, chemical pesticides, and high-quality 

were still being given. The attitude of students toward organic rice farming increased from an 

initial score of 1.43 to a final score at the eighth observation of 3.65. The most drastic increase 

was seen in the sixth week when students began to gain confidence in this “new” system of organic 

farming. The students’ creativity also increased by 1.32 to a score of 3.05. Creativity manifested 

when the students made their organic fertilizers. There was an effort to make fertilizer from EM4 

material by using kitchen shrimp paste and rotten soybean tempeh. Indeed, several students did 

not exactly follow the directions of the instructor when making fertilizer. The habit of students in 

going to kiosks that provide production materials, such as urea fertilizer and NPK, was now 

starting to bring leaf waste to agricultural land. 

The point that supported the change in the attitudes and creativity of students was the fertility of 

organic rice without pests. At the same time, the extension workers began to invite students to 

analyze their farming businesses, even though it was just at the stage of analyzing the cost of 

procurement. It was found that the cost was lower for the organic system than the conventional 

system. There was therefore a degree of pride in the students making materials themselves, which 

in turn motivated them to become producers of organic fertilizers, rice, and pesticides. 

The fifth category concerned the overall ability to pursue organic rice farming as a business, and 

this tended to increase. If mentoring were to continue without influence from policies that do not 

support organic systems, it is likely that the students’ abilities would continue to increase. In turn, 



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they may also one day become farmers empowered with their own abilities without needing to be 

guided. Based on the five components that were observed, the category is relatively high, and the 

magnitude of this increase means that the extension workers applying the among-based mentoring 

model helped improve the agricultural extension competencies of students, namely to develop rice 

seeds and improve the quality of organic rice production. A clarification of the processes and 

dynamics that took place is presented in  

Table 2 below. 

 

Table 2. 

The Among-Based Agricultural Mentoring Process and Dynamics 
Stage Process Dynamics Results Information 

Introduction Individual 

approach 

Interaction of students’ thoughts 

with extension workers 

Establish an intimate 

relationship between 

students and extension 

workers 

 

Identify farmers’ 

expectations by 

doing motivation 

Individual 

approach: 

discussion, opinion 

sharing 

Students have the courage to 

express their hopes, especially for 

organic rice farming 

There is motivation in 

students 

 

Information on 

the objective of 

organic rice 

mentoring 

Individual 

approach through 

interactive 

dialogue 

Increased interaction: The students 

are emboldened to express 

problems and opinions. Students 

tell other students about the 

instructor’s visit and everything 

that happened in between. 

The emergence of a 

desire to learn about 

organic rice farming 

 

Identify farmer 

problems  

Group approach 

through 

participatory 

discussion 

Interaction between students begins 

to emerge 

There is a desire in 

students because the 

problem has been 

revealed. There are 

feelings and thoughts 

that the extension is not 

for the benefit of the 

instructor but for the 

benefit of the students. 

Farmers are 

helped to solve 

their own 

problems 

Develop a 

practical activity 

plan 

Group approach Student interaction increases. 

There seems to be a more open 

relationship between students and 

their instructors. 

Students’ sense of 

responsibility begins to 

emerge. 

 

Internalization of 

material that has 

been practiced. 

Identification of 

other problems 

and technology 

diffusion. 

Group, individual, 

discussion and 

interactive 

dialogue 

The instructor’s relationship with 

students is increasingly open, such 

that students dare to express their 

opinions 

Satisfaction and a 

desire to try other 

practices 

independently. 

Monitoring 

and evaluation 

has been 

carried out. 

 

 

 



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Social Impacts 

Data for the students’ acceptance of extension services is divided over three aspects, namely 1) 

interpersonal relationships, 2) assistance for solving problems, and 3) building togetherness. First, 

the attitudes of students toward mentoring services and building interpersonal relationships were 

as follows: Some 85.6% of students were satisfied, 14.4% were neutral, and none were dissatisfied. 

Second, regarding their feelings about the services provided by the extension workers when 

solving problems, 65.7% were satisfied, 35.3% were neutral, and again none were dissatisfied. 

Third, for their feelings about the service’s role in building togetherness, 62% were satisfied, 30% 

were neutral, and 8% were dissatisfied. Based on the above findings, it seems that in general, 

students do not face any great difficulties in adopting organic farming techniques. Most abilities 

needed to carry out organic rice farming increased, with the independence aspect being the only 

exception. In this case, changing the mentality of students in terms of their independence and 

creativity is actually more difficult than increasing their cultivation skills. In theory, the success of 

students in the agribusiness sector may depend more on their mental development rather than their 

cultivation skills. 

 

 

Discussion 

Agriculture Competencies 

The findings suggest that the model of agricultural education with among-based mentoring at the 

Vocational School of Agriculture in Yogyakarta can be rated as “good” or “acceptable” based on 

the perceptions of participants. Some 65% of participants said it was easier to develop rice seeds 

and increase organic rice production after being given assistance and mentoring. However, 34% 

of participants said it was still difficult. Evaluating the extension, 80% of the extension workers 

said it was easier to implement the among-based mentoring model compared to the conventional 

model. Previous studies have come to the opposite conclusion by stating that there are currently a 

large number of findings from experiments that experience continuous failure in educational 

investigations. Indeed, models that may be successful in some circumstances may be rejected 

based on low effectiveness scores in other circumstances, while others that are recommended may 

prove to be unproductive due to unfavorable circumstances (Thomas, 2021). This study found that 



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the agricultural education model achieves a fairly high increase in scores and brings more benefit 

than conventional methods. 

Of the four criteria being observed, only the independence aspect remained relatively unchanged. 

When examined more deeply, it can be seen how this factor is influenced by the environment and 

school policies that do not encourage the independence of students, such as advocating the use of 

urea fertilizer and chemical pesticides, as well as providing high-quality seeds. If this is not 

suitably addressed by the school and the government, students will still be inclined toward 

conventional farming systems. A culture of thinking and acting instantly needs to be instilled in 

students. 

 

Social Impacts 

The social impact resulting from visits to educational institutions is a key step in appealing to 

students. This visit can improve the relationship between students and their extension workers. 

Students then begin to gain the ability and courage to convey various concerns, and this open 

communication encourages stronger social behavior. With the strengthening of these social 

relationships, the extension workers can identify the expectations of students and make it easier 

for them to communicate knowledge about rice seed development and organic rice production. 

The literature explains that the among-based mentoring system in agricultural education has two 

principles, namely respecting the nature of students and having a sense of togetherness in the social 

environment (Noventari, 2020). The latter principle is the main reason for the emergence of social 

relationships in these activities. Students are not individuals who surrender to poverty and 

suffering, like in the Javanese term “nrimo ing pandum.” They are people with the courage to 

continuously face challenges and develop their potential to become creative, self-reliant people. 

They can then improve their productivity and contribute to improving the welfare of their families 

and communities in future. 

Thus, it is hoped that such students will not only become creative young farmers—they will also 

become successful entrepreneurs of organic farming agribusinesses. Previous studies have shown 

that agricultural education can provide knowledge about how to protect agribusinesses from 

dangers, such as production risks (e.g., production inputs, technology, climate, and pests), 

marketing risks (e.g., post-harvest processing, sales, and market prices), financial risks (e.g., 



  Istiningsih 

 

 

availability of credit and interest), and risks related to human resources and health (Ayu, 

Iskandarini, & Fatoni, 2021). 

The among-based mentoring model was developed in six stages for improving agricultural 

competencies, specifically the development of rice seeds and organic rice production at the 

Yogyakarta Agricultural Vocational School. 

First, the purpose of mentoring is to strengthen and empower students, so they can make a business 

from developing rice seeds and high-quality organic rice production and creatively deal with the 

challenges they face. The indicator of success for this is the increase in knowledge and skills and 

better attitudes toward technology. The study of the literature found that efforts to improve farming 

and farming methods help achieve increased productivity and incomes and improve 

family/community welfare (Anderson & Gershon, 2007). In addition, students gain independence 

for managing farming in the future.  

Second, the basic principle of mentoring is egalitarianism in that the relationship between students 

and extension workers is a partnership. In this case, each factor has a principle from providing 

guidance for its application (Adamsone-Fiskovica et al., 2021). The main principle in the among-

based mentoring model is making the best use of the client's resources by respecting his or her 

nature. The implementation of the among-based mentoring pays close attention to the diversity in 

students’ characters. Third, facilitation is a key factor in the success of the extension. As has been 

explained in previous studies, a factor that needs to be considered in among-based mentoring is 

the interaction between the facilitator and the instructor, and mentoring must focus on the students’ 

problems (Ariani & Apsari, 2020). In this case, the extension worker must understand his duties, 

act as a true companion, and have the right qualifications. 

The approach of among-based mentoring includes a combination of (a) an individual approach and 

(b) a group approach. The individual approach is used in order to (1) establish closer personal 

relationships; (2) understand the character of each student, so explanations can be adapted 

accordingly; (3) identify the socioeconomic backgrounds of the students; and (4) build up the 

confidence of students. The individual approach takes the form of direct contact between the 

instructor and the students with the aim of (5) motivating the students to 

engage in new techniques and (6) giving more in-depth explanations. 

In addition to the individual approach, education through among-based mentoring also applies a 

group approach. This was chosen because (1) it can foster a sense of unity and oneness among the 



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students; (2) it helps develop objectivity toward existing ideas; (3) it can identify community 

leaders who can then be invited to work together; (4) students can exchange beneficial ideas, 

opinions, and experiences; and (5) there is more efficient use of tools, financing, and time. In 

practice, education with among-based mentoring begins with the individual approach to establish 

closer relationships, identify individual characters and socioeconomic conditions, and build trust.  

Third, at the second and later meetings, a group approach is employed. Groups are formed by 

students receiving mentoring not just from the instructors. This is intended to build the 

psychological dynamics between them and develop a sense of cohesiveness. Groups formed by 

extension workers will experience different results as they are naturally occurring groups initiated 

by the community itself. However, groups born from community initiatives tend to be more secure. 

Fourth, education with the among-based mentoring system is implemented based on the local 

philosophical wisdom that is typical of Yogyakarta, which has a family spirit and a nature of 

independence. This helps achieve progress quickly. Indeed, independence is a precondition for 

developing the inner and outer strength of students, so they can build strong personalities and think 

and act independently. According to this system, every civil servant in the educational process 

carries out “Tutwuri Handayani, Ing Madya Mangun Karsa, Ing Ngarso Sung Tuladha” (Haryati, 

2019).  

The among-based system of education positions students as both objects and subjects. They are 

given broad freedom and responsibility in the teaching and learning process. For example, the 

mentor gives independence to the student, thus liberating that student’s personality. With an 

attitude of civil service, students learn to activate and mobilize themselves, either working alone 

or in collaboration with peers. Tutwuri handayani as an educational paradigm serves to raise the 

spirit of independence (Noventari, 2020), and it fosters personal ideals that are firm and tough. 

Education through among-based mentoring in this study raised the philosophy of Semar, a figure 

from Javanese mythology.  

According to Soetarno (1989), Semar symbolizes a human characterization who thinks and has 

broad views (the Javanese call it Temuwo). In his leadership, Semar does not like things that 

contradict the truth and have an angry nature. Semar is patient, loving, and never sad. He is always 

humble about his upbringing, but when he associates with the Gods, he is equal. Semar always 

leads to peace and prosperity. Semar also always controls his younger siblings, and if one makes 

a mistake or deviates from his duties, Semar immediately corrects him (Siswanto, 2019).  



  Istiningsih 

 

 

The principles of honing, loving, and nurturing that were developed by Ki Hadjar Dewantara will 

undoubtedly be useful in dealing with the global challenges and the fluctuating simplification of 

the educational praxis (practice and reflection). The three pillars become a liberating and 

pedagogical policy reference for developing students who learn to know, learn to do, and learn to 

live together. The three pillars in Javanese are known as “Understanding, Feeling, and Doing.” 

The basic needs of the students (i.e., farmers) for growth and development are divided into three, 

namely nurturing, loving, and fostering. Nurturing meets the need for mental stimulation to 

develop psychosocially in areas like intelligence, creativity, faith, personality, ethics, productivity, 

and so on. Loving meets the need for affection. A close, intimate, and harmonious relationship is 

an absolute necessity for ensuring harmonious growth and development, both physically and 

mentally. Fostering is about talking responsibly (Haryati, 2019). Thus, it is clear that the developed 

among-based mentoring model for an agricultural extension approach helps address some of the 

problems in Indonesia. 

Fifth, the among-based mentoring model increases the adaptability of students as a rural 

community. This means that students are able to form rural communities of people who may 

potentially become independent farmers and commit to the world of agriculture. They will also 

maintain social conditions and a sense of togetherness with other farmers.  

Sixth, the evaluation of this extension process is very different to that for conventional extension 

interventions. Evaluation is performed separately from the learning process and requires dedicated 

time. Among-based mentoring avoids many of the things mentioned above. This is so that the 

students being mentored always feel comfortable, and a conducive situation is always maintained. 

Evaluation is generally regarded to be psychologically worrying for the party being evaluated, but 

this is avoided with the among-based mentoring model. 

The implementation of agricultural extensions several years ago, now, and in the future is briefly 

described in Table 3. 

Table 3. 

Development of the Extension in Indonesia 
Component State of extension Counseling with The accompaniment 

 A few years Approach will be developed 

 Then Current Assistance Focus on farmers/students 

Program Extension worker-centered Now Extension materials are real 

problems/cases faced by 

teachers 



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Material Material completely planned 

from 

Not fully focused on 

farmers/students 

Based on students' conditions 

(characteristics, abilities, and 

facilities owned by students) 

 Counseling agency Suggested counseling 

materials from students 

Increasing independence, 

creativity, knowledge, attitudes 

and skills 

Method/technique Based on what the instructor 

has mastered 

Based on the material being 

taught 

Flexible, adjusting to the 

situation 

Indicator Increased knowledge and 

skills 

Knowledge, skills, attitudes 

of learners 

The instructor as a companion 

results directly from the 

students' efforts 

Success Learners In the field/agricultural 

land 

Very attentive to the 

background, character, and 

state of the farmer 

counseling Closed class Students go to extension 

workers at extension 

offices 

Each object can be used as a 

learning medium 

 The instructor comes to the 

students, and there is still 

coercion 

Lack of attention to the 

background, character, and 

circumstances of students 

Interactive 

The place Does not pay attention to the 

background, character, and 

condition of students 

Personal, print, electronic Fulfillment of satisfaction 

Service system No media (face to face) Two-way communication Process 

 

Based on Table 3, it can be understood that the among-based mentoring model developed for 

agricultural extension is able to overcome the existing problems in the field of agricultural 

extension. This method should therefore increase the empowerment of students. 

 

This study has several limitations, however: (1) Empirical data to validate the model design is still 

limited, because the mentoring given to students in vocational high schools is conducted by several 

NGOs (non-governmental organizations), while the government department responsible for 

developing farmers as human resources has not provided assistance so far. The data used as the 

basis for developing the mentoring model is therefore very limited. Furthermore, trials of the 

model in the field remain very limited in terms of the number of students and geography. In 

addition, the limited number of students is also a result of the limited number of instructors that 

helped to carry out the experiment. Although the trial was limited to a vocational high school, it is 

assumed that the developed model could be effectively applied to a wider audience in addition to 

the agricultural sector. 

Conclusion 

This study has investigated an agricultural education model using among-based mentoring in order 

to improve agricultural competencies, specifically the development of rice seeds and high-quality 



  Istiningsih 

 

 

organic rice production, at an agricultural vocational school in Yogyakarta, as well as the related 

social impact. The study’s results indicate that the model can be classed as “good” or “acceptable.”  

It was found that the agricultural education model with among-based mentoring has a social impact 

in terms of building an intimate relationship between the students and the instructors. When 

stronger social relationships are formed, it is easier for extension instructors to communicate 

knowledge about rice seed development and high-quality organic rice production. The agricultural 

extension methods used previously have not succeeded in significantly empowering farmers. Only 

a few aspects have been improved for farmers, generally limited to technical improvements in 

cultivation skills, and the comprehensive capabilities of farmers have never been optimally 

developed. With the among-based mentoring model, though, the student’s overall ability to 

practice organic rice farming is expected to increase, thus empowering them to start agribusinesses. 

Thus, the future the organic farming sector can be bolstered through agricultural education, and 

this in turn may contribute to economic development at the national level. 

 

 

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