Community Development Education: Examining Students’ Video-Based Case Analysis on Community Issues, Indigenous Ethnic Protection and Empowerment

Adi Suryani, Soedarso Soedarso, Wahyuddin Wahyuddin, Moh Saifulloh, Siti Zahrok


One of many development efforts is increasing today students development issues care and awareness. They are going to be the future nation developers and leaders. Thus, it is significant to promote understanding on various community development issues and stimulate their analytical thinking and problem solving. Video is one of many educational means to assist students’ learning process. It provides authentic materials and feeling experience of being there, instead of bringing the students to the real hazardous jungle. This study aims to analyze student-participants analysis on Dayak indigenous community issues and problem solving stimulation using a case study video. Qualitative research method is employed to achieve the research objectives. Thirty-five students are participating in the study. The studentparticipants written responses are analyzed by classifying them into emerging themes and categories, interpreting the underlying meaning and linking to the findings of existing projects, researches, and projects on development. The study reveals that the student-participants propose four main solutions. Those are environment and culture care, external development agents inclusion, capacity building and adaptive capacity development.


community development, case-study video, indigenous community

Full Text:



Acharya, S., Manohar, P., & Wu, P. (2017). Using Case Study Videos as an Effective Active Learning Tool to Teach Software Development Best Practices. Systematics, Cybernetics, and Informatics, 15(3), 70–75. Adams, W. M. (2009). Green Development. Environment and sustainability in a developing world (3rd ed.). Routledge. Advocacy-The advocates for human rights. (n.d.). https://www.theadvocatesforhumanrig Alińska, A., Filipiak, B. Z., & Kosztowniak, A. (2018). The Importance of the Public Sector in Sustainable Development in Poland. Sustainability, 10(3278), 1–24. 8

Aljamal, Y., Saleem, H., Prabhakar, N., Abhishek, C., & Farley, D. R. (2020). Group Video Feedback is an Effective and Efficient Tool for Enhancing Skills of Surgical Interns. Journal of Surgical Research, 251, 248–253. 021 Altıok, S., Başer, Z., & Yükseltürk, E. (2019). Enhancing metacognitive awareness of undergraduates through using an e-educational video environment. Computers & Education, 139, 129–145. 19.05.010 Aref, F., Redzuan, M., & Gill, S. S. (2010). Community Capacity Building: A Review of its Implication in Tourism Development. Journal of American Science, 6(1), 172–180. Argaw, A. S., Haile, B. B., Ayalew, B. T., & Kuma, S. G. (2017). The Effect of Problem Based Learning (PBL) Instruction on Students’ Motivation and Problem Solving Skills of Physics. EURASIA Journal of Mathematics Science and Technology Education, 13(3), 1305–8223. 10.12973/eurasia.2017.00647a Atkinson, R., & Willis, P. (n.d.). Community Capacity Building – A Practical Guide (Paper No. 6; Housing and Community Research Unit, pp. 1– 15). University of Tasmania. Bamber, J., Owens, S., Schonfeld, H., Ghate, D., & Fullerton, D. (2010). Effective community development programmes: A review of the international evidence base (CES Evidence Review, pp. 1–101). The Centre for Effective Services. Banks, N., & Hulme, D. (2012). The role of NGOs and civil society in development and poverty reduction (BWPI Working Paper No. 171). The University of Manchester. Barrett, J. B., van Wessel, M., & Hilhorst, D. (2016). Advocacy for Development.

ADI SURYANI, SOEDARSO, WAHYUDDIN, MOH. SAIFULLOH, SITI ZAHROK/ Community Development Education: Examining Students’ Video-Based Case Analysis on Community Issues, Indigenous Ethnic Protection and Empowerment Effectiveness, Monitoring and Evaluation (pp. 5–91). Wageningen University. Bass, S., Annandale, D., Van Binh, P., Dong, T. P., Nam, H. A., Oanh, L. T. K., Parsons, M., Van Phuc, N., & Van Trieu, V. (2010). Integrating environment and development in Viet Nam. Achievements, challenges and next steps (No. 2; Environmental Governance Series, pp. 1–58). IIED & UNDP. Beck, M. B., Fath, B. D., Parker, A. K., Osidele, O. O., Cowie, G. M., Rasmussen, T. C., Patten, B. C., Norton, B. G., Steinemann, A., Borrett, S. R., Cox, D., Mayhew, M. C., Zeng, X. Q., & Zeng, W. (2002). Developing a Concept of Adaptive Community Learning: Case Study of a Rapidly Urbanizing Watershed. Integrated Assessment, 3(4), 299–307. Beckerman, A., Petchey, O. L., & Morin, P. J. (2010). Adaptive foragers and community ecology: linking individuals to communities and ecosystems. Functional Ecology, 24, 1–6. 10.1111/j.1365-2435.2009.01673.x Bello-Bravo, J., & Baoua, I. (2012). Animated videos as a learning tool in developing nations: A pilot study of three animations in Maradi ad surrounding areas in Niger. The Electronic Journal on Information Systems in Developing Countries, 55(6), 1–12. Beloufa, S., Cauchard, F., Vedrenne, J., Vailleau, B., Kemeny, A., Mérienne, F., & Boucheix, J.-M. (2019). Learning eco-driving behaviour in a driving simulator: Contribution of instructional videos and interactive guidance system. Transportation Research Part F, 61, 201–216. 10 Beltrán, J. (2000). Indigenous and Traditional Peoples and Protected Areas. Principles, Guidelines and Case Studies (World Commission on Protected Areas No. 4; Best Practice Protected Area Guidelines Series, pp. 1–123). IUCN-The World Conservation Union. Bester, A. (2015). Capacity development (Final Draft No. QPCR2016; Study on Capacity Development, pp. 1–33). The United Nations Department for Economic and Social Affair. Biard, N., Cojean, S., & Jamet, E. (2018). Effects of segmentation and pacing on procedural learning by video. Computers in Human Behavior, 89, 411–417. .002 Blackwell-Moore, L., & O’Brien, K. (2017). Achieving Equitable Community Development: Creating a restorative trauma-informed approach in environmental community development organizations (pp. 2– 24). Groundwork. Brame, C. J. (2016). Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content. CBE—Life Sciences Education, 15(es6), 1–6. Bravo, E., Amante, B., Simo, P., & Enache, M. (2011). Video as a new teaching tool to increase student motivation. 638–642. 10.1109/EDUCON.2011.5773205 Bryan, L. A., & Recesso, A. (2006). Promoting Reflection among Science Student Teachers using a Web-based Video Analysis Tool. Journal of Computing in Teacher Education, 23(1), 31–39. BTC. (2009). The environment and development. A view of 30 development projects (pp. 9–111). Belgan Development Agency. Bureau for Crisis Prevention and Recovery. (2009). Community Security and Social Cohesion Towards a UNDP Approach. United Nations Development Programme.



  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

View My Stats