The Effect of Community Empowerment Strategies in Tourism Village Development on Community-Based Learning

This study aimed to describe and examine a strategy of community empowerment and its influence on community-based learning. A quantitative approach was used. This research included 40 respondents and random sampling was used for recruitment. Data were collected through a questionnaire and were analyzed using descriptive techniques and regression analysis. The results showed that Fcount > Ftable (12.684>4.10) and Sig F<5% (0.001<0.05). We can therefore conclude that the strategy of community empowerment had a significant effect on community-based learning. Keywords: community empowerment, tourism village development, community-based learning

Model Ecotourism-Based Tourism Development Strategy and Empowerment of Local Communities in Merauke Regency

The research objectives are to produce a strategy model for ecotourism development that supports the empowerment of local communities in Merauke Regency.The research method uses Research & Development to create a model of empowerment through community-based learning, by evaluating the implementation of tourism strategies, which are realized in the form of activity guides and training, for the tourism community in Merauke Regency, by involving the Tourism Office, Tourism Business Actors, and traditional community managers tourist village.The results of the study explain the stages of ecotourism development and empowerment strategies including Strategy development of concepts, vision and mission to become guidance in implementation by providing an impact on the emergence of motivation and clarity of types of profitable tourism businesses and expanding access in accordance with their potential.Strategy for capacity building and participation is a lesson for participants in doing business based on groups, understanding how to maintain customers, how to manage a more productive business that results in community participation that supports tourism businesses. Commitment consolidation strengthening strategy embracing all stakeholders and external carrying capacity in the process of empowering and developing eco-tourism, so that the acceleration of the world of tourism is quickly obtained.Strategy for Strengthening Environmental Carrying Capacity is the internal carrying capacity and potential that exists in tourism objects based on the carrying capacity of culture, socio-economics and the carrying capacity of natural resources so that sustainability and natural conservation are achieved.

Community-based learning in higher education: A portal for knowledge production in the time of COVID-19

At the onset of COVID-19 in 2020, the world-renowned writer and political activist, Arundhati Roy, signalled that the pandemic is "a portal, a gateway between one world and the next . . . [and] we can choose to walk through it." Roy's views highlight how we can imagine our world anew through reflection in the time of COVID-19. In this article, we examine the epistemological experiences of students enrolled in a course in community-based learning (CBL) at the University of KwaZulu-Natal and consider how CBL during COVID-19 serves as a portal for understanding knowledge that is produced at the nexus between the university and the community. We deemed the Community of Inquiry framework to be a suitable theoretical lens based on its appreciation of the nexus between social (community), teaching (classroom), and cognitive (critical thinking) elements in an online educational experience. Our findings indicate that COVID-19 provides an opportunity for CBL to serve as a portal for understanding how the students' epistemological experiences during the pandemic influenced knowledge production. This is beneficial since university education most often places at the periphery knowledge that students from the surrounding communities bring to the classroom. It is our contention that students bring epistemic value to the university that is not affirmed during the knowledge production process. We conclude that CBL can indeed serve as the gateway for knowledge production between universities and communities during and beyond COVID-19.

Considering Power in Community-Based Research: Shifting Toward New Pedagogical Approaches with a 'Public Work for Public Things' Framework

One of the fundamental questions of power in the pedagogy of community-based research (CBR) is who gets to decide what is research worthy and what is the focus of CBR questions? The reality of the power imbalance in community-based research and learning is often reflective of a systemic disengagement with the broader community. Even when instructors and administrators are intentional in how they solicit feedback or think through the impact of their work, they may not know the neighbourhood. Prioritising the voice of community partners does not provide a simple solution, as the individuals we work with to organise community-based learning opportunities may not be residents of the neighbourhood. This article adopts a theory-building approach to this crucial question. Building on the work of Boyte (2014) and Honig (2017), community-based research is reoriented as ‘public work for public things’ (Haarman 2020). After establishing the ‘public work for public things’ framework, the article explores how this new framework impacts collaborative research by addressing the power differential and creating new lines of inquiry – specifically the practice of ‘elicitation of concerns’. Through the lens of critical service-learning pedagogy (Mitchell 2008) and a practitioner-scholar framework (Lytle 2008; Ravitch 2013; Salipante & Aram 2003), we then interrogate two community-based research courses we have recently taught, examining how a ‘public work for public things’ approach would have altered the course and its methods.

Analisis Pengaruh Penggunaan Platform Zedemy dalam Ketercapaian Pembelajaran Mahasiswa dengan Metode Cross-Sectional (Studi Kasus: Mahasiswa SI ITS)

Pandemi COVID-19 mengakibatkan pembatasan kontak fisik sehingga berbagai lembaga pendidikan terpaksa menutup kegiatan belajar offline. Departemen Sistem Informasi (DSI) ITS mengambil langkah alternatif dengan menggunakan community-based learning dalam metode pembelajarannya serta memanfaatkan course sebagai tempat mahasiswa dan dosen untuk melaksanakan kuliah. Oleh sebab itu, penelitian ini berguna untuk evaluasi pola pembelajaran menggunakan platform. Penelitian ini menggunakan metode cross-sectional dengan membandingkan tingkat kepuasan, ketercapaian pembelajaran, dan nilai mahasiswa yang mengambil pembelajaran menggunakan platform Zedemy dan ITS Daring. Hasil penelitian ini didapatkan bahwa Tingkat Kepuasan penggunaan platform Zedemy lebih rendah dibanding penggunaan platform ITS Daring dengan rincian 2,33 untuk Zedemy dan 2,47 untuk ITS Daring. Sedangkan untuk Tingkat Ketercapaian Pembelajaran menunjukkan bahwa penggunaan platform Zedemy kurang dari penggunaan platform ITS Daring dengan rincian nilai 2,5 untuk Zedemy dan 2,69 untuk ITS Daring. Hasil Akhir untuk penilaian mahasiswa menunjukkan bahwa penggunaan Zedemy mendapatkan lebih banyak presentase nilai A sebanyak 62,5 sedangkan penggunaan platform ITS Daring mendapatkan nilai 61,1. Berdasarkan hasil penilitian tersebut, dapat disimpulkan jika penggunaan platform Zedemy tidak mempengaruhi ketercapaian pembelajaran Mahasiswa SI ITS secara signifikan pada beberapa mata kuliah yang dijadikan acuan dalam penelitian.