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"AbstrakToday, the world we live inis challenged with the co-existence of prosperity and poverty. In India, inparticular, although we are witnessing staggering increase in various economicindicators, our Human Development Indicators (HDIs) remain unenviable. It is inthis context that Higher Education Institutions (HEIs) have assumed profoundimportance as having the potential to offer sustainable solutions to suchsocietal challenges. As a result, the practice of Community University Engagement (CUE) has gained prominence, as a phenomenon seeking a two-waydiscourse between the communities and the universities, in an attempt toproduce socially relevant knowledge which is inclusive and sustainable. Considering the importance and value of such an initiative, an attempt was madeto tap such engagement practices between the HEIs and communities in India. Inaddition to plain documentation of such engagement, another highlycrucial parameter in this regard is the measurement of the impact of suchinitiatives, on all the stakeholders involved in the process. However, academicliterature related to this is still limited. In an attempt to fill thisgap, the study at hand involved impact assessment of CUE activities as animportant component. Using qualitative tools of impact assessment, this paperdocuments the empirical evidence of the impacts on various stakeholders,arising out of CUE activities, undertaken at various universities in India. Theresults generated through primary data, show that although it appears to be thecase of binary stakeholders (Community and University), CUE envisagesengagement, integration and cross linking among a number of sub stakeholders,getting impacted in a multitude of ways. Students get an opportunity ofexperiential learning; while teachers can take up socially relevant research,as part of the curriculum. Communities benefit by way of empowerment andsustainable livelihoods, while universities get a chance to project themselvesas socially engaged institutions. Indirect and subsidiary stakeholders likeCivil Society Organizations (CSOs) and Government,respectively also take away several benefits from the process. Therefore, inessence, the paper makes the case of CUE by demonstrating the positive andmutually beneficial experienced enjoyed by thestakeholders involved in the process."

"AbstrakA previous study demonstrated that low incomewomen tend to have lower financial literacy. This low level of financialliteracy affects the manner in which they manage their daily finances, as wellas their ability to save for long term needs. Currently, the statistics show that financialliteracy in Indonesia is relatively low. Tosupport Indonesian government in improving financial literacy, especially among the mostmarginalized group women of low income Universitas Indonesia launched acommunity engagement initiative conducted in the form of financial literacytraining targeted at low-income women working as streetsweepers around the university. This study investigates the motivation toward andperceived usefulness of the financial education program to improve the financial literacy of low-income women working as street sweepers aroundUniversitas Indonesia. A mixed research method is applied in the study. The data were collected from in depth interviews and a mini survey conducted to 23 low-income female street sweepers who joined the 10weeks financial education program. Both quantitative and qualitative data wereanalyzed to produce a comprehensive descriptionof the participants perceptions and attitudes toward the financial literacyprogram. The study demonstrates that the majority of low income women have lowmotivation toward financial literacy education, and they also have a negative perceptionof the usefulness of such program. Thus, it is very important that alleducators and trainers examine the characteristics of the trainees and assessthe relevancy of the education program before they design certain communityengagement program."

"AbstrakUsing Community Organizing Participatory Action Research (COPAR) as the main framework for the multiple data-gathering methods utilizedin the study, the researcher addressed the following objectives: (1) to assessthe educational needs of the Lumad and peasant communities in light of theimplementation of Republic Act 10533, and (2) to developa curriculum that addresses the needs of the Lumad and peasant communitiesconsidering the learning competencies stipulated by RA 10533. Freires methodof education was maximized as participants in the research included men, women,and children who learned toassess their role in their community as agents of change with the goal ofachieving social transformation through education. Still adhering to Freires method of education, the intended curriculum that was designed is simple andeasy to understand, integrative, and perceptive of the social realitiessurrounding the Lumads and other peasant learners. From the state approvedcurriculum, the new alternative curriculum ensured the presence of lessons andactivities with a positive influence on all the aspects of a childs development: physical, emotional, social, linguistic, aesthetic, and cognitivethrough the application of the outcomes-based education (OBE) framework. Curriculumdesign also utilized the Makabayan (nationalist), Makamasa (mass-oriented), andSiyentipiko (scientific) (MMS) orientation, which is based on rooted assessmentof the needs of the community learners. The integration of OBE with MMSframework is expected to result in transformative education that can producelifelong learners who will aspire to be part of national development whilepromoting their identity and the good of their communities. The researchprocess undertaken proved that community immersion provides an opportunity forself reflexivity that can result in a more inclusive curriculum design. Lastly it can be concluded that community organizing in education is a painstaking andendless process of collaborations, which, if purposeful and sustained, canpositively impact the communities."

"AbstrakStudents behavior towards waste takes a crucial role to successful sustainable waste managementat school level. As many scholars mentioned, a proper waste management shouldnot only environmentally effective and economically efficient, but alsosocially acceptable. Therefore, it is important to know how to drive studentsto behave more environmental friendly. Using eco friendly behavior survey forstudents as part of community engagement program titled Creating Healthy, Fitand Productive Generation through Comprehensive Mental Revolution Model, thispaper aims to identify factors that determine students eco friendly behavior.This survey was administered to 797 students from three high schools in thecity of Bekasi, SMA N 1 Bekasi, SMA N 2 Bekasi and SMK Korpri. We divided threebroad characteristics in determining students eco friendly behavior, namelyindividual characteristics, household characteristics and communitycharacteristics, as mentioned in various researches. The result shows that outof three broad characteristics, individual characteristics play significantrole in determining the level of students eco friendly behavior. In terms ofindividual characteristics, knowledge about waste and school course playspositive and significant role in determining the level. For the study course,we conclude that students in the science course have a relatively higher eco friendlybehavior level compared to social course or others. Female students are alsomore likely to have higher level of eco friendly behavior rather than malestudents. Finally, daily expenditure significantly determines the level. On theother hand, we found that environmental concern and class rank do not havesignificant effect to student s behavior. In addition, none of the householdand community characteristics variables were significant in determining thebehavior. This result emphasizes the importance of individual characteristics improvement, especially waste knowledge and environmental education, to drivestudents in dealing waste appropriately."

"The ability of adolescents to cope with stressful life events has not been well developed. Facing stressful situations might trigger them to engage in many dangerous and self-destructive behaviors. Life skills program in improving mental health of adolescents has been proven in many countries, as it has in Indonesia. In post disaster situation, there is rarely any community program which focuses on adolescent mental health. Life skills program is a psychological intervention to teach adolescents to improve their skill to cope with stress, develop self esteem, deal with peer pressure, think critically, communicate appropriately and act assertively. Teachers and local health professionals who have already been trained about life skills program apply this program in adolescents experiencing a stressful event, a natural disaster from the eruption of Mount Merapi in Yogyakarta-Indonesia. This study attempts to apply and evaluate the effectiveness of the program for adolescents who had survived a natural disaster in Yogyakarta Indonesia. Three weeks life skills training was conducted in 2012 on 40 junior and senior high school students, post Mount Merapi eruption in Yogyakarta and Magelang. Subjects were assessed for their self image using Rosenberg self image questionnaire, and their emotional behavioral problems and mental strength using Strength and Difficulties Questionnaire (SDQ), before and after the train-ing. SPSS was used for the statistical analysis. The average age of the subjects was 14.48 + 1.21 years old. There were significant differences on the self-esteem and mental strength aspects of the subjects before and after intervention. Score on low self-esteem was improved (p=0.005), negative self perception also became better (p<0.001), and prosocial behavior was increased (p=0.001). There were also decreasing difficulties and emotional behavioral problem score after intervention, and other aspects of self esteem such as instability and self consciousness. Life skills training has several positive effects in improving mental strength and self-image and decreasing emotional and behavioral problems of adolescents post disaster."

"AbstrakThis research and community engagement investigates an ancient Balinese ritual known as Sang Hyang Dedari. Thedance is interrelated to an agricultural aspect of the traditional Balinese living. As the Balinese struggle tomaintain their values from the constant threat of modernization andindustrialization, this dance reveals the powerful impact of creating anawareness of socio ecological equilibrium. The effort made by the villagers ofGeriana Kauh, Karangasem, displays how local community rebuilds its environmentbased on their traditional ecological value. Analyzing Sang Hyang Dedaridance through phenomenological approach, thus, it can be discovered how theritual sustains the social relations. The bodies of the dancers are the centerof an elaborate nexus between people, nature and god. To understand how thedualism of sacred and profane bodies, this research utilizes the body theory byMaurice Merleau-Ponty. The importance of phenomenology as a theory relates tothe understanding on how the ritual works as an event in its totality.Understanding the unity between the presence of the divine, nature and human.The output of this research and community engagement is a museum built incooperation between University of Indonesia with the villagers of Geriana Kauh,Karangasem. As the performance and knowledge about Sang Hyang Dedari appearedto be scarce, this museum is a form of collaboration to retrace the history ofSang Hyang Dedari ritual, in an attempt to conserve the ancient knowledge. "

"AbstrakNowadays the green open spaces are becoming more difficult to find,especially in urban areas. Malls and other physical buildings tend to dominatepublic options for recreation. Thispaper describes the community engagement program in developing community parkin Bogor Regency that has been done within July-December 2016, which wasinitiated by American Red Cross in Indonesia. Implemented together withIndonesian Red Cross and Universitas Indonesia, the program highlighted thenecessity of community park revitalization as nature-based infrastructure thatalso functioned as refugee point when disaster occurs. The Charrette was usedas the method to collect information from the community and to make surebottom-up approach was applied. This way, the community park can be revitalizedbased on the needs of thecommunity. This paper accesses the process of green open spaces revitalizationin the 4 selected locations in Bogor Regency. It observes the sustainabilitypotentials based on the preconditions in each locations. In general, theprocesses show that community engagement in terms of enthusiasm, willingness tocontribute voluntary and financial capital highly influence the sustainabilityof the green open space. Based on the assessment, one of the four green openspaces hold the highest sustainability potential."

"AbstrakThis paper is aimed at presenting an implemented community engagement of the University of San Carlos School of Education with the communities of Agusan del Sur, Philipines, in close partnership with the Justice Peace and Integrity of Creation IDC, (JPIC-IDC) Incorporated of Agusan del Sur as a response to a felt need in the early childhood education program of the province. In 2004, JPIC pooled together concerted resources from provincial and local government units, non-government organization and academe to create and develop a cul ture based curriculum guide for early childhood education that is appropriate and responsive to the needs of indigenous groups in Agusan del Sur, Southern Philippines. To address these needs, an ethnographic commu-nity engagement framework was utilized and initiated by JPIC IDC team and the University Of San Carlos School Of Education. The community engagement framework facilitated the partnership of Agusan del Sur government leaders, a non government organization in Germany, community cultural masters, Day Care Teachers and the University of San Carlos School of Education to create a developmentally appropriate and culture-based cur-riculum for Day Care with a supporting handbook for mother teachers in early childhood education. As a result of this framework, children drop out decreased from 80% to 10% while parent community involvement in creased from 30% to 90% in 2009 (JPIC-IDC, 2007). Ongoing teacher trainings and community orientations on the culture-based curriculum have been extended to 42 additional communities in 2012-2018 from 35 com-munities in 2007 upon request from the provincial governor. Two editions of a culture-based handbook have been published and a third edition is currently prepared for District 2 communities with guided participation by Day Care teachers as co-authors. This community engagement framework, initiated by the Justice Peace and Integrity of Creation of Agusan del Sur Philippines involving all stakeholders from the provincial leaders to the recipients of early childhood education, serves as a model to community extension service programs (CES) of schools and universities as well as to curriculum practitioners and administrators. Three principles involved in this particular community engagement concretely demonstrate that program sustainability is a product of partnership, sensitivity to culture and context and relevance tocommunity need"