RCE Yogyakarta - 2023


Yogyakarta Yogyakarta
Application of Participatory Video-Based Education Methods (PV) and Freeware to improve the quality of learning in elementary schools
Basic Information
Title of project : 
Application of Participatory Video-Based Education Methods (PV) and Freeware to improve the quality of learning in elementary schools
Submitting RCE: 
RCE Yogyakarta
Contributing organization(s) : 
Public Elementery School 2 of Gadingharjo Yogyakarta, Public Elementery School of Panggang Yogyakarta, Junior High School 15 Yogyakarta, Senior High School 2 Yogyakarta, Yogyakarta Youth and Sports Education Office Yogyakarta
Focal point(s) and affiliation(s)
Nanung Agus Fitriyanto.,S.Pt.,M.Sc.,Ph.D.
Organizational Affiliation: 
RCE Yogyakarta - Universitas Gadjah Mada
Lisna Hidayati.,S.Si.,M.Biotech.
Organizational Affiliation: 
Faculty of Biology UGM - Universitas Gadjah Mada
Zuliyati Rohmah.,S.Si.,M.Si.,Ph.D.
Organizational Affiliation: 
Faculty of Biology UGM - Universitas Gadjah Mada
Format of project: 
manuscript, powerpoint, audiovisual
Language of project: 
Indonesia and English
Date of submission:
Tridarma of Higher Education
At what level is the policy operating?: 
Geographical & Education Information
Address of focal point institution for project: 
Directorate Community for Services, Jl. Persatuan Blok G7 Bulaksumur Sleman Yogyakarta 55281
Socioeconomic and environmental characteristics of the area : 
The Covid-19 pandemic is a challenge for all countries in the world, including Indonesia, in all aspects of life, for example in the field of education. This condition has caused the Indonesian government to implement a social distancing policy, or physical distancing (maintaining physical distance) to minimize the spread of Covid-19. So, this policy is attempted to slow down the rate of spread of the Corona virus in society. The Ministry of Education and Culture (Kemdikbud) responded with a study from home policy, through online learning and followed by the abolition of the National Examination in 2021.
Furthermore, the implementation of the physical distancing policy is the basis for implementing learning from home, with the sudden use of information technology, which often surprises and confuses educators, parents and students. The use of information technology has indeed been implemented in recent years in the education system in Indonesia. However, full online learning that took place during the Covid-19 pandemic, became a challenge for the success of education in almost all fronts, from the regency/city, province, and national level in Indonesia. However, Indonesia is not alone in finding solutions for students to keep learning and fulfilling their right to education. As of April 1 2020, UNESCO recorded at least 1.5 billion school-age children affected by Covid 19 in 188 countries including 60 million of them in Indonesia, and Yogyakarta in particular.
In Yogyakarta, elementary school-age children have their own challenges, obstacles and difficulties in implementing Home Study or BDR. Moreover, for parents who have to work, so that no one's child accompanies the BDR. In addition, device facilities and internet networks are also obstacles in participating in BDR. Children also get bored quickly and feel unenjoyed because they are only dealing with gadgets, unable to meet friends and teachers face to face. Thus, many students are reluctant to participate in BDR and choose to play with friends around the house, play games, watch videos on Youtube or other social media such as Tiktok, Facebook and Instagram. The viral impact is that children have high visual abilities, for example becoming adept at imitating speech or movements from videos. They had more fun and chose to watch the videos and then distribute them to their friends' parks rather than following BDR. Children also become adept at recording events or events they encounter and have the desire to upload them on Youtube. Furthermore, they will feel proud when other friends subscribe and like the content they upload.
We see this situation as a positive opportunity in developing fun educational methods for students, namely Participatory Video (VP) and the use of freeware that is already available on the device. Participatory Video is a series of techniques for involving groups in recording and disseminating information. This video can be uploaded to freeware such as the Google site and can be viewed at any time. This is also expected to overcome the limitations of devices and internet networks in accessing information. Kids can borrow their parents' devices when their parents are home to access VP via freeware. They can also upload self-study videos in the freeware at any time.
Description of sustainable development challenge(s) in the area the project addresses: 
Since the Covid-19 pandemic, the education sector in various countries including Indonesia has been faced with a challenge. To slow the spread of the corona virus in society, the Ministry of Education and Culture responded with an online learning policy. The sudden change left educators, parents, and students confused. The challenges and obstacles faced in learning from home activities are that children spend more time playing games and accessing various social media. Children find Learning at Home (BDR) activities boring and unpleasant. However, children's enjoyment of using devices can be seen as a positive opportunity to develop more fun educational methods. Participatory videos involve groups recording and delivering learning materials that can be uploaded through freeware such as Google Sites and Google Classroom. The four partner schools that joined in this activity were teachers from SD N 2 Gadingharjo, SD N Panggang, SMP N 15 Yogyakarta, and SMA N 2 Yogyakarta. The results obtained in this activity are in the form of Participatory Videos from partner school teachers. The content raised in the participatory video is strengthening sustainable development goals (SDGs) through the subjects taught by each teacher.
August, 2022 to December, 2022
Gadjah Mada University as one of the higher education institutions in Indonesia is also committed to supporting the achievement of SDGs. As a university of struggle and democracy, UGM pays very strong attention to exploring, collecting, developing, disseminating and sharing science and technology which
directly benefit the progress of the Indonesian nation and the welfare of its people in order to achieve the SDGs. As a tertiary institution, UGM seeks to participate in educating the nation's life and realizing community welfare by applying the principles of Education for Sustainable Development.
As a commitment to achieving SDGs which is the national development target, UGM has an SDGs Center that has been recognized by the Ministry of National Development Planning/BAPPENAS. Through the SDGs Center, UGM plays a role in demonstrating how to support, adopt and implement SDGs. Through the Tridarma of Higher Education, namely research, education, and community service, it is hoped that the SDGs Center can contribute directly to efforts to achieve SDGs in Indonesia. Universities play a very important role in achieving the SDGs so they must be able to become centers of excellence in the scientific field according to their core competencies, be able to integrate the pillars of the SDGs in the education/teaching process, and be able to become partners with the central and regional governments and other stakeholders in monitoring and evaluating the implementation of the SDGs.
The SDGs have 17 goals, 169 targets and 232 indicators that apply from 2016 to 2030. The SGDs carry 5 fundamental principles namely, People (humans), Planet (earth), Prosperity (prosperity), Peace (peace), and Partnership ( cooperation) or often referred to as the 5P principle. These principles cover all of the SDGs goals and indicators which are inseparable, interconnected and integrated with one another in order to achieve a better quality of life.
Therefore, through the UGM PKM program, we plan to make efforts to accelerate the achievement of SGDs by strengthening the capacity of Elementary and Middle School Teachers in the Special Region of Yogyakarta (DIY) to be able to convey and manage teaching and learning practices that contain effective continuing education in the classroom for effective learning. better by utilizing ICT and Participatory Video.
1.Socialize the concept of Education for Sustainable Development (ESD) and the vital role of education in realizing
Sustainable Development Goals (SDGs) through Design of Learning Programs
2. Increase the capacity of teachers as educators for primary and secondary school students to develop innovative learning
methods in achieving ESD by utilizing Information and Communication Technology
3. Increasing the use of Information and Communication Technology as a more effective and efficient learning media
4. Improving the quality of learning with Participatory Video
5. As a means of sharing experiences and dialogue between experts and teachers regarding the implementation of sustainable
development in learning methods in schools.
Activities and/or practices employed: 
1. Preparation of training programs
2. Preparation of training modules
3. Preparation of training materials
4. Making google classroom
5. Uploading training materials on google classroom
6. Coordination with the PIC of SD teachers
7. Training exposure program to school principals, curriculum teams and elementary school teachers
8. Implementation of training
9. Discussion and input of training results
10. Application of training results to students
11. Evaluation
12. Publication
Size of academic audience: 
150 Teachers
Integration of the use of IT in learning by precipitating understanding and application of activities that contain the spirit of SDGs aspirations according to each teacher's field of knowledge
Key messages: 
Gadjah Mada University as one of the higher education institutions in Indonesia is also committed to supporting the achievement of SDGs. As a university of struggle and democracy, UGM pays very strong attention to exploring, collecting, developing, disseminating and sharing science and technology which
directly benefit the progress of the Indonesian nation and the welfare of its people in order to achieve the SDGs
Universitas Gadjah Mada


File Name Caption for picture Photo Credit
Image icon IMG_20220808_133319.jpg (2.28 MB) Teacher Training Pict 1 RCE Yogyakarta
Image icon IMG_20220808_125654.jpg (2.31 MB) Teacher Training Pict 2 RCE Yogyakarta
UN Sustainable Development Goals (SDGs)
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 1 - End poverty in all its forms everywhere 
SDG 2 - End hunger, achieve food security and improved nutrition, and promote sustainable agriculture 
SDG 3 - Ensure healthy lives and promote wellbeing for all at all ages 
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 
SDG 5 - Achieve gender equality and empower all women and girls 
SDG 6 - Ensure availability and sustainable management of water and sanitation for all 
SDG 7 - Ensure access to affordable, reliable, sustainable and modern energy for all 
SDG 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all 
SDG 9 - Build resilient infrastructure, promote inclusive and sustainable industrialisation, and foster innovation 
SDG 10 - Reduce inequality within and among countries 
SDG 11 - Make cities and human settlements inclusive, safe, resilient and sustainable 
SDG 12 - Ensure sustainable consumption and production patterns 
SDG 13 - Take urgent action to combat climate change and its impacts 
SDG 14 - Conserve and sustainably use the oceans, seas and marine resources for sustainable development 
SDG 15 - Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification and halt and reverse land degradation, and halt biodiversity loss 
SDG 16 - Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 
SDG 17 - Strengthen the means of implementation and revitalise the global partnership for sustainable development 
Curriculum Development 
ESD for 2030-Priority Action Areas
Priority Action Area 3 - Developing capacities of educators and trainers 
I acknowledge the above: