Bagaimana menjalankan riset dengan pendekatan FPR ?

1. Farmer Participatory
Research (FPR)

2. Rajasekaran, B. 1993. A framework for incorporating
indigenous knowledge systems into agricultural research,
extension, and NGOs for sustainable agricultural development.
Sikap ilmuwan terhadap petani biasanya:
1. Memandang rendah (underperceiving) hasil penelitian petani
( farmers' experiments)
2. Pengalaman petani tidak dianggap sebagai sumber inovasi
3. Dalam kegiatan pertemuan peneliti-penyuluh, inovasi petani
tidak menjadi objek riset
4. Berbagai teknologi petani tidak digunakan
5. “Knowledge is generated in universities, laboratories, and
research stations, and then transferred packaged for
adoption. The approach is centralized, standardized, and
simple.
6. Cirinya adalah: reductionist research, high input packages,
and top-down extension
7. Pengetahuan petani (indigenous knowledge) disebut
sebagai `primitive', `unproductive' and `irrelevant'

3. Penyebab adalah karena pengetahuan
petani:
(1) oral in nature;
(2) not formally recorded and documented;
(3) Each individual possesses only a part of
the community's indigenous knowledge
systems;
(4) indigenous knowledge systems may be
implicit within local people's practices,
actions, and reactions, rather than a
conscious resource

4. Untuk mengintegrasikan indigenous knowledge
systems dalam pengkajian dan penyuluhan
dibutuhkan:
1. strengthening the capacities of regional research and
extension organizations;
2. building upon local people's knowledge that are acquired
through various processes such as farmer-to-farmer
communication, and farmer experimentation;
3. identifying the need for extension scientist/ social scientist in
an interdisciplinary regional research team;
4. formation of a sustainable technology development
consortium to bring farmers, researchers, NGOs, and
extension workers together well ahead of the process of
technology development;
5. generating technological options rather than fixed
technical packages
6. working with the existing organization and management of
research and public sector extension;

5. Lanjutan:
7. bringing research-extension-farmer together
at all stages is practically difficult considering
the existing bureaucracies and spatial as well as
academic distances among the personnel
belonging to these organizations. …..
validating farmer experiments;
8. outlining areas that research and extension
organizations need to concentrate on during
the process of working with farmers.
9. understanding that it is impractical to depend
entirely on research stations for innovations
considering the inadequate human resource
capacity of the regional research system.

6. Farmer Participatory
Research (FPR) :
Christine Okali, James Sumberg, John Farrington. Farmer
Participatory Research: Rhetoric and reality
Suatu pendekatan dengan melibatkan dan mendorong petani
dalam penelitian di lahan mereka sendiri, sehingga mereka
dapat belajar, mengadopsi dan menyebarkannya ke petani
lain. Peneliti sebagai fasilitator, peneliti dan petai bekerja
secara erat mulai dari desain awal, sampai ke pengumpulan
datam analisis, menarik kesimpulan, dan tindak lanjutnya
(follow-up actions).
Keuntungannya, petani dapat “learn by doing” dan membuat
keputusan berbasiskan pengalaman sendiri
To shape learning, interpretations of experience must provide
information about what happened, why it happened and
whether what happened was satisfactory or
unsatisfactory.
Informasi, teknologi, dan konsep lebih mudah
dikomunikasikan.

7. Langkah-langkah FPR (Escalada and
Heong, 1997) :
1. Planning meeting: peneliti, penyuluh, tokoh
formal, 10-25 petani, membicarakan masalah dan
objek untuk riset
2. Laying out the experiment, untuk menyusun
experiment plot.
3. Support materials
4. Monitoring, sebelumnya lakukan pra-FPR
mengumpulkan data farmers’ practices
(produktivitas, teknik budidaya, penggunaan input,
pengetahuan petani, dll)
5. Farmer experience sharing workshop
6. Farmer-to-farmer spread
7. Upscaling, melalui media massa

8. Checklist dalam berdiskusi
dengan petani:
Level of historical
intervention:
Who
Since when
What issues
Selection of trial
farmers:
Who selects
Why selected
Modes of participation:
•Identification of constraints and
opportunities
•Who identifies subject matter for
investigation
•How were these identified – instruments
used
•Identification of ideas/options
•Trial design
•Who identifies technology options to be
tested
•How are priorities set
•Who determines type of trial and choice
of treatments
•Who designs trials

9. Lanjutan:
Testing/adapting options:
Trial management
Who decides on level of inputs
(quantity applied, when, how)
Can farmer change decisions on
inputs (consult? who?)
Who supplies inputs
Data collection and analysis:
Who collects data
Types of data collected,
variables monitored
Who analyzes data
How are results evaluated
How are data interpreted
How are results disseminated
How is information shared, with
whom
Intensity of interaction:
•Mode of interaction – researchers,
technicians, extension, farmer
•Frequency of interaction
•Involvement with on-station and on-
farm experimentation
•Farmer knowledge and perceptions
•Knowledge about objectives of trials
•Perception of treatments
•Establish trials on their own
(understanding the research process)
•Farmer experimentation
•What experiments conducted
•Motivation for conducting experiments
•Monitor farmer experimentation
•Mechanism for feedback

10. Proses
pengkajian
Peneliti
saja
Peneliti,
petani
pasif
Kerjasama
sejajar
peneliti
dan petani
Petani,
dengan
melibatk
an
peneliti
Petani
saja
Penentuan
masalah
5 3 3 2 0
Identify
opportunities
5 4 3 1 0
Menyusun prioritas 5 4 3 1 0
Mengidentifikasi
pilihan
5 4 3 2 0
Rencana (how,
where, who, with
what)
5 4 3 2 0
Melakukan
eksperimen
5 4 3 2 0
Menilai hasil
(assessing results)
5 4 3 2 0
Tipe kerjasama penelitian peneliti-petani:
(derajat keterlibatan peneliti 5=tinggi s/d 1=rendah)

11. Participatory On-station Research (POSR):
Dilakukan di laboratorium dan kebun penelitian
Alasannya karena tidak memadai jika petani hanya terlibat dalam
identifikasi masalah dan hanya recording of indigenous knowledge
systems.
is a two-way flow that both takes scientists to farmers' fields and
brings farmers to research stations
involving "research minded" farmers while conducting on-station
research
….farmer-scientist interaction should help both groups learn.
…… more interaction should improve each other's experiments
Peneliti paham tentang faktor biologis, sedangkan petani faham
tentang management of ecological, technological, and
organizational factors related to food production under specific
local conditions
Ada dua komponen, yaitu :
(1) Developing new research station technologies based on
indigenous knowledge systems
(2) Integrating indigenous knowledge systems and existing
research station technologies

12. On-farm Farmer-oriented Research
(OFFOR):Dilakukan di lahan petani
basisnya adalah partisipasi
tujuannya memvalidasi temuan dalam kegiatan POSR.
peran utama peneliti adalah menyesuaikan teknologi dari lab
dengan kondisi petani,
harus bekerjasama dengan “ahli penyuluhan” (extension scientists).
pengetahuan petani sebagai basis
dapat dijalankan pada banyak tempat dengan beragam kondisi
menjadi feedback untuk peneliti
Hal yang perlu dipertimbangkan :
Manajemen serahkan ke petani, jika memungkinkan
Penilaian petani (farmer assessment) merupakan komponen
penting dalam keseluruhan analisis
Farmer control is particularly important for site selection, plot sizes,
seed rate, planting patterns, and timing of agronomic operations;
Exploration and demonstration activities are required to stimulate
awareness and interest in technological options.

13. Peta “AEZ Sosial”:
“AEZ sosial” berupa social mapping (pemetaan
komunitas):
Tujuan:
1. Menggambarkan kondisi dan masalah masyarakat secara
sistematik
2. Memahami potensi sumber daya dan modal sosial
komunitas
3. Memahami stakeholder yang berpotensi untuk diajak
bekerjasama atau menghambat program
4. Memahami jaringan sosial
5. Mengidentifikasi kebutuhan dan akar permasalahan di
komunitas
6. Sebagai bahan untuk menyusun perencanaan community
development
7. Mengetahui kelompok masyarakat mana yang akan
memperoleh manfaat dari program dan tidak

14. Materi yang dipetakan:
demografi, sosial, ekonomi, budaya, geografi,
potensi, masalah
kebiasaan, adat istiadat, nilai-nilai, norma,
tokoh-tokoh kunci , kepemimpinan,
pekerjaan, keterampilan dan pengalaman,
pendapatan penduduk
tentang agraria (status penguasaan, luas
penguasaan, dll)
Infrastruktur (akses pada air bersih, kesehatan, dll)
Metode pembuatan peta:
Data primer dan sekunder
Data kuantitatif dan kualitatif
model rangking per wilayah (mis rangking
kesejahteraan)
gambar dua dimensi wilayah

15. Mengapa perlu social mapping?
1. Agar paham karakeristik masyarakat
yang akan dibina
2. Tahu potensi dan masalah
masyarakat sasaran
3. Mengetahui kebutuhan masyarakat
4. Sebagai dasar penentuan program
agar tepat guna

16. Langkah-langkah melakukan social
mapping:
Step 1: Select Local Analysts.
Identifikasi pihak yang akan diwawancara dan kelompok-kelompok
yang akan diajak diskusi
Step 2: Provide Introductions and Explanations
Step 3: Produce a Social Map
decide what type of area (desa, kecamatan, atau desa pinggir
hutan, dll)
outline or boundary of the map.
identify and draw on the map other institutions and landmarks
(religious buildings, schools, health centers, traditional healers,
places where people frequently meet, community centers, and other
public and business buildings.
services or facilities (irrigation, electricity, water, gas, telephone, dll)
all houses in the community, bedakan atas berbagai kriteria etnis,
female headed-households, and large households)
eople with special functions
Lokasi toko dan bisnis kecil,
Rumah tangga yang lebih kosmopolit

17. Step 4: Analyze a Social Map
semi-structured interviews dengan key questions might
include :
boundaries of the community with regard to social
interaction and social services?
social structures and organization
public buildings
community centers
Religious
ethnic groups
Rumah dan pemukiman
Penguasaan lahan
Rumah tangga imigran
access ke infrastruktur ekonomi, pendidikan, politik, dll
Step 5: Conclude the Activity
Ask the analysts to reflect on the advantages,
disadvantages, and the analytical potential of the tool.

18. Analisa Leverage Point Modeling:
= “ … are typically expressed through differential
equations that reflect analysis based on System
Dynamics, focusing on how important variables of
a system interact to produce behavior of a system
over time”.
Variabel pentingnya adalah: mission capability, cost,
and other system variables.
Ada 3 elemen System Dynamics:
1. to explain why a system changes over time as
opposed to why a system is in a particular state at a
point in time.
2. takes a broad view of the factors that cause
changes ….
3. shows reciprocal feedback relationships between 18

19. Determining Leverage:
1. Yang signifikansinya kuat
2. Yang terbukti menjadi faktor yang
paling lama menjadi kendala
3. Yang dalam konteks struktur, adalah
yang baik fisik dan informasi, saling
terkoneksi (interconnections) dengan
yang lain dan kuat memperngaruhi
perilaku.
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