In the heart of Indonesia’s apple farming regions, a silent crisis is unfolding. In Tutur-Pasuruan, the once-thriving orchards have dwindled to a mere 20-30% of their former abundance. Yet, amidst this decline, a beacon of hope emerges from an unexpected source: the farmers themselves. A recent study published in the ‘Journal of Global Innovations in Agricultural Sciences’ (or ‘Jurnal Inovasi Global dalam Ilmu Pertanian’ in English) sheds light on how these farmers are learning, adapting, and striving to sustain their livelihoods.
The research, led by Suryaman Sule, delves into the social learning processes of apple farmers, exploring how their knowledge and practices contribute to agricultural sustainability. The study, which employed a transcendental phenomenological approach, involved in-depth interviews, observations, and documentation with 19 farmers. The findings reveal a rich tapestry of learning methods, with experiential and digital approaches taking the lead.
“Farmers are not just passive recipients of knowledge,” Sule explains. “They are active learners, constantly experimenting and adapting their practices based on their experiences and the information they gather from various sources.” This experiential learning, accounting for 15.14% of the learning methods identified, is complemented by digital learning (12.12%), highlighting the farmers’ adaptability in the face of technological advancements.
The study identified over 60 areas where farmers acquire knowledge, grouped into nine categories. These range from farm management and cultivation techniques to soil health and pest control. The learning outcomes of these farmers contribute significantly to four sustainability dimensions: social and innovation (26.5%), and economic and environmental (23.5%).
The implications of this research are profound. By understanding the social learning processes of farmers, we can develop more effective strategies for sustainable agriculture. As Sule puts it, “Sustainability rests on a reflective and experiential collective learning system.” This means that policies and interventions should not only focus on providing information but also on fostering environments where farmers can learn from each other and from their experiences.
Looking ahead, the study recommends further research on integrating local knowledge with digital technology. This could open up new avenues for innovation, such as digital platforms that connect farmers, share knowledge, and provide real-time advice. Additionally, policy design that supports the documentation and replication of farmer learning systems could greatly enhance agricultural sustainability.
For the energy sector, this research underscores the importance of understanding and supporting the learning processes of those on the front lines of agricultural production. As the world grapples with the challenges of climate change and food security, the insights from this study could inform the development of more sustainable and resilient agricultural systems. By empowering farmers with the knowledge and tools they need, we can pave the way for a more sustainable future.
In the words of Suryaman Sule, “The farmers are the experts of their own fields. By listening to them and understanding their learning processes, we can unlock the potential for truly sustainable agriculture.” This research is a testament to that potential and a call to action for all stakeholders in the agricultural sector.