KEBIJAKAN KKN UGM DI LUAR JAWA 1990-1997
Kuliah Kerja Nyata (KKN) is a programme which established as the realization of Universities Tridharma, that included by Education, Research, and Service. Universitas Gadjah Mada (Yogyakarta) jointly with Hasanuddin University (Makassar) and Andalas University (Padang) was accomplished of KKN progra...
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| Main Authors: | , |
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| Format: | Theses and Dissertations NonPeerReviewed |
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[Yogyakarta] : Universitas Gadjah Mada
2014
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| Online Access: | https://repository.ugm.ac.id/129078/ http://etd.ugm.ac.id/index.php?mod=penelitian_detail&sub=PenelitianDetail&act=view&typ=html&buku_id=69456 |
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| Institution: | Universitas Gadjah Mada |
| Summary: | Kuliah Kerja Nyata (KKN) is a programme which established as the realization of Universities Tridharma, that included by Education, Research, and Service. Universitas Gadjah Mada (Yogyakarta) jointly with Hasanuddin University (Makassar) and Andalas University (Padang) was accomplished of KKN programme since 1971. The legal basic of they used was based on the Basic Policies for Development of Higher Education in 1967. In addition, the thought that base on KKN programme being derived from student experiences during of PTM revolution in 1951-1962 and some service programmes of society, such as BIMAS and TKS BUTSI by government.
Since 1990, Universitas Gadjah Mada has begun expanded of KKN programme as far as in outside Java, such as Sumatera and Kalimantan. The factors that encouraged this policy were due to stagnation of workspace of KKN Universitas Gadjah Mada, the status of Universitas Gadjah Mada as national university and university supervisor of KKN. In addition, the support of Universitas Gadjah Mada alumni (KAGAMA) networks in Indonesia was also support this programme.
In the implementation of KKN UGM programme in outside Java, such as in Lampung Utara (1990), Hulu Sungai Selatan (1993), Tanah Laut (1996) and Palembang (1997) was found different model of implementation and programme. This condition has appropriate with socio-cultural and potency of society in their regions. Meanwhile, the student as activator must be faced with socio-cultural differences and local customs |
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