Factors Affecting the Increasing of Agricultural Extension

Professionalism in Batubara Regency, Indonesia

Nurliana Haharap

, Ameilia Zuliyanti Siregar

and Kennedy

College of Agriculture Extension Medan (STPP Medan), Jl. Binjai Km 10 Medan, Sumatera Utara

Department of Agrotechnology, Universitas Sumatera Utara, Jl. Dr A.Sofyan No 3 Medan, 20155, Sumatera Utara

Keywords: Factors, Professionalism, Extension, Agricultural, Batubara

Abstract: This research was conducted in Batu Bara Regency on March 10 to May 16 2015 purposively with an area

of paddy fields reaching ± 19 thousand Ha, productivity of 5.2 tons / Ha. The collected data research will

done using by distributing questionnaires, tests, structured interviews. The result calculated of agricultural

extension workers with a Bachelor of Education background of 15 people (48%) and SPP/ SMK 14 people

(45%), while the Diploma is 2 people (7%). Then the age distribution of extension respondents was

dominated by extension workers aged between 36-40 years (35%) and 30-35 years old (32%), then each age

between 41-45 years (13%), aged between 46 -50 and aged between 51-55 years each of 3 people (10%).

The most dominant tenure tenure is 45% with tenure ranging from 6-10 years, then each extension period

between 1-5 years is 11 people (36%), tenure between 16- 20 years as many as 2 people (6%), the service

period between 21-25 years is 3 people (10%) and the service period between 26-30 years is one person

(3%). The most dominant respondent income level is 2-3 million as many as 19 people (61%), then each

level of income between 1-2 million instructors is 5 people (16%), the income level of the instructor

between 3- 4 million as many as 2 people (7%) and income levels of instructors between 4-5 million as

many as 5 people (16%). The income earned by an instructor will influence in meeting the needs of his life

and his family. It is expected that reliable extension workers supported by technical competence, ethics and

moral commitment as well as deep responsibility for their work can be realized in the future.

1 INTRODUCTION

The development of agricultural extension is

currently dominated by Field Agricultural Extension

Officers from the Government and Private

Agricultural Extension which are aggressively

distributed by the producer of production facilities.

Although there are nuances of business in carrying

out their duties, these private extension agents

contribute greatly to the application of technology to

farmers. This Private Agricultural Extension is

considered to be more professional in carrying out

its duties because it is burdened with measurable and

clear targets and if it cannot perform its duties

properly it will be automatically displaced by other

instructors who are considered more professional.

The private extension work mechanism has not been

implemented by extension officers who are civil

servants (PNS) or THL-TBPP extension officers.

Agricultural extension agents currently available,

related to the internal conditions of extension

workers still do not have sufficient knowledge,

attitudes and skills, where there are still limited

skills and skills possessed by extension workers.

Imagine that most of the extension workers are

graduates of SPMA or equivalent education and they

are now working for decades and most of the age of

instructors are willing to enter retirement which will

have an impact on the number of extension workers,

while technology continues to grow along with the

increasing needs and quality of life.

There is still a lack of adequate facilities in

supporting his career duties, especially in field

mobilization and obtaining opportunities in

capturing information quickly, the low linkage of

counseling with aspects of assessment, so that

extension workers cannot freely develop themselves

towards professionalism as qualified instructors.

Haharap, N., Siregar, A. and Kennedy, .

Factors Affecting the Increasing of Agricultural Extension Professionalism in Batubara Regency, Indonesia.

DOI: 10.5220/0009495303550361

In Proceedings of the 1st Unimed International Conference on Economics Education and Social Science (UNICEES 2018), pages 355-361

ISBN: 978-989-758-432-9

355

Associated with extension agents as agents of

change in carrying out their duties in the field often

collide with the attitude of the community towards

the innovations delivered. Some communities

welcome a change by actively knowing and learning

innovation and up to the stage of adoption of

innovations delivered, but there are also those who

oppose changes made by extension agents.

Based on Programme BKP3 in Batu Bara

Regency The condition of agricultural extension

workers in Batu Bara District at this time the number

of agricultural extension workers was 103 people,

consisting of 49 PNS extension workers and THL-

TBPP extension workers 54 people with 151

villages/states assisted extension agents. with the

village/states, the WKPP extension workers have

built up to two villages. Since the enactment of the

certification of extensionists in 2010 to make

extension workers as professionals who have

Indonesian national work competency standards

(SKKNI) extension workers in Batu Bara District

until now only two people have followed.

Furthermore, since 2012 as many as 12 people have

attended the official education of the Ministry of

Agriculture's Medan STPP to make extension

workers who have qualified technicians and

analysts, equivalent to level 6 in the Indonesian

National Qualification Framework (KKNI). Based

on the information obtained by extension workers

who have participated in skilled basic training as

much as ± 8 people and basic expert training ± 2

people. While for education and training programs,

it was felt that the programs of BKP3 Batu Bara

Regency were still lacking and from other parties,

resulting in weak levels of competency and capacity

of extension agents related to their level of

professionalism.

In addition to the problems of planning,

institutions, manpower, programs, management and

financing that are constraints for field instructors and

the demands to provide quality services that are only

obtained from the prime performance process as a

symbol of instructor professionalism, the internal

factors of agricultural extension agents also have a

very direct influence on professionalism of

instructors which is manifested by personality and

ability in dizziness increase in competence, included

of availabilty of instructor. Therefore it is necessary

to examine the influence of the internal factors of

agricultural extension agents to increase the

professionalism of extension agents in the Batu Bara

Regency of North Sumatra Province.

Benefit of research such as:

1. Taking into account the various problems that

exist, the main purpose of this study is to

determine the influence of the instructor's

internal factors on improving the

professionalism of the Agriculture Extension

and specifically the objectives of this study are:

2. To find out the influence of the education level

of instructors on improving the professionalism

of extension workers?

3. To find out the influence of the age, level of

income, the number of extension workers of the

instructor on improving the professionalism of

the instructor?

Hypothesis

Based on the formulation of the problem there is a

hypothesis that is:

H0: There is no influence of the internal factors

of instructors (education (X1), age (X2), experience

(X3), income (X4) and the number of dependents

(X5)} on the improvement of professionalism of the

instructor (Y).

H1: There is an influence of the internal factors

of the instructor (education (X1), age (X2),

experience (X3), income (X4) and the number of

dependents (X5)} on the improvement of

professionalism of the instructor (Y).

2 METHODS

Location and Time of Research

The assessment was carried out in Batu Bara

Regency on March 10 to May 16, 2015. Batu Bara

Regency was a potential area for increasing food

production, especially rice with an area of paddy

fields reaching ± 19 thousand Ha with a productivity

of 5,2 tons/ha, so that reliable extension workers are

needed which are supported by technical

competence, ethics and moral commitment as well

as deep responsibility for their work.

Type of Assessment

This type of assessment is quantitative assessment

with survey methods, where the type of problem

formulation is causal associative. According to

(Sugiyono, 2008) explains that quantitative survey

assessment is a method used to obtain data from

locations that have been determined (not artificial)

but researchers do treatment in data collection by

distributing questionnaires, tests, structured

interviews. Clause associative is a causal

relationship, namely the independent variable (X)

affects the dependent variable (Y).

Operational Limitation

Education (X1) is that the education achieved by

extension agents in formal education institutions

based on the latest diploma possessed and the effect

UNICEES 2018 - Unimed International Conference on Economics Education and Social Science

356

on professional work productivity is measured using

an ordinal scale on four scales with criteria strongly

agree, agree, disagree and strongly disagree.

Age (X2), that is the age of the instructor at the

time the assessment is stated in years and the effect

on professional work productivity is measured using

an ordinal scale on four scales with the critics

strongly agree, agree, disagree and strongly disagree.

Experience (X3), that is the length of the

instructor working up to the present, expressed in

years and the effect on professional work

productivity is measured using an ordinal scale on

four scales with the critics strongly agree, agree,

disagree and strongly disagree.

Revenue (X4), namely compensation received

for one month and its effect on professional work

productivity is measured using an ordinal scale on

four scales with criteria strongly agree, agree,

disagree and strongly disagree.

The number of dependents (X5), namely the

number of family members who are the

responsibility of the instructor at this time and their

influence on the productivity of professional work,

are measured using an ordinal scale on four scales

with very agree, agree, disagree and strongly

disagree.

Professionalism as an individual who works in

accordance with moral and ethical standards that are

determined by employment as an agricultural

extension agent. Requirements that must be

possessed by a professional instructor, include:

Variable measurement is arranged to facilitate

assessment to compile questionnaire instruments

from each study variable. Measurement of variables,

indicators, criteria and scores is presented in Table

Table 1: Variable Measurement, Indicators, Criteria

and Scores

Variabel

Indicator

Criteria

Score

Education

(X1)

Formal

education

based on the

last diploma

DIII

SLTA

Age (X2)

The age of the

instructor at

the time of the

assessment

30 – 35 year

old

36 – 41 year

old

42 – 47 year

old

48 – 52 year

old

Experiences

(X3)

The duration

of the

extension

agent is

functional

22 – 27 year

old

15 – 21year

old

8 – 14 year

old

1 – 7 year old

Salary (X4)

Compensation

received by

the instructor

for 1 month

>4 juta million

3 juta – 4

million

2 juta- 3

million

<2 million

The number

of dependents

(X5)

The burden of

the number of

family

dependents

Total 0-1

Total 2

Total 3

Total >4

a. Institutional

understandi

ng of

counseling

Function

Very

understanding

Understand

Don’t

inderstand

Very not

understood

b. Technology

Apserpsion

Technical

suitability

Economic

suitability

Social-cultural

suitability

Very suitable

Corresponding

It is not in

accordance

Very

inppropriate

c. Ability to

explain

program

objectives

Benefits of

program

objectives

How to

achieve

program goals

Relationship

of program

objectives

Skills to

convey

program

objectives

Very capable

Able

Unable

Very unable

d. Ability to

organized

Organization

function

Organization

principal

Organization

techniquen

Integration

with

programme

Always

Often

Rarely

Never

e. Skills

linking

counseling

principles

Consequences

Asossiation

Always

Often

Rarely

Never

f. Research

skills

Identification

of problems

Determine the

main activities

Detailing

alternative

solutions

Choose

alternative

problem

solving

Evaluate.

Always

Often

Rarely

Never

Source: Data Analysis (2015)

Factors Affecting the Increasing of Agricultural Extension Professionalism in Batubara Regency, Indonesia

357

Data Collection

The data used in this study are primary data and

secondary data collected using: Interview, which is a

method of collecting data about the identity of

respondents, by asking questions directly to

respondents using a prepared questionnaire.

Recording, which is a method of collecting data

about the respondent's identity and supporting data

by citing and recording sources of information from

respondents, libraries, as well as from the relevant

agencies that are related to the assessment, such as:

Agriculture Service; Food Security Agency and

Counseling Implementation (BKP3); and the Central

Statistics Agency (BPS) .

(Prasetyo and Jannah, 2005) states that there are

various ways that can be done to obtain data with

questionnaires, namely: (1) telephone interviews; (2)

the questionnaire system posted; (3) the

questionnaire is completed by the respondent; and

(4) through direct interviews. Furthermore, Sekaran

(1992) in (Prasetyo and Jannah, 2005) defines

questionnaires as a list of questions that measure

variables, relationships between existing variables,

or also the experience or opinions of respondents.

Before being used for assessment data, first a

trial was conducted on the questionnaire to obtain

valid and reliable instruments using validity and

reliability tests. This validity and reliability test will

be carried out to 15 respondents outside the study

sample but still within the study population.

Data Analysis Technique

To determine the influence of the instructor's

internal factors on improving the professionalism of

the instructor used regression analysis with the help

of SPSS 18 for Windows. According to Levin and

Rubin (1998) in (Sarwono, 2012), regression is used

to determine the properties and strength of the

relationship between two variables and predict the

value of a variable that is not yet known based on

past observations of these variables and other

variables. This linear regression analysis is widely

used to test the effect of the independent variable

(X) on the dependent variable (Y).

Multiple linear regression equations, namely:

Y=α+β_1 X_1+β_2 X_2+β_3 x_3 + β_4 x_4 + β_5

x_5 + u_i

Information:

Y = Variables Professionalism

X_1 = Education Variables

X_2 = Age Variable

x_3 = Experience Variable

x_4 = Revenue Variable

x_5 = Variable Amount of Dependent

α = Constants

β = Regression Coefficient

u_i = Error or error

R2 values range from 0-1 and if the results

obtained are close to 1, the model is said to be good.

The coefficient of determination is formulated as

follows:

R2 = or (5)

Information:

Y ’= The results of estimating the value of the

dependent variable

Y = Average value of the dependent variable

Yi = value of observation

R2 = Coefficient of Determination

F test is used to determine the level of influence

of all independent variables together on the

dependent variable or to find out whether the

independent variable (X) has an effect on

independent variables (Y).

Ftable = (k-1), (n-k): α (6)

Information

R2 = coefficient of determination

k = Number of regression coefficients

n = Number of samples

α = Critical value

3 RESULTS AND DISCUSSION

Characteristics of Respondents

Characteristics of agricultural extension agents in

Batu Bara District who are respondents in this study,

including the level of education, age, experience,

income and the number of dependents of agricultural

extension agents, can be described in detail as

follows:

Education

The level of education of agricultural extension

workers which is used as a variable in the

assessment of the influence of the instructor's

internal factors on improving the professionalism of

extension workers (Anoraga, 1998) and (Anoraga,

1998), especially in Batu Bara Regency is presented

in Table 2.

Table 2: Distribution of Respondents by Education

Level in Batu Bara Regency

Number

Education

level

Total

Respondents

(individual)

Percentages

(%)

SPP/SMK

Diploma

Strata 1

UNICEES 2018 - Unimed International Conference on Economics Education and Social Science

358

Total

100

Sources: Analysis of Primer Data(2015

Based on Table 2, the distribution of formal

education level of agricultural extension is

dominated by agricultural extension workers with a

Bachelor of Education background of 15 people

(48%) and SPP/ SMK 14 people (45%), while the

Diploma is 2 people (7%). The level of formal

education will show different levels of knowledge in

carrying out tasks, so that a high level of education

is able to think more advanced and have a broader

view and adapt more quickly to all the changes in

technology that are developing. This is in line with

the opinion of that the higher the level of education

of a person, there is a tendency for higher

knowledge, attitudes and skills, efficient work and

more and more know ways and techniques to work

better and more profitable. According to

(Mardikanto, 2009) the level of education of

instructors will greatly affect the ability or mastery

of the material provided, the skills to choose

counseling methods and effective communication

techniques with (the community). Likewise what

Pauline (2006) said in Rosni and Suprijanto (2010)

that a person's formal education has a positive

influence on its performance.

Age

The age of agricultural extension workers in Batu

Bara Regency varied between 31 years to 52 years,

the more complete the distribution of respondents

according to the age of field agricultural extension

officers in Batu Bara District is presented in Table 3.

Table 3: Distribution of Respondents by Age in Batu

Bara Regency

Num

ber

Education

level

Total

Respondents

(individual)

Percenta

ges (%)

30-35

36-40

41-45

46-50

51-55

Total

100

Sources: Analysis of Primer Data (2015)

Based on Table 3, the age distribution of

extension respondents was dominated by extension

workers aged between 36-40 years (35%) and 30-35

years old (32%), then each age between 41-45 years

(13%), aged between 46 -50 and aged between 51-

55 years each of 3 people (10%). When viewed from

the age level of the respondents, it can be said that

90% are of productive age, who still have physical

strength and high enthusiasm to carry out the tasks

for which they are responsible. At a young age, it is

usually more enthusiasm to attend education and

training (diklat) to increase competence as an

instructor who is proud of his profession.

According to (Rivai and Sagala, 2011) there is a

widespread belief that productivity has fallen along

with the age of a person. Whereas in the opinion of

Beth (1998) in Rosni and Suprijanto (Rivai and

Sagala, 2011) and (Sugiyono, 2008) who say that

older age can reduce performance, especially in

work that uses cognitive abilities, perceptual and

memory.

Experience

Experience is the period of service of an agricultural

instructor who has been counted since he began

serving as a functional extension worker. The

assignment period describes the time span

experienced by the instructor in situations and

circumstances that are influenced by internal and

external conditions of the instructor. Based on data

obtained by the respondent's working period varies

from 1 year to 27 years, more complete distribution

of respondents according to experience in Batu Bara

Regency is presented in Table 4.

Table 4: Experiences work of respondents in Batu

Bara Regency

Numbe

Experience

s of work

(years old)

Total

Respondent

(individual)

Percent

ages

(%)

1-5

6-10

11-15

16-20

21-25

26-30

Total

100

Sources: Analysis of Primer Data (2015)

Based on Table 4, it can be concluded that the

most dominant tenure tenure is 45% with tenure

ranging from 6-10 years, then each extension period

between 1-5 years is 11 people (36%), tenure

between 16- 20 years as many as 2 people (6%), the

service period between 21-25 years is 3 people

(10%) and the service period between 26-30 years is

one person (3%). Overall, the respondent's tenure is

still relatively low. A low task period indicates that

the instructor does not have enough experience in

mastering the field of work as an instructor.

Experienced extension workers will be more flexible

Factors Affecting the Increasing of Agricultural Extension Professionalism in Batubara Regency, Indonesia

359

and easy to carry out counseling activities with key

actors and are better able to solve problems often

encountered in their work. According to Rosni &

Suprijanto (2010) and Harahap (2013), the longer

the tenure of the instructor will be to master the

work area that is his responsibility, so that the more

mature and more productive workers and together

with the ability to work determine their

performance. In line with this according to

(Sarwono, 2012) and (Abdi, 2008), someone who

has been in a job for a long time will have better

abilities than those with lower levels of seniority.

Income

Respondent's income is financial compensation for a

month. Distribution of respondents according to

income in Batu Bara Regency is presented in Table

Table 5: Distribution of Respondents by Income

Level in Batu Bara Regency

Num

ber

Experience

s of work

(years old)

Total

Respondent

(individual)

Percenta

ges (%)

1,0-1.9

million

2.0-2.9

million

3.0-3.9

million

4.0-4.9

million

Total

100

Sources: Analysis of Primer Data (2015)

Based on Table 5, the most dominant respondent

income level is 2-3 million as many as 19 people

(61%), then each level of income between 1-2

million instructors is 5 people (16%), the income

level of the instructor between 3- 4 million as many

as 2 people (7%) and income levels of instructors

between 4-5 million as many as 5 people (16%). The

income earned by an instructor will influence in

meeting the needs of his life and his family. The

need to live not only includes primary needs but

secondary needs. Per capita income below the

standard of living would result in the opportunity for

the population to achieve a high level of education

and perfect health to be increasingly difficult to

achieve. This condition will affect a person's

performance at work, which is below standard

(Mangkuprawiro, 2009; Mangkuprawiro & Sjafri

(2002); Slamet, 1992). A professional instructor

must be able to provide maximum service to farmers

as beneficiaries of their extension activities. How an

instructor can provide this if his needs are not met

properly, so that the income earned is very

influential to be able to work professionally who

loves his profession as a field agriculture instructor

The Number of Dependents

The number of agricultural extension counseling

family respondents varied between those who did

not have dependents alias single until the number of

dependents amounted to 5 people. Distribution of

respondents according to the number of family

dependents in Batu Bara Regency is presented in

Table 6.

Table 6: Distribution of Respondents According to

Number of Family Dependents in Batu Bara District

Number

Total

individu

Total

Respondents

(individual)

Percenta

ges (%)

Total

100

Sources: Analysis of Primer Data (2015)

Based on Table 6, respondent's family

dependents were dominated by extension workers

who had a total of 3 dependents as many as 12

respondents (39%). Overall respondents who have a

dependency of 0-4 people are 29 respondents (94%),

this indicates that the number of family dependents

carried out by respondents who are the responsibility

of their life is still classified as medium. According

to Ilyas (1987), Hanafie (2010) and Sarwono

(2013), the number of family dependents ranges

from 3-4 people classified as moderate and more

than 5 people classified as large. The number of

dependents can affect someone to be able to work

better because if the number of dependents they

carry is relatively large, it will also require a large

enough cost of living, of course he will try to fulfill

them. If the income earned as an instructor cannot

meet his needs and his family, of course, he will

seek other income, this will certainly have an impact

on his work which always provides the best service

for institutions/institutional extension agents and

farmers/groups as beneficiaries of activities

counseling.

UNICEES 2018 - Unimed International Conference on Economics Education and Social Science

360

4 CONCLUSIONS

The level of formal education has a significant effect

on enhancing the professionalism of extension

workers, therefore for extension workers with high

school education are given the widest motivation

and opportunity and full support by the local

government through BKP3 as the Counseling

Implementing Body to continue higher education

level as an effort to improve the quality of human

resources extension agent. For the government to

further improve the welfare of extension workers

through providing direct and indirect financial

compensation that is sufficient so that it raises

motivation to run the profession professionally

Furthermore, further research / study needs to be

carried out by examining broader variables and in-

depth theoretical studies in finding other variables

which are thought to have a significant effect on the

professionalism of extension workers. The variables

are work culture, competence, motivation and

facilities and infrastructure.

REFERENCES

Abdi, U. R. (2008) ‘Metode Penelitian Sosial dan

Ekonomi dan Aplikasi’, Bandung: Alfabeta.

Anoraga, P. (1998) Psikologi kerja. PT Rineka Cipta.

Mardikanto, T. (2009) ‘Agricultural Extension System’,

Agribusiness Development Center and Social

Forestry.

Prasetyo, B. and Jannah, L. M. (2005) Metode Penelitian

Kuantitatif: teori dan aplikasi. RajaGrafindo

Persada.

Rivai, V. and Sagala, E. J. (2011) ‘Human Resource

Management For Companies’. Jakarta: PT Raja

Grafindo Persada.

Sarwono, J. (2012) ‘Path Analysis: teori, aplikasi,

prosedur analisis untuk riset skripsi’. Tesis Dan

Disertasi (Menggunakan SPSS). Jakarta: PT Elex

Media Komputindo.

Sugiyono (2008) Metode penelitian

pendidikan:(pendekatan kuantitatif, kualitatif dan

R & D). Alfabeta.

Anoraga, P, (1998), Work psychology, Jakarta: Rineka

Cipta.

Anoraga, P & Sri Suyati, (2001), Organizational behavior,

Jakarta: Publisher.

Hanafie R, (2010), Introduction to agricultural economics,

Yogyakarta: ANDI

Harahap N, (2013), Social assessment methodology,

Medan: Medan STTP.

Ilyas Y, (1987), Performance: assessment and research

theory, Jakarta: PT Gramedia Pustaka Utama.

Mangkuprawiro, T, & Sjafri, B, (2009), Business,

management and human resources, Bogor: IPB-

Press.

Mangkuprawiro T, Sjafri, B, (2002), Strategic HR

management, Third print, Jakarta: PT Ghalia

Indonesia.

Mardikanto T, (2009), Agricultural extension systems,

Surakarta: UNS Press.

Prasetyo B & Jannah Lina Miftahul, (2005), Quantitative

assessment methods: theories and applications,

Jakarta: PT Rajagrafindo Persada.

Nababan, (2013), "Correlation of the Characteristics of

PNS Agricultural Extension to Extension Success in

Sunggal and Kutalimbaru Districts, Deli Serdang

District", Thesis. Medan: USU.

Rianse U & Abdi, (2008), Social and economic

assessment methodology theory and application,

Bandung: Alfha Beta.

Riduwan, (2003), Measurement scale of assessment

variables, Bandung: CV. Alfabeta.

Rosni M, & Suprijanto, (2010), ‘Development of a

determinant factor model for improving the

performance of field Agriculture Extension in South

Kalimantan Province with a structural equation

modeling approach’, Agroscintiae Journal, vol.17,

no 1, pp. 21.

Rivai, V & Ella Jauvani Sagala, (2012), Human resource

management for companies, Jakarta: Rajagrafindo

Persada.

Sarwono, J, (2013), 12 Effective SPSS skills for thesis

research, Jakarta: PT Elex Media Komputindo.

Slamet, Margono, (1992). Perspective of the knowledge of

welcoming development in era taking off. Edited by:

Aida V., Prabowo T., and Wahyudi R. Jakarta:

Library of National Self-help Development.

Sugiyono, (2008), Business assessment method, Bandung:

Alfabeta

Factors Affecting the Increasing of Agricultural Extension Professionalism in Batubara Regency, Indonesia

361