Available online at HABITAT website: http://www.habitat.ub.ac.id
The Perception and Interest of Career Choices in Agriculture: Case of Agroecotechnology and Agribusiness Students
Dian Islami Prasetyaningrum1, Hafida Ruminar2, Putra Irwandi3
1Department of Socio-Economics, Faculty of Agriculture, Brawijaya University, Veteran Street, Malang 65145, Indonesia
2Department of Plant and Pest Disease, Faculty of Agriculture, Brawijaya University, Veteran Street, Malang 65145, Indonesia
3Undergraduate Department of Socio-Economics, Faculty of Agriculture, Brawijaya University, Veteran Street, Malang 65145, Indonesia
Received: 10 September 2021; Revised: 10 June 2022; Accepted: 29 July 2022
ABSTRACT
The agricultural sector contributes almost half of the Indonesian economy. Based on data from BPS in 2019-2020, this sector provides food for more than 270 million people and dominates the source of income in Indonesia by 33.4 million (27.33%). Unfortunately, the high opportunity and prospects are accompanied by a lack of enthusiasm among the younger generation to pursue agricultural careers, resulting in a decline in regeneration. Some influential factors included: (1) the perception that the agricultural sector is less promising in the future, (2) the lack of prestige of relatively low salaries, and (3) the existence and influence of social strata in the community. The current study aimed to investigate students' perceptions and interests, particularly those of agricultural students, concerning their career choices and corroborate the phenomena of the young generation's falling interest in agricultural careers. The participants were 100 agriculture students from the Faculty of Agriculture, Universitas Brawijaya (FP UB). The study implemented a quantitative approach with a survey method. The data were analyzed using Tableau. The results showed that there were two dominant factors, external and internal, that influenced the career choices of agriculture students. Additionally, the responses from the students based on gender (male and female) were also different. The findings of this study provide a broader view on how to improve students' interest in agricultural careers through external and internal assistance, namely motivation and practical experiences during the academic year.
Keywords: perception; interest; career choices; agriculture; students How to cite :
Prasetyaningrum, D. I., Ruminar, H., & Irwandi, P. (2022). The Perception and Interest of Career Choices in Agriculture : Case of Agroecotechnology and Agribusiness Students.HABITAT, 33(2), 186–200.
https://doi.org/10.21776/ub.habitat.2022.033.2.19
1. Introduction
Agriculture is the leading sector that contributes almost half of the national economy.
The agricultural sector dominates the livelihoods of the Indonesian people, up to 27.33%, or equivalent to 33.4 million people (data taken from BPS in the year 2019-2020). The development of a sustainable sector must be the concern of many parties now and in the future, among others, by optimally utilizing the three main agricultural factors such as natural resources, human
resources, and appropriate technology (Ritonga, 2015). The successful relation of those three factors will bring the qualified, educated, and highly committed human resources for success and sustainable development in agriculture.
However, the fact shows that the current regeneration in the agriculture sector is declining.
The BPS agricultural census data (2013) presents that 45 years old Indonesian farmers still dominated the industry (60.8%). It is partly due to the younger generation who tend to work in the non-agricultural sector and are less interested in working in the agricultural industry. FAO study 2014 showed that young people in rural areas also experience various problems and obstacles in earning a living in agriculture. Lack of access to
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*Correspondence Author.
E-mail: [email protected] Phone: +62-812-59089881
Available online at HABITAT website: http://www.habitat.ub.ac.id credit, less than optimal resources, and many more
have further reduced the younger generation's interest in agriculture. Several groups are concerned about the younger generation's lack of interest in working in agriculture. Both the number of young farmers and the number of farmers who regenerate are likely to decrease. This issue has an indirect impact on the younger generation's lack of interest in agricultural science. Even though the agricultural industry has grown, there is still a shortage of recruits for an agricultural career (Nettle 2018). Changing these attitudes is critical to recruiting new entrants from both farming and non-farming backgrounds, and it has sparked an increased interest in understanding the factors that influence the occupational choice of graduates (Beecher et al., 2019).
Future agricultural regeneration is essential to do. The research done by Hamyana (2017) on the work motivations of the young generation in agriculture in Batu City demonstrates this urgency. According to the findings, most of Batu City's young people were hesitant to work in the agriculture industry due to their socioeconomic status. The underlying issues were economic considerations and the uncertainty of government promises in safeguarding farmers from price fluctuations, production, and land security. The government was expected to raise awareness and contribute to agriculture because encouraging young generations to farm is essential for the nation's future (Deming et al., 2019).
Makabori (2019) researched the students of Manokwari Polytechnic and found out that the younger generation's loss of interest in agricultural careers is due to factors such as the lack of external support and unstable agricultural market conditions. These factors also shaped the agricultural students' perception of working outside the agricultural sector. Another research by Ogbeide et al., (2015) on the Nigerian students discovered that the young generation with adequate education and skills tend to leave their hometown and go to the city to pursue brilliant careers. The opportunity to live in an urban area better than in the village becomes a separate obstacle. Many factors cause the young generation to have a low interest in working in the agricultural sector, including perceptions and mindsets that believe the agricultural sector is less promising (Werembinan, 2018). According to Susilowati (2016), the physical activities on the farm tend to be burdensome for some people. Additionally, the desire to develop potential in agriculture is
declining due to the dirty, low salary, and less prestigious stigmas, making this industry look less promising (Suprayogi et al., 2019).
Agricultural students are taught to have good perceptions and views of the agricultural sector. After graduates, significant contributions to agriculture development should build perceptions in line with decision-making related to career interests. In addition, agriculture students are also expected to contribute and develop their scientific fields optimally for sustainable agriculture in the future. Perceptions and interests of agricultural students are expected to be in line with sustainable Indonesian agriculture in the future. Motivation and feeling of belonging in the industry must continually grow to remove the negative stigma embedded in social life in society.
This present study researched the perceptions and interests of Agricultural students toward Agriculture career and chose to work in the sector. It was an effort to explore student perceptions in the agricultural career. Aiming to determine student perceptions and identify student interests in career fields, the findings differ based on gender (male and female students). It was expected that this present study would be able to impact and support the farmers' regeneration in Indonesia for sustainable agriculture.
2. Theoretical Underpinning 2.1. Perception
The student's perception of the agricultural sector is crucial, whether positive or negative. The view and attitude toward agriculture among youths is a critical factor in their desire to study agriculture for a higher degree or even choose an agricultural career (Obayelu & Fadele, 2019). The students also perceived agriculture as a profession of intense labor, not profitable, and unable to support their livelihood compared to what white- collar jobs offer (Mukemboet al., 2014).
Perception has a significant influence on a person's behavior. It is reflected in how to behave and interact with objects. In general, perception means the process of giving meaning to something accepted by the individual and influenced by internal and external factors. According to Suprayogi et al., (2019), a person interprets objects through interpreting and inferring information. Perception also means that accepting or rejecting sensory activity depends on the process of physical and social environmental stimuli. Perception causes differences in perspective between individuals. It may be
Available online at HABITAT website: http://www.habitat.ub.ac.id positive or negative perceptions and relatively
affects human actions and behavior.
The process of forming perceptions (Walgito, 1981) is done through four stages as follows:
a. The first process is the physical or natural process. This process begins with a stimulus captured by the human senses (receptors).
b. The second process is the physiological process. This process was formed after the first stage and was continued by the sensory nerves.
c. The third process was the emergence of one's awareness related to the stimulus. This process was also known as the psychological process.
d. The fourth process was the last process of perception formation. This fourth process was changing perceptions into responses and behaviors that someone carries out.
2.2. Interest
Interest was significant in carrying out daily activities. Interest was expected to encourage someone to achieve the desired goal. It was driven by the physiological conditions to be attracted to something. Interest had a close relationship with someone's desire to do something. This desire makes a person involved or participates in something. Interest was defined as passion, desire, and the heart's tendency to something that contains elements of feeling and the soul's willingness to actively receive from outsiders (Poerbakawatja &
Harahap, 2012). Interest was a solid and deep feeling of pleasure for someone to have their own will to participate.
Changes in a person's behavior or attitude include several things, including the following:
a. The cognitive aspect is an aspect of interest that is developed according to the field. This mental aspect is closely related to the intellectual element, reasoning, and thinking. In addition, this aspect raises one's interest in understanding, assessing, and guiding (Solichin, 2012).
b. Affective Aspects and concepts build emotional and other relevant aspects such as feelings, attitudes, and morals. This domain was related to values and self- concepts that rose particular interests (Andersen, 1981).
c. The psychomotor aspect was closely related to a person's interest in a particular skill area involving the nervous system, muscles, and psychological functioning (Haryati, 2009).
Interest gives a person direction and driving force to increase knowledge, experience, and skills in something. Santrock (2012) explained that interest provided enthusiasm, guidance, and persistence, creating one's motivation to continue to be directed, full of energy, and sustainable. A person's interest arises through a process so that it continues to grow. Dimyati (2001) explained that many things influence a person to have an interest in a particular field, among others, as follows:
1) The factor of encouragement from within.
This interest factor was related to a person's self by the needs in both physical and spiritual self.
2) Social motive factor. This factor was closely related to external parties. Usually synonymous with a person's situation to get recognition and appreciation from the local environment.
3) Emotional factors were closely related to high intensity and interest in something.
2.3. Perception Forming-Factors
Examining career choices requires understanding the intersection of the psychology of careers, perceptions of the person making career choices, and the reality in which the employment exists (Webster and Ganpat 2014).
Ginzberg’s (1952) theory of occupational choice and Super’s developmental self-concept theory (1990) posit that the individual goes through different stages, from childhood through adolescence into early adulthood, in developing their career interests, with the person’s environment playing an influential role in shaping these interests. By youth, most individuals have created career aspirations centered on real occupations about which they have at least some information and exposure (Gottfredson and Lapan 1997).
Several things influenced the forming factors. Personal factors and situational factors determined these factors. According to Rakhmat (2005), these factors were also referred to as functional factors and structural factors as follows:
a. Functional Factors: These functional factors were determined by the personality and characteristics of each individual, not depending on the type of stimulant received.
b. Structural factors: These actors were caused by the presence of stimulants and the effects on nerves and individual behavior.
Available online at HABITAT website: http://www.habitat.ub.ac.id Perception-forming factors were also
grouped by two main factors, including the following:
1) Internal factors. Internal factors were defined as factors that a person influences.
According to Toha (2003), those classified as internal factors included feelings, attitudes, individual personalities, prejudices, desires or expectations, attention (focus), learning processes, physical conditions, psychological disorders, values and needs, and interests motivations. According to Restiyanti (2005), internal factors included experiences, needs, assessments, and expectations/appreciations.
2) External Factors. External factors were perception-forming factors that outside one's self influences. External factors were usually also influenced by the environment.
According to Toha (2003), the grouping of external factors included family background, information obtained, knowledge and needs around, intensity, size, opposites, repetition of motion, new and familiar things, or unfamiliar objects.
Restiyanti (2005) also stated that the classification of external factors consisted of outward appearance, stimulus properties, and environmental situation.
A framework proposed by Champman (1981) embodied the characteristics and external factors related to the decision-making made by college students related to their career choice.
Specifically, the external influences are grouped into three general categories:
a) The importance of significant persons.
b) The fixed characteristics of the institution.
c) The institution's efforts to communicate with prospective students.
Student characteristics are divided into three groups from the Chapman's model: (a) socioeconomic position, (b) high school performance, (c) aptitude, and (d) level of educational aspiration (taken from Alston et al., 2019).
Based on research conducted by Johanson and Mattila (1994, taken from Adeola, 2019), the perception and attitude were influenced by the environmental and individual socioeconomic factors. The environmental factors include the farmer's method practices, exposure of the students, the classroom experience, and other experiences during the journey in pursuing their
agricultural degree significantly affect their perceptions, views, and willingness to study agriculture. In addition, the Individual socioeconomic factors, including students' socio- demographic and economic conditions, namely gender, age, locality, and ethnicity, also play a role (Ogunremi et al., 2012). Furthermore, the social factors also include public perception about agriculture and parental influence to move out of agriculture (Akpan, 2010).
3. Research Methodology
This research was carried out in April- November 2021. The participants in this study were 102 students of the Faculty of Agriculture, Universitas Brawijaya, Malang, from two study programs: Agroecotechnology and Agribusiness, within the academic year 2016-2020. The participants were selected based on various regions, socio-economics conditions, and family backgrounds.
The research was done in a descriptive quantitative approach by using a survey for collecting data. The survey collects data and facts by seeking factual information through social, political, and economic institutions in a group or region (Nazir, 2011). According to Pinsonneault and Kraemer (1993), surveys gathered information about a large group of people's characteristics, actions, or opinions. So, this study was intended to produce descriptive data and conclusive findings that were descriptive. The survey method was used. For collecting the data, a questionnaire was created as the instrument. Some questions relating to factors influencing students to choose an agricultural career and perceptions of agriculture were adapted from Hamill (2012). The questionnaire consisted of ranging statements and short answer questions.
The data collection process started by distributing online questionnaires via google form that consisted of 15 questions that included the learning process in agriculture, perceptions about a career in agriculture, and support from parents, lecturers, and social surroundings. The data collection was done by using a five-point Likert scale, ranging statements from 4 (“strongly agree”) to 0 (“strongly disagree”). The Likert scale was chosen because it provides relatively stable correlation coefficients by reducing the effects of ordinal data on data scaling (Conradie and Piesse 2016). The short answer and demographic characteristics questions include age, gender, major, socioeconomic status, and living
Available online at HABITAT website: http://www.habitat.ub.ac.id conditions. Afterward, the data were analyzed
using Tablestatistics, including frequency, percentage, and mean to measure the effect of gender on agricultural perceptions with the help of the Tableau software.
4. Results and Discussion
4.1. The characteristics of participants This study's participants needed to be categorized into some factors, namely age, gender, educational background, and study program to obtain the general description. The total participants were 102 people with an age range of 18-23 years. According to Law no. 40 of 2009, citizens in the age range of 16-30 years were categorized as youth with a crucial period of growth and development. The participants came from various family, educational and socioeconomic backgrounds. They were active students of the Faculty of Agriculture, Universitas Brawijaya, in two study programs:
Agroecotechnology and Agribusiness. The participants' characteristics were divided based on the gender participation of men and women in perceptions of the agricultural sector.
Table 1. The characteristics of participants
Study Program Gender Number
Agroecotechnology Male 18
Female 23
Agribusiness Male 22
Female 39
Total 102
Based on the data obtained, the total participants were 102 students from both study programs—41 students (40.2%) from the agroecotechnology study program, including 18 males and 23 females. Meanwhile, the agribusiness study program comprised 22 males and 39 females, with 61 students (59.8%). These data showed that female students dominated the respondents, with 62 students from both study programs. These participants were firstly categorized based on their gender. Then the data were divided based on the internal and external factors influencing the students’ perceptions and interests.
4.2. Personal And Environmental Factors That Influence The Career Choices In Agriculture
4.2.1. The Parents Support
Parents are the first agents and forums for socialization received by a child who will occupy a position and become part of the pattern and personality of a child in everyday life (Koentjaraningrat, 2009). Parents have a significant role in the development and quality of children's learning by considering the mindset and future of their children. Law number 20 of 2003, Article 7 explained that parents played the proper role in providing information and choosing education and are obliged to provide primary education. Parental and family support was a personal factor and the primary key in obtaining success, independence, and success for a child if parents carry out their functions (Idi, 2011).
In terms of studying and having a career in agriculture, there were three categories of forms of support provided by parents in choosing to study and work in agriculture, including the following:
Table 2. The support from parents
No. Gender
The Parents'
Support Number
1 Male
Give freedom 30
Give support 9
Did not give
support 1
2. Female
Give freedom 52
Give support 8
Didn’t give
support 2
Total 102
Figure 1. Male's Perspectives 75%
22%3%
Parents’ Support (Male's Perspectives)
Give freedom Give support Didn’t give support
Available online at HABITAT website: http://www.habitat.ub.ac.id Figure 2. Female's Perspectives
From 102 participants, the data obtained from a gender perspective are as follows:
1. Male Students: 75% received support from their parents to choose the study and work in the agricultural sector (30 participants), 22% received complete support to study and work in the agricultural sector (9 participants), and 3% did not get consent to research and work in the agricultural sector (1 participant).
2. Female Students: 84% of female participants get the freedom to choose and work in the agricultural sector, 13% get full encouragement and support, and 3% 2 participants do not obtain parental consent.
Jeong et al. (2020) research findings discovered that in the case of Korean students, there were significant differences in the levels of perceived value, attachment, and agricultural career intentions, depending on the youths' genders, grades, and regions. Overall, male students were found to have higher attachment and agricultural career intentions than female students.
This study showed that, in Indonesian students' cases, female students received higher freedom to work in the agricultural sector but lower the support.
4.2.2. The Lectures Support
Support from lecturers is needed in choosing a career to work and study in agriculture.
Based on data from 102 participants, the results obtained from a gender perspective were as follows:
a. Male Students: 37 people stated that the Faculty of Agriculture, Universitas Brawijaya, always encourage students to learn about agriculture. Three participants believed the lecturers did not give advice or support for studying and working in the agricultural sector.
b. Female Students: 54 participants believed lecturers encourage students to learn about agriculture. Two participants stated that lecturers did not provide advice or support for studying and working in agriculture.
Meanwhile, six female participants said the lecturer did not give a vision of the agricultural sector.
Table 3. The Lecturers Support Agricultural Career Choices
No. Gender
The Lecturers'
Support Number
1 Male
Give support 37
Did not give
support/advice 3
Did not provide vision about
agriculture 0
2. Female
Give support 54
Did not give
support/advice 2
Did not provide vision about
agriculture 6
4.2.3. The Peers Support
Peer influence and support were significant in future career choices. The relationships formed affected the views and broad discussions, including career choices. According to Santrock (2007), peers influence a person in choosing a career in the future because they can share information and sources to compare the abilities and needs they want to have.
Figure 3. The Peers Support 84%
13%3%
The Parents’ SupportSupport (Female's Perspectives)
Give freedom Give support Didn’t give support
05 1015 2025 30 3540
Didn't provide… Give Support Didn't give… Didn't provide… Give Support Didn't give…
Male Female
0 28
12 3 38
21
T he Peers Support
Available online at HABITAT website: http://www.habitat.ub.ac.id Many factors influence peers in
determining future work careers. According to Cony (1998), the influencing factors included the similarity of age, situation, familiarity, cognitive development, and the size of the group owned.
Based on the data obtained, 102 participants had different views on peer support. It could be seen from the different perspectives of male and female students as follows:
1. Twenty-eight male students (27%) stated that their colleagues supported studying and working in the agricultural sector. The remaining 12 students (around 12%) indicated that their colleagues did not offer advice or support in the agricultural industry.
2. Thirty-eight female students stated that their colleagues provided support. Around 21 students responded that they did not offer advice or support. Three stated that their colleagues tried to reduce motivation.
4.2.4. Working and Internships Experiences in Agriculture
Internship and working experiences in agriculture significantly improve hard and soft skills. Professional skills and abilities increase knowledge and skills, and a long learning process could provide more value in choosing a future career in agriculture. Internship and working experiences were the main reasons for increasing personal quality, self-confidence, and self-control to increase interest in working in the agricultural sector (Haryani, 2008).
The results analysis showed that most participants chose the internship experience with 35 male participants and 50 female participants answered that it increased their interest in learning and working in agriculture. The results of the analysis were divided into two gender characteristics of male and female participants as follows:
Table 4. Working and Internships Experiences in Agriculture
Gender
Internship and working experiences
in Agriculture Number
Male
It makes me want to study and work in
agriculture 35
Lower self-motivation 1 It does not affect self-
motivation 4
Gender
Internship and working experiences
in Agriculture Number
Female
It makes me want to learn and work in
agriculture 50
Lower self-motivation 2 It does not affect self-
motivation 10
Total 102
4.2.5. Job Trend in Agriculture
The change of the agricultural paradigm from the past to modern and sustainable agriculture provided some added value for the progress of Indonesian agriculture. The emergence of new job trends in agriculture was expected to increase interest in working in agriculture. The growth and development of the agri-tech business and innovation in the modern era of industrial revolution 4.0 gave rise to new technological innovations, financial, automation, IoT, Blockchain, and remote sensing to further reflect the face of the future agriculture.
Most research participants answered that the job trend in agriculture provided self- motivation to study and work in the agricultural sector. There were 35 male participants and 51 female participants agreed. Five male and three female participants answered that job trends in agriculture reduced self-motivation to work in agriculture. Meanwhile, eight female participants responded that the agricultural industry's current trend did not motivate them to work in agriculture.
4.2.6. Agricultural Activities Participated Many activities motivated the students to study and choose the agricultural sector as a career choice in the future. It is in line with the many experiences of activities that have been followed inside and outside the campus. Examples of agricultural activities were implementing village development activities, improving sustainable agricultural areas, Village Development and Empowerment (P2D), village leaders, training, and agricultural discussions. All agricultural activities were expected to provide a holistic understanding to be ready to face the world of work relevant to the field of study. The relevance of the scientific field and career was intended to improve attitudes, behavior, expertise, and insight according to the needs of the area. According to Tritjahjo (2005), it was necessary to link and match so that later graduates could participate
Available online at HABITAT website: http://www.habitat.ub.ac.id optimally, adapt quickly, and balance the quality
of graduates. Based on the findings, different perspectives of the male and female were shown in the following diagram.
Figure 4. Male Students' Perspectives
Figure 5. Female Students' Perspectives The two diagrams above showed the differences in the effect of activities in agriculture with self-motivation in learning and choosing a career in agriculture. Male students, around 85%
(34 people), and 79% of female students(49 people) responded that their activities in the agricultural sector gave them self-motivation to choose to work in agriculture. In comparison, 2%
of male students answered that the activities reduced their self-motivation, with 3% of female students answered. As many as 13% of male and 18% of female students answered that their activities did not affect them.
4.3. The Students' Perception in Agriculture 4.3.1. The Agricultural Sector is Vigorously
Promoted to The Young Generation The promotion to the young generation was expected to provide information, influence, and persuasion. According to Amstrong (2001), the promotion activities were purposively done to construct an excellent agricultural image. The Ministry of Agriculture and the local government
were intensively conducting socialization and promotion activities related to implementing modern agriculture to support agricultural regeneration in the region. The government's form of promotion includes introducing modern agricultural machine tool technology (ALSINTAN), which was expected to increase the production and interest of the younger generation.
Not only that, promoting the use of IoT-based technology and self-efficacy recognition strategies by improving the quality of self-experience, experiences of others (study comparison), and other persuasion activities (Alwisol, 2007).
Based on the results of research on 102 agricultural students related to the constant promotions carried out, the following data were obtained:
Table 5. The Perception of Promotion to the young generation
No Gender The Perception
of Promotion Number
1. Male
Strongly agree 15 Strongly disagree 1
Agree 13
Disagree 4
Not sure 7
2. Female
Strongly agree 28 Strongly disagree 1
Agree 15
Disagree 4
Not sure 14
Total 102
The gender perspective of male participants chose 15 people to agree with a total percentage of 37%, while four male participants stated that they did not agree with the intensive promotion. The data can be seen in the diagram below.
Figure 6. Male Students' Perspectives 85%
13%2%
Agricultural Activities Participated (Male Perspective)
Gave Self Motivation Reduced self Motivation
37%
33% 2%
10%18%
The Perception of Promotion (Male Perspective)
Strongly Agree Strongly Disagree Agree Disagree Strongly Disagree 79%
18%3%
Agricultural Activities Participated (Female Perspective)
Gave Self Motivation Reduced self Motivation
Available online at HABITAT website: http://www.habitat.ub.ac.id There was not much difference among the
female participants, who stated that as many as 28 participants strongly agreed that the agricultural sector is being heavily promoted, 15 people agreed, four participants disagreed, and 14 participants chose not to believe this perception.
The data can be seen in the diagram below.
Figure 7. Female Students' Perspectives 4.3.2. Advanced and Innovative Agriculture
Promotional Language
Based on the research findings, it was discovered that the participants had various responses about the promotional language utilized. A total of 102 participants (40 male and 62 female participants) agreed that advanced and inventive promotional language might persuade them to study and work in agriculture. Only less than ten people did argue that promotional language affects their career choice in agriculture.
Table 6. Agriculture Promotional Language
No. Gender Response N
1. Male
Strongly agree 11 Strongly
disagree 1
Agree 15
Disagree 5
Unsure 8
2. Female
Strongly agree 15 Strongly
disagree 2
Agree 25
Disagree Unsure
2 18
Total 102
4.3.3. Agriculture Jobs Pay Low Wages
As per figures 8 and 9, 28% percent of men were unsure that farmers' salaries were low. In comparison, one-quarter of males and almost one- third of females felt that agricultural employment was often low-paying.
Figure 8. Male's Perspectives The indication used to determine the level of welfare is the amount of income they have.
Husin & Sari (2011) asserted that a farmer's income represents the entire amount of money and other materials earned over a set period through the consumption and usage of the wealth of goods/services. Furthermore, the revenue earned by farmers is determined by various factors such as land acreage, education, experience, and competence. Farmers' income is calculated as fewer production costs involved in farming activities and agricultural product marketing.
Unfortunately, agriculture's average income remains low, accounting for only 30% of total revenue (Mubyarto, 2000). Berk (2018) discovered that one variable that significantly affects the outflow of young farmers from farming is the income per month, which is considerably lower when compared to working in the non- agricultural sector in Turkey.
Figure 9. Female's Perspectives 45%
24%2%
6%
23%
The Perception of Promotion
(Female Perspectives) Strongly Agree Strongly Disagree Agree Disagree Strongly Disagree
7%
20%
20% 25%
28%
Male's Perception on Low Paying In Agricultural Jobs
Strongly Agree Strongly Disagree Agree Disagree Unsure
10%
21%
21%
16%
32%
Female's Perception on Low Paying In Agricultural Jobs
Strongly Agree Strongly Disagree Agree Disagree
Available online at HABITAT website: http://www.habitat.ub.ac.id 4.3.4. Agriculture Jobs Are Not Promising
Based on the research results from 102 participants, 45% of men and 29% of women felt that working in agriculture was a promising job.
However, many were still unsure about the job stability in agriculture, as shown in the diagrams in figures 10 and 11.
Figure 10. Male's Perspectives
Figure 11. Female's Perspectives
In Indonesian society, many perceptions establish a paradigm that agricultural work is less valued and does not generate an appropriate salary. Bi (2014) surveyed Chinese farmers and discovered that no parents expected their children to work as farmers. They assumed that working as a farmer was close to the bottom job. That happened in Indonesia as well. Susilowati (2016) reported that the factors causing the decline in interest of young workers in the agricultural sector include the image of the agricultural industry as less prestigious, high risk, and not providing guarantees for stability and income continuity.
The other reasons are that the average land tenure is narrow, there is no particular incentive policy for young/beginner farmers, and the changing perspective of youth in the postmodern era.
Empirical research by Makabori & Tapi (2019) also strengthens the previous study that the younger generation's perception of jobs in the
agricultural sector is negative and less attractive to the educated younger generation
4.3.5. Agricultural Offers Limited Career Opportunities
The results of research conducted on agricultural students at the University of Brawijaya with 102 participants regarding perceptions of limited employment opportunities in agriculture are listed in the table below.
Table 7. Limited Career Opportunities
No. Gender Response N
1. Male
Strongly agree 5 Strongly
disagree 9
Agree 3
Disagree 14
Unsure 9
2. Female
Strongly agree 1 Strongly
disagree 15
Agree 8
Disagree 14
Unsure 24
Total 102
The data from the table showed that fourteen males disagreed, while twenty-four females were unsure that working in the agricultural sector would limit their work opportunities. The economy that originates from agricultural activities is currently experiencing developments in the social and economic fields.
Many things hinder the potential and opportunities of the agricultural economy so that it cannot be utilized optimally. One of them is work opportunities and existing productivity. In addition, the low labor wages are one of the factors supporting limited career opportunities (Manning
& Suriya, 1996; White, 1992). The opportunity to work outside the agricultural sector increases, becoming an alternative solution for farmers with low-income sources supported by narrow land.
4.3.6. Agriculture Requires a Hight Level of Work Skills
The study results affirmed that 15 male and 30 female participants agreed that working in agriculture required high work skills, as presented in figures 12 and 13.
10%
17%
3%
45%
25%
Agriculture is not Promising Job (Male's Perception)
Strongly Agree Strongly Disagree Agree Disagree Unsure
5%19%
10%
29%
37%
Agriculture is not Promising Job
(Female's Perception) Strongly Agree Strongly Disagree Agree Disagree Unsure
Available online at HABITAT website: http://www.habitat.ub.ac.id Figure 12. Male's Perception on Agriculture
Requires a High Level of Work Skills
Figure 13. Female's Perception on Agriculture Requires a High Level of Work Skills
The number of activities that must be undertaken in the agricultural sector creates a perception among the younger generation that activities in the agricultural industry are complex.
For agricultural development in rural areas, the problem of agricultural skills for novice farmers is relatively complicated. Farmers and farm laborers who work in the agricultural sector must handle various fundamental problems, starting from cultivation, pests and diseases, land, and downstream aspects. At least land management has 17 activities starting with tripe, repairing embankments, hoeing, sowing seeds, and carrying out harvesting activities (Opan, 2008). High work skills are expected to increase productivity and income in agriculture.
4.3.7. Agriculture is Identical With a Low- Level Education
Based on the results of research on 102 students of Agriculture Universitas Brawijaya showed that fifty percent of participants agreed
that agricultural land was still managed by a low- educated workforce:
Figure 14. Male's perception
Figure 15. Female's perception
Currently, the agricultural sector is still dominated by farmers who have low education and are old. Based on data from the 2013 Indonesian Agricultural Census, it is explained that farmers have an average age of over 45 years with a percentage of 61.8%, followed by 12.2% of farmers under 35 years. Based on the level of education, BPS data (2013) states that primary and secondary education levels currently dominate farmers' education. Seven hundred sixty-six thousand nine hundred fifty-six people, or about 9.65% of farmers, have never received an education. Ten million three hundred fifty-eight seven hundred fifty-four farmers have education not yet graduated from elementary school or around 26.54%. Farmers who have an education level as a college graduate or diploma program are only around 0.57%.
Santoso et al. (2020) revealed that 54% of children of horticultural farmers do not want to become farmers, followed by 63% of lowland rice farmers who are reluctant to work in agriculture.
These resulted in the low regeneration of agriculture, and the level of activity of the younger generation in agricultural development is
7%
20%
20% 25%
28%
Agriculture is identical with a low level of education
Strongly Agree Strongly Disagree Agree Disagree Unsure 20%
5%
37%
13%
25%
Male Perception on Agriculture Requires a Hight Level of Work Skills
Strongly Agree Strongly Disagree Agree Disagree Unsure
18%2%
52%
6%22%
Female's Perception on Agriculture Requires a Hight Level of Work
Skills Strongly Agree
Strongly Disagree Agree Disagree Unsure
7%
20%
20% 25%
28%
Agriculture is identical with a low level of education
Strongly Agree Strongly Disagree Agree Disagree Unsure
Available online at HABITAT website: http://www.habitat.ub.ac.id decreasing. The activeness of the younger
generation in agricultural development is only 31% for those aged 18-24 years and 25% for those aged 25-35 years. That is reinforced by Putrayasa et al. (2021), who prove that the increasing level of education of the younger generation whose competence is not in agriculture, becomes one of the threats to the sustainability of farming. The younger generation thinks farming is tiring and more suitable for elderly farmers.
Overall, this study indicates that the parents, lecturers, and peers' support positively affect the youth's perceptions to continue working in the agricultural sector. According to Sawitri et al. (2014), the engagement of parents and other family members substantially affects youth career decision-making. Furthermore, parents' work backgrounds influence youth decisions when pursuing career aspirations. It is reported by Suprayogi et al. (2019) that parents' occupation affects career choice because students from agricultural backgrounds prefer to follow their parents' occupations. In contrast, when parents cannot play such a role, Cheung et al. (2013) explore another significant role, namely the teacher, in influencing youth career choices. They found that children in Hong Kong valued teachers' encouragement or motivation more than their parents due to their parents' low level of education.
The data results depicted that nearly half of the respondents still think that agricultural work is a low-status job since it is still dominated by low- educated farmers and requires qualified and labor- intensive agricultural skills. In contrast to female respondents who are unsure about agricultural labor's future, most male respondents believe that working in agriculture is quite promising. This study demonstrates that men have predominantly favorable perceptions of agricultural jobs.
Figure 16. Future Prospects in Agricultural Development
In this survey, a large percentage of respondents were amenable to the concept of a work experience program in agriculture. Hamill (2012) corroborates that work experience programs are a vital step in boosting students' interest in farming careers and compelling positive agricultural perspectives (Foster and Savala, 2012).
The framework pictured above shows many things we must do to develop agriculture in the future. The welfare of farmers and their families is the main goal that becomes a priority.
Development is the creation of a better system and value system so that there is justice and a high level of welfare. In addition, it must be directed to create a prosperous society, especially farmers, by developing a solid and well-established agricultural system and business where the system must be competitive, democratic, sustainable, and decentralized. The real hope is aimed at the government and the young generation, known as millennial farmers, which is expected to be an essential milestone in contributing to the future.
The active role, contribution, interest, and perception of Indonesian agricultural students are urgently needed to answer these challenges in the future. The main goal is to realize a more advanced Indonesian agriculture and improve the welfare of the Indonesian people.
5. Conclusions
Personal and environmental factors that influence agricultural students in choosing agriculture as a future career choice include support from lecturers, parents, colleagues, internship/work experience in agriculture, and employment trends in agricultural activities. The majority of male and female participants stated that these aspects were influential and supported their future careers in agriculture.
The preponderance of the perceptions of the agricultural students of the Agroecotechnology and Agribusiness Study Program agreed that intensive promotion is carried out for the younger generation, and advanced and innovative promotional language influences their career choices in agriculture. Although almost half of the participants believe that income in agriculture is relatively low, they think it is a promising industry. On the other hand, one-third of the participants felt that career opportunities in agriculture were limited due to the lack of knowledge of the jobs offered. The rest, fifty percent of participants, stated that agriculture
The Role of Young Generation to work and contribute in Agricultural Sector
Problem and Challenges in the Future Agriculture
Agricultural Development and
Improving Community
Welfare
Available online at HABITAT website: http://www.habitat.ub.ac.id requires high agricultural skills, so they felt that
agricultural work should be carried out by experienced farmers who are, on average old and usually have low education.
As an educated young generation, Agricultural students must contribute and become agents of change to maximize their potential within themselves through developing ideas in agriculture. Sustainable agriculture, food security, and job prospects allow young farmers to increase their profitability toward food self-sufficiency in Indonesia. The data supporting internal factors and perceptions of agricultural students to continue their careers in agriculture is gradually optimistic. It is suggested that they can prepare themselves to become qualified and competent human resources in agriculture by linearizing their education and work in the future.
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