2020 is a special year, because it was the first time I set my feet on Java, specifically in the Special Region of Yogyakarta to study at STAK Marturia Yogyakarta majoring in Theology. The opportunity to study at university is God's blessing, considering that many young people cannot continue their studies due to economic limitations or a lack of motivation to study. I do not just study at college. Besides carrying out my duties as a theology student, I also cultivate agricultural land. This is a manifestation of responding to God's commands to manage natural resources.

Equipped with farming knowledge from my father in Lampung, in 2020 I started planting rice by renting agricultural land from the village of Nologaten. Rice farming was an option at that time because I had not seen any other alternatives. After three rice-planting experiences, I started growing long beans, eggplants, and chilies. I cultivated the land to plant these three types and made beds so that the plants are not submerged in water when raining. The care for these plants also varies, for example, chilies need more attentions for the growth of prospective chili buds and weeds around chili plants must be cleaned, even trimming rotten chilies to avoid infection to other chilies. Meanwhile, maintaining long beans is focused on replanting seeds that do not grow properly and installing stands for them. The common pests are black ants and grasshoppers, but they can be treated with insecticides with appropriate dose.

I also got a passion of farming from Stube HEMAT Yogyakarta, especially the Biodiversity: Local Food Initiative program in 2022. I found enlightenment on the importance of processing local food to support the economy of a region because each region has its unique local food. After the training, I applied to grow corn. It is not difficult to care for corn plants so that they produce a satisfying harvest, it only needs timing, starting from fertilization, when the plants are two weeks old, and when the corn has started to show fruit. Do not forget to prune fruit that is not growing very well to select the number of fruits in one tree. After that, just wait for the harvest between 60-70 HST (The day after Planting) and monitor pest attacks. Another plant that I planted was bestru, of the luffa or oyong species. Planting bestru is quite easy because it only prepares land and a place for the plants to propagate. Bestru fruit is used as a vegetable and sponge if the fiber is dry.

To plant corn, I spent Rp 600.000,- (six hundred thousand rupiah) for seeds, fertilizer, and land rent. During the first corn harvest, I got 150 kg of corn with price for 7.000/kg. That means a total income reach IDR 1.050,000 or at least 350 thousand per month, not including the sale of corncobs (green corn) and corn stalks for livestock feed. In addition to daily consumption, I can process local food and have the income to pay for the tuition.

In my opinion, it is not enough for students just study at university, they need to have an awareness of processing natural resources and put it into action. I hoe, therefore I live, a motto that encourages me to participate in processing sustainable local food besides getting income for life. Come on, keep the spirit! ***

Have we ever realized the basic need of human life, namely security for life sustainability? Has it ever come to mind about the safety of the place we live in? Have we ever been aware of everything that threatens our lives? How far do we know the conditions of the buildings we visit and how safe are the public facilities we use? 

Of course, the awareness of this matter needs to be honed, therefore Stube HEMAT Yogyakarta through the 'Resilient Infrastructure' program gathered young students in the discussion "Do We Ready to Face Disasters" at Stube HEMAT Secretariat (Wednesday, April 19, 2023). This activity introduced participants to the importance of having awareness of the concept of proper and safe buildings/infrastructure. In addition, to explore the preparedness of participants in facing disasters, especially in vulnerable areas, where they live.

Resource person, Rogatianus Anang Setiyargo, S.T. started the discussion by inviting participants to share their experiences of disaster. Here, the participants described some experiences of disaster, such as experiencing earthquakes, volcanic eruptions, and landslides in their area. Then, he guided the participants to identify Indonesia with any disasters that damage the existing buildings and infrastructures. Furthermore, the participants listened to his experiences how to carry out post-disaster housing reconstruction in several regions in Indonesia. A solid place to live is one of the things that must be considered, starting from the building structure, the availability of materials, and the community's readiness to maintain the infrastructure.

The participants have more knowledge after listening to additional explanations from Ir. Hero Darmawanta, M.T., one of the Stube HEMAT boards, revealed regional conditions or characteristics that influence the concept of infrastructure development. "The construction of a strong building depends on the soil characteristics of each region and of course, it varies for each region," he explained. The threat of disasters in the Special Region of Yogyakarta includes earthquakes, volcanic eruptions, landslides, drought, high waves and abrasion, flash floods, tsunamis, and liquefaction. One can study the data from the Land and Spatial Planning Office in the province or regency to find out the characteristics of the land in each area in detail. This discussion became more interesting when participants enthusiastically asked questions and shared the circumstances and conditions of their area.

The students’ readiness and sensitivity of disasters, as young people are very important to see the conditions around them, including the safety of buildings where personal and joint activities are. Through this meeting, participants are expected to be able to see the threat of disaster in their areas and know the concept of what kind of buildings can be built based on the ground characteristics, and adapt to these threats because strong infrastructure will create a sense of safety and peace. **

The Marine Economics Program of Stube HEMAT Yogyakarta inspires students to think about marine as well as entrepreneurial activities to gain economic benefits. This is a form of Stube HEMAT Yogyakarta's support for students to have the courage to make breakthroughs and to be creative having experimented with marine products, even to be marine-based entrepreneurs.

Several students took the initiative to run marine-based businesses according to their interests, including Sarlota Wantaar, who started a business of tuna fried rice and squid fried rice. She chose this business because rice is a daily need, and focused to students as a market segment. She promotes the products by online and by order. Daniel Prasdika initiated the ‘pempek’ business, for him pempek is familiar because he comes from Lampung. Prasdika collaborated with Asti and Wisnu to produce pempek mackerel. The challenge of making pempek is finding the right composition of flour and sour sauce. In addition to the main dish, there are seafood-based accompaniments, such as Daniel who developed ‘pindang’ sambal, a combination of chilies and pindang fish with selected spices. As an agriculture student, he prioritizes organic chili which he buys directly from farmers, and offers spicy level for his chili sauce. In marketing, he sets a price of 15.000 per bottle, an affordable price for students.

An alternative marine-based food as a dessert was chosen by Kresensia Efrieno who produces pudding with a marine theme. As an attraction for her pudding, she made several layers of transparent jelly and sea fish-shaped jelly at a selling price of 2.500 per cup. Furthermore, Eufemia Sarina produces pindang fish 'risoles' which are sold @ IDR 10.000 per package (3 pieces). These risoles consist of ready-to-eat risoles in frozen products, so the consumers may consume them at different times. Not to forget, for drinks, Trustha Rembaka makes seaweed fruit ice consisting of papaya, pineapple, chayote, and seaweed. The seaweed used is Eucheuma Cottonii which is beneficial because it contains fiber, nutrients, vitamins, calcium, and minerals. These ice products are served fresh or frozen in the form of lolly ice.

In marine-based business processes, students learn how to process food and its appearance, promote products, and manage business finances. Stube HEMAT Yogyakarta facilitates students with capital loan support as needed to start a small business. From the business process carried out, students got various profit percentages ranging from the smallest 10% to some reaching 100%. With various models of promotion and selling persuasion, students have experience how to deal with consumers, serving market desires, maintaining product quality, and determining prices.

These experiences enrich not only insight of Indonesia's marine and marine products but also foster an entrepreneurial spirit. They can practice it based on their interests and abilities, either when they are still in Yogyakarta or later when they return to their place of origin. Students, please take another look at Indonesia's oceans and take advantage of the diversity of marine products to increase welfare. Happy innovating! ***

I am Ardiani Gulo, a sixth-semester student of STIKES Senior, Medan. At first, I thought that being a student was difficult because I had big duties and responsibilities and only focused on my major. After becoming a student, it was different from what I thought, I felt happy and excited because my campus is a Merdeka campus (Merdeka is a name of curriculum), having various programs that students can take part in, one of which is the Teaching Campus Program.

With courage, I enlisted as a participant in the Teaching Campus by participating various selections that only open for 16 students. Even though it was not easy, finally I was selected from 30 students who registered at my campus. Nationally, there are more than 20.000 students selected from more than 40.000 students who have applied for batch 5 of the Teaching Campus. For me, the Teaching Campus is an education way to open access for those who face limitations to know the great things that belong to the nation.

I and three other students worked for ‘Taman Pendidikan Islam’ Junior High School (SMP) in Medan. We came from different universities and majors, I am from midwifery. I had doubts and fear when I was placed at that school because the students, teachers, and school administrators adhered to the Islamic religion, there were no other religions in it. Even during my observation at the school, I read a banner that reminds everyone who visited the school, have to wear Muslim clothing, while I did not. During dialogue with the school principal and religious teacher called ‘ustad’, they suggested that I had to wear Muslim clothing at school, so that it does not become a stumbling block. I did not mind wearing the headscarf, yet it did not change my faith.

At that school, we implemented a program of the Teaching Campus, namely literacy and numeracy. Literacy is the ability to reason using language which is not only the ability to read but the ability to analyze a reading and the ability to understand the concepts behind writing, and numeracy is the ability to analyze using numbers. This program responds to the reality that many schools are left behind in this ability and low interest in reading by school students.

There were various learning methods that we use, such as reading for 15 minutes and then students retell what they have read. Some students are difficult to manage or follow the lesson, we used learning strategies with games so that the atmosphere was not awkward. We were able to overcome these challenges even more familiar with them and there was an increase of student interest in learning. Apart from that, we also found that some of the students belonged to families with economic limitations, but in general, they were smart, especially in religion. It is necessary to acknowledge the differences in the way of teaching local teachers from the method we present. We invited them to study, to play, to sing, and even to watch movies together as a form of digital literacy. I felt grateful to be able to meet and have dialogues with students from different backgrounds besides teaching literacy and numeracy.

From this experience, I remember the Stube HEMAT Yogyakarta material that has equipped me with the courage to get out of my comfort zone and contribute to the world outside the campus, how to communicate in front of the class, make eye contact, build confidence and have the courage to socialize with people from different backgrounds, region, ethnicity, and religion. I am so thankful even though I studied midwifery, it did not block an opportunity for me to become a health worker, as well as an educator. To all friends wherever you are, never be afraid to try and do good things. Hopefully, this will be a blessing for others. ***