Integrated Disaster Risk Management in the Education Process in Schools

Abstract

Research in educational disaster mitigation has developed and is widely carried out, especially in schools. This research explores good practices based on the experience of teachers in Indonesia regarding the possibility of integrating DRR (Disaster Risk Reduction) education into the learning process in schools. This study used research and development (R and D) methods with the APPED model (preliminary analysis and research, design, production, evaluation and dissemination), which was carried out for two years. In particular, this paper reports the results of the first year’s research with research activities including: (i) analysis and preliminary research and (ii) design. In the initial analysis and research stages, the research team carried out several activities, including analysis of material coverage, learning outcomes, and learning activities through literature review and document analysis, combined with case studies and FGD (Focus Group Discussion) involving 87 teachers in Yogyakarta, Malang, and Ciamis. Furthermore, the results of the activities in the second stage, (Design), are in the form of an analysis of the needs of students in DRR (Disaster Risk Reduction) education based on Ecosystem-based Disaster Risk Reduction (Eco-DRR). Studies reveal that DRR (Disaster Risk Reduction) education has the potential to be integrated into educational activities in schools. Practically, the main components of DRR (Disaster Risk Reduction) education include: coverage of materials, learning outcomes, and learning activities. The research results also show that the integrated interdisciplinary curriculum model has the potential to be adopted in the implementation of DRR (Disaster Risk Reduction) education, through intra-curricular, extra-curricular and co-curricular learning activities. This finding has implications for the need for teacher involvement in the next research stage, where production, evaluation, and dissemination processes are carried out. Good practices that have been carried out by teachers have become one of the important instruments in implementing integrated disaster risk management with the educational process in schools . Further, important to consider the integration of science and indigenous knowledge (ISIK) in implementing DRR education in schools, through intra-curricular, extra-curricular and co-curricular. The disaster and mitigation knowledge were empirical, genuine, participatory and interactive, within the localities context. Schools can be good agents for dissemination of the ISIK perspective in disaster and mitigation studies. Although the relation between scientific and indigenous knowledge is proposed by the participants, but theoretically and practically needed follow-up studies, especially to reduce the level of vulnerability.