The Development of Earthquake Risk Reduction Curriculum for 4-6 Years Old Children in Gorontalo

Abstract

This research was conducted for the development of earthquake risk reduction curriculum for children aged between 4-6 years old in Gorontalo. This research used Research and Development method. The data analysis technique used in this research is qualitative data analysis technique Milles and Hubberman model and quantitative data analysis using the t-test. This research was conducted in Gorontalo. The researcher modified the Dick and Carey’s design of research and development. Step 1, the researcher did a preliminary study through literature studies related to the concepts of models to be developed. Then, the researcher did the field study for the initial knowledge on the disaster risk reduction curriculum for children aged between 4-6 years old. Next, the researcher performed required analysis as the basis for developing the model. Step 2, is the development stage and step 3, is the implementation of the earthquake risk reduction curriculum program model. The research is still in step 1. The duration of this research was one and a half years. The data were collected through interviews, forum group discussion, observations, and documentation. The first year research was to conduct preliminary research to collect information (literature review, preliminary observation). In addition, the researcher identified the problems encountered in the learning process. Then, the researcher evolved the planning (identification and definition of skills, purpose, determination of learning sequence), and then finally, conducted the expert test or expert judgment. The first Development product includes Program design of disaster risk reduction curriculum. There are three main processes in the curriculum: the concept stage, the training phase, and the rehabilitation phase. Activities in three stages of this process through a series of curriculum development frameworks comprise the determination of learning objectives, then the learning process, and the evaluation process (for early childhood phase, the learning process is more important than the outcome). Last but not least is the reflection stage to review the design and improve the learning objectives.