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Students’ Knowledge Level about Earthquake and Tsunami in Disaster and Non-Disaster Alert School in Banda Aceh

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Students’ Knowledge Level about Earthquake

and Tsunami in Disaster and Non-Disaster Alert

School in Banda Aceh

*

Hasmunir and Muhammad Okta Ridha Maulidian

Department of Geography Education, Faculty of Teacher Training and Education, University of Syiah Kuala, Banda Aceh 23111, Indonesia;

*Corresponding author: hasmunir@unsyiah.ac.id

Abstract

Banda Aceh is the worst affected areas by earthquake and tsunami 26 December 2004 that claimed more than 75% of fatalities and also destroyed almost all the buildings in this region. Post-tsunami, many encouragements such as international agencies, local, and government cooperate to rebuild the affected areas including Banda Aceh. Tsunami and Disaster Mitigation Research Center (TDMRC), University of Syiah Kuala, has begun to produce the disaster alert school program (DAS) by reaching out to the prominent stakeholders in creating a community of disaster-resistant character that is the school community. This study was

conducted to determine the level of students’ knowledge of the

Earthquake and Tsunami on Disaster Alert School and Non-Disaster Alert School in Kuta Raja, Banda Aceh. The population is 4 elementary schools (2 DAS and 2 Non-DAS). Samples were taken 20% of 196 or 40 students for DAS and 40 students for Non-DAS. The method used is the descriptive method and the data collection technique is the questionnaire. Data analysis technique is by calculating the percentage. The results showed that the students of the Disaster Alert School (DAS) answered a few questions correctly with the percentage of correct answers is 46,3%, while students from Non-DAS have 66,3% the correct answer percentage. So the level of students’ knowledge from DAS in Kuta Raja is less than students from Non-DAS had which is classified as enough.

Keywords: level of knowledge, tsunami, disaster alert school.

Introduction

The territory of Indonesia has geographical, geological, hydrological, and demographic conditions which enable the occurrence of disasters, whether caused by natural factors, non-natural factors or human factors causing human casualties, environmental damage, property loss and psychological impact which in certain conditions can obstruct national development.

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Banda Aceh City as the Capital of Aceh Province has geographical, hydrological and demographic conditions that are prone to disaster. Banda Aceh is one of the worst affected areas by the earthquake and tsunami on 26 December 2004, which claimed more than 75% of fatalities and also destroyed almost all the buildings in this area and very influenced the economic and social life of Banda Aceh’s society. In the aftermath of the Tsunami, the various international and local agencies, as well as the government, worked together to rebuild the affected areas including Banda Aceh City.

There are several key factors that can lead to a catastrophe caused many casualties and huge loss that is (a) a lack of understanding of the characteristics of the hazards, (b) the attitude or behavior that resulted the decline of natural resources (vulnerability), (c) the lack of information/warning (early warning) that cause unpreparedness, and (d) the helplessness/ incompetence in the face of danger.

According to Indonesian Institute of Sciences (LIPI) (2006), there are seven stakeholders that are closely related to community preparedness, namely: Individuals and households, government agencies related to disaster management, school community, non-governmental organizations (NGOs), community organizations, groups Professions and private parties. Among the seven stakeholders, the three stakeholders, namely: households, government and community schools, agreed upon as the main stakeholders, and four other stakeholders as supporting stakeholders in disaster preparedness.

Tsunami and Disaster Mitigation Research Center (TDMRC), University of Syiah Kuala, touch directly the main stakeholders of the school community, by creating programs Disaster Alert School (DAS). DAS is an activity to build school capacity by strengthening the knowledge and attitudes, school policies, emergency response plans, early warning systems of the school, and the mobilization of resources based on the capacity of the existing school, especially in anticipation of the risk of natural disasters, including earthquake and tsunami.

In 2017, TDMRC launched the addition of DAS in some schools; therefore it is important to look at the "level of students’ knowledge about Earthquake and Tsunami At Disaster Alert School and Non- Disaster Alert School in Kuta Raja, Banda Aceh".

Research Purposes

What is the level of students’ knowledge about the Earthquake and Tsunami on disaster alert school and non-disaster alert school in Kuta Raja, Banda Aceh? The

aim of this study was to determine the level of students’ knowledge about the

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Literature Review

Disaster

Disasters are "Events or series of events that threaten and disrupt people's lives and livelihoods caused by both natural and non-natural factors and human factors, resulting from the loss of life, environmental damage, property loss, and psychological impact" (RI Law No. 24, 2007). Disaster is a serious disruption to the functioning of a community or society that results in widespread human, material, economic or environmental losses that transcend the ability of the affected communities or communities to cope with the use of their own resources (ISDR, 2004).

Saptadi (2012, p. 21) states "Natural disasters are disasters caused by the event or series of events caused by nature, among others in the form of earthquakes, tsunamis, volcanic eruptions, floods, droughts, hurricanes, and landslides". So disaster is an event that harms human life and other living things caused by natural factors or by the human factor itself.

Disaster Alert

Alert is any activity prior to the disaster that aims to develop operational capabilities and facilitate an effective response when a disaster occurs (Susetyo, 2013, p. 1). Every disaster activity undertaken is an integrated effort of all elements in society, including society as individuals. Each element in integrated and organized joint efforts is to respond effectively to disaster effectively and efficiently (Hayati, 2006, p. 5).

Prasetyo (2013, p. 7) explains "Alert is an effort to develop the knowledge and capacity of governments, institutions, communities and individuals in anticipating, responding and recovering effectively from the possible impacts of disaster events or conditions existing or existing". Jaelani (2008, p. 53) describes "Alert includes measures that enable governments, communities, and individuals to respond quickly to disaster situations effectively using their own capacity".

Alert is an action taken during pre-disaster. Disaster alert is in the interest of all institutions, communities, and individuals. Each component in the stakeholders have different roles and should be combined in order to achieve overall alert means, every institution and society have a responsibility and role in tackling disasters and prepare for disaster can quickly and accurately. Not only institutions and communities in the community, but individuals also have to prepare themselves. Every individual must be able to know and be able to perform actions in response to the disaster.

Disaster Alert School (DAS)

School is one of the disaster management stakeholders who have a strategic position. This is because the school is one source of information and knowledge. As an institution that is the place or facilitation of the longest and most frequented by children, schools have a role to contribute to improving knowledge and skills to be able to deal with disasters.

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Organization (UNESCO), has been successfully applied in different places in Indonesia. DAS's fundamental program is to develop a disaster curriculum through various activities including training for trainers aimed at teachers, workshops, module development, and training for citizens.

In 2009, the DAS pilot project was implemented in Aceh supported by LIPI, UNESCO, and TDMRC. There is one primary school, a junior high school and a high school in Banda Aceh. Disaster themes have been incorporated primarily into the subjects of Religion, Indonesia language, Social Sciences, Sciences and Local Content. The module was developed by local stakeholders such as the City Education Office, teachers, and TDMRC based on national guidelines for the disaster curriculum.

Basically, the subject of disaster is given to all grade levels, for one subject taught in one semester, at least more than 3 times (2 hours) of discussion with the theme of disaster. Especially in Natural and Social Sciences, disaster issues are discussed in more depth and detail. Initially, teachers were trained on how to develop and teach the theme of disaster to schoolchildren. They are also encouraged to develop different methods of teaching students such as developing simple experiments related to such subjects and other methods such as extracurricular activities and holding public instruction by inviting resource persons from outside the school. Schools should be able to develop school guidance on disaster management, contingency plans, emergency provisioning, public education exhibitions, and routine disaster training.

In 2011, TDMRC began to emulate the DAS model in 28 schools in different places in Aceh. Instead of implementing a curriculum-based disaster education, they started the project with training on immediate disaster issues to teachers and schoolchildren separate from the subjects and school hours. Although in the end, the project will implement a school-based disaster education curriculum, a program that is taught more interactively using various methods such as role-playing, discussion, and other methods. Each month, TDMRC involves local government, Red Cross organizations holding different activities at school on schedule. Although there are similar activities related to disaster education held in schools, there are significant differences in the different ways in which formal themes of disaster-based disaster and implementation time are enacted.

Knowledge

Knowledge is the result of knowing and this happens after people make sense to a particular object. Sensation occurs through the human senses, namely the sense of sight, hearing, smell, taste, and touch. Much of human knowledge is obtained through the eyes and ears. Cognitive domain knowledge is very important in shaping a person's actions (overt behavior) (Notoatmodjo, 2010, p. 13). Tofu is defined as remembering a material that has been studied previously. This knowledge includes recalling stimulus that has been received. Therefore, this is a low level of knowledge. Verbs to measure that people know about what they learned are mentioning, defining, and declaring (Nurchayat, 2013, p. 26).

Factors Affecting Knowledge

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Habits and traditions were undertaken by people without going through reasoning whether done good or bad. The environment is everything that exists around the individual, physical, biological, and social environments. Experience as a source of knowledge is a way to gain the truth of knowledge by repeating the knowledge gained in solving problems faced in the past (Notoatmodjo, 2010, p. 33).

Research Method

The population of this research is the entire of Disaster Alert School and Non-Disaster Alert School in Kuta Raja, Banda Aceh City. Based on the data obtained, there are 4 Disaster Alert Schools and 4 Non-Disaster Alert Schools in Kuta Raja, Banda Aceh. The populations of the school are 196 students. The samples in this research were taken 20% out of 196, bringing the total number of 40 students to DAS Schools and 40 students to Non-DAS Schools. Data in this research collected by those techniques: Literature studies Documentation, Observation, and Interview. The interview is a method of collecting data by Questionnaire. To interpret the data, each data obtained from the interview and questionnaire is calculated frequency and arranged in table form then calculated the percentage. As for calculating the percentage level of knowledge, the statistical formula is used:

P =

N

F

x 100% Arikunto (2013, p. 52)

Description:

P = Percentage searched, F = Frequency of item is true, N = Number of questions.

After grouping the students’ knowledge level from DAS and non-DAS by categorizing

the knowledge level based on the number of correct answers. The scale of

knowledge level is as in Table 1. Based the table, the level of students’ knowledge of DAS and non-DAS is classified based on the percentage of the number of correct answers obtained. Each level of knowledge is categorized into the level of knowledge of good, sufficient, less and not good.

Table 1. Scale of knowledge level.

No Percentage of Value Category

1. 76-100% Good

2. 56-75% Enough

3. 40-55% Less

4. <40%. Not good

Source: Arikunto, (2010, p. 54)

Results and Discussion

The number of elementary school in DAS and non-DAS is 196 students. However, due to this research using sampling model, the writer chose 80 students as much as 40 students from DAS and 40 students from non-DAS to become respondents in this research. For more details about the sex of students who become respondents can be seen in Table 2 below.

Table 2. Identity of respondents by sex at DAS.

No Gender Frequency Percentage (%)

1. Man 20 50%

2. Women 20 50%

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831 Based to Table 2 the number of male and female respondents are the same as those who attend school at SDN.17 Banda Aceh and SDN.70 Banda Aceh in Kuta Raja.

Table 3. Identity of respondents by sex at non DAS.

No Gender Frequency Percentage (%)

1. Man 20 50%

2. Women 20 50%

Amount 40 100%

Based on Table 3 the numbers of male and female respondents are the same as those who attend school at SDN.01 Banda Aceh and SDN.08 Banda Aceh.

Information Resources of Respondents’ Knowledge

Source of information is anything that can be used to help each person to learn and display his competencies, including information sources, messages, people, materials, tools, techniques, and background. (Notoatmodjo, 2010: 23). Then according to Susetyo (2013:12), the source of information is everything and with whom someone learns something. In the learning process the learning resource component may be utilized singly or in combination, both planned learning resources and learning resources being utilized. So it can be said that the source of information is all the good sources of data, people and certain forms that can be used by learners in learning, both separately and in combination so as to facilitate learners in achieving learning goals or achieve certain competencies. The source of information is anything that a person can use to know something new, and has characteristics that are (1) can be seen, read and studied, (2) researched, studied and analyzed, (3) utilized and developed within Educational, research, laboratory activities and (4) can be transformed to others. For more details concerning to the source of information and the respondents’ knowledge about Earthquake and Tsunami can be seen in Table 4 and Table 5.

Table 4. information sources and the respondents’ knowledge about earthquake

and tsunami from DAS.

No Resources Frequency Percentage (%)

1. School 24 60%

2. Parents 12 30%

3. Print media 0 0%

4. Friend 2 5%

5. Social media 2 5%

Amount 40 100%

Based on Table 4, Students of Disaster Alert School obtain most of the information knowledge about Earthquake and Tsunami from their own school, so whether or not

the management of Disaster Alert School programs will determine students’

knowledge.

Table 5. Information sources and the respondents’ knowledge about earthquake and tsunami from non-DAS.

No Resources Frequency Percentage (%)

1. School 17 42.5%

2. Parents 20 50%

3. Print media 2 5%

4. Friend 0 0%

5. Social media 1 2.5%

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832 Based on Table 5 students from Non-DAS obtain most of the information knowledge about Earthquake and Tsunami disaster from the parents, but most of the others from the school.

Students’ Knowledge Level about Earthquake and Tsunami Disaster

The idea of knowledge in the context of disaster suggests that a successful knowledge gained is in the relationship between knowledge management and disaster resilience. Knowledge possessed can motivate a person in taking appropriate action to save lives (Oktari, 2016: 06). Table 6 shows the level of

respondents’ knowledge about the Earthquake and Tsunami.

Table 6.Students’ knowledge level about earthquake and tsunami from DAS and Non-DAS.

No. School Frequency of Right Answer

Percentage Knowledge level

1. DAS 6.95 46.3% Less

2. Non-DAS 9.95 66.3% Enough

Based on Table 6 the correct answer frequency of students from DAS is 6.95 with the percentage of 46.3% and the correct answer frequency of students from non-DAS is 9.95 with the percentage of 66.3%. Thus the students’ knowledge level from DAS is included in the range of 40-55% which is classified as Less, while from

non-DAS, Students’ knowledge level is included in the range of 56-75% which is classified Enough. Therefore, Disaster Alert Educational programs are run in school has been unable to make the students have knowledge about the Earthquake and Tsunami in Good level. In fact, the results showed that the level of students’ knowledge about the Earthquake and Tsunami is still in the level of Less. Socialization done by TDMRC and run programs in schools needs evaluation, especially the school which is one of the important stakeholders in improving students' knowledge.

Interview with the Principal of SDN 17 Banda Aceh

In an interview that has been conducted by Drs. Hasbi as Principal of SDN.17 Banda Aceh, he expressed gratitude that the school to be one of the schools that have disaster alert program. By the existence of this program, the school is often being the object of training and socialization conducted to the school. Hasbi said that Banda Aceh as one of the areas prone to earthquake and Tsunami, then the children should gain knowledge about the disaster. In addition, schools have also attempted to bring together disaster alert values with activities such as simulations, and parts of subtle. However, according to Hasbi, what has been implemented has not been optimum if only limited to training and socialization without any sustainability from related parties. Hasbi hopes for the future institutions running for DAS program to conduct an evaluation that can know the maximization of the program in the School.

Teacher in Charge of DAS in SDN 70 Banda Aceh

In an interview with one of the SDN.70 teacher, Rosita who is the teacher in charge of DAS program at the school, Rosita said that the disaster alert program did not run well because the TDMRC was not smooth of conveying the continuity of the program that will be continued by the school. After the socialization and training for students and teachers, the teachers only return to the students who did not participate in the socialization and simulation. She hopes that the sustainability of this program and DAS can be more attention.

The Tsunami and Disaster Mitigation Research Center (TDMRC)

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833 University. She is info about TDMRC's technical to disaster alert schools in Banda Aceh. Disaster Alert Schools in Banda Aceh cover all levels of education ranging from elementary school to high school, disaster alert schools are mobilized at schools located right in Tsunami prone areas such as Meuraxa district, Kuta Raja sub-district, District of Baiturrahman, and other sub-district in tsunami-prone areas.

Through this program, it is expected that school in Banda Aceh will gain children’s

knowledge about the disaster, therefore the knowledge can be applied and of course, the simulation should be done continuously.

Although there are similar activities related to disaster education held in schools, there are significant differences in the way of formally entering the theme of disaster to curriculum and incorporating extracurricular-based disaster themes.

Conclusions and Suggestion

The results of research data processing are students from Disaster Alert School (DAS) answered a small part of the question correctly with the percentage of correct answer 46,3 %, while the students from non-DAS have the percentage of correct

answers as much as 66.3%. Factors that cause the lack of students’ knowledge level

from disaster alert school in Kuta Raja: Disaster Alert School program (DAS) applied in schools did not run well, and students had a lack of knowledge about disaster resources such as Earthquake and Tsunami. The students are still fixated on the source of information coming from the school only. The conclusion of the students’ knowledge from DAS in Kuta Raja is less than students' knowledge level from Non-DAS which is sufficient.

This research was conducted so that Banda Aceh Government can evaluate the implementation of Disaster Alert Schools in Kuta Raja and proneness Earthquake and Tsunami. The Government and several related agencies to be able to socialize Knowledge Earthquake and Tsunami regularly or provide knowledge resources about Earthquake and Tsunami not only at school but channeled also to other important stakeholders such as the family environment. All students and schools should participate and be proactive in various activities concerned with the knowledge about Earthquake and Tsunami that organized by Banda Aceh government and the various related agencies.

References

Arikunto, Suharsimi. (2013). Research procedure: A Practice approach. Jakarta: Rineka Cipta.

BPS, (2016). In the district of Kuta Raja Figures, 2015. Banda Aceh.

Darmawan, S. (2012). Elasticity and Vibration Integrated Disaster. Bandung: Alfabeta.

Hayati, D. (2006). Disaster Management Measures selection. Jakarta: Rosda.

Jaelani, A. (2008). Earthquake Preparedness Guidelines. Yogyakarta: Bhuana Science.

Notoatmodjo, S. (2010). Basic Concepts of Knowledge. Jakarta: Graha Science. Nurchayat, A. N. (2013). Differences Between Disaster Alert Group Managed

Elementary Students Pedagogic and Andragogi. Essay. Jakarta: Universitas Gadjah Mada.

Oktari, R. S. (2016). Saving Knowledge. Smong News. November 7, 2016. Prasetyo, D. (2013). Alert and Multifunction Disasters. Jakarta: Earth Literacy. Saptadi, G., & Djmal, H. (2012). Kajian model desa tangguh bencana dalam

kesiapsiagaan penanggulangan bencana bersama BPBD DI Yogyakarta. Jakarta. Jurnal Penanggulang Bencana, 3(2), 1-13.

Gambar

Table 1. Scale of knowledge level.
Table 3. Identity of respondents by sex at non DAS.
Table 6. Students’ knowledge level about earthquake and tsunami from DAS and Non-DAS.

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