Disaster Education Through Local Knowledge in Some Area of Merapi Volcano

Abstract

Merapi volcano in Central Java is one of the most active volcanoes in the world. However, the area of Mount Merapi is still occupied by many inhabitants. Population growth in disaster prone areas is also quite high, even after a major eruption disaster in 2010. To reduce disaster risk, disaster education is necessary, including by utilizing local knowledge about disasters. This paper aims to (1) identify disaster education through local knowledge in the western and southern flank of Merapi Volcano, (2) reveals the influence of physical environmental conditions on disaster education that is formed. The research is done by geography approach that is environmental approach and emphasize on the theme of geography especially location, place, and human- environment interaction. The results show: (1) There are several forms of disaster education through local knowledge among others in the form of advice, philosophy of life, myths, art, and culture. The educational process is done in various activities of community life, both during pre disaster, disaster, and post disaster. village elders and community leaders are the most influential parties in the disaster education process. However, at present the role of local knowledge in disaster education is relatively poor. (2) There is an influence of the physical environmental conditions on the form of disaster education, especially geomorphological conditions. Geomorphological conditions affect the types of volcanic hazards, thus determining the characteristics of disaster education undertaken. This paper presents alternative methods in disaster education, in an effort to support disaster management that has been done by the government.

The Student’s Knowledge of Volcanic Eruption Mitigation in Magelang Regency

“…The research about disaster education in merapi volcano that have done indicates Pre-disaster, disaster, and disaster knowledge is provided through an educational process that can be carried out in community activities. Knowledge of disasters through the role of local wisdom that owned by the community is relatively poor [5]. Barriers to hazard preparedness are usually psychological, for example regarding risk perception, coping capacity, selfefficacy or self-esteem.…”

The COVID-19 impact crisis communication model using gending jawa local wisdom

“…Local media or often referred to as regional media such as kentongan, gending, gamelan which can adjust the function according to the purpose [22] [23]. The function of local media in crisis communication, namely: 1) providing information in the form of COVID-19 disaster; 2) educating the public for the prevention of COVID-19 by living a healthy life, including correct handwashing procedures; 3) persuading or influencing the community, among others by inviting the public not to go home, diligently washing their hands, always keeping a distance; 4) entertaining the public, one of them is by creating unique songs and still inserting invitations to prevent transmission of COVID-19.…”

A systematic review of the shape of disaster education

“…Intergovernmental and stakeholders are still debating and negotiating disaster risk reduction and a framework for education [4]. Three possible conceptualizations for disaster education: 1) based on temporal differences between education conducted at regular or irregular times; 2) the ways of learning and teaching: formal, non-formal, and informal; and 3) establishing disaster education as a sub-discipline in the field of education [5]. [3] It is stated that disaster risk reduction cannot be separated from the important role of disaster education, this is reflected in five dimensions: knowledge, action, response, integration and participation.…”

“…They can share and discuss with their families what they have learned at school about disaster preparedness [1]. Furthermore, disaster education can be delivered in various forms of education by local policies [5], including lessons, training, discussions with teachers and friends, reading and listening, using hypermedia systems, games, after-class activities, and intercultural projects online that can help increase survival and trauma healing. The experience of dealing with disasters through various forms of education, although at different levels, when dealing with actual disasters can improve the control of actions and emotions [1].…”