The development of Disaster Preparedness and Safety School model: A Confirmatory Factor Analysis

Widowati, Evi; Istiono, Wahyudi; Husodo, Adi Heru

doi:10.1016/j.ijdrr.2020.102004

Cited by 21 publications

(14 citation statements)

References 21 publications

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“…(2) curriculum is intellectually and emotionally stimulating, (3) curriculum optimizes students' learning potential; and (4) curriculum support e-learning/distance learning (Gul and Khilji, 2021). The indicators of a formal curriculum consist of teaching materials, laboratory guidelines or modules, learning instructions, evaluation tools, and extracurricular (Widowati et al, 2021).…”

Section: Classification Of Sub-elementsmentioning

confidence: 99%

The obstacles hierarchy of school disaster preparedness implementation in Mount Sinabung area, Indonesia

et al. 2022

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The incidence of natural disasters has an impact on various sectors of life, including the education sector. Schools as educational facilities are considered vulnerable areas that need handling steps to reduce disaster risk. As one of the most vulnerable countries to natural disasters, Indonesia already has several policies and programs from the government to address these problems. However, several studies have shown that the implementation did not go according to plan. These studies also reveal that this implementation lies in the local context in which the program or policy is implemented. That is why the study aims to examine the school disaster preparedness implementation in the Mount Sinabung area as one of the disaster-prone areas in Indonesia. This research utilizes the Interpretative Structural Modeling approach to build a hierarchy and classification of obstacles in implementing school disaster preparedness around that area. Data are collected through a combination of observation, interview, and survey techniques in 2017 and 2018 that involved a total of 35 participants. The result showed 14 sub-elements identified as limiting factors of school preparedness implementation in the Mount Sinabung area. Three elements serve as the first level (or the basis/key element) of the obstacles hierarchy: Integration of subject, school policy, and school curriculum. Intervention at the base level will trigger changes and give impact the other upper-four levels of elements. This hierarchy and classification are relevant to the context of the Mount Sinabung eruption and cannot be applied in other areas. This research did not measure the numeric data per sub-element in disaster preparedness. Therefore, the limitations of this study can be directions for future research to examine the implementation in another area by using numeric data. The results of this study also provide major recommendations to several stakeholders. The existing policies regarding school disaster preparedness and their implementation need to be reviewed to improve the result.

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Section: Classification Of Sub-elementsmentioning

confidence: 99%

The obstacles hierarchy of school disaster preparedness implementation in Mount Sinabung area, Indonesia

et al. 2022

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“…Based on Table 4, the results obtained that the room with the door open outward is the priority with a score of 0.412, the second priority is an easy-tounderstand evacuation route with a score of 0.276, the assembly point is the third priority with a score of 0.19, and the last priority is a high outlet and switch gets a score of 0.122. In line with (Widowati et al 2021), state that the minimum width of the door allows two people passing each other, class door width of at least 80 cm, and easy to open and opens outwards. 5, the is that the priority is quality control with a score of 0.456.…”

Section: Disaster Safe Designmentioning

confidence: 93%

“…In contrast, the post that gets the last priority should consider the school to improve the situation. According to (Widowati et al 2021) research, the improvement stage can be done by schools and stakeholders, especially education authorities because it can identify and evaluate the existence of strengths and weaknesses in policies in the fulfillment of school conditions.…”

Section: Disaster-safe Education Unit (Spab) Program Management Strat...mentioning

confidence: 99%

Determination of Priority Pillars of Safe School Facilities in Supporting the Realization of Disaster-Safe Education Unit (SPAB) Program in Public High School 1 Karangdowo, Klaten District, Central Java Province

Pahleviannur

Hafida

2022

JGEL

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Indonesia memiliki kerentanan tinggi terhadap bencana. Kerentanan yang terdapat di Indonesia mengakibatkan kerugian pada beberapa sektor, salah satunya sektor pendidikan, seperti guru, peserta didik, kegiatan belajar mengajar, dan fasilitas pendidikan. Tujuan yang terdapat dalam penelitian ini yaitu untuk: (1) mengetahui prioritas pilar fasilitas sekolah aman yang terdapat di SMA Negeri 1 Karangdowo dalam pengelolaan Satuan Pendidikan Aman Bencana (SPAB), dan (2) mendeskripsikan strategi pengelolaan SPAB di SMA Negeri 1 Karangdowo terhadap pilar fasilitas sekolah aman. Jenis penelitian yang terdapat dalam penelitian ini yaitu kualitatif dengan desain penelitian studi kasus. Teknik analisis dalam penelitian ini yaitu analisis kualitatif untuk mendeskripsikan pilar prioritas dan strategi pengelolaan fasilitas sekolah aman dan Analytical Hierarchy Process (AHP) untuk menghitung pilar prioritas fasilitas sekolah aman. Hasil dalam penelitian ini yaitu: (1) penentuan prioritas pilar fasilitas sekolah aman diperoleh hasil bahwa, ketinggian aman dari banjir, struktur stabil dan kokoh, perbaikan kerusakan, ruangan dengan pintu terbuka ke luar, pengontrolan kualitas, dan penguatan bangunan menjadi prioritas utama, dan (2) strategi pengelolaan SPAB yang terdapat di SMA Negeri 1 Karangdowo yaitu berupa peningkatan kapasitas terhadap fasilitas sekolah aman dengan memperbaiki terhadap pilar yang tidak diprioritaskan.

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“…Children get opportunities from school to develop the skills and knowledge needed to protect themselves from disaster risk. The psychological approach of students through teachers is an effective way to prepare children for disasters [16,17] Evi Widowati et al (2021) [18] have developed a model for the School of Disaster Preparedness and Safety (SSSB). The developed model allows schools to increase resilience in the face of hazards by conducting self-assessment, hazards can be in the form of natural or social disasters.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of safe school readiness for landslide in Tawangmangu and Matesih District, Karanganyar Regency, Indonesia, the Year 2021

Muryani

Sarwono

Tjahjono

et al. 2022

IOP Conf. Ser.: Earth Environ. Sci.

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School children are a group that is very vulnerable to disaster exposure because most of their time is spent in the classroom with their friends and teachers. To protect them, safe schools are needed both structurally, non-structurally, functionally and facilities. The purpose of this research is to find out readiness of schools located in landslide-prone areas to become landslide-safe schools. The research locations are in four elementary schools in areas prone to high landslides, namely Tengklik 1, Tengklik 2, Koripan 1 and Koripan 2. The measurement of disaster-safe school readiness used a combination of indicators from Mirzaei et al. 2019 and SPAB from the Ministry of Education and Culture. The results showed that the level of school safety from landslides was SD Tengklik 1 in the medium category, SD Tengklik 2 in the medium category, SD Koripan 2 in the low category, SD Koripan 3 in the low category.

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The development of Disaster Preparedness and Safety School model: A Confirmatory Factor Analysis

Cited by 21 publications

References 21 publications

The obstacles hierarchy of school disaster preparedness implementation in Mount Sinabung area, Indonesia

The obstacles hierarchy of school disaster preparedness implementation in Mount Sinabung area, Indonesia

Determination of Priority Pillars of Safe School Facilities in Supporting the Realization of Disaster-Safe Education Unit (SPAB) Program in Public High School 1 Karangdowo, Klaten District, Central Java Province

Evaluation of safe school readiness for landslide in Tawangmangu and Matesih District, Karanganyar Regency, Indonesia, the Year 2021

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