The implementation of disaster education after the sixteen years of the 2004 Indian Ocean Tsunami in Aceh-Indonesia: Progress or regress?

¹ Department of Geography Education, Universitas Syiah Kuala, Banda Aceh - Indonesia
² Pusat Riset Ilmu Sosial dan Budaya (PRISB), Universitas Syiah Kuala, Banda Aceh - Indonesia
³ Tsunami and Disaster Mitigation Research Center (TDMRC), Universitas Syiah Kuala, Banda Aceh - Indonesia
⁴ Department of Geography Education, STKIP Al-Washliyah, Banda Aceh - Indonesia

^* Corresponding author: syahrul.ridha@unsyiah.ac.id

Abstract

Strengthening disaster education for the community is an effort to build awareness, knowledge, and actions that need to be taken before, during, and after a disaster. Disaster risk communication plays an important role in disaster education as an effort to provide views about disasters to the community. This study aims to look at the progress of the implementation of disaster education school-based after the 2004 Indian Ocean tsunami. Progress is assessed through two aspects, namely: (1) the national curriculum in education unit level, namely Elementary Schools; Junior High School; and Senior High Schools, and (2) the implementation of disaster education school-based in the learning process. The national curriculum will synthesize by using a comprehensive literature review in national curriculum documents. This study applied a content analysis method in analyzing the qualitative data. The questionnaire survey was conducted at (Sekolah Siaga Bencana, SSB) in two districts affected by the 2004 tsunami. A literature study on the national curriculum documents in schools shows that disaster education has been integrated into the curriculum; for example, learning in elementary schools uses a thematic learning approach following factual conditions in the field, such as learning related to disasters. In junior high schools, the curriculum is integrated in an integrated manner in social science learning to provide awareness and knowledge about disasters. Meanwhile, the high school curriculum is integrated into geography subjects to increase knowledge and skills about disasters and make decisions before, during, and after a disaster occurs. This progress has occurred since the change in the curriculum from the KTSP curriculum (2006-2012) to the National Curriculum (2013). However, there are still several obstacles in implementing disaster education in Aceh, such as a lack of facilities for disaster learning. Therefore, a synergy between the government and schools is needed to improve disaster education school-based implementation within the national curriculum.