Proceeding ICDRRE 2014 by PLS FIP UNY

PROCEEDING InternationalConference on Disaster Risk Reduction and Education (ICDRRE 2014) â&#x20AC;&#x153;Strengthening Community Resiliency To Disaster Through Disaster Education Developmentâ&#x20AC;? Publishing Institute Yogyakarta State University Director of Publication Dr. Iis Prasetyo, MM Board of Reviewers Maria Fellizar Cagay Yukiko Takeuchi Dr. Sugito, MA Dr. Siti Irene Astuti D Retna Hidayah, Ph.D

Editors Prof. Dr. Yoyon Suryono, MS

Prof. Dr. Sodiq Aziz Kuntoro, M.Ed. Lay Out Mareta Puspita

Administrator Lutfi Wibawa, M.Pd

Address Yogyakarta State University ISBN: 978-602-7981-45-4 @ 2014 Yogyakarta State University

All artices in the proceeding of InternationalConference o Disaster Risk Reduction a Education (ICDRRE are not the official opinions and standings of editors. Contents and consequences resulted from the articles are sole responsibilities of individual writers.

FOREWORD

Welcome to International Conference on Disaster Risk Reduction and Education (ICDRRE) 2014. The theme this year is Strengthening Community Resiliency to Disaster through Disaster Education Development. As we all know, disaster management process in some countries still faces some difficulties due to the lack of effectiveness in emergency response and recovery, lack of understanding in prevention and risk reduction, and lack of community participation in disaster management process. Therefore, this conference is designed as an effort to identify obstacles, barriers, and factors of community resiliency to disaster in personal, communal, and institutional levels as well as to discuss systems that can be used to design community resiliency management to disaster. Besides, it can be a good opportunity to reveal a variety of experiences, knowledge, studies and researches, and local wisdom that are useful to increase community resiliency to disaster through sustainable and comprehensive disaster education. This year, ICDRRE invites six speakers who are experts in the field of disaster management and received many additional papers, thirty-five of which are selected to be presented in the parallel sessions.

The success of this conference is not without the efforts of the committee, speakers, as well as participants. Thus, I would like to thank them for their being parts of the conference. Finally, we welcome you to Yogyakarta, a city that is famous for its beautiful environment and rich culture. Enjoy the conference and we hope you will have some fruitful discussions. ICDRRE 2014 Chairperson Dr. Iis Prasetyo, M.M.

TABLE OF CONTENT FOREWORD TABLE OF CONTENT INVITED SPEAKERS Disaster Resilience in Education Sector: Some Reflections Prof. Rajib Shaw

Empowering Community Participation in Natural Disaster Risk Reduction: Experience and Challenge Maria “Malu” Fellizar-Cagay

1 2

Vulnerable Urban Areas Measurement and the Need for Community Awareness and Preparedness Kim Wah CHUNG (Dr.) 3 Development of the Wide View Disaster Information Predict System (W-View Dis: Cared) Pilot Project in Yogyakarta Special Region, Indonesia Stefano Tsukamoto Development of Teaching Materials and Tools Using Disaster Reduction Hyperbase Yukiko TAKEUCHI*, Hiroyuki KAMEDA** and Kaoru TAKARA**

Educate the Community: Model of Disaster Education for Vulnerable People Community based Education Approach in Disaster Preparedness and Mitigation Sumarno and Yoyon Suryono

23 36 37

COMMUNITY BASED DISASTER EDUCATION Community-Based Disaster Education Asep Saepudin

Remodelling Management of Non Formal Education Program in Disaster Area Yanti Shantini Management of Training in Empowering Santri for Disaster (Case Study on Santri Siap Guna at Daarut Tauhid Pesantren Bandung) Viena Rusmiati Hasanah & Jajat S Ardiwinata

Merapi Eruption Disaster Mitigation Through Role Playing on Early Childhood as Education of Disaster Response of Merapi Mountain in Yogyakarta Laila Nur Rosyidah, Rita Suryani The Greatness of Empowerment through Non-Formal Education in iii

48 49 61 62

Overcoming the Impact of Merapi Eruptions Ayi Olim , Yanti Shantini

Flooding Potential Reduction in Urban Area through Community Participation Using Rainwater Harvesting, Case Study in Surabaya City Dica Erly Andjarwati; Nurina Fitriani, Eddy Setiadi Soedjono Model-Based Learning Four Pillars of Education on Life Skills Education Program To Increasing the Resilience of Rural Communities to the Threat of Disaster Tri Suminar Development of Disaster Awareness Community Integrated Community Learning Center Dr. Iis Prasetyo, MM, Rb. Suharta, M.Pd

Women Empowerment Model Merapi Eruption Victims Through Literacy Education Independent Business Shelter in Glagaharjo Cangkringan District Sleman Sujarwo, Widyaningsih, Tristanti

71 72 89 101 102

DISASTER EDUCATION IN SCHOOL Expressive Letter Writing: Group Guidance to Restore The Victim's Psychological Condition Eruption of Mount Merapi Wahyi Dwi Ulfa, Rohmah Nurhuda, Pambayun Hari Setiawan

103

Disaster Preparedness Modules Development for the Sixth Grade Students SD Muhammadiyah Wonokromo II Pleret Arief Rachman Anzaruddin

122

The Urgency of Playing Activity Models Development in Disaster Area in Central Java Lilis Madyawati , Hamron Zubadi, Dede Yudi

Physical Education and Sport as Psychosocial Intervention Effort of Children in Disaster-Prone Area Soni Nopembri DISASTER INFORMATION SYSTEM Integrating Disaster Risk Education into Vocational Training Curriculum iv

137 156

to Increase Workforce Risk Awareness Cahyani Windarto, Sukiyo

Alternative Education Model For Addressing Social Disaster Dr. Utsman, M.Pd.

169 187

Fishery As Short-Term Livelihood Strategy Post Merapi Volcanoâ&#x20AC;&#x2122;s Eruption Faizal Rachman, M. Chrisna Satriagasa, Widiyana Riasasi

198

Paper Extreme Rainfall in Seram Island, Maluku Province of Indonesia Christiono Yulianto Kardani, Joko Sudjono, Fatchan Nurrochmad

208

Geographical Knowledge of Urban And Rural Communities in Earthquake Preparedness (Case Study of Bulu Community, Sukoharjo) M. Amin Sunarhadi, Ari Mulyono, Suharjo, and M. Musiyam

210

Padat Karya Kearifan Lokal (Pakar Rilo) as Efforts Handling Economy Conditions of Psychological Post-Quake in Yogyakarta Fani Akdiana, Rahmat Dwi Gunawan, Rahmat Dwi Sanjaya 207 Investigation on disaster risk parameters due to tsunami of Ende Regency, Flores Island Heri Budianto, Adam Pamudji Rahardjo, Radianta Triatmadja 209

Current Condition of Flash Flood Disaster Risk in Huamual District, Seram Bagian Barat Akhyar Mushthofa, Adam PamudjiRahardjo, DjokoLegono

Geographic Information Systems (GIS) Application to Estimate the Level for Flood Vulnerability around Code River Flow Yogyakarta City Janu Muhammad

Advocacy Model for the Post-Disaster Communities: A Study at Gunung Halu in West Bandung District as an Out-of-School Lab-site Iip Saripah and Achmad Hufad Japanese Way to Confront the Natural Disasters through the Education for Disaster Prevention Akina Furuoka Non-Formal Education and Special Services Education in Disaster Area Fakhruddin

Post-disaster Community Empowerment Post-disaster Post-disaster top of form through Agricultural Training (Cases of Action Research on Patronage Region of Labsite PLS UPI in the Regency Pangalengan District of Bandung) Joni Rahmat Pramudia, Achmad Hufad Empowerment based Natural Disaster Mitigation: Strategy the Formation v

218 229 237 244 245 252

of Society Disaster Response in Indonesia Darmawan Prasetya

253

Conscious Culture Development and Disaster Preparedness with Effective and Emphatic Communication for Disaster Mitigation at Schools Siti Irene Astuti Dwiningrum, Wagiran, Suwarjo, Achmad Jaedun

269

Youth Education Model for Social Disaster Lutfi wibawa

285

Parenting in Cultural and Ecological System to Save the Children Dr. Sardin, M.Si.

286

Disaster Management Based of Non Formal Educational Activities Prof. Dr. Tri Joko Raharjo, M.Pd

287

DISASTER RESILIENCE IN EDUCATION SECTOR: SOME REFLECTIONS Rajib Shaw Kyoto University, Japan

Abstract

Mainstreaming Disaster Risk Reduction (DRR) in the education sector is one of important efforts to enhance resilience in a community. DRR in the education sector not only focuses on provision of disaster education, but also includes securing safe school environment, developing school disaster management plans, and building capacity of school teachers and local educational officers. Japan, with its wealth of experiences in disaster risk reduction has developed a good resilient system in its education sector, which has been tested and revised through experiences of past disasters. However, the Great East Japan Earthquake and Tsunami of 2011 has pointed out several key lessons in the education sector. Experiences from other disaster prone countries like Vietnam has also provided key learning on the disaster resilience in the school system by developing School Disaster Resilience Index. A combination of system approach in education sector, combined with enhanced public awareness will help in developing a resilient community and society. Key words: Education governance, school resilience, disaster education, Japan, Vietnam

EMPOWERING COMMUNITY PARTICIPATION IN NATURAL DISASTER RISK REDUCTION: EXPERIENCE AND CHALLENGES Maria “Malu” Fellizar Cagay Deputy Executive Director, Center for Disaster Preparedness Sectoral Representative, Victims of Disasters - National AntiPoverty Commission The Philippines has been consistently one of the top countries frequently hit by disasters. This fact makes it one of the most disaster prone countries in the world. On 8 November 2013, Super Typhoon Haiyan (local name Yolanda), the most powerful tropical storm that made landfall in recorded history, hit the central Philippines. Approximately, 9.5 million people were affected and more than 6,000 lives were claimed (and many more are missing). Also, it brought destruction to critical facilities, the ecosystem and incurred economic losses. The disaster hindered development efforts in the local communities and made poor people poorer and marginalized. Recognizing the fact that the country is highly vulnerable to natural hazards, landmark efforts and initiatives on disaster risk reduction were put in placed. For instance, the Philippine Disaster Risk Reduction and Management (DRRM) Law was passed on May 2010, few months after the country’s capital region was inundated to floodwater due to heavy rainfall. The law is the manifestation of the Philippines’ support to the international and regional DRR frameworks such as the HFA and AADMER. In the same way, the community-based DRRM approach and its institutionalization is clearly stated in the law. However, despite of strengthening of DRR, the national and local governments continue to employ a reactive approach to DRR. Although there are documented cases on organized and DRR-responsive local government and communities that saved lives and achieved zero casualties, the replication and adaptation of good practices on community-based DRRM is relatively poor. That said, people’s empowerment and participation in DRR needs further support and advocacy.

There are local governments that claimed they have DRRM and specific hazard contingency plans. Also, they brag that they are prepared when calamity hits. However, when disaster strikes it shows that they are not capacitated and prepared as seen in the numbers of casualties and the devastating effects on the local communities. Based on my personal observation in my fieldwork in different communities in the Philippines as well as listening to the voices of the marginalized communities, the DRR plans were prepared only by few and were not even shared to the families dwelling in high-risk communities. With this, it 2

can be argued that generally in the Philippines, the community people are not engaged in the planning process.

In our organization, the Center for Disaster Preparedness, and the National AntiPoverty Commission (NAPC), where I serve as the Sectoral Representative for the Victims of Disasters and Calamities, we deem that peopleâ&#x20AC;&#x2122;s participation and community empowerment are essential in disaster risk reduction and management. The community people are the first responders â&#x20AC;&#x201C; providing immediate support and assistance to their families and neighbors. The local people have knowledge about their locality, the history of disasters in their area, and how vulnerability to hazards has changed overtime. With this, the people have the right to participate in decisions that affect their daily lives. People must be involved and should participate fully in all aspects of the community based disaster risk reduction and management process. In our work and advocacies, this is how we actively engage the people. 1. 2.

Community risk assessment. Understanding the different hazards in their community and how this will affect their lives and properties, and why they are vulnerable. Identify and recognize their full potential that can be used in the DRRM.

CBDRRM Planning. Based on the result of the community risk assessment, they will identify prevention, mitigation, preparedness, response and rehabilitation measures that can be done by the community using their available resources and assistance that can be tap outside the community.

3. Formation or Strengthening of Community. If there will be no existing organization or system in placed for the implementation of DRRM plan, organization will be formed. If there is already existing organizations, the structure and system will be reviewed to fit the needs of the DRRM plan implementation. The organization will ensure that everyone in the community especially the most vulnerable sectors will be part of the capacity building and awareness campaign. 4. 5.

Community Managed Implementation. The organization will ensure that the plan is being implemented as planned and ensure community participation.

Participatory Monitoring and Implementation. Monitoring and evaluation system should be in placed before the start of the implementation of the plan. Indicators should be specific and clear to the community. This will guide them what to look for after the implementation of project and plans. What vulnerabilities are addressed and what capacities were enhanced.

The CBDRRM implementation experience in the country proves that through peopleâ&#x20AC;&#x2122;s participation in the process of disaster risk reduction, they will become 3

more capable of addressing their basic needs, achieved zero casualty in times of disaster and advocate for addressing root causes of vulnerabilities. Empowering community will not happen overnight, itâ&#x20AC;&#x2122;s a process and takes years to achieve. Good governance is key to empowering community.

VULNERABLE URBAN AREAS MANAGEMENT AND THE NEED FOR COMMUNITY AWARENESS AND PREPAREDNESS

Kim Wah CHUNG (Dr.) Director, Centre for Social Policy Studies Assistant Professor, Department of Applied Social Sciences Hong Kong Polytechnic University Hunghom, Kowloon HONG KONG

Abstract Hong Kong is only with a small territory, but home to more than 7 million people, making it necessary to adopt a “High-rise, High-density” mode of urban development. With decades of enviable economic development, the glittering fluorescent lights and the skyscraping landscape are in fact embodied with hidden risks and hazards resulting from this development characteristic. Many decade-old high rise buildings are obsoleting rapidly, yet maintenance and repairing works have not, and could not, be effectively conducted to remedy potential risks. Based on a recent study, this paper analyzed the socio-economic factors leading to poor management and the weak involvement of aged building residents in property repair and maintenance. Lack of means, lack of motivation, high mobility, lack of knowledge and unawareness to the tremendous consequences of failing buildings compounded with the demographic characteristics of aged building residents could be account for the difficulty. In addition, lack of policy momentum and ineffective community organizing to develop and sustain community networks is also perceived as important reason for residents’ low propensity to involve. The effectiveness of the recent “Mandatory Building Inspection” would only yield limited result if the government does not put forward more proactive yet flexible policy measures. It is recommended that the government has to engage professional community organizing services as a strategy to foster better local involvement and to sustain residents’ efforts. This is also perceived as a strategic measure to facilitate better use of existing resources for more effective housing management.

Keywords: Aged building, Community Organizing.

Introduction

Urban Hong Kong has long been characterized by a highly congregating morphology of human settlements. With a total area of just about 1,100 square kilometer while only a minor fraction of this area built, the high-rise high density pattern seems to be the only option for urban development. This urban form has also been long established since the area was opened up as a commercial and trading city. Therefore, some of the old urban district areas have been agglomerated with buildings that are developed decades ago. Official figures revealed that there are more than 40,000 private buildings in Hong Kong, about 15,000 of which are over 30 years’ old. In principle, with appropriate organized management, and with relevant repair and maintenance, buildings of several decades could remain well preserved for normal human activities. However, over 11,000 private residential buildings in Hong Kong are without formal residents’ organizations, such as management committees, not to mentioned

incorporated

Owners’

Corporations.

The

absence

effective

organizations is also a very disabling factors for any effort to foster effective repair and maintenance works for these aged building. In result, the repair and maintenance of these buildings are expectedly far below satisfactory level. Worse enough, many of these private building blocks are becoming aged and dilapidated. This viscous cycle further endangered the potential hazards the building structures congested Hong Kong.

This problem and the potential hazards are not unknown to the government, to concerned professional and to many people living in the city. The government and various concerned bodies had made efforts to foster better repair and maintenance and to heighten awareness among residents. Legal requirements for appropriate intervention into the issue have been in place. Coordination and promotion of owners’ organizations to foster better building management, encouragement to proper maintenance and repair have both been focus of actions for different government departments and Non Government Organisations (NGOs) as well.

Incentives

schemes have been put forward by government departments and by other concerned organizations.

However, repair and maintenance of ageing buildings are never issues of mere technology, management system and legal framework, but involving complex social 6

processes articulating the dimensions of hardware (design and technology), software (legal framework

and

management system) and human-ware (motivation,

mobilization and organization of residents/owners and interaction among concerned parties on R & M issues). Such socio-cultural-political process embraces mobilization and organization of residents/owners as well as the interplay among residents, government

departments,

politicians

and

community

service

professionals

(community organizers, social workers etc.)

Current Situation

Studies on housing policy, residents organization and housing movement in Hong Kong have focused mainly on those in public sector housing (Chan & Chung & Ho, 2004; Ho, 2000a & 2000b). Although some small scale and piecemeal surveys on small neighborhoods could be identified, there are little systematic studies on the momentum and dynamic of residentsâ&#x20AC;&#x2122; organizations and housing movements in private buildings, particularly ageing private residential buildings.

Public sector housing residents, either home-owners or tenants, are expecting longer terms of residence, facing a unified landlord or management (the Government or some quasi-public organization, such as the Hong Kong Housing Society). These public bodies are always with better organization capacity to engage in ongoing and appropriate maintenance responsibilities, their official or semi-official status also foster an expectation in themselves and from the general public that they are with inalienable obligations to take timely actions on building maintenance. Though the building quality and structural deficiencies of public housing blocks have repeatedly invited attention, the massive redevelopment of public housing blocks since mid 1970s helped to minimize the occurrence of aged building syndromes in the public sector.

The situation of the private housing sector is obviously much less favorable. Despite the fact that many community service projects in Hong Kong have been funded and some are still being funded by the government and Non-government-organizations (NGOs) to serve and organize people living in ageing private buildings, either for 7

preparation and settlement of residents under urban renewal projects or for upgrading conditions and quality of living, these efforts appeared to be piecemeal, temporal and transitional.

Moreover, though these efforts have played a prominent role in service provision and sometimes problem solving, they are always lacking a comprehensive outlook and without a mission to uplift the long term standard in housing maintenance and repair. In result, there is also no dominant conceptual framework to understand and analyze the distinctive process of mobilization and organization of households (consists of both owners and tenants) in private residential buildings comprising of multiple ownership and rental owners, and owners not residing at the building.

Carley & Smith (2001) asserted that private housing residents’ organization and movement is one of the core constituency of new social movement. Skifer Andersen (2003) mapped out the interaction between segregation, urban decay and deprived neighbourhoods, within which old private housing area being one of possible locational focus in inner city. Areas with ageing private residential buildings are considered as the socio-political base of social exclusion and social unrest. The decay of such areas continues despite economic blooming because family strategy of moving out to better regions and the influx mobility of less advantaged population sustain the overall deterioration (Lui, 1995).

Discussion on “Housing and Social Exclusion” has been long around social and public housing. However, as efforts for upgrading of quality of social / public housing are continually taken, private housing areas built before the 70’s are increasingly prone to become localities of socially excluded people in cities (Lee 2004), the process is apparent also in cities in other countries (Somerville, 2000). The process of “Exclusion” is not merely understood as trapping of poverty among the poor elderly, new immigrants and the jobless, but also a process and socio-economical, political and psychological processes for these groups of people to encounter limitations in mobility and social interaction, stigmatization from community, and demoralization experienced in collective mobilization and organization for betterment of housing conditions and social living (Spier, 1999; Spicker, 1998; Steward, 1998). 8

In Hong Kong, the social exclusion of population residing in ageing private residential buildings is not merely physical exclusion. On the contrary, most ageing private residential buildings are located in urban densely peopled areas. Retails, services and public facilities are not too distant. However, there are ongoing discussions on the mobility exclusion of more fragile people, particularly the elderly, who are residing in ageing privet building of which the vertical transportation is poor as lift or elevator are not available for an 8-storey building (HKU, 1999; Chung, 2000). The social isolation of people or households staying in aged building as well as the stigma and negative label attached to them could also be considered as a subtle form of social exclusion. People in this type of buildings are always susceptible to economic exclusion as the financial strengths of many of them are below average.

In Hong Kong, areas of poorly maintained private housing, with its declining level of safety, health and quality of living, is also recognized as a trapping location of deprived, such as the single and frail elderly, new-comers, ethnic minority groups and those from the low social and economic strata (Lee, 2004; Lee 1998). Wistow (1999) argued that effective community care in the 21st century should involve active citizen participation realizing choice, independence and community integration.

Putting this into the residential reality, it is widely believed that effective organization of residents to involve in community problems and affairs, to develop networks among residents, and to promote collective effort to maintain the built environment are vital to social integration and social cohesion. This is also believed as to be essential for sustainable efforts for repair and maintenance of old buildings that in turn upgrade property values, which would also directly benefit the economic situation of property owners. Additionally, the living conditions of residents in these obsolete communities could also be significantly upgraded. Yet the effectiveness in organizing residents is always subject to the coexistence of various social factors.

Readiness and Motivation to engage in Building Maintenance

The motivation to engage actively in repair and maintenance is at least partially dependent on individual household owner or residents’ psychological satisfaction and dissatisfaction on housing. However, Satisfaction-Dissatisfaction on housing is a subjective and psychological response not just of straight and direct relation with objective housing conditions but also with, firstly, their actual use of home space for life activities, and secondly on their expectation on level of satisfaction gain in housing.

A recent survey on two aged residential blocks revealed that “sleep and rest”, “meals” and “hygiene” were the most frequent activities reported to be engaged by interviewees in the dwelling units. Around 90 percents of respondents reported that they “always” or “usually” undertook these activities in the housing units. On the other hand, about two-third households reported that they would do leisure activities and studying in their flats frequently. However, maybe with low expectation in relation to the cost incurred on residence, most households were found satisfied with their living condition. The level of satisfaction on “sleep and rest”, “meals”, “hygiene”, “leisure” and “studying” are largely above average, with only “social activities” as exception. Understandingly, only less than a quarter households would organize social activities at their flats frequently.

Although most residents of aged buildings expressed a certain degree of willingness to share cost of repair and maintenance works within their means, most were, however, unwilling to participate in related tasks.

Owners and tenants were not

significantly different in their willingness to get involved. For the property owners, even though their willingness to share repair and maintenance cost is relatively higher than the tenants, the willingness level was still quite low.

The pattern of functional use of home space was obviously correlated with the level of satisfaction for individual residents. This study demonstrated that the deteriorating residential environment is obviously discouraging residents to engage in social activities within their dwellings. This lack of community integration within the 10

buildings is very likely a factor discouraging involvement in building management, not to mention taking more active roles in repair and maintenance.

High mobility of renters and frequent vacant period of apartments were factors leading to weak community bonds. Weak cooperation and trust among residents also made them unwilling to get involved. Coordination and joint effort for maintenance and repair works in public space are therefore difficult. In fact, this phenomenon was found to be very common for unorganized ageing buildings.

If this is the case, to activate the social networks and to make sustained effort to develop and maintain this networks would likely lead to more active engagement of residents, be they owners or mere tenants, in building management and maintenance issues. More than adequate evidence from community surveys in the past few decades have pointed to this conclusion.

Socio-economic Factors Associated with Residentsâ&#x20AC;&#x2122; Motivation

Beside the above mentioned problem of motivation, another reason for poor management and maintenance in aged building is obviously economical. For non residence aged building unit owners, they have to always keep the rent low for more competitiveness in this low end residential market, and it would not be economically rewarding for them devote resources for repair and maintenance, as the additional marginal returns would not be attractive.

The demographic make up of the marginal sector of the society is the most disabling factor for motivating active engagement. Majority of ageing building owners / occupants are from the less privileged sector or even marginal groups in the society. With the relatively poorer physical housing conditions, weaker social facilities and deteriorating communities, rental level of premises and the values of the property could be expectedly at the lower margin of the market. These factors added together to attract agglomeration of people from the lower strata of the society which are of relatively lower competitiveness in the residential market. 11

Expectedly, most of the residents are of relatively lower education level, lower working ability and low income. Some are minorities who have not yet been integrated into the society. Elderly people, new arrivals from mainland China and south Asian countries (such as Pakistani and Indians) and above-middle-aged wageearners and their families are more frequently found to be dwelling in units of ageing buildings in obsolete communities.

On the other hand, the high proportion of rental tenants in many aged building community is also a determining factor for lacking of active involvement. As a norm, it is easily understandable that ageing buildings with higher owner-occupier ratio would lead to a more stable community as well as less vacant flats. This makes the residents there more willing to engage in activities to improve their housing situation. Reports from social workers, community organizers and government officials were that higher owner-occupier ratio usually correlates positively with the propensity and end results of property management as well as repair and maintenance quality.

However, the proportion of rental tenants is usually high in areas agglomerated with old buildings. In Mongkok and Shumshuipo, it was reported that some ageing buildings have more than 70 percents of their sitting residents were rental dwellers. Some buildings with more than 50 percents of residents as owner-occupiers are usually regarded as “having high ownership rate” by professionals working there.

High proportion of old aged residents is another factor discouraging active participation in building maintenance, management and repair. For aged owners and residents alike, resources are usually lacking as many of them are without stable incomes. Without a pension system, many elderly property owners in these districts have already got used to the current environment and living conditions. Most residents in these buildings are understandingly with limited means for housing improvement. The opportunity cost for them to allocate funds and personal resources on housing repair, maintenance and improvement works would be high and they are more likely to have developed a “not to care” inclination. Moreover, aged residents, be they owners or residents, are usually lacking the knowledge and motivation to better maintain their own properties. 12

With improvements in personal or familial economic situations, some residents in aged buildings would move away up the housing ladder and leaving the unimproved units filtered down to new dwellers. Those with low prospect for economic improvement and therefore weak motivation for housing improvement would be left behind to leave the situation unaltered for extended period. With time, some of these residents are believed to have been desensitized to the problematic living conditions.

In result, they are not willing to commit personal resources for improvement in their dwellings as they could see no long term viability for this type of investments. Therefore, most of them prefer redevelopment, rather than repairing or renovating their buildings.

On the other hand, it was quite apparent that residents are in general still unaware of the potential safety and health hazards associated with building deterioration. Unobservable physical or structural problems are often unattended too. An avoidance mentality was common as repair and maintenance were often associated with cost sharing responsibility. This avoidance or denial attitude usually becomes a disincentive for involvement in ongoing management organization; some even choose to act unresponsively when organized residents plead for mutual support and involvement by sharing costs.

Rising Awareness in Recent Years

As a general statement made by various professionals, the awareness of residents on repair and maintenance of ageing buildings is heightened after the incident of Albert House. People are in general becoming more concern about the consequences if they do not make some efforts to take care of those potential risks associating with the buildings or their own flats. Some residents, Ownersâ&#x20AC;&#x2122; Corporations or Mutual Aid Committees are beginning to take a more active role to deal with identifiable or known risks and potential hazards.

On the other hand, the issue of Maintenance Orders by the Building Department is 13

also believed to have some effectiveness in urging residents to carry out necessary repair works. The awareness and readiness of some residents and property owners are heightened when they received the Maintenance Orders. Some just feared that the legal consequences would become unbearable if they did not take due actions to respond to the demand of the Maintenance Orders. Some just did not want to leave the issue to mandatory intervention of the Buildings Department as the bills from the government body were always regarded as higher than the market rate.

However, some residents or owners, even with awareness and willingness, were without sufficient means to accomplish the repair and maintenance tasks demanding them. This affordability problem is still paramount in aged building maintenance.

Some residents still failed to comply and did not organize any repair works though they received the Maintenance Orders as a result of lacking the means to comply. The affordability problem is more apparent as the majority of residents in those buildings are poor elderly owners, which is just the case for many aged building blocks.

Aged owners and poor families were usually rather helpless when they were facing repair and maintenance demand. Some of them were in result living under stress while some could only adopt an evasive or even giving up attitude. This is also a very important limitation to the potential function of the mandatory building maintenance proposal.

The mobility of rental tenants is usually high and their motivation to devote additional spending on maintenance and repair works is also extremely low. Property owners with poor financial condition could hardly be benefited from current loan scheme to repair flats as they lack the ability to repay loans. Even if housing repair and maintenance are to be made mandatory, their affordability impossibility would still be deterring their involvement. Mandatory Building Inspection Approach

In 2012, the Buildings Department (BD) of the Hong Kong Government has implemented a â&#x20AC;&#x153;Mandatoryâ&#x20AC;? approach to building inspection and to require 14

maintenance and repair works on property owners. It manifests that the original mere “encouragement” and “facilitative” approach were believed to be inadequate, if not totally ineffective.

The Mandatory Building Inspection Scheme (MBIS) and the Mandatory Window Inspection Scheme (MWIS) were fully implemented on June 30, 2012 to tackle the problem of building neglect at source. The MBIS covers all private buildings aged 30 years or above while the MWIS covers all private buildings aged 10 years or above, except domestic buildings not exceeding three storeys in height. The scope of the MBIS covers the common parts, external walls, projections and signboards of a building. Under the legal stipulations, the Owners' Corporations (OCs) of those buildings are required to arrange qualified persons to carry out building inspection and conduct the prescribed repair as required. At present, there are approximately 15 000 and 25 000 private buildings in the territory eligible for selection as target buildings under the MBIS and the MWIS respectively.

Two quasi-government bodies, the Hong Kong Housing Society (HKHS) and the Urban Renewal Authority (URA) jointly launched the Mandatory Building Inspection Subsidy Scheme (MBISS) in August 2012 to subsidize eligible owners the full cost of the first building inspection under the MBIS. Apart from financial assistance, HKHS and URA will also provide technical assistance to owners participating in the subsidy scheme, including assisting them to organise themselves and offering support on tendering matters. As for the repair works found necessary according to the inspection, the Government, together with HKHS and URA, will continue to provide financial assistance under the various existing schemes.

Ineffective Residents

Organising

Efforts

Involve

With all the above mentioned limitations, to what extent could that recently heightened awareness foster a more responsible and active involvement in housing maintenance in aged buildings? Would it be effective even after the government adopted the mandatory approach to require house owners to engage with management 15

agencies, to form owners’ corporations, and to undertake periodic repair and checking? How far could those existing incentive schemes promote a more proactive attitude to deal with the latent hazards as buildings age? The answers to these questions are difficult to predict, but assessment of some existing unfavorable factors obviously provide some not so rosy expectation.

For those who are without the means to maintain their own homes, all mandatory measures would only create further hardship and frustration. Economic support and other financial aid measures have to be provided if the problem is perceived not only as a personal trouble but a social issue or at least a community health issue. Those incentive schemes and other financial assistance have to be expanded and publicized more widely to target at potential beneficiaries, which would then indirectly benefit the community as a whole.

For those who could involve more actively, lack of motivation, lacking knowledge and lack of an effective platform to have them engaged are also important reasons for failing in cultivating a more caring culture to buildings. Active involvement of residents and to motivate collective response to a collective concern should be the prime determinant of housing maintenance.

As many ageing buildings are without ongoing and regular management organization and without the deployment of qualified management companies, repair and maintenance works in most of the ageing buildings are therefore ad hoc, responsive and temporary. In recent years, it is not uncommon to find that most of the repair works are done after receiving the Maintenance Orders issued by the Buildings Department.

It is assumed that with Owners’ Corporations, even ageing buildings could have a formal and legally recognized platform to deliver proper management duties and to shoulder collective responsibility in maintenance and repair works. With active promotion and procedural support, the establishment of Owners’ Corporations has become a yardstick to signify the effectiveness of building management works.

However, most of the ageing buildings are unorganized. Some Owners’ Corporations 16

are successfully set up, but received limited support or even no guidance and supervision afterward. Many of them always did not follow the regulations stipulating the operation of Owners’ Corporations. More discouragingly, many of the existing organizations cease to function effectively or simply dissolved after finishing a repair project.

If the sustainability problem and ongoing effective operation of residents’ organizations are not to be tackled properly, the prospects for better management, ongoing and more timely repair, and more effective maintenance of ageing buildings would be in doubt. The limitations of the existing administrative arrangement and social support for residents’ organizations have to be reviewed.

For districts or ageing buildings lacking the active effort of Home Affairs Department officials or social workers, the possibility of setting up residents’ organizations was sparse. For some of those buildings with Owners’ Corporations (OCs) or Mutual Aid Committees (MACs), the sustainability and ongoing effective operation of these organizations were also doubtful. Without ongoing support from professionals, the enthusiasm and devotion of some active residents would eventually fade out when support and commitments from other residents dwindled. It was not uncommon for dwindling support or even challenges from other residents when issues concerning “money” emerged. Some even find it difficult to ensure stable payment of minimal management fees.

Some Suggested Solutions to the Above-mentioned Problems To conclude, it would not be productive to deny that residents in aged buildings are with obvious limitations to involve actively in building repair and maintenance. These residents are usually poorer, aged or at least middle-aged, with limited means and not well-informed. Their dwelling situations are either temporal, transitional, or with little prospects for improvement. They are also usually getting accustomed to the poor living situations, with low expectation, and therefore limited awareness, as well as low motivation to engage themselves in repair and maintenance works.

Problems of existing administration operations and ineffective organizing efforts to 17

engage residents effectively in ongoing building maintenance also added to the problem of aged buildings and indirectly hastening up the deterioration of buildings and even communities. The aged building communities are to a certain extent resembles of deprived communities in the 1980s and 1990s (such as squatter areas). With so many preexisting disabling conditions, some proposed that the government should commit more resources to assist these poverty-stricken households. Additionally, social resource to strengthen resident organizing was perceived as a strategy deserving serious consideration. The model of Neighbourhood Level Community Development Project (NLCDP) should be employed to engage a team of social workers, or so called “Community Development Team”, as community organizers to help residents of these aged buildings. The efforts of these teams should be focused on fostering community spirits by actively involving residents in problem-defining and collaborating for problem-solving. Currently, a few CD Teams are still working with aged buildings, but their objectives have been shifted to providing services for immediate problems but not on long term orgainisation of residents. This shifting in focus is partly due to lacking of resources and manpower of these NGOs themselves, as partly because of the policy and service boundaries have largely limited their role in this aspect.

Assumingly, to foster development of Owners’ Corporations should be the duty of the Home Affairs Department.

Effective organization of residents, and to heighten their

continual awareness to potential problems are perceived as of paramount significance to sustain residents’ commitment and efforts for community improvement. The NLCDP Model is therefore believed to be a practical approach for aged buildings repair and maintenance as Community organizers are always skillful and with persistent efforts to develop and to sustain relationship and joint efforts for common problem solving.

It was found that with the involvement of social service personnel usually helps to organize and to sustain residents’ organizations. The facilitating, supportive and educational role of them were also found to have positive effect on ageing building management.

Recently, some NGOs were providing comparable services but with limited means and without a mandate. Without sufficient manpower and financial support, community organizers have to compromise and could only render tangible services to target at the most pressing problems encountering residents in aged buildings. The sustainability of services was also a continual doubt. Without this long term vision, efforts and services therefore inevitably appeared to be short-termed, temporal and piecemeal.

Some other NGOs made attempts to copy the model of Urban Renewal Social Service Teams, as those sponsored by the Urban Renewal Agency or the Hong Kong Housing Society in urban renewal projects. With this model, the service goal was to serve around 40 building blocks at the same time. One of its workers would be placed to sustain existing resident organizations, while one to a few more workers would be deployed to help build up and develop residentsâ&#x20AC;&#x2122; organizations for those buildings that are still lacking a formal Ownersâ&#x20AC;&#x2122; Corporation or Mutual Aid Committee.

A general conclusion from practice experience is that effective resident organization in form of community organization does not only provide solution to existing problems, but could also play a very important role in problem prevention. To better organize people and to develop indigenous social networks is of paramount importance to foster better local involvement and to sustain residentsâ&#x20AC;&#x2122; efforts. The professional knowledge and skills of community organizers could also facilitate better use of existing resources for more effective housing management. To develop community initiatives and to promote participation are also of strategic significance for the long term sustainability of community and for better preserve of the built environment.

However, most NGOs were without the financial resource to guarantee the ongoing commitments of these organizing attempts. It is believed that the government should reframe its policy idea and to perceive this type of activity as investment rather than mere spending, as both the explicit and social costs for aged building could be enormous.

It is therefore believed that better support, financially and administratively, as well as 19

policy recognition and incentives are necessary to make NGOs a partner in the society’s effort to alleviate, or at least reduce, those potential urban risks associated with aged buildings in Hong Kong. The original facilitating or encouragement approaches are obviously far behind adequate; the newer mandatory measures are not yet proven to be productive. Even when financial assistance and technical support are rendered by the government and other public bodies, it is necessary to admit that there are human side issues leading to the recent worrying scenario. It is therefore necessary to have a “human touch” on top of those “public administrative” and “mandatory” approaches. NGOs and human service professional are therefore going to have a role to play. With better community organizing effort, and with a social working approach, community awareness and people’s preparedness could be heightened.

Education

Institutions in Hong Kong are also necessary to take this consideration into account when planning their education and training programs for human service professions.

References Chung, K.W; Ho, K.L. Denny & Chan , K.W. (2000). Changes and Stability of Housing Policy in Chan K.W. & Wong J. (eds), Hong Kong Social Policy 2000, Hong Kong : Joint Publication (HK) Ltd., 45-64. Chung, K. W. (2000)., Elderly Problems and Policy of the Government of the Hong Kong Special Administrative Region in Chan K.W. & Wong J. (eds), Hong Kong Social Policy 2000, Hong Kong : Joint Publication (HK) Ltd., 119133. Ho, K.L. Denny (2000). The Rise and Fall of Community Mobilization: The Housing Movement in Hong Kong in S. Chiu & T.L. Lui (eds), The Dynamics of Social Movement in Hong Kong, Hong Kong: Hong Kong University Press, 185-208. Ho, K.L. Denny (2000), Polite Politics: A Sociological Analysis of an Urban Protest in Hong Kong, Aldershot: Ashgate The Hong Kong Polytechnic Research Team & the Construction Industry Institute, (2006), The Repair, Maintenance and Sustainability of the Ageing Residential Building Stock in Hong Kong: Final Report King, Peter (1998). Housing, Individuals and the State: The Morality of Government Intervention, London: Routledge. Lambert, S. et.al. (eds). Social Care and Housing, London: Jessica Kingsley Publishers. Lee, Kin-ching James (2004). The tyranny of home ownership: housing policy and 20

social exclusion in colonial and post-colonial Hong Kong, in C. Jones Finer & P. Smith (eds) Social Policy and the Commonwealth: Prospects for Social Inclusion, New York: Palgrave Macmillan. 151-166. Lee, Peter (1998). Housing Policy, Citizenship and Social Exclusion, in A. Marsh & D. Mullins (eds), Housing and Public Policy: Citizenship, Choice and Control, Philadelphia: Open University Press, 57-78. Lui, Tai Lok (1995). Coping Strategies in a Booming Market: Family Wealth and Housing in Hong Kong, in R. Forrest & A. Murie (eds), Housing and Family Wealth: Comparative International Perspective, New York: Routledge, 108132. Peace, M. Sheila and Holland, Caroline (ed.) (2001). Inclusive Housing in An Ageing Society: Innovative Approaches, Bristol: the Polity Press. Pierson, John (2001). Rebuilding Communities: common problems and approaches, in J. Pierson & J. Smith (eds), Rebuilding Community: policy and practice in urban regeneration, New York: Palgrave, 206 – 222. Research Group on Urban Space and Culture, School of Design, Hong Kong Polytechnic University (et.al.) (1999). Ageing in the Community: A Research on the Designing of Everyday Life Environment for the Elderly, Hong Kong: World-making Workshop. Somerville, Peter (2000). Social Relations and Social Exclusion: rethinking political economy, London: Routledge Spicker, Paul (1998). Housing and Social Exclusion: A Discussion Paper, Edinburgh: Shelter Scotland Spiers, Fiona (1999). Housing and Social Exclusion, Philadelphia: J. Kinsley Publisher Stewart, Gill (1998). Housing, Poverty and Social Exclusion, in Lambert, S. et.al. (eds), Social Care and Housing, London: Jessica Kingsley Publishers, 47-62. Wistow, Gerald (1999). Community care in the Twenty-First Century: Choice, Independence and Community Integration, in F. Spiers (ed), Housing and Social Exclusion, Philadelphia: J. Kinsley Publisher, 43-62. 基督敎家庭服務中心翠屛社區服務處(2003) 。《觀塘市中心舊區重建居民需要問卷調查報告》。香港：基督敎家庭服務中心翠屛社區服務處。 (Christian Family Service Centre, Tsui Ping Estate Community Service Centre (2003), Kwun Tong Old District Redevelopment – Residents’Needs Survey). 聖公會麥理浩夫人中心(1989) 。《東葵涌私人樓宇社區需要調查報告書》。香港：聖公會麥理浩夫人中心。 (SKH Lady Macleshose Social Service Centre (1989), Report on Community Need Survey on Private Building Area in East Kwai Chung). 21

聖雅各福群會市區重建社會服務隊(2000) 。《灣仔、筲箕灣土發重建居民問卷調查報告》。香港：聖雅各福群會市區重建社會服務隊。 (St James Settlement Urban Renewal Social Service Team (2000). Survey Report on Affected Residents Living in Wanchai and Shaukeiwan Redevelopment Areas). 黃志鴻 [et al.] (2000) 。《荃灣舊區居民對市區重建政策意見調查報告書》。香港：荃灣明愛社區中心。 (Wong, C.H. (2000). Report: Residents Opinions on Urban Redevelopment Policy – A Survey on Tsuen Wan Old District Residents). 旺角街坊會陳慶社會服務中心(2000) 。《大角咀舊區居民對市區重建政策意見調查結果報告書》。香港：旺角街坊會陳慶社會服務中心。 (Mongkok Kaifong Association Chan Hing Social Service Centre (2000). Survey Report on Residents’ Opinions on Urban Redevelopment Policy). 楊羅觀翠, 陳永泰(1989) 。《旺角區一九五五年前建成樓宇居民家居環境狀況硏究報告書》。香港：旺角區議會。 (Yeong, Law K.C. & Chan, W.T. (1989), Research Report on Living Conditions of Mongkok District Residents Living in Old Buildings Constructed before 1955.)

DEVELOPMENT OF THE WIDE VIEW DISASTER INFORMATION PREDICT SYSTEM (W-VIEW DIS: CARED) PILOT PROJECT IN YOGYAKARTA SPECIAL REGION, INDONESIA Stefano Tsukamoto 1. Problems found in research on disaster countermeasures The Yogyakarta Special Region (with a population of approximately 4 million) has lost many residents to natural disasters including the Java Earthquake in 2006 and the eruption of Mount Merapi volcano in 2010. This March we started research on the status of the disaster countermeasures in place there to identify the particular problems that they face. In July and August, we dispatched 29 undergraduate students of Universitas Gadjah Mada (UGM) to two Sub -Districts, where they spoke with the r esidents of local villages and helped them draw hazard maps, draft disaster countermeasures, organize evacuation drills and create websites for the villages. Although the regionâ&#x20AC;&#x2122;s local government has encouraged villages to draw hazard maps since 2009, most of the villages have not yet prepared any. The results of the research above revealed that there were problems in their method of collecting information at the time of disaster. The national government and the Red Cross understand that the system for col lecting information at the time of disaster is not sufficient and they are therefore exploring an effective information collection system in the case of disasters, though no appropriate system has been developed yet.

In disaster prevention, local municipal ities are mostly in charge of implementing appropriate measures. In an actual disaster, information gathering is performed at the discretion of local municipalities. In Japan, under the countryâ&#x20AC;&#x2122;s vertically divided administrative structure, it is no exaggeration to say that disaster prevention and disaster relief measures are entirely placed in the hands of the nearly 1,800 local municipalities nationwide. A similar situation was observed in Indonesia in the research conducted by the RESPECT Satellite Office in the first half of this year. All actions are taken in a vertically divided structure, in which almost no ne of the municipalities have a system linked to neighboring municipalities to cooperate in response to a disaster. It is necessary to establish a horizontal network among local municipalities, and also to integrate the

disaster prevention measures at the municipal and provincial (regional) levels. Our research found that Indonesia has the same problems as Japan. In recent years in Japan, we have seen many large-scale disasters, such as torrential rain, tornados occurring in unexpected areas, and typhoons causing extraordinary damage. Earthquakes have also caused damage to broad areas, which often exceeds the handling capacity of local municipalities . This is why many volunteers played a crucial role in the aftermath of the Great Kanto Earthquake, the Great Hanshin -Awaji Earthquake and the Great East Japan Earthquake. As public awareness of such volunteers has improved, we see many people willing to make some kind of a contribution at the time of a disaster. Thus, besides physical volunteer activities, we examined the possibility of obtaining support from many residents for information gathering in addition to efforts by local municipalities. Yogyakarta is located in the central part of Java, where most residents speak both Indonesian and Javanese. For such a multicultural region, it is necessary to analyze the differences between various cultures before determining earthquake countermeasures.

In Japan, municipal actions are mostly taken using the Japanese language and support for foreign residents from various areas is not sufficient, bringing immeasurable anxiety and stress to those who experience a disaster in a place where they do not unders tand the language. Some municipalities prepare disaster prevention manuals in several languages, but it is doubtful that foreigners are able to fully understand Japanese disaster prevention measures by reading such translated manuals. It is probably necessary to prepare manuals based on sufficient understanding of the cultures and customs of each foreign country. We examined the situations for various types of disasters, and found that residents have a poor understanding of countermeasures for not only earthquakes a nd other natural disasters but also infectious diseases. If a new influenza (H5N1), for example, develops into a pandemic, the basic response in Japan is to stay home. Data from some 5,000 medical centers all over the country is not available. I therefore believe that, instead of waiting for data from the central government, each municipality should have a certain ability to collect and analyze data of infectious diseases.

Since the situation is found to be almost the same in the Yogyakarta Special Region, a system to gather and analyze as much local information as possible is necessary to plan their disaster relief measures. 2. Need for broad-area disaster relief measures As represented by the recent Great East Japan Earthquake and the Sumatra earthquake ten years ago, most earthquakes did not occur within the small area of a single municipality but caused damage to a broad area of over 500 km. If the currently anticipated series of earthquakes occur from the Nankai Trough to the Tonankai and Tokai areas, linked to the Tokyo metropolitan area, local municipalities, in taking countermeasures, must have a broad-area network between at least the prefectural government and the municipalities. It is questionable, however, whether appropriate actions can be taken in the present vertically divided administrative structure in Japan.

As mentioned above, other projected disasters, such as a pandemic of new influenza and an eruption of Mt. Fuji, may cause damage to a broad area of the entire Kanto region and Tokai area, depending on the wind direction. Moreover, the pandemic is highly likely to spread throughout Japan, then to Asia and even all over the world. Earthquakes, tsunami, volcanic eruptions, and infectious viruses are not confined to national bou ndaries nor municipal barriers. From this perspective, similarly in Indonesia, for future disaster relief activities, it seems necessary to establish a system that enables the gathering information from a broad area and finding ways to make effective use of the collecte d information for the benefit of residents of the disaster-affected area. 3. Features of the Wide View Disaster Information System

Unlike the municipal government -controlled systems being developed by municipal governments, this Wide View Disaster Information System is an information system operated under the initiative of residents. In this system, residents are requested to answer by cellphones some simple questions prepared in advance regarding the situation after various disasters, based on which the status of the disaster -hit area is described in maps colored in red, yello w or green, depending on the degree of damage and the progress of support. These maps are provided to local municipalities, the Red Cross, NGOs,

etc. as useful information for implementing disaster countermeasures. This system was developed based on the concept proposed by Osaka University, through several discussions with the provincial governmentâ&#x20AC;&#x2122;s disaster management agency, Red Cross, etc. This system includes the following features: 1. The degree of damage is visually presented on Google Maps, enabling easy identification of the areas that need emergency reli ef. An overall picture of the damage can be grasped from the wide-view data while local information on each municipality can be analyzed by enlarging the map. For collaborating municipalities, the system allows access to the guarded private information of the disaster-hit area. For the general public, it offers wide-area maps of the damage status.

Example of an earthquake

Example of a tsunami

2. After the disaster, it collects information every week and shows the progress of relief activities by changing color.

1st week

2nd week

3rd week 26

3. By enlarging the distribution map on Google Maps, the detailed status of the damage of each area can be viewed.

4. Information from a wide area can be collected, statistically analyzed, and plotted on graphs for the wide area or each municipality.

5. So far, it has been difficult to statistically collect qualitative information regarding relief activities such as complaints from the victims, which are often heard at disaster sites during relief activities. On the other hand, there are many victims who are physically or mentally unable to express themselves. This system enables residents to communicate their conditions or feelings via cellphone. It helps make the silent voices in a disaster-hit area heard.

6. This system can be used in over ten languages. By allowing users to first choose a language they like and answer in that language, it can receive messages from disasteraffected foreigners. Through language-based analysis, voices of the victims to which aid has not been delivered due to the language barrier can be understood, while messages from relevant embassies can be provided and followed up. In Yogyakarta, we plan to ma ke this system available in Javanese, in addition to English and Indonesian.

If a system available in some ten languages is built, it can immediately be used in disaster scenes in Asia or around the world. It can also be used as a personnel management system in disaster relief activities. Missing staff members may also be located using GPS.

7. As a communication tool at the time of disaster, by having IDs of Facebook or Skype registered, this system can communicate detailed information to the government or private relief organizations to assist their relief activities. Private information must be properly controlled by the provincial government. For the general public and NGOs, the system presents a wide-area disaster damage distribution map, in which the status of each damaged site is reflected.

8. For risk management, this system can allow users to receive messages from citizens, understand their situation on a map and send messages concerning relief systems, etc., enabling interactive communications . Photos can also be sent from disaster scenes. Two types of registration are available: entering present location information using GPS, or entering a residentâ&#x20AC;&#x2122;s home address to obtain information about damage to the house when the resident is not there (but at an evacuation center, for example).

9. This system can be used not only for earthquakes but also for tsunamis, floods, volcanic eruptions, typhoons, landslides, new influenza, etc. It also explains the action guidelines for each disaster in the â&#x20AC;&#x153; Disaster Guidanceâ&#x20AC;? section in several languages, which can be used as a reading material for disaster prevention education. We plan to upload information based on our understanding of each ethnic group and culture, instead of simple translations of the same text.

10. This system allows each local municipality to release trends in the population infected by highly virulent new influenza. If the new flu is highly virulent, people are basically required to stay home while the telephone lines for public health centers etc. are likely to be in a highly confused state. In the case of an infectious disease, volunteers are not able to freely move around like in the case of an earthquake. Under such a situation, there is no doubt that a disaster information system using cellphones will work effectively. Moreover, by identifying the infected areas, users are able to decide the locations to distribute Tamiflu or relief supplies. As shown by the graph below, highly

virulent flu requires a long-term support system, though at present, Japanese municipalities have no way to grasp the infection status. The Wide View

Disaster Information System will enable each municipality to analyze the situation and plan relief activities.

Response to new influenza (image) Social response (all segments)

Medical response

First wave

Second wave

How patients increase (projected)

11. This system will not replace the disaster information systems that municipalities currently have . It will only serve as a supplementary system to current systems. Municipalities that do not have such a system may use this system to manage the information about evacuation centers collected by the staff members and volunteers. 12. This system can be used as a safety confirmation system for independent organizations. If this system is introduced as a safety confirmation system for a university or company, or to manage safety confirmation information of foreigner like Japanese nationals overseas, registered Japanese nationals 32

overseas, as well as Japanese people temporarily visiting overseas (by registering on this system), are able to enter information in the system in an emergency and are also able to receive news directly from embassies and consulates. If an embassy receives data as shown below, the system enables the embassy to confirm and propose evacuation routes by referring to DIS for each area.

4. Challenges involved in the Wide-View Disaster Information System 1. To ensure effective use of the system at disaster sites, collaboration with organizations capable of taking disaster countermeasures from a broad perspective is necessary. Eg.: Government, prefectural disaster management agencies, Red Cross, Google, etc.

2. A public relations system should be established to introduce the application to residents and obtain their support.

3. When collaborating with municipalities or the Red Cross, a system to manage private information should be established.

4. An overall management system should be established in collaboration with global companies.

5. This system must not be used for religious or political purposes, but as a system for humanitarian aid, disaster relief or safety confirmation. 6. Collaboration with IT Company who has Cloud server should be considered.

7. Cooperate with Embassies and consulates to have Disaster management for foreign people in each countries. 7. In Japan, collaboration with companies or media firms that have a nationwide network should be considered. 5. Schedule for the future

1. Develop the app. For Android mobile in March 2014.

2. You can download by Blackberry, Android and iPhone version

3. Start monitor this system in Jogjakarta first in 2014 and we are going to negotiate with National level in 2014 to 2015.

4. We are going to introduce this app in Japanese government and community, and start to develop of the Japanese version with global used in 2015. 6. Contacts Stefano Tsukamoto, Professor of Osaka University

Institute for Academic Initiatives Group 5, Doctoral Program for Multicultural Innovation (RESPECT Program) http://www.respect.osaka-u.ac.jp/en/

Office of Prof. Tsukamoto: Osaka University, Interdisciplinary Research Building 603 1-2 Machikaneyama, Toyonaka City, Osaka 560-0043, Japan Tel: +81-(0)6-6850-6926, Mobile: 080-3019-3853

E-mail: tsukamoto@respect.osaka-u.ac.jp/ stefanot164@hotmail.co.jp

Satellite office: http://www.respect.osaka-u.ac.jp/satellite-gadjahmada-en/ *Partner organizations in Indonesia

1)Institute of International Studies, Department of International Relations, Faculty of Social and Political Science, Universitas Gadjah Mada (UGM) Jalan Socio-Yusticia No.01 Bulaksumur, Yogyakarta 55281 INDONESIA http://iis.fisipol.ugm.ac.id/

2) Application Development, P.T. Gamatechno Indonesia http://www.gamatechno.com

Jalan Cik Di Tiro 34, Yogyakarta 55223, Indonesia Phone +62 274 566161 | Fax +62 274 566160 |

DEVELOPMENT OF TEACHING MATERIALS AND TOOLS USING DISASTER REDUCTION HYPERBASE Yukiko TAKEUCHI*, Hiroyuki KAMEDA** and Kaoru TAKARA** *Kumamoto University, **Kyoto University, Japan

Abstract

Disaster Reduction Hyperbase (DRH) is a web-based database to disseminate appropriate disaster risk reduction (DRR) technology and knowledge. The implementation technology contents are described and opened in the websystem. The main targets of this database are the execution of disaster management. The DRH contents include the specific information for implementation, such as resources and application examples. In addition, this database has not only the contents based on science and technology but also process technology and transferable indigenous knowledge. For the purpose of development of disaster management practitioner, we investigate the process of developing of practical educational materials from DRH contents. The elements of resources and application examples are needed for DRH contents because they are practical one. On the other hand, educational materials need the elements of representation and environment information, such as stakeholder, concept and media style. We developed the template that expresses information of technology-education linkage. The necessary elements for educational materials become clear by filling the template. The attempts to develop educational materials by graduate students based on the DRH contents were conducted as the practice of disaster reduction education materials development. The process is as follows: 1) Implement the lectures on basics of disaster reduction education, examples of educational materials, DRH contents and practical information on disaster reduction technologies. 2) Access DRH website and touch the actual contents and learn the practical disaster reduction technologies. 3) Select the contents for referring to develop educational materials from DRH database, fill the template, and develop educational material(s) actually. 4) Conduct presentation on the developed educational material(s), and make improvements based on the comments. Key words: Disaster education, Database, Template, University Students

COMMUNITY BASED EDUCATION APPROACH IN DISASTER PREPAREDNESS AND MITIGATION1 By: Sumarno, MA, PhD., Prof. Dr. Yoyon Suryono A. INTRODUCTION Recently, there are certain urgent conditions that need our attention and commitment: • Vulnerability to disaster is an inescapable conditions such as in the pasific ring of fire; unfortunately along side with natural disaster, there are also potential conflicts and other social problems. • Long distance and remoteness in geographical as well as in bureaucratical senses are real constraints in dealing with disaster situations. Unnecessary victims or deaths occur due to such constraints. • Progress in science and technology, including the information and communication technology, where the third generation of communicaton, through virtual world, has opened many alternatives to cope with the remoteness or unreachable conditions. Networking can be easily established not only at local level, but also national, regional, as well as international levels. At the same time, we should remember that ubuse and misuse of technology may result ini disastrous accidents. • It is a real and an urgent need to have a solution system that is close to the disaster sites; without ignoring the important of a wider system that have access to a bigger resource system, at regional, national, international levels. As far as the key component is human factor, individually and collectively, education approach is a necessity. B. THE PROBLEM Figure – 1 shows that disaster site as local community is not an isolated and closed social system. A community is a multdimensional open system; there are nature – social – economic – political dimensions. Any community is an integral part of a larger systems; it is a part of a nation, a state, as well as human civilization. Therefore vulnerability to disaster must be understood in more comprehensive ways. Based on this perspective, this paper is focused on the following formulation. “ How to educate the community to enhance disaster resilience, to have high capability and strong commitment in disaster preparedness, mitigation and management; especially in relation to: – Mobilizing local community resources. – Considering local wisdom – Building working partnerships with local and national, as well as international resource agencies.” 1

Paper presented and discussed at the International seminar on community based disaster management and mitigation; organized by the Magister studyprogram of Nonformal Education, Graduate Programme of the Yogyakarta State University, Sept 16th – 17 th, 2014, in Yogyakarta, INDONESIA.

INTERNATIONAL RESOURCES

NATIONAL RESOURCES

DISTRICT RESOURCES

LOCAL AUTHORITY & RESOURCES

DISASTER SITES nature, social, economy

Figure – 1. Complexity of disaster site and its environments C. COMMUNITY BASED APPROACH Community based approach is based on assumptions that a community should not be seen as a powerless victim. It depends on nature of the disaster as well as nature of the community itself. A disaster can be totally depend on the nature itself, forexample: volcanic and tectonic earthquakes, volcanic eruption, tsunami after an earthquake, tormado. Human misbehaviour may directly or indirectly contribute certain kind of natural disaster, such as: deforestration, flood, landslide. Non-natural disaster is very likely effect of human behavior collectively, for example: epidemic desease related to nonhygenic habit. In other words, community is either object or subject; either causal or effect factors; therefore community factor must be considered in desgning disaster mitigation strategic management. COMMUNITY BASED: why, how LOCAL COMMUNITY:

EXPECTED BENEFITS OF CBDM:



DIRECTLY AFFECTED

•

BUILDING CONFIDENCE



SURVIVAL & SUSTAINABLE ORIENTED

•

PRIDE OF BEING ABLE TO OVERCOME THE PROBLEMS.

•

ENHANCED CAPABILITIES TO PURSUE DISASTER PREPAREDNESS

•

BIGGER MITIGATION RESPONSIBILITIES

•

INDIVIDUAL & COMMUNITY OWNERSHIP, COMMITMENTS AND CONCERTED ACTIONS IN DISASTER MITIGATION

•

COST – EFFECTIVE & SUSTAINABLE INNOVATIVE MITIGATION SOLUTIONS

ORIGINAL EFFORT CHARACTERISTICS: 

EMERGENCY ORIENTED (Search & Resque)



BOTTOM UP



VOLUNTEER



LESS ORGANIZED



INCIDENTAL, AD-HOC

Victoria

Conventional approach on disaster management considers local community mainly as directly affected variable; and its priority is survival and sustainable oriented. Consequently, original effort characteristics are: emergency oriented (SAR); bottom up; volunteer; less organized; and incidental or ad-hoc. Meanwhile, benefits of community based disaster management (CBDM) are more promising: building confidence; pride of being able to overcome the problems; enhanced capabilities to pursue disaster preparedness; bigger mitigation responsibilities; individual & community ownership, commitments and concerted actions in disaster mitigation; cost – effective & sustainable innovative mitigation solutions (Victoria). Such a more comprehensive solution offered by Victoria implies the need for a multidisciplinary or transdisciplinary approaches. This table indicates what concepts required for understanding the disaster fields/sites and desiging effective community based disaster management. Table – 1. A multidisciplinary conceptual framework Aspects

Disciplines COMUNITY DEVELOPMENT

Characteristics

Roles

SOCIAL

Transdisciplines

To construct community based effort concept, and to design operational action plans

National & regional development

Disaster relief management

To manage resources from outside disaster sites

ADULT EDUCATION

Multidisciplines

To educate people especially in the disaster or potential disaster sites

CULTURE

Anthropology

TECHNICAL

Sources of disaster:

Embeded local wisdom

Transdisciplines

To shift gradually mindset and rarionality of the people and community, from mystical belief toward more scientific understanding. To explain, to anticipate, to minimize disaster victims

 Earth sciences  Other disciplines Medical sciences

Multidisciplines

To rescue, recover, rehabilitate, to develop healthy life

To understand the community itself, there are social aspect and cultural aspect. Concepts on community development, national and regional development, as well as andragogy, will be very useful for understanding the social aspects, based on which at least three roles can be formulated: a. To construct a community based effort concept, and to design operational action plans. b. To manage resources from outside disaster sites. 39

c. To educate people especially in the disaster area, or vulnarable disaster sites. Cultural aspects of any community are very important; since culture inlcudes not only abstract values, but also actualization of those values in cultural artefacts and in cultural processes or activities in all aspects of life. Any society has economic culture, social culture, and political culture. In relation to disaster management we have to remember what is known as local wisdom, which also represented in indigenous knowledge, technology, and adat-kebiasaan. Key persons of local comunity usually have some knowledge relevant to natural phenomena which occur and are often experienced from time to time. Indigenous knowledge is socialized from previous to later generations through oral or symbolic culture, such as mythos, mystical belief; eventhough some of those knowledge are quite understandable from scientific point of view. As an example of indigenous knowledge relevant to natural disaster is that if many animals leaving their habitat and go to the nearby human setlement villages, meaning that the nearby volcano will be active and eruption. This is an example of indigenous knowledge that can be easily understood from scientific point ofo view. Meanwhile, there are many indigenous spiritual beliefs that sometimes end up with disastrous condition. As an example a community who lived 12 kilometers from the top of Merapi volcano, was confident that their village was quite save, so that families in that village was reluctant to leave even when the authority announced that the save area must be out of the 20 kilometer radius. What happened then, a catasthropic night unpredictably occured, the village was smashed and burried by an extremely hot lava and gas more that 5000 Celcius heat. Two examples just mentioned, indicate that indigenous knowledge is not always meant local wisdom; the second case is an example of misleading knowledge and belief which can lead to a fatalistic condition. From education perspective, there are many challenges: a. How to change peopleâ&#x20AC;&#x2122;s knowledge and belief into a drastically different direction. This challenge is more difficult compared with how to change from a neutral position, have no knowledge at all, into a positive position, knowledgable and positive belief conditions. b. How to change myths, mystical irrational knowledge and belief, which may become major constraints when we think in a rational empowerment paradigm, utilizing the science and technology, and at the same time inline with religion. c. How to conserve, to empower, to transform, to rationalize local wisdom selectively; in respect of enhancing communityâ&#x20AC;&#x2122;s disaster preparedness and mitigation. 40

Those challenges require shifting framework from dominant perspective which is not always right and the best, into alternative and or complementary perspectives which are more effective from disaster mitigation perspective. The later perspective characteristics are more: holistic, analytic, partnership, accountable, mitigative (preventive), and transformative.

SHIFTING FRAMEWORK APPRECIATION  COMMITMENT & ACTION Dominant perspective

Alternative perspective

• Disaster/ conflict as isolated events • Less analysed in relation to normal times • Technical & law and order solutions • Top down, inflexible, less participation • Less accountable implementing agencies • Post event intervention • Return to before event conditions

• Disaster/conflict as unresolved problems of development • Analytical approach  different levels of vulnerability • Change the relationship pattern that makes people vulnerable • Partnership relationship with the community • Emphasis on accountability and transparency • Mitigation of disaster as aim • Disaster/conflict as oppportunities for transformation

international seminar of NFE 2014

The alternative perspective also has some other characteristics as follows. 1. Focussed on people’s participation as subjects who also share benefits of disaster risk reduction and development 2. Priorityfor the most vulnerable groups, families, and people in the community; the poor and informal sectors in urban areas, the subsistence peasant society in rural areas. 3. Risk reduction measures are community-specific; this means that uniqueness of the vulnarable groups should be identified, analysed, and understood. 4. Exsistingcapacities and coping mechanisms are rcognized, therefore local wisdom, indigenous knowledge, belief, and skill should be taken into account. 5. The goal is building disaster resilient community, where community self-reliance in coping disaster. 6. Linkage to development, whereby sources and consequences of vulnerability shoud be understood its relation to the development context, locally and nationally. 7. Outsiders have supporting and facilitating roles; this is inline with the aims of enhancing community resillience. How those principles are taken into practice, the following basic procedure reflecting an alternative perspective just mentioned. 1. Initiating, building good rapport with community, using appropriate approaches. 2. Community profiling, understanding community conditions in relation to disaster. 3. Participatory - community risk assessement, exploring alternative strategies through deliberative efforts. 4. Formulation of initial disaster risk reduction plan, considering public awareness, including extention education- training 5. Formation of community disaster response organization, as social agent for community innovation 6. Implementation, this may consist of short – medium – long term stages, where many programs are implemented and simultaneously strengthen the community. 7. Monitoring and evaluation; this should be carried out to detect the strengths and weaknesses when the plan is in action, so that the right follow up action may take place. The above mentioned procedure is necessary, but it may not be sufficient, unless the local community level effort is complemented by broader perspectives, policies, and actions. The following part is more concerned with a holistic approach, where education as the main perspective is supported by social-cultural perspectives (table – 1)

D. HOLISTIC EDUCATION APPROACH 1. Education approach: why and how? In development study, there two contrasting approaches. On the one hand; top-down, power – coercive, and structural approach, which usually quick yielding, but supervisial. On the other hand; bottom – up, participatories, deliberative, and cultural approach; which often takes longer time, but it may result in strongly rooted and sustainable effects. As far as education approach is working with people, not just with a system or bureaucracy; education needs to be able to think and to act both at micro perspective, where social interaction and transformation occur; and at macro perspective, where local/national development contexts are considered. The folowing considerations justify the importance of a holistic education approach in building capacity of community in disaster mitigation.  Vulnerable conditions require rational approach  Some mythos may constraint rational action  Indigenous knowledge that have positive values should be conserved and transformed  Capability needs continuous improvement  Commitment needs institutionalization  Efforts should be accountable & sustainable

The following part explain how planning a holistic education approach, using logical framework; where the expected end condition treated as starting point to plan what kind of education process required, and what input characteristics are necessary. 2. Education logical framework Table – 2.

Education logical framework Context

Input

Process

Outputs

Outcomes

Regional , national, and international resource agencies

Vulnarable Environments:  Natural environment  Physical infrastructure  plural society environment

Expertise; Sciences & Technology; Funds; Facilities.

• Key Persons

Training

Human resources

• Change Agents

Counselling

• (CLC) Community Learning Centre Members

Guidance

elderly / adults/ women/ children: • Knowledagable • Skillfull • Positive attitude

• Community Groups

Activities of:

• SAR Groups • Youth Disaster Working Groups

• Community groups

Community Organization resources:

• SAR groups

• Commitments

• Youth Disaster Working Groups

• capability

Disaster Preparedness & Mitigation: Anticipative Effective cultural/ social capital Effective action: a) autonomous b) collabarative c) synergical

Local resources

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Essentially, expertise and authority are needed to synergize the roles and contribution of inside local resources and outside resources from regional, national, and international agencies. There must be engineering efforts to establish effective, accountable, and sustainable community resilience in disaster preparedness and mitigation 3. Holistic approach Why?  Partial approach may not be effective, or even contraproductive How?  Human resource development in conjunction with Community Organization development approach  Collaborative - partnership management of local and regional/ national resources  Implementation of cultural approach in education should be in conjunction with structural approach in building community disaster resilience.  Local wisdom is taken into consideration  Not only physical infrastructure and facilities being prepared, but also alertness of people mindset, understanding, belief, and life skills, should be enhanced. In this 44

case life skill includes 4H aspects: head, heart, hand, and health. The brain, feeling, and physical activities must be utilized in healthy ways. 4. Education plan This table shows a multiple target groups of education approach in community based disaster mitigation. Each group has unique roles that should be in conjunction with other groups, and each target group needs different approach and methods relevant to their characteristics. Table – 3. Comprehensive education plan TARGET GROUPS

PURPOSES

METHODS

POST-TRAINING NOTES

•FORMAL •INFORMAL

EDUCATING COMPETENT & COMMITTED CHANGE AGENTS

TRAINING WORKSHOP, SIMULATION

POST-TRAINING : CONTINUOUS COMP MAINTENANCE

COMMUNITY MEMBERS • RESIDENTS • NONRESIDENTS

EDUCATING COMPETENT & COMMITTED CITIZENS

SOCIAL COUNSELLING, SIMULATION

CONTINUOUS INFORMATION

• CULTURAL • ECONOMICAL • POLITICAL

EDUCATING COMPETENT & COMMITTED YOUTHS

TRAINING WORKSHOP, SIMULATION

POST-TRAINING : CONTINUOUS COMP MAINTENANCE

VOLUNTEERS

EDUCATING CAPABLE VOLUNTEERS

KEY PERSONS:

YOUTHS ORGANIZATION

•NGO •INDEPENDENTS

SCHOOL STUDENTS PRIMARY, SECONDARY, TERTIERRY

EDUCATING COMPETENT & COMMITTED STUDENTS

TRAINING WORKSHOP, SIMULATION

POST-TRAINING : CONTINUOUS COMP MAINTENANCE

INTEGRATED COURSES, SCHOOL CULTURE

CONTINUOUS COMP IMPROVEMENT

5. Manajerial consequences a. Systemic & synergic:  Internally within community; externally with external resource agencies (government & ngo)  Formal, nonformal, informal approaches b. Participatory  Community and people centred approach. c. Deliberative  Intentionally planned, executed, and controlled. d. Knowledge based  Rational information based decision making 45

ď&#x201A;§

Guided collective experiential learning process ď&#x192; accumulative collective knowledge about disaster and related problems; as well as how to deal with such vulnerable conditions, in effective and efficient ways. e. Emergent approach if the condition is critical ď&#x201A;§ Proportionally power coercive, by force as necessary. Volcanic eruption/explosion, earthquake, & tsunami, are examples of unnegotiable events.

E. ROLE OF NONFORMAL EDUCATION To enhance community resilience to disaster, education and non-formal education in particular, have an important role. What does non-formal education need to do to enhance community resilience to disaster? Referring to the previous description, some of the important things that can be done by non-formal education include conducting a training, guidance and counseling to individuals as the target and performing a variety of group activities related to disaster risk reduction for groups and community as the target groups. In the context of non-formal education, various educational units within the scope of nonformal education such as community learning center (CLC) and other similar groups can be empowered to be working groups for disaster management in their own environment. Non-formal education study program at universities in collaboration with institutions which provide and develop non-formal education can play a role in conducting the training or counseling and guidance needed. A training program to enhance community resilience to disaster needs to be formulated and implemented immediately. The disciplines developed in non-formal education study program can be the basis for the planning and implementation of the training which then are developed based on the andragogik principles and supported by other disciplines such as community development, anthropology, and other disciplines to explore the local wisdom possessed. The undertaken activities of non-formal education are part of a holistic and national-scale educational approach. It is therefore important also to develop institutions in the regional and national level in the non-formal education community (by utilizing the existing network) which are capable of carrying out the role of education to enhance community resilience to disaster. Furthermore, it is also expected that a sort of integrated and holistic disaster education center based on the integrated and holistic education planning can be developed. Through a comprehensive educational approach, the form of target groups, such as formal and informal community leaders, local residents, youth organizations, volunteers, and even students can be formulated. The main goal to be achieved from a holistic educational approach is a growing of awareness and ability to be able to adapt to disaster conditions or the enhancement of community resilience to face disaster. This goal can be 46

done through some ways, such as conducting training, workshops, simulations, social guidance or integrated courses. Then, in general, the main goal of that approach is a growing of "resistance" culture against disaster at every level of society. To support those goals, non-formal education study program at several universities needs to collaborate to provide the human resources needed to implement community disaster education. In the early stages of undergraduate and master level, students need to be equipped well with several courses related to the enhancement of communities resilience to disaster. In particular, it is important to think about the expertise concentration in disaster education in undergraduate and master levels. For the master level, the need to establish a master degree at disaster education should be considered to provide the human resources needed. Furthermore, it is ideal if each non-formal education study program at the level undergraduate and master in Indonesia has a "studentsâ&#x20AC;&#x2122; disaster preparedness task unit" which can help to act quickly in facing disaster at any time. One concrete way that can play an important role in relation to disaster is building a "perangkat sekolah bencana" in the form of a non-formal education which can respond quickly at anytime and anywhere, especially during rehabilitation F. CLOSING REMARKS What is presented in this paper is very relevant to an inspiring book by Rajib Shaw (2013) Enhancing community resilience, which displays and overviews many real experiences and research results from many part of the world. Community resilience in disaster mitigation are never ending and even getting more complex challenges. Global participation and mobilization of resources, are necessary; but it is not sufficient, unless a holistic education approach is applied. People and community should be made literate about disaster, and alertness to disaster should be established and institutionalized at all levels, local community level, national level, as well as global level. Pasific ring of fire can not be forgetted, human being in this zone must be able to read, to learn, and to understand how live in harmony with the earth which so often comes out with unpredictable events, and no compromy at all. REFERENCES Abarquez, I. And Murshed, Z. (2004). Community based disaster risk management â&#x20AC;&#x201C; Field practicionersâ&#x20AC;&#x2122; handbook. Pathumthani, Thailand: ADPC Shaw, R (2013). Enhancing community resilience. Kyoto, Japan: International Environment and Disaster Management, Graduate School of Global Environmental Studies, Kyoto University. Victoria, L.P. ( ). Community based approaches to disaster mitigation. Regional workshop on best practices in disaster mitigation, pp.269-290 47

COMMUNITY-BASED DISASTER EDUCATION Asep Saepudin Lecturer at Department of Non Formal Education Indonesia University of Education aspudin@gmail.com Abstract

Indonesia is one country that is frequently hit by disasters. It is not independent of geographical location as an archipelago located between two continents and two oceans lie in the equator and is located at the confluence of three tectonic plates in the world. The resulting position is very vulnerable to disasters such as earthquakes, volcanic eruptions, floods, landslides, and so forth. To the increased awareness and dissemination of disaster preparedness through disaster education is very important and instilled into the people who live primarily in the disaster prone areas. Through disaster education is expected to build public awareness about the importance of community empowerment efforts in order to have adequate information, alert, more active, and have the ability to coordinate the prevention and mitigation activities.

Community empowerment through disaster education can be divided into four main activities, as follows: (1) self-awareness education and preparation for disasters, (2) education that includes pre-disaster prevention, mitigation, preparedness and early warning, (3) education when a disaster occurs which includes emergency response activities to relieve suffering temporarily, such as activities of search and rescue (SAR), emergency assistance and evacuation, and (4) post-disaster education that includes recovery activities, rehabilitation, and reconstruction. Final results are expected from community-based disaster education is community awareness and learning independent in disaster response. Keywords: disaster, education, and community empowerment.

REMODELLING MANAGEMENT OF NON FORMAL EDUCATION PROGRAM IN DISASTER AREA Yanti Shantini Lecturer in Nonformal Education Program Departement in UPI yanti.shantini@upi.edu Developing disaster education in the affected areas require specific approach in handling. Besides direct assistance such as food and clothing for the community,

support education services also has a very important role in helping people who need

help. Proper educational services for their specific need become knowledge according

to the disaster that they experienced. Recreational educational program that help them fill the free time with useful activities before their can return to daily life. This paper

provides a thought regarding management of non-formal education program model held in the affected areas. Developing disaster education program has to consider limited infrastructure availability and the community as a target, subject and object of

the program. In this case innovative learning become a solutions that will hopefully be able to motivate people in the affected areas to remain strong and resiliancy facing the disaster.

Keyword: Disaster area, managment, innovative learning program A. Latar Belakang Mengembangkan layanan pendidikan bagi masyarakat sesuai dengan kondisi dan

kebutuhan lokal adalah menjadi salah satu ciri dan nilai jual dari layanan pendidikan

non formal. Keselarasan dengan slogan dari, untuk dan oleh rakyat itu menjadikan kebutuhan dari masyarakat sasaran menjadi tujuan utama dari penyelenggaraan program non formal di masyarakat. Masyarakat dengan berbagai karakteristiknya

menjadi perhatian penting dari penyelenggara layanan pendidikan pada jalur ini. Kondisi serba terbatas dalam bidang ekonomi, sosial dan geografis menjadikan

mayoritas pengguna layanan pendidikan non formal adalah masyarakat dengan kondisi ekonomi di bawah garis kemiskinan dan sosial yang menempati strata di bawah serta

secara geografis berada pada daerah yang terluar ataupun sulit dijangkau oleh layanan 49

pendidikan formal. Hal tersebut menjadikan para penyelenggara layanan ini harus memiliki kesiapan dalam menyelenggarakan layanan pendidikan yang mampu menjangkau beragam lapisan masyarakat dan berbagai kondisi.

Kondisi masyarakat yang dimaksud adalah keadaan masyarakat yang saat itu tengah

dihadapi dengan berbagai karakteristiknya. Sehingga perlu adanya pemahaman akan berbagai kondisi yang terjadi di masyarakat untuk mendorong pencapaian tujuan dari program layanan pendidikan. Dalam paper ini akan coba dibahas secara lebih

mendalam mengenai pengembangan layanan pendidikan bagi warga masyarakat di daerah bencana. Sehingga akan mencoba lebih dikhususkan tentang kondisi masyarakat yang mengalami bencana dengan berbagai keterbatasan yang dialaminya.

Penanganan masyarakat di daerah bencana penting dilakukan dalam memberikan perlindungan, keamanan dan stabilitas, karena bencana alam yang terjadi berakibat kerusakan pada kondisi alam dan lingkungan di daerah lingkungan tinggal masyarakat

tersebut seperti infrastuktur pemukiman, sarana sosial masyarakat seperti bangunan untuk layanan kesehatan, pendidikan, ekonomi, sosial dan bangunan pemerintah

lainnya yang akan mempengaruhi kondisi sosial ekonomi masyarakat serta mental psikologisnya.

Upaya rehabilitasi dan rekonstruksi dari masyarakat paska bencana membutuhkan dukungan dan kerjasama dari berbagai pihak sehingga masyarakat daerah bencana

mampu bangkit kembali untuk membangun wilayahnya. Dukungan tersebut harus diimbangi oleh partisipasi oleh masyarakat sasaran agar upaya pembangunan daerah

bencana dapat kembali seperti sediakala. Partisipasi yang dimaksud adalah kesediaan dan kesadaran dari warga masyarakat yang ditunjukkan dengan adanya motivasi dan

keiikutsertaan dalam program pembangunan yang diajukan. Seperti yang diungkapkan

oleh Hossien (2013) bahwa partisipasi dalam masyarakat paska bencana adalah â&#x20AC;&#x153;...as the process of peopleâ&#x20AC;&#x2122;s involvement in setting goals, and preparing, implementing and

evaluating plans and programs in every phases of disaster management program where â&#x20AC;&#x2DC;voices and choicesâ&#x20AC;&#x2122; of the community are addressed adequatelyâ&#x20AC;?. Dari pernyataan di atas maka partisipasi masyarakat tersebut ditunjukkan dengan

adanya kerjasama yang dilakukan oleh individu pada masyarakat tersebut yang 50

nantinya akan merasakan manfaat dari keterlibatannya. Untuk itu perlu adanya upaya yang terorganisir secara terus oleh pemerintah dan pihak yang memiliki

Program pembangunan yang dilaksanakan di wilayah bencana dikategorikan pada

pembangunan fisik dan non fisik. Pembangunan secara fisik adalah pemulihan kondisi

sarana prasarana daerah bencana paska bencana. Seperti yang ditetapkan dalam UU No.

24 Tahun 2007 Pasal 1 tentang Penanggulangan Bencana bahwa upaya penanggulangan

bencana dilakukan salah satunya dengan rekonstruksi yaitu pembangunan kembali semua prasarana dan sarana, kelembagaan pada wilayah pasca bencana, baik pada tingkat pemerintahan maupun masyarakat dengan sasaran utama tumbuh dan berkembangnya kegiatan perekonomian, sosial dan budaya, tegaknya hukum dan

ketertiban, dan bangkitnya peran serta masyarakat dalam segala aspek kehidupan bermasyarakat pada wilayah pasca bencana Selanjutnya dijelaskan

dalam perundangan tersebut bahwa penyelenggaraan

penanggulangan bencana dilaksanakan berdasarkan 4 (empat) aspek meliputi: a. sosial, ekonomi, dan budaya masyarakat; b. kelestarian lingkungan hidup; c. kemanfaatan dan efektivitas; dan d. lingkup luas wilayah. Keempat aspek tersebut saling berkait satu sama lain dalam upaya pencapaian pemulihan kondisi masyarakat.

Salah satu upaya yang dilakukan dalam pemulihan keempat aspek di atas adalah dengan pendekatan pemberdayaan masyarakat yang melibatkan masyarakat dalam prosesnya.

Seperti yang dijelaskan oleh Ross dalam Sukmaniar (2007) bahwa kegiatan pemberdayaan yang paling efektif adalah yang melibatkan partisipasi masyarakat di

dalammnya atau inner resourcher approach. Dijelaskan bahwa sangat penting dalam memberikan kemampuan bagi warga masyarakat sasaran untuk dapat mengenali

kebutuhannya selanjutnya bekerjasama dengan lembaga-lembaga terkait dalam upaya meningkatkan pencapaian tujuan keberdayaan yang ingin diperoleh. Bagi masyarakat

daerah bencana kesadaran untuk berperan serta aktif menjadi hal penting dimana peran serta itu menjadikan mereka sebagai subyek dari pembangunan.

Untuk itu perlu dilakukan kajian layanan pendidikan yang dapat memberdayakan

masyarakat pada daerah bencana, baik yang dilaksanakan pada saat bencana masing

terjadi atau menimpa dan layanan pendidikan yang diselenggarakan paska bencana 51

sebagai upaya mempercepat pemulihan kondisi sosial ekonomi yang menjadi terapi psikologis bagi warga masyarakat. Layanan pendidikan nonformal sebagai layanan

pendidikan yang memiliki fleksibilitas dalam penyelenggaraannya memiliki peluang besar dalam memberikan kontribusi memberdayakan masyarakat di daerah bencana. B. Jenis Layanan Program bagi Masyarakat di Daerah Bencana Dalam menyelenggarakan layanan pendidikan bagi masyarakat di daerah bencana,

maka layanan pendidikan tersebut dapat dikategorikan pada 3 bentuk layanan sesuai dengan kurun waktu terjadinyanya bencana. Seperti yang ditetapkan dalam Pasal 16 UU Penanggulangan Bencana bahwa unsur pelaksanaan penanggulangan bencana

mempunyai tugas secara terintegrasi yang meliputi: a) pra bencana, b) saat tanggap darurat dan c) pasca bencana.

Apabila ditinjau dari penyelengaraan program pendidikan non formal yang

diselengarakan bagi masyarakat di daerah bencana. Maka program pelatihan dan

penyuluhan menjadi program yang memiliki fleksibilitas sangat tinggi yang

dikembangkan sesuai dengan kondisi lokal di daerah bencana. Program pelatihan dan penyuluhan

yang

diselenggarakan

adalah

yang

mempergunakan

pendekatan

partisipatif sehingga kegiatan layanan pendidikan ini tidak hanya menyampaikan ilmu pengetahuan semata namun juga usaha untuk menciptaan sistem lingkungan dimana warga masyarakat di daerah bencana sebagai sasaran program diberikan ruang untuk

mengembangkan pikiran ataupun gagasan yang diharapkan sehingga hasil belajar yang diperoleh akan mampu lebih dipertanggungjawabkan.

Program pembelajaran yang partisipatif tersebut di atas dikenal dengan paradigma

konstruktivisme, yang menurut Morissan (2009: 107) kegiatan pembelajaran ini

mendorong individu untuk melakukan interpretasi dan bertindak menurut berbagai pertimbangan konseptual yang ada pada pikirannya. Strategi ini dianggap cocok untuk

dapat dilaksanakan pada daerah bencana, yang secara kondisi berbeda dengan kondisi

â&#x20AC;&#x153;normalâ&#x20AC;? sehingga diharapkan akan mampu menjembatani permasalahan yang dihadapi peserta pelatihan dengan impementasi materi yang disampaikan dalam kegiatan layanan pendidikan.

Program penyuluhan memiliki karakteristik yang paling sesuai untuk

dilaksanakan pada karakteristik pra bencana dan tanggap bencana. Hal ini sesuai dengan rancangan program dari kegiatan penyuluhan yang memiliki sifat satu arah yaitu memberikan informasi dan pengetahuan kepada masyarakat sasaran sesuai

dengan kebutuhan terkini. Penyuluh yang berperan sebagai fasilitator mendorong

adanya proses perubahan perilaku secara sukarela pada sasaran program. Dengan dilaksanakannya kegiatan penyuluhan tersebut diharapkan tercapainya tujuan yaitu

masyarakat daerah bencana dapat mengambil keputusan yang tepat saat menghadapi

bencana, 2) memperoleh pemahaman yang tepat saat akan bencana yang akan dihadapinya, 3) mengukuhkan perilaku yang sudah baik pada diri masyarakat dan 4)

diperolehnya suatu kepuasaan dalam melakukan suatu tindakan pencegahan yang tepat dalam meminimalisir efek negatif dari bencana yang akan dihadapi.

Adapun materi yang dapat dikembangkan dalam program penyuluhan bagi masyarakat

di daerah bencana menurut Pia dkk (2009) terdapat tindakan penting yang dapat mengurangi penderitaan korban bencana dengan cara memberikan informasi

pengetahuan kepada masyarakat tentang aspek kehidupannya yang baru salah satunya adalah tentang pendidikan kesehatan dan pengelolaan kesehatan lingkungan. Aspek

tersebut memiliki peranan yang sangat penting dalam menjaga mobilitas warga masyarakat pada saat menjadi pengungsi saat terjadi bencana.

Sedangkan menurut Departemen Kesehatan dan Lingkungan di Negara Bagian Colorado Amerika Serikat, informasi yang perlu dipahami oleh masyarakat di daerah bencana

adalah 1) Kebersihan dan Kesehatan yaitu perlu adanya pengetahuan dasar tentang kesehatan dan kebersihan saat bencana terjadi untuk mencegah sakit yang dialami

warga masyarakat di daerah bencana, 2) Penanganan makanan paska bencana dimana makanan seringkali menjadi masalah saat terjadi bencana seperti banjir, tornado, kebakaran atau bencana alam lainnya. Perlu adanya pengetahuan bagi masyarakat

bahwa beberapa makanan menjadi tidak layak untuk dikonsumsi karena telah terkontaminasi oleh bahan atau kotoran yang terbawa saat bencana terjadi, 3)

Pengetahuan tentang membersihkan Makanan dan Perkakas setelah bencana, 4) Merawat alat rumah tangga setelah bencana, 5) Membersihkan area rumah dan sekitar rumah setelah bencana dan seterusnya.

Materi tersebut di atas dapat menjadi materi pilihan yang dikembangkan oleh para

penyuluh untuk dapat disampaikan kepada warga masyarakat di daerah bencana. Materi yang dikembangkan untuk daerah bencana tentu saja disesuaikan dengan

kondisi masyarakat, karena bencana yang terjadi akan berbeda-beda sehingga membutuhkan informasi dan pengetahuan yang berbeda pula. Namun pada dasarnya masyarakat membutuhkan informasi yang menjadi dasar dalam pengambilan keputusan untuk tetap dapat bertahan hidup paska bencana.

C. Pengelolaan Program Pendidikan Nonformal di Daerah Bencana Selain dari kegiatan pengelolaan program penyuluhan yang sifatnya block system

dimana kegiatan pembelajarannya dilaksanakan sesaat sesuai dengan kondisi terkini yang dihadapi oleh masyarakat di daerah bencana. Perlu adanya kajian akan kegiatan pemberdayaan masyarakat yang sifatnya akan terus dikembangkan sesuai potensi sumberdaya alam dan manusia yang ada di daerah tersebut. Sebagai contoh bencana

yang dialami di Provinsi Aceh menjadikan sebagaian aktivitas ekonomi di daerah tersebut mengalami ketimpangan dalam beberapa kurun waktu. Hingga kemudian dikembangkanlah

Program

Pengembangan

Kecamatan

yang

bertujuan

melakukan pembangunan partisipatif melalui pemberdayaan masyarakat.

untuk

Untuk itu perlu dikembangkan program pemberdayaan yang dapat berkelanjutan

atau on going system bagi warga masyarakat di daerah bencana, yang bertujuan

membangun kemampuan ekonomi dari warga masyarakat. Layanan pendidikan yang dapat diselenggarakan adalah program pelatihan yang memberikan bekal keterampilan bagi warga masyarakat atau lebih dikenal dengan program life skill.

Berikut adalah model pelatihan life skill yang dikembangkan dari kegiatan life skill

bagi warga masyarakat yang memiliki kebutuhan khusus sebagai hasil penelitian dalam mendorong kemandirian peserta pelatihan (Mustofa Kamil dkk, 2009)

Dalam pengelolaan pelatihan bagi masyarakat di daerah bencana perlu

melibatkan berbagai pihak yang memiliki kepentingan dan perhatian pada wilayah bencana. Dalam pengelolaan pembelajarannya dilakukan dengan pembelajaran

partisipatif untuk menjaga keberlangsungan program di masa depan. Adapun pengelolaan program pelatihan dapat dilaksanakan dengan langkah-langkah sebagai berikut:

1. Tahapan Persiapan

yang

Beberapa kegiatan yang dilakukan pada tahap persiapan ini, terdiri dari kegiatan

sifatnya teknis dan penyiapan berbagai perangkat administratif berkenaan

dengan penyelenggaraan program pelatihan, yaitu : a.

b. c.

Menyusun draft panduan penyelenggaraan pelatihan berbasis partisipatif

Melakukan koordinasi dan penyiapan prangkat/instrumen dengan lembaga dan instansi terkait

Penyiapan perangkat kesekretariatan dan perangkat administrasi

d. e. f.

Melakukan assessment minat dan kebutuhan warga belajar (peserta), serta kajian lapangan, berkenaan dengan kondisi sosial budaya serta potensi dan permasalahan pendukung lainnya, di lingkungan wilayah sasaran.

Menyusun desain model dan menyiapkan instrumen penyelenggaraan program pemberdayaan.

Melakukan diskusi teknis dengan pihak penyelenggara, tutor dan warga belajar dalam upaya menjalin kerja sama atau kemitraan dan pelatihan.

dukungan program

Pada tahapan persiapan ini khususnya fase diskusi teknis yang dilakukan oleh

pihak penyelenggara dengan instansi terkait bersama dengan anggota masyarakar,

melakukan berbagai pendekatan baik secara internal di tempat bencana, maupun dengan pihak terkait lainnya terutama mitra serta unsur dinas terkait dengan di penangaan wilayah bencana.

Berdasarkan hasil telaahan, setelah mempertimbangkan berbagai aspek,

diantaranya; kelayakan sasaran, kepentingan kajian dan pengembangan, aksesibilitas

program serta peluang kerja dan pengembangan usahanya, maka selanjutnya disepakati untuk jenis kegiatan pelatihan keterampilan sesuai potensi lokal.

Adapun pola kemitraan yang dijalin mencakup :a). Mitra rekruitmen peserta

program. Mitra rekruitmen mempersiapkan calon-calon peserta kerja yang memenuhi

kriteria yang ditentukan, sehingga dapat menjadi data nominatif. Penetapan mitra dapat melibatkan berbagai lembaga yang memiliki jejaring di lokal daerah bencana sehingga

mengetahui kondisi terkini dari masyarakat di daerah bencana b). Mitra bimbingan vokasional dan pelatihan keterampilan. Mitra bimbingan vokasional dan pelatihan keterampilan memberikan panduan, arahan bakat dan minat, pelatihan keterampilan

serta memberikan pembekalan pendayagunaan keterampilan yang dimiliki. Pada saat bencana semua pihak akan bersedia bekerjasama untuk memberikan bantuan termasuk

dunia usaha industri di daerah sekitar bencana akan menjadi SDM yang terdekat c). Mitra rekruitmen tenaga kerja dan magang. Mitra rekruitmen tenaga kerja dan magang menyediakan fasilitas magang dan memberikan kesempatan khusus untuk mengikuti

seleksi penerimaan tenaga kerja atau bimbingan teknis dalam pengelolaan usaha

produktif sesuai bidang keterampilan yang dimiliki warga masyarakat di daerah bencana.

2. Tahapan Pelaksanaan 56

Pelaksanaan penelitian pendidikan kecakapan hidup dalam pemberdayaan

masyarakat di daerah bencana untuk peningkaran pendapatan dan kemandirian

berwirausaha secara garis besar meliputi empat kegiatan utama, yaitu: rekrutmen nominatif, sosialisasi program, pelatihan keterampilan dan magang.

a. Melakukan kegiatan rekruitmen nominatif yang didasarkan pada data nominatif

penduduk di daerah bencana, dimana data nominatif merupakan bentuk kesesuaian input tenaga kerja terhadap program rehabilitasi vokasional yang

diselenggarakan. Hal-hal yang dipertimbangkan dalam menentukan data -

nominatif ini adalah : Usia Produktif

Pendidikan, minat dan bakat

Kepribadian dan stabilitas emosi

Selain proses rekruitmen tahapan selanjutnya yaitu penempatan (placement

subject/student) warga belajar berdasarkan data nominatif, yaitu: (1) Merancang design rekruitmen, melalui kegiatan ; identifikasi dan rekruitmen nara sumber, identifikasi dan rekruitmen warga belajar, orientasi dan penguatan terhadap

pengelola dan nara sumber, penyiapan sarana, media dan bahan belajar, data peserta, data nara sumber dan panitia, serta data

pengelola. (2)

Pengorganisasian peserta pelatihan dalam bentuk kelompok sederhana. Proses pembelajaran pelatihan dilaksanakan mengacu kepada konsepsi pembelajaran

partisipatif berbasis andragogi dengan memperhatikan karakteristik dan prinsip pembelajaran dimana conten-nya sesuai dengan bahan materi yang telah disiapkan.

b. Kegiatan sosialisasi; kegiatan ini merupakan tahapan awal dari seluruh

rangkaian program pendidikan kecakapan hidup dalam pemberdayaan

masyarakat di daerah bencana untuk peningkatan pendapatan dan kemandirian berwirausasa, hal tersebut terkait dengan berbagai temuan dan masukan pada tahap rintisan pembentukan kelompok usaha ini.

c. Pelatihan Keterampilan diselenggarakan sesuai dengan alur atau tahapan

kegiatan sebagaimana dirancang dalam perencanaan program. Fase atau tahapan

pelaksanaan

program

merupakan

inti

dari

seluruh

proses

penyelenggaraan program, dimana tahapan ini menjadi karakteristik yang

sangat khas dari pelaksanaan program secara keseluruhan. Learning by doing 57

atau belajar sambil berbuat atau mengerjakan tugas-tugas, merupakan salah satu karakteristik yang khas dalam pendidikan keterampilan dengan demikian semua jenis

teknik

pembelajaran

dan

pendampingan

dilaksanakan

dengan

Jenis pelatihan keterampilan yang dapat diselenggarakan dalam

model

mempertimbangkan karakteristik learning by doing.

pemberdayaan ini adalah keterampilan kuliner yang berbasis pada potensi lokal

ataupun keterampilan lain yang dapat dikembangkan di daerah bencana

tersebut. Keterampilan ini dipilih dengan pertimbangan tingginya kebutuhan masyarakat akan jasa layanan dan produksi dari keterampilan tersebut. Pelatihan diberikan dengan kekhususan, ditinjau dari aspek :

a) Instruktur

b) Teknik dan metode c) Peralatan d) Waktu

Pendekatan individu dan sosial dilakukan dalam proses pelatihan keterampilan,

sehingga hal-hal yang berkaitan dengan keberfungsian dan ketidakmampuan dari warga belajar dapat diakomodasi.

Adapun terkait dengan subtansi materi pelatihan dikembangkan mengacu

kepada hasil identifikasi kebutuhan atau assessment dari setiap warga belajar satuan dan jenjang. Penyusunan program pembelajaran atau kurikulum

mengkombinasikan hasil analisis kebutuhan dan core stĂĄndar kompetensi lulusan yang khas untuk keterampilan fungsional.

d. Program Magang

Magang merupakan program praktek kerja yang dilaksanakan pada : kelompok belajar usaha, industri rumah tangga dan sebagainya. Magang ditujukan bagi peserta

pelatihan

keterampilan

yang

telah

menyelesaikan

pelatihan

keterampilan dengan hasil baik. Program magang ditujukan untuk membangun pola dan sistem kerja yang mendekati kualifikasi kebutuhan yang standar dari

layanan jasa dan produk. Sehingga diharapkan tumbuhnya motivasi dan kepercayaan diri dari peserta untuk terus berkembang dan berusaha.

Materi pelatihan 100 % praktek sesuai dengan standar kualifikasi dan kondisi kerja yang telah ditetapkan, melalui bimbingan dan supervisi pelaksanaan program.

selama

Model pengelolaan program pelatihan di atas adalah model pelatihan yang konseptual

yang diharapkan dapat diujikan untuk diselenggarakan pada masyarakat daerah

bencana, yang bertujuan untuk mempercepat pemulihan kondisi sosial, ekonomi dan psikologis masyarakat di daerah bencana. D. Penutup

Menyikapi bencana yang terjadi di suatu wilayah membutuhkan kearifan dan

pengetahuan praktis dari berbagai pihak. Dalam banyak hal selain dari kerugian

material dan immaterial yang dialami masyarakat di daerah bencana, banyak hal positif

yang timbul sebagai akibat aksi yang muncul dalam menanggulangi bencana yang

terjadi. Empati dan kerjasama dalam menanggulangi bencana sehingga meminimalisir korban jiwa dan membangkitkan kembali kehidupan sosial dan perekonomian seperti sedia kala membutuhkan pengetahuan dan keterampilan yang khusus berdasar pada pengalaman yang pernah di alami oleh para praktisi di lapangan. Sumber Rujukan Morissan. (2009). Teori Komunikasi Organisasi. Bogor. Ghalia Indonesia

Mustofa Kamil dkk. (2009) Pembentukan Model Kelompok Kerja (POKJA) Pemberdayaan Penyandang Cacat. Laporan Penelitian Hibah Stranas. Tidak diterbitkan. LPPM Universitas Pendidikan Indonesia.

Sukmaniar. (2007). Efektivitas Pemberdayaan Masyarakat dalam Pengelolaan Program Pengembangan Kecamatan (PPK) Pasca Tsunami di Kecamatan Khokng Kabupaten Aceh Besar. Tugas Akhir. Tidak diterbitkan. Program Studi Magister Teknik Pembangunan Wilayah dan Kota. Universitas Diponegoro. 2007 Sumber Perundangan

Undang-Undang Republik Indonesia Nomor 24 Tahun 2007 tentang Penanggulangan Bencana Sumber Internet

Anwar Hossain (2013). Community Participation in Disaster Managemagement: Role of Social Work to Enhance Participation. (Online) Tersedia: http://www.antrocom.net/upload/sub/antrocom/090113/16-Antrocom. (6 September 2014) 59

Division of Environmental Health and Sustainability. Disaster Recovery and Food Handling Following A Flood or Natural Disaster. Colorado Departemen of Public Health and Environment. (Online). Tersedia: https://www.colorado.gov/pacific/sites/default/files/OEPR_Disaster-Recoveryand-Food-Handling.pdf. (8 September 2014)

Pia Alfia dkk, (2009). Buku Saku Pengelolaan Kesehatan Masyarakat dalam Kondisi Bencana. (Online). Tersedia: http://johana.staff.ugm.ac.id/wpcontent/uploads/chpss_3.pdf. (8 September 2014)

MANAGEMENT OF TRAINING IN EMPOWERING SANTRI FOR DISASTER (Case Study on Santri Siap Guna at Daarut Tauhid Pesantren Bandung) Viena Rusmiati Hasanah (viena@upi.edu) Jajat S Ardiwinata (jsardiplsupi@gmail.com)

This study intends to reveal the management of training in empowering Santri for Disaster (Case Study on Santri Siap Guna at Daarut Tauhid Pesantren Bandung). As for the research question is: How does the planning, implementation, evaluation, and follow-up of training in order to empower santri Daarut Tauhiid pesantren to disaster. Concepts and theories used in this research is the concept of management training, theory and the concept of community empowerment, and the concept of disaster management. The approach used is qualitative approach through interview techniques, study documentation, observation and questionnaires. Results illustrate that the training plan in empowering santri in Daarut Tauhiid (Santri Siap Guna/SSG) carried out by a special team formed by the Daarut Tauhiid foundation. Training instructor assisted by a special team of the TNI (Indonesian Armed Forces), Implementation of training for disaster management performed on SSG after a special training program for 4 months every Saturday and Sunday, in the process of training evaluation and results showed that this training is capable of forming santri in participate and tackling disasters, Follow-up of this training is that students who are pass through the stages, they will cooperated with various agencies in the tackling the disaster.

Keywords: Management Training, Santri Siap Guna/SSG Daarut Tauhiid Pesantren, Disaster Management

Merapi Eruption Disaster Mitigation Through Role Playing on Early Childhood as Disaster Response Education of Merapi Mountain, Yogyakarta Laila Nur Rosyidah1, Rita Suryani2 Yogyakarta State University Abstract

Indonesia is the region of The Pacific Ring of Fire which is a series of lines of volcanoes of the world. It is not wonder if Indonesia has 129 volcanoes and 80 of them are still active. One of the active volcanoes is found in Yogyakarta, it is called Merapi Mountain. According to the Agency for Meteorology, Climatology and Geophysics (BMKG), until 2010, Merapi has been a big eruption up to 84 times. This big eruption resulted many dead bodies. Therefore, it need a disaster mitigation for society which is in the disaster-prone Merapi, including to early childhood. Disaster mitigation is devoted to early childhood because it is still rarely done, they are easily traumatized, the emotions are unstable, like to emulate, and lack of knowledge to protect themselves. The purpose of this writing is to explain the implementation steps of disaster mitigation in early childhood education. The methods used is qualitative descriptive which describes the events based on the facts then look for supporting literatures. The method of this early childhood disaster mitigation is role playing. The role playing of learning in which the child is practicing its role as victims, especially how to protect themselves. Implementation of mitigation measures early childhood is as follows: (1) Need asssesment; (2) Division of the group; (3) Division of roles; (4) Instruction. Disaster mitigation education for early childhood is important to reduce the number of victims in Merapi disaster and support the national disaster response program. Keyword : Central Role, Disaster Response, Early Childhood, Mitigation Education

INTRODUCTION Background Indonesia is a country which is passed by The Pacific Ring of Fire. No

wonder if Indonesia has 129 volcanoes and 80 of them are still active. The

active volcanoes can be erupts in a specific time, including Merapi Mountain. 62

Merapi Mountain is an active volcano which is located between Central Java and Yogyakarta.

According to BMKG (Indonesia Meteorological Climatological and

Geophysical Agency) record, the Merapi Mountain has 84 times big eruption.

The eruption in 2010 was the largest eruption after 140 years. Detik.com

reported through October 5th, 2010 edition, hot cloud glides this time is much longer than before. The danger area which was originally located at a radius of 15 KM, expandable up to 20 Km. This eruption resulted in as many as 386 fatalities.

The eruption of Mount Merapi have positive and negative impacts for

the citizens who live around the mountain. Positive impacts is like the

increasing of soil fertility. The negative impact is the damage and fatalities as

mentioned before. The whole citizen around like the elderly, adults, and children may become the victims of this disaster.

In addition to injuries and other physical ailments, the Merapi disaster

also cause psychological distress at any age, including the children. Shortly

after the disaster, the child will show symptoms of physical and psychological

disruption, such as trouble sleeping, difficult to adjust, feel guilty, sad, anxious, etc. It can disrupt the development of the child as the future generation.

To avoid the number of fatalities and psychological distress, it is need

a disaster mitigation. Merapi disaster mitigation has indeed been done. However, mitigation has not been done in early childhood. Though the

danger of the eruption also threatened them. Therefore, the need for disaster mitigation for early childhood in the area of disaster response of Mount Merapi, Yogyakarta. Learning mitigation is done with fun ways are still favored in the children world, like a role play in order to protect themselves and to recognize the signs of nature prior to the eruption. Formulation of The Problem

How does the implementation of Merapi eruption disaster mitigation through

role playing on early childhood as disaster response education of Merapi Mountain, Yogyakarta?

DISCUSSION Disaster of Merapi Mountain Merapi mountain is located in Sleman, Yogyakarta. This mountain

which is located at 25 Km from the center of Yogyakarta, is the most active volcano in the world. Merapi is surrounded by 9 districts, where 3 districts

located in Sleman (Yogyakarta), 2 districts in Magelang (Central Java), 3 districts in Boyolali (Central Java), and 1 district in Klaten (Central Java). The

citizens residing in 9 districts around Merapi is more than the tens of thousands of lives. (BNPB, 2010).

As an active mountain, Merapi has erupted in several times with a

period of 3-6 years or 9-12 years for the large eruption. BNPB (2010) noted

that until 2010, the number of eruption of Merapi Mountain are 84 times. The large eruptions have occurred in 1672 resulted ± 3000 deaths, 1872 resulted

± 200 fatalities, 1930 resulted ± 1369 deaths, and in 2010 resulted ± 386 deaths. The eruption in 2010 was the most powerful eruption in the last 140 years.

Merapi eruptions have advantages and disadvantages. The advantage

gained is increased soil fertility. The dangers posed divided into two, namely

primary and secondary danger. The main danger (primary) is the immediate

danger occurs when the vulcano erupted. Various primary danger is

piroclastic flow, hurl stones (incandescent), heavy ash falls, lava flow, and toxic gases. The secondary hazard is not directly perceived danger after the

volcano erupted. An example is the accumulation of material which resulted in cold lava flood when it rains (BAKORNAS PB, 2007). Disaster Mitigation

A disaster is an event or series of events that threaten or disrupt

people's lives, which is caused by natural and human factors that lead to deaths, loss of property, environmental damage, and psychological impact (BAKORNAS PB, 2007).

According to Article 1 of the Law of the Republic of Indonesia Number

24 on 2007 about disaster management defines mitigation is a series of 64

efforts to reduce disaster risk, either through physical development and awareness and capacity to face the threat of disaster.

In mitigation there are various strategies that have been set. Disaster

mitigation strategies set out in Permendagri number 33 Th. 2006 is divided

into 6, the mapping of disaster-prone areas, monitoring, information dissemination, outreach and counseling, training / education, and early warning

Early Childhood (Especially Ages 3-6 Years) In early childhood (ages 3-6 years), human experience in physical

development, intellectual, social, emotional, and moral. Physical growth of

early childhood consist of height and weight gain and motor development. At this age, physical development is not as fast as a baby. Childhood is the best

time to learn certain motor skills, because children like to repeat, brave, and the body is still flexible (Eka, et al, 2013).

Frindani and APE (2009) explain that at this time, the child also

develop their cognitive quickly. According to Piaget, the child is in the preoperational stage of development (2-7 years). This preoperational refers

to the immaturity of the child mindset. The characteristics of preoperational thought stage

is the child begins mastery the symbolic function, doing

imitations, egocentric thinking, centralized thinking, thinking can not be

reversed, and static thinking. At this time the child also began to learn the language.

Children at this age begin to associate with people outside their

family, such as peers. Children likes to play with their friends. They will engage often to play sociodrama game (pretend play), so that the role model good for children this age.

In times of their emotional development, early child apparently has

begun to express their emotions, such as love, anger, grief, and fear. Fear,

stress, and trauma is experienced by a child after got the experience that threaten them. For example during a natural disaster, children will

experience trauma which is characterized by anxiety, insomnia, imagineshadows, and so on.

Role Playing Center Widyatmoko, et al (2011) defines centers play as a zone or children

play facilities which is equipped with a set of playground equipment

functioning as platform to support the childrenâ&#x20AC;&#x2122;s development. From that

definition, the centers play a role learning is defined as a centers which facilitate the students to develop their cognitive, social, and emotions through role play or pretend play as another character.

Lestarini, et al (2013) said that the existence of this role playing center

is supported by the view that student learn best by actively constructing their own understanding. Role playing center as practical learning, emphasizes on some footing, as follows:

1. Foothold on playing environment

On this foothold the teacher prepare and organize tools and

materials according to the plan and play a schedule which has been made, before the child come.

2. Foothold before playing

On this foothold the teacher or parent and child makes a circle,

greeting and say hello, check for the presence and pray. Furthermore, teacher describe the activities that will be carried out and its way.

3. Foothold during playing

On this foothold the teacher supervising the children who are

playing also provide guidance and assistance, and asking the positive questions to the students.

4. Foothold after playing

On this foothold the teachers tell that the game is finished and it is time to pick up the toys. After that teacher recalls about the

activities and experiences which they had. It aims to gain the childâ&#x20AC;&#x2122;s memory.

Merapi Eruption Disaster Mitigation Through Role Playing on Early Childhood 66

Disaster is a dangerous and harmful situation. Disasters can be caused

by two things, there is the natural factors and non-natural factors (human) . Disaster that caused by human factors, such as flooding due to clogged waste

water flow, can be prevented. However, due to natural disasters such as earthquakes, tsunamis, and volcanic eruptions is an unavoidable.

Volcanic eruptions as disasters caused by natural factors can occur at

Mount Merapi. As the most active volcano in the world, not surprisingly that the eruption of Merapi mountain is often happened. This eruption may result

in material losses and fatalities. The citizens of Merapi disaster-prone areas, ranging from the elderly, adult, until the children can become victims of this periodical disaster.

One of the things that can be done to reduce the number of fatalities is

disaster mitigation. Actually, this effort has been done, but only in school students and adults. In fact, not just those who are victims, early childhood

also were threatened this disaster. Therefore, they need the disaster mitigation as Mount Merapi disaster response education for early childhood.

The need of disaster mitigation for early childhood because children

are growing and developing in this age, their physically and psychologically is also threatened. Children are considered worrisome that they included as a

vulnerable group in Law No. 24 of 2007, that means, they are a group that requires special attention.

According to UNICEF Indonesia observations in Sulistyaningsih

(2012), confirms that according to the characteristics of early childhood development (especially ages 3-6 years), the influence of physical, psychological, emotional, and a childâ&#x20AC;&#x2122;s mind can be seen after a disaster

occurs. Physical symptoms such as insomnia, feeling unwell, and shocked easily. After the disaster, child will also get psychological problems such as trauma, anxiety, sadness, and guilt. Disturbed mind will make them difficult

to learn and to concentrate. As a result, children shows behavior such as crying easily, do not want to hang out, fear to parting with their parents. This will certainly disrupt the development of the child as the future generation. 67

Still referring to the psychology of early childhood development,

children are easy to accept the lesson, love to imitate, and love to play.

Therefore, disaster mitigation through education with the game is recommended. In addition, at this time, children also like to imitate the other

character or play a role, so that the method of learning as role playing centers will makes them easier to understand.

Disaster mitigation role playing center model is a learning method for

disaster mitigation for early childhood that are emphasized to recognize the

signs of Merapi eruption and how to protect theirselves. The examples of disaster mitigation volcanos will be played using a central role for early

childhood education is the introduction of signs Merapi eruption will occur, how to seek assistance, and disaster simulation.

Disaster mitigation with centers role can also applied to children aged

3-6 years. The learning steps that undertaken are: (1) Need asssesment; (2) Division of the group; (3) Division of roles; (4) Instruction, (5) Role playing,

and (6) Making conclusions. However, in this paper the six step will be included in the four-step learning of role playing center. Examples of disaster mitigation with the learning centerâ&#x20AC;&#x2122;s role are as follows: 1. Foothold on playing environment

At this stage, teachers prepare the equipment used in disaster mitigation and divide the children in to several group. The tools

include a mountain miniature, masks, arrows for evacuation paths, bunkers, and so on.

2. Foothold before playing

The teachers provide guidance regarding the signs of eruption, as

many animals are down the mountain, the air becomes hot, the water

sources are dried up, and etc. It also guide how to seek protection, report to parents, not far away from their parents, and seeking help.

3. Foothold during playing

There are simulated before or during a disaster. For example, when the children were playing and saw the monkey down and feel the heat, 68

they should report to their parent. When rain ash started, the child should wear a mask, covered clothes, and not playing out of the house.

When the situation getting worse, children must bring their parents or go to the safe area. When they are in danger then they should seeing another people and screaming to asking help. In this session, the teachers observes and guide their students.

4. Foothold after playing

Students and teachers conclude what should they do when Merapi

eruption happened. Then students arrange the tools with teacher guidance.

CONCLUSION

Merapi disaster is a disaster which cannot be prevented. This disaster

threatens the entire community, including children. At an early age, especially ages 3-6 years, children in unstable psychological condition,

getting stress easily, and trauma. Therefore, it is necessary a disaster mitigation education for young children in a fun way, which is role playing center. Disaster mitigation education is merely to recognize the signs and how to save themselves. Disaster mitigation measures consist of 6 ways that

are summarized in 4 steps role playing centers: (1) Foothold on playing environment, which is teacher prepare the equipment and make the group; (2) Foothold before playing, the teacher lecture about the signs of Merapi

disaster and what must to do; (3) Foothold during playing, the children

practice their role; and (4) Foothold after playing, teacher and students make a conclusions for what they have done and clean up the tools. REFERENCES Eka, Rita Izzaty, dkk. 2013. Perkembangan Peserta Didik. Yogyakarta: UNY Press. Frindani Lara dan APE Lestari. 2009. Inspiring Education Pendidikan Anak Usia Dini. Jakarta: Elex Media Komputindo. 69

Indarini, Nurvita. 2010. Letusan Merapi Tahun Ini Terdahsyat 140 Tahun Terakhir. Available in http://news.detik.com/read/2010/11/05/123753/1486897/10/letu san-merapi-tahun-ini-terdahsyat-140-tahun-terakhir. Accesed on August 30, 2014.

Law of the Republic of Indonesia Number 24 on 2007 about Disaster Management. LNRI Tahun 2007 Nomor 66, TLNRI Nomor 4723. Jakarta.

Lestarini, Yuniar, dkk. 2013. Penerapan Model Pembelajaran Beyoned Centers and Circle Time (BCCT) Untuk Meningkatkan Minat dan Aktivitas Belajar Anak Kelompok B TK Bumi Gora BPKM NTB, e-jurnal program pasca sarjana Universitas Ganesha. Vol. 3, Th. 2013, page. 3.

Meteorological Climatological and Geophysical Agency (BNPB). 2010. Merapi Vulcano Eruption Disaster Prone Ages, 2010. Yogyakarta: BNPB. National Coordinating Agency for Disaster combating (BAKORNAS PB). 2007. Pengenalan Karakteristik Bencana dan Upaya Mitigasinya di Indonesia. Jakarta: Lakhar BAKORNAS PB. Sulityaningsih , Wiwik. 2012. Ketangguhan Mental Anak dalam Menghadapi Bencana, Jurnal Penanggulangan Bencana. Vol. 3 No.1, Tahun 2012, hal 25-34.

Wahyunto dan Wasito. 2013. Lintasan Sejarah Letusan Gunung Merapi. Available in http://www.litbang.deptan.go.id/buku/Erupsi-GunungMerapi/Bab-I/1.2.pdf. Accesed on August 30, 2014. Widyatmoko, dkk. 2011. Model Pembelajaran Sentra Main Peran Pendidikan Anak Usia dini. Available in http://staff.uny.ac.id/sites/default/files/reviewer%20sentra.pdf . Accesed on August 30, 2014.

THE GREATNESS OF EMPOWERMENT THROUGH NON-FORMAL EDUCATION IN OVERCOMING THE IMPACT OF MERAPI ERUPTIONS Ayi Olim, Yanti Shantini A. Background Distribution of volcanoes in Indonesia stretching nearly along of Sumatra to Java, Bali and part of Sulawesi. Borneo Island is the only island that is safe from the threat of the volcano. Java, Sumatra and Flores have a very high volcanic eruption hazard. Currently more than 10% of Indonesia's population is in the volcano disasterprone areas. Over the past 100 years, more than 175 thousand people have become victims as a result of volcanic eruption Mount Merapi eruption in late 2010 was the biggest during the last 100 years. BNPB (2010) report by December 1, 2010 eruption on 26 October and 5 November 2010 has resulted in loss of 196 people died from burns hot clouds, 151 died of non burns, injured 258, and 410.338 people were evacuated. Another loss due to the eruption of Mount Merapi are dying livestock, damage to land, crops die, and houshing was damaged. Some forms of the eruption of Merapi, which is common and gives effect to the environment and humans are: 1 Lava (molten) which is a fluorescent silica liquid, concentrated, and the heat damaged everything. 2 Wedhus Gembel (pyroclastic flow / heat clouds), caused by debris Plinian eruption of the smoke pole. This flow rate can reach 150 -250 km / h with a temperature above 600ď&#x201A;° C. 3 Fallout pyroclastic (ash rain / volcanic sand), occurs when the eruption with a shape like a pillar of smoke is quite high, spreading along the direction of the wind and when energy runs out will fall into the earth. The impact of ash fall can damage leaves, trees and even collapsed the roof of the house. 4. Volcanic Toxic Gas, gas usually consist of CO, CO2, HCN, H2S, SO2, etc. that can be claimed the soul if the concentration exceeds the threshold. 5. Lahar (eruption), occurs when the volume of fresh water in the form of hot mud in the crater is large enough so that the spill. Around Merapi is generally agriculture fertile areas, and capacity to suport agricultural in Disaster-Prone Regions III Merapi is very high. Naturally, the most vulnerable are densely populated and even the most busy activity located on this areas. Activity around this region so dense for: mining, agriculture. plantation, settlement, tourism, sports. and resting place. Consequently when Merapi Volcano activity increases, the area around Merapi has become very risky to get the impact. Systemic damage that occurs both natural and livelihood is something exceptional. Occur incredible contrast anyway, on the one hand gripping and terrible on the other side there is an overwhelming response during the eruption process thereafter. Marijan the Merapi handler, chose to stay during the eruption. The hero asking residents to immediately evacuate while he himself swept by Wedhus Gembel. Similarly thereafter, a few months later the people of this slope so fast recovering, and from the view of non-formal education are able to power and empower themselves both philosophically, micro or institutional empowerment. 71

From the philosophical aspect of encouraging Merapi disaster driven by: a humanist approach that allows the unmet humanitarian needs, endogenous, self reliance, the program needs evolve socially acceptable and based on changes in the accepted structure of community (Kindervatter, 1977). This is called local genious. In the micro aspects that occur at the smallest unit of both individual and family are at the meso and macro levels It is a mobilization of learning and self-awareness on the community level and local / larger unit.

B. Empirical Evidence the Empowering Process 1. The Concept Memayu Hayuning Bawana Sumarno (2010) which states that the "Memayu Hayuning Bawana in accordance with the conditions of the community can be used to perform disaster tto recover the trauma that has occurred", in the presence of attachment and human harmony with nature. Java community has local knowledge that is a tradition accepted by ancestors to the generations possessed. One form of local knowledge of Java is the concept of philosophy Memayu Hayuning Bawana, this concept in the past used by the Kings and rulers in Java to govern the people so as to create a peaceful and comfortable. The concept Memayu Hayuning Bawana also be applied to the concept of environmental stewardship and community that does not have a negative impact, because it emphasizes the concept of environmental harmony. It is also very closely related to the belief that had developed over time, especially for the Yogyakarta, that their lives can not be separated between the existence of the Laut Kidul, Yogya palace and finally Merapi. In contrast people are outside the Merapi see it as a source of disaster. The existence of Mount Merapi has given birth to the myth surrounding communities (Winarti, 2010) so that the people living on the slopes of Merapi should feel protected, safe and comfortable, even though the fire of eruption. Merapi supernatural myth not only as a symbol and a way of life of local communities, but also become a transcendental belief that building a strong and dynamic interactions form the cultural ethos that assumes that humans and other living things in unity with the universe. As the macrocosmic universe can affect of human life, through certain signs (natural phenomena) such as volcanic eruptions, earthquakes, rain and others. Until now, local people on the slopes of Merapi both in the districts in the region of Merapi still held a traditional ceremony or ritual to transform the transcendental beliefs. Some form of it in the form of 'salvation', alms, ruwatan and 'rehearsal' of the earth, the water and the mountains are held every certain period of time. Such activities carried out with the aim to establish a harmonious relationship between man and the forces of natural forces. Ecological systems that emerged is a system of interconnected ecosystems with each other. The existence of Mount Merapi as a source of livelihood (forest, mountain material, slope, river fertile for farming, coolness) to the surrounding community as well as a transcendent symbol will public confidence in the Almighty. Mount Merapi is seen as sacred, and kramat. This view is consistent with the concept of pan cosmism where nature is seen as something sacred and must be maintained in order to avoid disaster (Hadi, 2009). The desire to maintain a harmonious relationship with nature follow by lots of local knowledge (of indigenous knowledge) is very useful for the preservation of the environmental capacity. Local knowledge of the community as well as a strength and resolve in the face of his problems (Hadi, 2009). Merapi is 72

inseparable from the system of people's lives around the circumference, which to some extent exploited people to continue to survive. People living around the slopes of Merapi has been living hereditary (indigenous) side by side with disaster risk. Human beings, especially have flexibility within certain limits. This flexibility allows the creatures to adapt to the environment which is generally called adaptation, including adaptation to the danger of the eruption of Mount Merapi. 2. Capabilities to Utilize the Available Sources Merapi eruption has a positive and negative impacts on the environment and local communities. The positive impact is the presence of springs to support the community and the plant. In addition, volcanic ash and lava that has cooled and mixed with the soil fertility is an important factor for rice fields and plantations in the region affected by Merapi. Volcanic soils material formed from volcanic eruptions a fertile sediment because it contains high nutrients. Soils developed from volcanic ash are generally characterized by high allophan clay mineral. Allophan is amorphous aluminosilicates with organic material can form a complex bond. Mineralogy of soils derived from Mount Merapi consists of skeletal minerals derived from primary minerals (mineral sand and dust) as well as micro-crystalline aggregates, fragments (which are all derived from the main ingredient, clay minerals and amorphous clay) and chert (microcrystalline silica). For clay minerals and clay layers consisting of amorphous aluminum silicate clay (aluminum silicate clay cribriform / plated), which is a hydrous iron oxide and hydroxide of Fe hydroxide gibbist the form Al in soils if further weathering. Remarkably, not only the eruptions that have been weathered, in fact the new materail from eruption shows fertile characteristics. The stake of sand and stones that can be taken by the public emergence as a building material or sold. Geothermal resources can be a source of energy or power plants that are good environmentally. In addition, the Merapi region also could be used as a tourist area that is now central environment as pioneered by the Merapi National Park. Yet in the other hand, the negative impacts of Merapi is equally terrible. Accompanying volcanic ash eruption that shut plants wither and even die. Not only plants, humans and animals are also difficult to breathe and be in the dark because of ash cover the sky, roof and theb windows. Thick ash is also harmful to the eyes, respiratory, groundwater pollution, and acid chemical element zinc and lead to corrosion of the engine. Thus the environmental impact of the eruption of Merapi is extraordinarily well to the physical environment, including natural and man-made environment, and the social environment that includes public and cultural institutions. With the ability to utilize environmental sources such ravaged in a relatively short time has been gradually improved and running close to normal life. Population, including those has died family are able to replace it with other activity else. 3. A Model Coach and Facilitator Winarni research (2014) infer adoh ratu cedhak watu (far from the queen near the stone), after the Merapi 2010 disaster affected communities. The people choose temporary work as a handyman while waiting for everything to recover and the reason to survive, in the building temporary shelters and permanent housing. In this case study the real coach and leader is physically present. The Persiden within in the few day has been at the disaster location, even sacred leader The Sultan physically 73

show empathy by providing encouragement and being in the middle of the affected communities disaster. Presence of coaches, educators and leaders not only provide information that is abstract and less able to be absorbed by the community, but they are directly becoming a model and facilitate in addressing the most tense atmosphere during and after the disaster. That occur during and after disasters, the community made efforts to organize themselves in community groups as seen in permanent housing based on cognation relationship/blood. It also they organized learning effort with full mutual respect between fellow members of the community, encouraged the spirit of participation and the principle led and willing to be led. Participation in the development of mutually learning also occur among them, expressive, able to make an emergency plan and direct dialogue to resolve the problem. Furthermore, learning to lift identity affected parties to develop the ability to solve problems directly, the warm communication and mutual trust as well as directed to the satisfaction of the parties concerned. That are based on local knowledge does not seem arrogant in accepting help, being the facilitators have demonstrated building service and perform recovery on the way people are given the opportunity independently . Research conducted in 2011 emphasizes that the cornerstone of the development of life is still strong enough that self-reliance in building preparedness, increase knowledge, institutional strengthening. Tan research (www.litbang.deptan.go.id, 2011) emphasizes again the strong attachment to the community cultural ties. Despite such a devastating disaster attacked they still strongly influenced by communal cultur, disaster even seen as a blessing for the fertility of the soil. Thus the transfer of domicile is not necessarily able to be done because of this strong bond, farmers difficult out of the disaster site. To relocate the disaster depend to on figure by considering comfort, well-being and patterns of community traditions aspects. Thus this study based on the privacy aspects of the local community has always been a strong rationale in relocating. In these case the leader and facilitator has a decisive role in recovery effort. 4. Empowerment is Mobilization Mobilization and human resource supply in a short time, it makes the logistics activity becomes the dominant aspect in the handling of the disaster, in which the priority of the aspects of logistics in disaster relief operations located at a short delivery time and high availability of supply (e-journal.uajy .Ac.id). Among the three environmental education mainly formal education, family education and non-formal education, empowerment as paart of NFE emphasis on mobilization and contrary to the liberalization and domination. Non-formal education seeks to mobilize the potential and nurture it, while others may be in the form of providing unlimited freedom or even domination. Mobilization emphasis on: Disaster is a common concern, based disaster risk reduction, the fulfillment of the right of peoples, communities become the main actors, conducted participatory, local resource mobilization, inclusive, based on humanity, justice and gender equality, attention to vulnerable groups, transparency and accountability, partnerships, multi-threats, the autonomy and decentralization of government, integration into sustainable development and will be cross cutting (Regulation of National Disaster Management Agency No. 1 of 2012) 74

From these principles that need to be stressed especially the mobilization should be done in unity with the other principles, which essentially is a disaster risk reduction initiatives mobilization efforts of all assets, both material and social capital, including indigenous peoples as primary resoucess. The ability to mobilize resources as measurement of the success of community resilience. Mobilization of resources contained the principle of sustainable resource management and increase the carrying capacity of the environment to various disaster risk with reference to the needs of the community and the rights. Society must establish mutually beneficial cooperation with non-governmental organizations, business organizations, and other agencies from outside the community to work together to reduce disaster risk, not just to rely on outsiders. C. Conception Disaster Recovery as Empowerment Common concept to overcome the disaster following the flow: reducing the threat of danger (hazard), reduction of vulnerability (vulnerability) and community capacity building of local governments and communities in disaster-prone areas to protect life and property the community and guaranteeing sustainable living system. The two concepts before eventually have to rely on increasing capacity. Capacity is the ability possessed by the community, families, and individuals to enable them to prevent, reduce, alert, responding quickly or immediately recover from an emergency and disaster. The effect on this capacity is by preparing policy, preparedness and participation. Capacity building aims to develop a "culture of safety" in which all members of the community are aware of the dangers, to know how to protect themselves, and to support the efforts of others and the protection of society as a whole. The most important thing in order to increase the capacity of the community is seen as subjects and not as objects of disaster management in the development process. The scope of the capacity building are: 1. The individual level, which means the qualifications and ability in developing disaster management in all its task both individually and as an individual in the organization. For that effort needs to be developed as follows: a. Disaster education programs implemented through formal education, training and institutions development to provide the necessary knowledge and competence; b. Socialization of knowledge to the community in the field of disaster mitigation growing rapidly, both the dangers as well as the means to combat these dangers so that the programs are implemented effectively; c. Simulation in the community in order to improve the understanding of disaster risk arising from both natural disasters and man-made disasters due. 2. The institutional level, related to the organizational structure, decision-making, administration and its relationship with the network (coordination between elements) in carrying out disaster management duties in accordance with the relevant agencies in recovery efforts; 3. Systems and policies level, the policy framework of disaster management in the region in accordance with the local conditions and circumstances, as well as how the existing environment to support the objectives to be achieved by a system or policy that is accommodated in local legislation. When disasters happen all scientific considerations only run smoothly in a society with a system that has been qualified as many published by the Japanese people in the face of disaster routines. For our society, human factor becomes more 75

prominent with the ultimate goal can be directed at a more normal life with parameters: 1. Introduction and disaster risk monitoring is done early, continuous and widespread; 2. Participatory planning through disaster aims to accommodate the interests of disaster management efforts can be integrated and effective; 3. Development of disaster awareness culture by identifying, mobilizing and optimal use of resources; 4. Increased commitment of the actors of disaster management both executive level and decision makers; 5. Mapping disaster including mapping of disaster-prone areas, the potential resources in the community and surrounding areas prone to disasters, the vulnerability of the community; indigenous peoples, governments and institutional capacity of disaster management and its existing resources; 6. Dissemination of information about the potential danger to the public and local governments and other institutions related to disaster risk reduction; 7. Increasing the capacity of community groups and local governments carried out by growing the awareness, willingness and ability to conduct prevention and preparedness; 8. Capacity building is done through education, training, preparation of infrastructure and facilities related to the disaster including the support regulatory and 9. Development of Technology for disaster activities can help to make it more effective, efficient and safe. D. The Excellence Empowerment to Recover Merapi Disaster Meta-analysis of the evidence and observations focused on three main concepts of disaster management, non-formal approach as an alternative and finally empowerment-based non-formal education. Judging from the management, as emphasized by Merriam (1989) applied include functions, duties and community learning environment. Management process includes the following tasks: (a) Planning (Planning): before doing something managers think about what the purpose of the organization, how to achieve it, how its resources when completion. (b) Organizing (Organizing): how the managers to classify existing activities in the organization, placing people and allocate resources (c) Leadership / directing (Leading): how the managers to influence subordinates in order to work to reach organizational goals and (d) Control (Controlling): how managers oversee all activities within its organization in order to remain on the right track (on the right track). Lies in the emphasis on those aspects that are managed include human resources (leadership, staff, facilitators, participants learn, sponsors, community leaders), financial resources, facilities and infrastructure resources (raw materials, means of production and office space and other supporting facilities ) and information (data that can be utilized and the network). Management goal of achieving goals effectively and efficiently. Effectively, make the right decisions and implement them successfully. Efficiently, using a variety of resources appropriately in a way that is cost-effective. Staff volunteer, productivity, accountabel and good quality management is needed in emergency situation. 76

Judging from the characterization of non-formal education as an alternative to, emphasis on learning more fluid relationships through interpersonal approach, using a method based on the active and experiencial learning. The main considerations in organizing learning for the victim are: First, institutional goal-setting training. Secondly, what is the motivation of the participants to learn, needs-knowledge and background that supports the learning process. Third, learning objectives according to the needs of time and age, institutional conditions as its main supporter, the context and sunstain education, education requirements, time available, and the sources of support held to support the program. Fourth, the exploration of the sources: methodology, personal capacity, institutional costs, the sources that exist in society and actors that will be utilized individually. Valchev (2009) wrote of non-formal education standards very detailed. Valchev concepts that can be applied in disaster situations, among others: Values and norms of an educator is based on the belief that learning is a community modality, the learner is the aspiration of all the processes of education, learning explores equalitydiversity and inclusive, characterized by reflection and evaluation as a means of improving quality, collaboration is a means to improve sustainability, uphold ethical practices and efforts to maintain a learning environment as well as the belief that non-formal education is an effective learning strategy, rewarding and challenging. As an alternative, non-formal education is required to meet: able to develop a high level of service, facilitator as a mental model of the curriculum, teaching methods and learning using high-level technology, utilizing the leadership and management capabilities are applied to non-formal education (including personnel management , relationship to the outside, financing and changes), utilizing nomatif documents to support education and harness the potential of research to support the profession. Competence in unity to learn quickly, directly addressing the problems and improve the position of the individual within society. The final part of the analysis in terms of empowerment as the main jargon of non-formal education. Merapi community success in recovering strongly influenced by personal and group aspects of kinship. By definition empowerment of the disaster is recovery capabilities depend efforts ability to understand, make the acquisition and trying to control the direction of life, social and policy so as to put the victim as policy makers for the better future. It also enables them to develop the quality of post-eruption yourself with excellence through value added: Have an opportunities to obtain resources; increased in terms of its collective bargaining power; able and have the opportunity choose a variety of options; increased self-image; self-satisfaction; and have positive feelings of identity experience using experience to measure the potential superiority over a variety of options opportunities in problem solving; based on rational reasons on the needs of the community, and the presence of the expert judgment justification or justification; own set of standards of quality of work done in relation to others; a more positive outlook and innovative to the relationship between itself and its surroundings (Kindervatter, 1979). Kindervatter (1979) also mentioned, that the stage of excellence society as well as Merapi peoples influenced by: (1) Small group structur, empowering process emphasizes small group activities and autonomy. (2) Transfer of responsibility, during the implementation of learning that must bear the responsibility entrusted (3) Participant Leadership, collective leadership by relying on the ability of affected 77

parties (4) agent as a facilitator, leader providing full service and trainers in the learning process. (5) and non-hierarchical democratic realtionship and process, emphasizing that the opinions and decisions are taken by consensus. Roles and responsibilities are equitably distributed. (6) Integration of reflection. Analysis of cooperation to improve the changes that may involve personal, problem solving, planning, skills development, and / or disputes. (7) Method wich encourage selfreliace. The technique used to increase the active involvement of the learners is a dialogue, and activities such as participation among the groups or friends, networking, workshops, provides a tool that can be used by participants, acting independently, express yourself exercises and games. (8) Improvement of social, economic, and / or political standing. As a result of empowering process, the disaster can perform recovery in a relatively short time. This is a miracle Merapi community. Through empowerment able to cope with various environmental stresses as well make it as grace. Bibliography Brockets, R. G., & Hiemstra, R. (1991).Self-direction in adult learning: Perspectives on theory, research, andpractice. London and New York: Routledge. Elias, J. L., and Merriam, S. (1980).Philosophical Foundations of Adult Education.Huntington, NY: Krieger, Freire, P. (1992). Pedagogy of the Oppressed. New York: Continuum. Goad LH (1984). Preparing teachers for Non-formal education. Unesco Institute for Education (Hamburg and Oxford and New York) Jarvis P (2005).Towards a Comprehensive Theory of Human Learning London: Routledge (in press) Kindervatter. S. (1977). Nonfromal Education as Empowwering Process. Amberst Mass:Centre For International Education Knowles, Malcolm (2005).The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. Taylor & Francis Kolb D. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, New Jersey: Prentice Hall. UNESCO(2000) Education for All World Education Forum in Dakar, Senegal in April 2000 Winarni, Agus. (2014). Kemandirian Masy. Merapi Pasca Bencana. Disertasi:UPI Bandung Valchev, Rumen. (2009). Non-Formal Education Trainerâ&#x20AC;&#x2122;s Manual.Sofia: Open Education Centre e-journal.uajy.ac.id Regulation of National Disaster Management Agency No. 1 , 2012 www.litbang.deptan.go.id

FLOODING POTENTIAL REDUCTION IN URBAN AREA THROUGH COMMUNITY PARTICIPATION USING RAINWATER HARVESTING, CASE STUDY IN SURABAYA CITY Dica Erly Andjarwatia; Nurina Fitriania,b, Eddy Setiadi Soedjonoa a Environmental

Engineering Department Institut Teknologi Sepuluh Nopember Surabaya, Indonesia b Corresponding Author E-mail: nurina_fitriani@yahoo.com Tel: +6285645799777 Fax: +6231 5928387

Abstract Flooding due improper function of drainage system causes problem in Surabaya City. Flood usually occur in catchment area such as at sub system Bendul Merisi, Wonocolo and Wonokromo Sub-district of Surabaya City. One way to overcome flooding is by providing rainwater harvesting. Rainwater harvesting is a technology to harvest and collect rain through rooftop, surface runoff, using appropriate technology. It may provide water supply for house hold both in rural and peri-urban areas. Method to collect water is by providing collecting tanks to collect water from roof top. Community participation is very important in implementing rainwater harvesting system either as individual or communal system. This study is aim to assess the reduction of flooding by using rainwater harvesting and the participation of community to use the technology. House of type 120 m2 has a potential to reduce flood of up to 87% while if the rainwater is used for water supply then the flood may be reduced up to 51%. 62% (sixty two percents) of the respondents were willing to have rainwater harvesting facilities wihin their house (66 out of 107 respondents). Education level played an important role to reduce flood by using rainwater harvesting facilities. The higher the education level is the better the awareness towards environmental solutions. Keywords: Community based participations, inundation, rainwater harvesting, roof building. 1. Introduction Flooding due improper function of drainage system causes damage to community

(Directorate PPLP, 2012). Such condition needs fast action to improve the drainage system.

According to Koosdaryani (2009), flooding may becaused by nature (i.e. high tide and high rain intensity), by human (slump area along the river/drainage, land use change, garbage, under design drainage system, no drainage system, and improper design of drainage system), and 79

combination between nature and human (i.e. erosion and sedimentation, physiography, river capacity, damage of flood control structure).

One way to overcome flooding is by providing rainwater harvesting. Rainwater

harvesting is a technology to harvest and collect rain through rooftop, surface runoff, using appropriate technology which is suitable for developing countries (Abdullah and Al Shareef,

2009; Helmreich and Horn, 2009). Such as technology may provide water supply for house

hold both in rural and peri-urban areas (Sazakhli et al, 2007; Kahinda et al, 2007). By using rainwater harvesting to reduce flood potential, it has several advantages: a.

To reduce surface run off which is very potential to cause flood

To reduce ground water use which may cause sea water intrusion, etc.

b. To save water use from water supply company

Method to collect water is by providing collecting tanks to collect water from roof top.

Other method to collect rain from surface run off is by providing dams, ponds, biopori, etc.

Collecting tank maybe located both above or below the ground level depending on the local

condition (Maryono and Santoso, 2006). Rainwater harvesting is very effective to provide water depending on the rain intensity and locality (Ming-Daw Su et al, 2009).

Community participation is very important in implementing rainwater harvesting system

either as individual or communal system. This study is aim to assess the reduction of flooding by using rainwater harvesting and the participation of community to use the technology. 2. Material and Methods This study was conducted at sub system Bendul Merisi, Wonocolo and Wonokromo Sub-

district of Surabaya City. The household of this area at 2013 was 10,267. Flooding locations were at Merisi Selatan Kampong at Kelurahan Bendul Merisi and Jagir Sidosermo housing at Kelurahan Jagir. Each household was assumed consists of 4 persons.

Household water demand was to be compared to the rain production through rooftop

based on annual basis. Roof area was based on Indonesian housing standard (Indonesian Law Number 1/2011). These houses are 36, 45, 54, 60, 70, 90, 100, and 120 m2. This study assumed

that all the houses in this study using the roof area as mention in the Law above. Public survey was conducted to 108 respondents for different academic and professional background. 81

3. Result and Discussion Based on field survey at Bendul Merisi sub drainage system, there were 13 under design

drainage system. This was caused by sedimentation, garbage, poor maintenance of the

drainage system, and more housings in the study area. Cross connection between water supply

pipes and the drainage system caused poor conveyance the run off. Based on a separate

calculation, for the Bendul Merisi sub drainage system for 1.415 m2, a potential flow from the 13 drainage systems was about 12 m2. Such a flow was very potential for water supply system,

rather than to become a flood potential. The catchment area at Bendul Merisi Drainage System (map with yellow area) can be seen in Figure 1.

Bendul Merisi Catchment area

3.1. Rainwater harvesting 3.1.1.

Flood potential reduction

Table 1 below shows the potential rain water reduction if it is use for water supply. Roof top area (m2)

Tabel 1. Rain water reduction based on roof top area

Total household

Total roof top area (km2)

Total Catchment Area (km2)

Flood reduction potential (%)

Volume reduction (m3/year)

Roof top area (m2)

Total household

36 45 54 60 70 90 100 120

10,267 10,267 10,267 10,267 10,267 10,267 10,267 10,267

Total roof top area (km2) 0.370 0.462 0.554 0.616 0.719 0.924 1.027 1.232

Total Catchment Area (km2) 1.415 1.415 1.415 1.415 1.415 1.415 1.415 1.415

Flood reduction potential (%) 26% 33% 39% 44% 51% 65% 73% 87%

Volume reduction (m3/year)

412,179 523,150 618,268 697,534 808,505 1,030,447 1,157,272 1,379,214

The flood reduction potential was calculated based on total roof top divided by total catchment

area. For house type 36 m2, the reduction potential is 26% and it will reduce the volume reduction to 412.179 m3/year. 3.1.2.

Water Demand

Water demand per person per year was based on the assumption that in each household

consisted of 4 persons. Each person needed 60 liters per day. Tabel 2 shows the water demand

for house of type 36 m2. Water demand of 60 liter/person.day was asked in the questionaires

which complied with the regulation of Ministry of Public Works number 14/PRT/M/2010 regarding Minimum Service Level (SPM).

Table 2: Water demand and supply for a house of type 36 m2

Month

January February March April May June July August September

Median (mm)

387 325 341.5 196.5 141 33.5 0 0 0

Suppl y (m3)

13.24 11.12 11.68 6.72 4.82 1.15 0.00 0.00 0.00

Demand (m3/HH/m o) 7.44 6.96 7.44 7.20 7.44 7.20 7.44 7.44 7.20

Accumulati on for supply (m3) 13.24 24.35 36.03 42.75 47.57 48.72 48.72 48.72 48.72

Acumulation for demand (m3) 7.44 14.40 21.84 29.04 36.48 43.68 51.12 58.56 65.76

Month

October November December

Median (mm)

16.5 91.5 348

Suppl y (m3)

0.56 3.13 11.90

Demand (m3/HH/m o) 7.44 7.20 7.44

Accumulati on for supply (m3) 49.28 52.41 64.31

Acumulation for demand (m3) 73.20 80.40 87.84

Volume of water supply for each house as mention in the Law is shown in Table 3: House type (m2) 36 45 54 60 70 90 100 120

Tabel 3: Water supply based on each house type

Accum. of supply (m3/year) 64.31 80.39 96.47 107.19 125.05 160.78 178.65 214.38

Accum. of demand (m3/year) 87.84 87.84 87.84 87.84 87.84 87.84 87.84 87.84

Availability of supply (%) 73% 92% 110% 122% 143% 184% 204% 245%

Volume of supply (m3/year) 656,554 827,438 989,328 1,097,255 1,286,127 1,654,876 1,834,754 2,203,504

Table 3 shows that the larger the house type is the better the availability of the supply

water. House of type 54 m2 and larger provides more supply than demand. Based on the

availiability of water demand per year, the water supply is recalculated while the volume of water volume per year is put into dimension (see Table 4).

No 1 2 3 4 5 6 7

Tabel 4: Dimension of the collecting tank for each house type

House type (m2) 36 45 54 60 70 90 100

Availability of supply (liter/person. day) 43.5 55 66 73 85 110 122

Tank volume (m3)

27.57 35.00 42.00 46.39 53.97 70.01 77.59

Dimension: length x widh x depth (m) 3.35 x 3.3 x 2.5 3.6 x 3.6 x 2.7 3.9 x 3.85 x 2.8 4 x 4 x 2.9 4.25 x 4.25 x 3 4.85 x 4.82 x 3 5.18 x 5 x 3

No 8

House type (m2) 120

Availability of supply (liter/person. day) 146.5

Tank volume (m3) 93.63

Dimension: length x widh x depth (m) 5.6 x 5.55 x 3

According to the Directorate of Cipta Karya (2000), water demand in a city of larger than

1.000.000 population would a demand of 150 liter/person.day. Table shows that a house of

type 120 would provide a water supply of the same order for the water demand. The dimension of the collecting tank may be too big for the community. The tank dimension,

however, is provided for the whole demand. This is to stop the water supply from the water supply company. This concluded that the rainwater harvesting is not only to reduce the flood

potential, but is also to save water from the water supply company. The financial scheme to

provide the collection tank is not discussed in this study. Collection tank may not be suitable to be constructed at existing housing area, but this is a promising solution for reducing flood and save water for new housings. Typical illustration of collection tank construction is shown in Figure 1.

Figure 1: Ilusstiration of rainwater harvesting tank accoding to Regulation of MoE number 12 Tahun 2009

3.2. Community participation

Community feedback through questionaires was assesed from Bendul Merisi Kampong

and Jagir Sidosermo Housing. 2.2.1.Source of water supply

Based on the questionaires, 59% of the respondents use water from the PDAM, 22%

mixes the PDAM water with groundwater, and 19% merely uses groundwater. Uncertain groundwater quality in Surabaya may endanger the health of the consumers. Hence the provision of rainwater harvesting would definitely improve the surrounding environmental health and is probably reduce the sea water intrusion. 2.2.3.Availability of roof gutter

79% of the existing house has already had house gutter from the roof. This is to show the

potential of rainwater harvesting system to be implemented in the study area. 2.2.4.Infiltration field

Infiltration field was at large in each individual house within the study area. The field was

in the form of ponds, garden and yards. This field is shown in Figure 2.

Figure 2: Percentage of types of infiltration field

Figure 2 shows that although the field area may not be large, but more than 60 % of the

houses have the field. This is to show that the potential to reduce flood through infiltration is possible. Besides, the environmental awareness from the local community may exist. 2.2.5.Community willingnes to have rainwater harvesting facilities

The community willingnes to have rainwater harvestin facilities is shown in Figure 3.

62% of the respondents (66 out of 107 respondents) is willing to have the facilities within the

house. 43 respondents has the degree of diplome, sarjana, and even pascasarjana (post graduates degrees). The higher the education is the better regarding the awareness to have the facilities.

Figure 3: Community willingnes to have rainwater facilities based on education 4. Conclusion House of type 120 m2 has a potential to reduce flood of up to 87% while if the rainwater is used for water supply then the flood may be reduced up to 51%. 62% (sixty two percents) of

the respondents were willing to have rainwater harvesting facilities wihin their house (66 out of 107 respondents). Education level played an important role to reduce flood by using rainwater harvesting facilities. The higher the education level is the better the awareness towards environmental solutions.

REFERENCES Indonesia Law No. 1/2011 about Housing and Settlement Area

Environmental Ministry No. 12/2009 about Rainwater Utilization

Abdullah, F. A., dan Al Shareef, A. W. 2009. “Roof Rainwater Harvesting Systems for Household Water Supply in Jordan”. Desalination 243, 1-3: 195-207.

Directorate General Public Works. 2000. Petunjuk Teknis Pengelolaan Sistem Penyediaan Air Minum Perkotaan. Jakarta: Departemen Pekerjaan Umum.

Direktorat PPLP, 2012. Sistem Drainase Perkotaan. Jakarta: Kementerian PU.

Helmreich, B. dan Horn, H. 2009. “Opportunities in Rainwater Harvesting”. Desalination 248, 1-3 : 118-124.

Kahinda, J. M., Taigbenu, A. E., dan Boroto, J. R. 2007. “Domestic Rainwater Harvesting ti

Omprove Water Supply in Rural South Africa”. Physics and Chemistry of The Earth 32, 15-18 : 1050-1057.

Koosdaryani. 2009. Penggunaan Modifikasi Desain Sumur Resapan Sebagai Pengisian

Kembali Air Tanah dan Pengendalian Banjir di Kelurahan Sewu Surakarta. Media Teknik Sipil IX. 2 : 136 – 139.

Maryono, A., dan Santoso, E. N. 2006. Metode Memanen dan Memanfaatkan Air Hujan Untuk Penyediaan Air Bersih, Mencegah Banjir, dan Kekeringan. Jakarta: Kementrian Negeri Lingkungan Hidup.

Ming-Daw, S., Chun-Hung, L., Ling-Fang, C., Jui-Lin K., dan Mei-Chun, L. 2009. “A Probabilistic

Approach to Rainwater Harvesting Systems Design and Evaluation”. Resources, Conservation and Recycling 53, 7 : 393-399.

Sazakli, E., Alexopoulos, A., dan Leotsinidis, M. 2007. “Rainwater Harvesting, Quality

Assessment and Utilization in Kefalonia Island, Greece”. Water Research 41, 9 : 20392047.

MODEL-BASED LEARNING FOUR PILLARS OF EDUCATION ON LIFE SKILLS EDUCATION PROGRAM TO INCREASING THE RESILIENCE OF RURAL COMMUNITIES TO THE THREAT OF DISASTER Tri Suminar minar_pls@yahoo.co.id Lecturer Department of School Education Faculty of Education Semarang State University (UNNES)

Abstract Impoverished rural population highly vulnerable to disasters, are susceptible to the risk of disaster. One approach to improve the resilience of rural communities to the threat of a disaster is to engage the community in learning activities that are managed through non-formal education, life skills education program. The purpose of life skills education program in this study provide the knowledge, understanding, positive attitudes and skills to rural communities want and dare to face a natural disaster problems without feeling depressed, then proactively and creatively seek and find solutions, so that they have a high resistance to threat of disaster. This paper describes the goal of life skills education programs to improve community resilience to disaster threats can be achieved effectively by applying a model based on the four pillars of learning. Activity oriented learning how to know, how to do, how to be and how to be live together. The effectiveness of this learning model based on the results of the implementation of the research program of life skills education to empower rural communities in the mountainous village Lipursari Leksono District of Wonosobo and coastal areas of the District Rural Kartikajaya Patebon Kendal who tend to have a high susceptibility to the threat of disaster. Keywords: the threat of disaster resilience, life skills education, learning model, the four pillars of education. 1.

1.1

Acknowledgement Background

Indonesian teritory is susceptible to disaster; such as earthquake, tsunamy,

flood, landslide, storm and huricane, epidemic disease, drought and volcanoes. It is

caused by its location in the tectonic zone and very active volcanoes. People growth rate that is not equal to land use and complexity of economic activity, industry and society may become the other causes. Disasters happen when the natural hazard (earthquake

and tsunamy) meet susceptible community live in mountai areas, fractured coast, near upstream with low ability to be vigilant to the disasters. For real, rurals with education

level, information system, technology, income and welfare are far from those who live in

city belong to susceptible group. By its consideration, their hazardous problems need attention seriously.

Education of disaster becomes so vital to the susceptible society. They are only

warned when the disasters come without any sufficient information about procedure to

be ready to face it. Education of disaster takes a very important role to make society ready to face the sudden disasters. The low abilities in readiness, skill to reduce the threat, environment awarness and resilience to disaster skill are caused by improper

learning models used in disaster education. As stated by Joyce, et.al. (2009:7), learning models take a fundamental role in reaching the learning goal effectively, it directs to

improve learners` capacity to study easier that is affected by both aquired knowledge and skill and ability to study better. The model of disaster learning should give the society experiences to solve problems, empower environment to explore knowledge

and provide active learning situation dominated by the learners. Teacher should communicate intensively as facilitator and motivator.

The models, as described above, are arranged using nonformal education

pathways. One of these relevan models is life skill education program. The concept of this program is focused on the ability to react and courage to face life problem (disaster) then proactively and creatively search and find solution to anticipate the risk and deal with the disasters.

The program, as an effort to reach the goal, is oriented to gain basic knowledge

about urgency of introducing potential disaster area and its effect. When it comes to cognitive aspect, materials is arrowed to affective aspect. It is about attitude and

awarness to dispose waste correctly, do plantation and avoid uncontrolled

deforestation. The next step is psycomotor that deals with the attitude reflect academical and social value including harmony of lifestyle, proper land use (to anticipate disaster risk) and readiness to evacuate victims to the refuge (social solidarity attitude).

Based on the description above, it can be infered that life skill education is

aimed to gain multy life skills that must be based on the learning skill. Therefore, life

skill education should be in learning skill aspect, so that it is more acomodative in

equiping ability to adapt and flexible for learners to solve the complexity of disaster problem using good self management. Due to the spesific skill of indicators, process of

life skill learning model needs to be based on four pillars of education. As stated by 90

UNESCO (Dellor; 1996:7) society are forced to learn four basis skills; learning to know, to do, to be, and to live together. 1.2 Problem Statement

Based on the frame above, the problem discussed is how can learning model

(based on four pillar education from UNESCO) improve society`s resilience to disaster

that is implemented in the life skill education. By gaining the knowledge about disaster threat it will produce positive attitude toward disaster and is hoped that the impact can reduce or minimilize dead victims of disaster in future. 2.

Discussion

2.1 Rural Society`s Resistance to Disaster

Disaster is an or series of event cause serious disorders to society in form of

dead victims and economic, material and environmental disadvantages that are beyond

their ability to overcome it using their own resources. It happens when outsider threats

meet the vulnerable society`s life. In other words, when the challenge damages the society and environment, and they could not overcome it, disaster happens..

In tackling disaster, there are three steps to do; while, after and before it

happens. Each steps has its own characteristics and tackling. This study focuses on the step before disaster happens or pre-disaster. The step deals with a consistent and

continous effort done by family, community and goverments. Government regulation number 24 year 2007 on national resilience to disaster system mandates the programs need to do in pre-disaster step are (a) no disaster situation, includes: planning,

preventing, risk reducing, education, training, observing and lend management; (b). Potential disaster situation, includes: mitigation, warning and vigilance.

Pre-disaster problems are problems that must be arranged in short-term,

medium-term, and long-term programs. In common, the level of disaster risk (Rd) is

equal to level of hazardous (Hz), while vulneribility (Vr) is in inverse to capacity or skills (C) of hazardous society in responding disaster. Matematically, the formula is:

From the formula, it can be concluded that the risk of disaster (Rd) can be

reduced by reducing the vulnerability (Vr) and improving the capacity (C) in responding 91

the disaster. The hazardous factors (Hz) is immanipulated due to its natural characteristic.

In details, the components of reducing risk of disaster deal with : (a) risk of

disaster (Rd) is physical loss; property, defection and losing family member; (c) nonphysical loss includes losing job, stress and frustation. Pre-disaster step is long-term

period that must be prepared in order to train society to be responsive, independent and confident to face disaster. It demands society to create condusive situation and be aware of disaster.

The most important conciderations in reducing risk of disaster are quality and

quantity of human resources. Without training, society live in high risk of disaster area

may not have high capacity to response disaster. However, trained human resources will not be effective without sufficient nature resource.

Improving society`s resistence to disaster hazard can be done by improving

quality of human resources, so that they can adapt their life style to interact with nature. Training and socialization process demand condusive learning condition to observe in

such aspect of education. The example of model using four pillar education (Suminar,

2013) effectively can be generilized to improve academic skills, rasional thinking, good

attitude and behaviour and skill to overcome disaster problem, especially pre-disaster threating to reduce risk of disaster.

The main effort to empower society`s potention is that they are able to manage

agro ekositem optimally and simultanly. The program will be succesful when the resilient people are skilled to face disaster: (a) while disaster, avoiding dangers; (b)

after disaster, ready to reconstruct and rehabilitate family and community; (c) be able to improve society`s capacity to face the upcoming disasters. It means that they can

keep their proper environment as they are skilled to face, explore nature resources continously.

2.2 Program of Life Skill Education

Broad Based Education team (BBE) DEPDIKNAS (2002:5) defines life skill as

someone`s skill to be able and brave to face life problems and live properly without

being stressed, then proactively and creatively search and find solution to face them.

Based on the definition, the understanding of life skill concept is wider than vocational 92

or work skills. Life skill education must reflect real life values both preservatively and progressively. It makes this educational strategy more realistist, more contextual and more meaningfull.

Definition stated by UNICEF, life skill

is behaviour change or aproach to

develop behaviour aimed to keep the balance among knowledge, attitude and skills. Life skill is skill to adapt and behave positively in order to face some problems. Halimah

et.al (2007: 8.4) stated that life skill is self development to survive, grow and develop,

have ability to communicate and contact individually, socially, or in system to face

certain situation. While Dellor (1996:7) interprets it simplerly, life skill is interaction between knowledge and skills to live independently.

From the views above it can be concluded that life skill is not only vocational

skill but also some other functional skills, including: rading, writing, calculating,

formulating and solving problems, exploring resources, working in team, and using technology. Another source explains that life skills are skills that enable a person to

cope with the stresses and challlenges of life. It refers to some skills needed by someone

to face chalenges of life succesfully and happily (http://www.usoe.k.12.ut.us.curr/life skill s/).

Life skill education program is stated as an education strategy that emphazises

on skills to realize risk of disaster and their competences to face it. Life-skill-oriented learnings are footholds in facing and solving the life problems as independent individu,

society or people of a coutry. If this stage can be achieved, the learners` resistance toward disaster will improve. Life skill education empowers learners to be able to understand potention in life, behave positively to self protection and live together in society.

The aim of life skill disaster education program is relevant with the statement

from Broad Based Education team (2002: 6) that stated the goals of life skill education are to : (1) actualize learners potention to overcome life problem; (2) give oportunity to

the education institution to develop flexible education program; (3) optimalize resouces

by giving oportunity to explore. Meanwhile, Slamet (2003: 546) stated that the aims of life skill are to empower soul quality asset, physical attitiude and behaviour of learners

by intrioducing (logos), comprehending (etos), observing (patos) and daily life experience.

Asmani (2009: 62) and Depdiknas RI, BEE Team (2002) explains life skill

concepts can be devided into two main kinds, that are: a) generic life skill / GLS, and b)

specific life skill / SLS. Each life skill can be devided into sub skills. The generic one

includes personal and social skill. The personal one includes self awarness skill and thinking skill. The specific life skill is skill to face certain work or situation. It includes academic skill or intelectual skill and vocational skill. Academical skill deals with work

needs thinking intelectually. Vocational skill is devided into basic vocational skill and occupational skill.

2.3 Four-Pillar-Based Learning Model

Learning model refers to conceptual frame describe sistematical procedure in

organizing learning experience to reach the goal. It also stated as pictured learning from the begining to the end, served exlusively by the teachers. Learning models include aproach usage, method, technique and strategy of learning.

Learning models are oriented on an effort to direct learners to improve

learning skills easerly and more effectively. Learning activity for adult is assumed to help learners to think about content and context deeply releven to realistic problems.

Learning models are arranged and developed by concidering theory rationally,

aimed goal and result, and five basic elements in learning those are: (1) syntax, (2) social system, (3) principles of reason, (4) support system, and (5) instructional and nurturant effects. Result of UNESCO convention in 1999, the good learning models in reaching the goal muast be standarized on four educational pillars, those are:

(1) Learning to know, the learners learn knowledge. Learning process is an efford to

search and find knowledge needed to reduce risk of disasters. To apply the pillar, the teachers are demanded to take roles as informer, organizator, motivator, inisiator, transmitter, facilitator, mediator, and evaluator for the learners.

(2) Learning to do, learners use knowledge to improve skills. Learning is process to be

able to do something. Learning process produces some change in kognitif aspect, competence improvement, and awareness of value, attitude, apreciation, senses, and willing to behave or response a stimulus.

(3) Learning to be, learners learn to use knowledge and skills to live independently.

Learning process gives the learners sufficient skills to improve their intelectual 94

development. The mastery of knowledge and skills refers to a part of being individual to face such different environments in life.

(4) Learning to live together, learners study to realize the dependence and need to respect each other. The understanding of self and other roles in learning group is source in socialization in society (learning to live together). Learning improves

intelectual skills and attitude, moral to anticipate risk of disaster by exploring natur resources continously.

Learning model apllied on life skill education program specialized to disaster in

order to give knowledge, attitude and skills to improve resistence of disaster, is

knowledge and understanding about disaster, attitude and awarness to behave anticipating or reducing disaster risk for the rural population. The model can be showed as follows.

Theory of Andragogic, Progressive, Humanistic and Empowering Learning

Input

Life Skill Education Program for susceptible rural society Academical Skill

Social Skill

Personal Skill Goal: Contextual problem solving to be resistant to disaster threat

Vocational skill

Model of life skill learning

Process

based on four pillar of education D

(HOW TO KNOW- TO DO- TO BE â&#x20AC;&#x201C; TO LIVE TOGETHER) Syntactic

Social System

Reaction Principle

Supporting System

Learning Scenario

EVALUATION OF INSTRUCTIONAL AND NURTURAL EFFECT

Output

KNOWLEDGE, VALUE, ATTITUDE, SKILL TO REDUCE RISK OF DISASTER

Picture 2. Scheme of Four-Pillar-Education Based Learning Model for Life Skill Education

2.4 Application of Four-Pillar-Based Learning Model in Life Skill Education Program to Improve Society`s Resistance to Risk of Disaster 2.4.1 Learning Preparation

Activities in preparing learning model are as followed:

(1) Formulate the goal of the life skill education program clearly including knowledge, value, attitude and skills to reduce risk of disaster. 96

(2) condition knowledge or academic skills and teachers` skill in implementing fourskill learning model and delivering disaster materials using dialog, asking and giving opinion, focused discussion, and training methods.

(3) arrange materials including thinking rationally and logically, personal, social and vocational competences in exploring natural resources to anticipate disaster.

(4) arrange learning strategy by considering the goal of the life skill education program, materials, characteristic of the learners and facility.

(5) design lesson plan

(6) design setting and climate of the lesson to stimulate learners to be participative. (7) condition the learners by giving information about the goal of the learners (8) prepare instrument to observe the learning process

2.4.2 Implementation of Four-Pillar-Education Based Learning

Activities in implementing the learning model are as follows.

(1) Syntactic

The steps are:

Four Pillars of Learning activities: resistance of disaster risk Education

How to Know

Teacher improves learners` self confidence to reach the goal of learning.

Teacher as informer, using dialog and asking and giving opinion tries to search and find learners` knowledge and understanding about exploring nature resources and early warning socialization. How to Do

Teacher guides learners to think about strategy to anticipate disaster.

Teacher helps learners to formulate and realize the problems using tree of disaster problems correctly.

Teacher guides learners to preparation to anticipate risk of disaster.

Teacher scores the learners` preparation and guides them in doing

operation of procedural treatment in steps systematically to anticipate How to Be

disaster.

Teacher trains learners to apply their knowledge and skills to anticipate disaster.

Teacher gives challenge to be solved by learners starting from easy to hard level.

Teacher as controller gives reinforcement to the learners. How to live together

Teacher gives tasks to behave anticipating risk of disaster.

Teacher gives example of respecting each other that people live dependently as producer or consumer.

Learners gain understanding about self`s and other`s roles in learning group to socialize in society.

(2) Social System: learning situation is more dynamic and constructive, expressive and

attractive, so that it is more interesting, enjoyable, responsible, opened communication or transparent.

(3) Prinsipel of reaction management: Learners respect each other and participate

actively, use sources to learn procedure to anticipate disaster. Teacher reinforces learning materials by exploring knowledge deeply, observing or discussing.

(5) Supporting System: learning instruments include; book of learning model guidance, syllabus, life skill education program, materials or resources. Learning environment

as source and media, equipments to practice skills in tackling disaster; panel board

as media, smart cards. Sufficient learning infrastructures inside and outside class is to do learning interaction.

(5) Learning Effects

The effects of learning models orient to skill to explore nature resources to

anticipate risk of disaster (pre-disaster), move away from challenge (while disaster) and ready to reconstruct and rehabilitate family and society (after). 3. Conclusion

Rural community lives in susceptible to disaster area in common, have low

knowledge, attitude and awareness to reduce or tackle risk of disaster. Therefore, the society needs to be trained by giving life skill education program to improve

their resistance to disaster. The society with high resistance is those who ready to participate in reducing the risk of disaster by exploring nature resource efficiently. 98

The aim of this education can be achieved effectively by implementing

learning model with four pillars of education (how to know, how to do, how to be and how to live together). The community`s long term orientation is that they have skill

to think rationally, interact socially and personal skill to solve problem and take decision properly in tackling disaster.

4. Referensi.

Asmani, M. J. 2009. “Sekolah Life Skills” Lulus Siap Kerja!. Yogyakarta. DIVA Press.

Delors, J. 1996. Learning: The Treasure within. Report to UNESCO of the International Commission on Education for the Twenty-first Century: Printed by Presses Universitaires de France, Vendôme. Joyce, B. Weil, M. Calhoun. 2009. Models of Teaching (Terjemahan Achmad Fawaid dan Ateilla Mirza). Yogyakarta: Pustaka Pelajar Pinotti. V. M. 2001. Life Skills Approach to Child and Adolescent Healthy Human Development. Health and Human Development Programs (HHD), Washington DC. Pan American Health Organization. a Division of Education Development Center, Inc. (EDC). Swedish International Developmental Cooperation Agen.

Ridha, M. 2008. Panduan Pendidikan Penanggulangan Bencana. Banda Aceh. Yayasan Jambo Minda

Slamet, PH. 2002. Pendidikan Kecakapan Hidup: Konsep Dasar. Jurnal Pendidikan dan Kebudayaan Badan Penelitian dan Pengembangan, Departemen Pendidikan Nasional. Juli 2002 Tahun Ke-8 No. 037 ISSN 0215-2673. Halaman 541-561 Sukarjo, Dradjat, 2007, Upaya Menciptakan Ketahanan Hidup Terhadap Ancaman Bahaya Laten dan Bencana Alam. Makalah. Yogyakarta. UII Yogyakarta.

Suminar, Tri. 2013. Pengembangan Model Pembelajaran Berbasis Empat Pilar Pendidikan pada Program Pendidikan Kecakapan Hidup Bagi masyarakat Pedesaan. Laporan Penelitian Hibah Strategis Nasional Tahap I. Semarang. Universitas Negeri Semarang.

Sutjipto, 2008. Pengembangan Model-Model Kurikulum Pendidikan Layanan Khusus Pendidikan Non Formal Program Paket A Untuk Daerah Bencana Alam. Pengembangan Pusat Kurikulum Badan Penelitian dan Pengembangan. Jakarta. Departemen Pendidikan Nasional 99

Tim Broad-Based Education. 2002. Pendidikan Berorientasi Kecakapan Hidup (Life Skill) Melalui Pendekatan Broad-Based Education (BBE), Departemen Pendidikan Nasional. Undang Nomor 24 tahun 2007 tentang Sistem Nasional Penanggulangan Bencana

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DEVELOPMENT OF DISASTER AWARENESS COMMUNITY INTEGRATED COMMUNITY LEARNING CENTER Dr. Iis Prasetyo, MM Rb. Suharta, M.Pd Entoh Tohani, M.Pd Abstrak Lately disasters often occur in Indonesia, whether caused by natural factors and the impact of human activities on nature. In January 2014 has been reported that there are various kinds of disasters such as volcanic eruptions, earthquakes, floods, tornadoes and landslides in Indonesia. Almost all Indonesian regions is a geographical and geological disaster-prone areas because it is located in the Pacific ring of fire and Belt Alpide. In response, the science of education should play an active role in order to increase public awareness of the potential disasters that threaten through strengthening programs to the community-based disaster education This paper aims to describe the activity of disaster awareness community and disaster conscious community development needs are integrated with nonformal education units as well Community Learning Center. Disaster awareness community as a group of people who are committed to the environment and the community in its efforts to cope with disasters both natural disasters and disasters due to other reasons. The purpose of this group is to create communities that have a disaster resiliancy. Some things that should take attention in the integration of community disaster awareness with Community Learning Center is: mapping the condition of the people in the disaster-prone areas, mapping of potential CLC conditions domiciled in disaster-prone areas, as well as the operational mechanism of integration efforts between community disaster awareness with CLC. Keyword: community learning center, disaster, disaster awareness community,

101

WOMEN EMPOWERMENT MODEL MERAPI ERUPTION VICTIMS THROUGH LITERACY EDUCATION INDEPENDENT BUSINESS SHELTER IN GLAGAHARJO CANGKRINGAN DISTRICT SLEMAN Sujarwo, Widyaningsih, Tristanti PLS FIP UNY Abstract

This research is aims for; 1) produce a model of women's empowerment guide Merapi eruption victims through independent business literacy education in the neighborhood community Merapi eruption victims who live in permanent housing Glagaharjo Cangkringan Sleman, 2) improving the knowledge, skills and awareness of women victims of Merapi eruption living in permanent housing Glagaharjo in managing a sustainable and productive environment. The research method used is a research and development (R & D) to produce a product and test the effectiveness of these products in accordance with the purpose of development. Methods used include descriptive and evaluative methods. The experiment was conducted in residential districts remain Glagahrajo in Cangkringan, Sleman Yogyakarta Special Region . Development of research carried out by using a model of the modified Borg and Gall (preliminary research, develop design , create products, product validation and utilization. Women's empowerment activities undertaken Merapi eruption victims in this KUM include; data collection conditions and the potential community, the preparation of training manuals and training materials guide waste management , fertilizer production, managing and mentoring efforts. Data was collected using observation, interview and performance. The data were analyzed with descriptive qualitative. This study resulted in the completion of information on the problem is, the condition and potential of the community, guide the drafting of a model of women's empowerment through KUM Merapi eruption victims in the form of a CD manual and learning activities. Furthermore, trained about 20 women victims of Merapi which has the knowledge, skills, and awareness of environmental manage particular waste management to manage the business and manage waste in an effort to increase revenue and environmental conservation.

102

EXPRESSIVE LETTER WRITING: GROUP GUIDANCE TO RESTORE THE VICTIM'S PSYCHOLOGICAL CONDITION ERUPTION OF MOUNT MERAPI Wahyi Dwi Ulfa, Rohmah Nurhuda, Pambayun Hari Setiawan Yogyakarta State University

Abstract: The Republic of Indonesia have geographical, geological, hydrological and demographic allow disaster, whether caused by natural factors, the non-natural (human behavior) that cause human casualties, environmental damage, loss of property as well as the impact psychological which in certain circumstances may hinder development and national economy. Therefore, we need a way to help the citizens return of postdisaster psychological conditions one of which is through group guidance with the techniques of expressive letter writing. Benefits of expressive writing letters is helping to restore the victim's psychological condition eruption of Mount Merapi. Literature review is necessary, the expressive letter writing, group guidance, post-disaster psychological condition of the citizens, and the eruption of Mount Merapi. Data collection techniques used are collecting data from various sources on the internet articles, journals, books and literature. Processing data using qualitative data analysis. Once the data is processed to make a discussion that ultimately produced the conclusion. Current condition of Merapi eruption begin experiencing symptoms again. Data eruptions in 2006 and 2010 showed more variation caused disasters. On the side of population growth in areas including disaster prone zone eruption reached 2.8%. Then also the data from Badan Pusat Statistik shows that the average higher than the population growth Sleman district of 1.31%. The increasing number of people in disaster prone areas as well as variations in the nature of the Merapi eruption could trigger a larger victims in subsequent years. Expressive letter writing is a way to express what one feels through writing letters but not to be sent. There are 4 types of letters that can be used for their intended purpose, namely 1) "Letters to the Future" 2) the letter "Who Am I" 3) the letter "I'm Alright" 4) the letter "I'm Here". The technique is implemented in a way that group counseling is generally done with a number of 20-35 people. Writing activities can also be combined with drawing, story telling, music, and others. The ultimate goal is to assist the victims in order to express what is felt, so he was able to accept whatever circumstances they experienced after the disaster. Keywords: expressive letter writing, psychological condition, the eruption of Mount Merapi

103

1. Introduction Indonesia is a disaster-prone country. Three plates meeting the

Indian Plate, the Pacific Plate and the Eurasian Plate and the young mountain path traversed Pacific Circum and Mediterranean Circum give

the fact that at times of disasters such as earthquakes, tsunamis, volcanism can occur.

According to the geological layout, Indonesia lies between two large

mountain circum, Mediterranean mountainous circum western section and Pacific mountainous circum east section. Therefore, Indonesia has become one of the country prone to earthquakes,tectonic earthquake

(tumburak slab) and volcanic earthquakes. According to the data,

Indonesia has 121 mountain (whether active or not), and most of it was in large islands such as Papua, Kalimantan, Sumatra, Sulawesi and Java. (http://www.invonesia.com/kenampakan-alam-di-indonesia.html).

This has caused concern among the people of Indonesia. A case study

of disaster very close to the community of Mount Merapi eruption in

Yogyakarta. In 2010 there have been eruptions of Mount Merapi and spend a lot of hazardous material, such as lava, lava, ash rain, heat clouds, and gases (CO, CO2, H2S, SO2, NO2). There was also a lot of damage to

infrastructure, buildings, collapse of the economy, education, agriculture,

and the impact the psychological condition of the people around Mount Merapi. Here is a snippet of news regarding the effect of natural disasters on the psychological condition of the victim.

According to Albert Maramis, health experts from the WHO, at each

occurrence of natural disasters, the average population who experience

mental health problems at 50%. Therefore, in addition to requiring the supply of logistics, the victims of natural disasters also require treatment

of stress and trauma recovery. Especially for children. Because they had confined in refugee camps and can not go anywhere (including school) during the natural disaster struck.

104

(http://kesehatan.kompasiana.com/kejiwaan/2014/02/19/terapipemulihan-stres-dan-trauma-pascabencana-634165.html).

With the news above, it is necessary to have a way to help residents

return post-disaster psychological conditions one of which is through the guidance of the group with expressive letter writing techniques. 2. Discussion A. Overview of Mount Merapi Activity Present Mount Merapi is Indonesia's most active volcanic. Location of Mount

Merapi is located on the Sumatra-Java-Nusa Tenggara and Maluku which is one of three active volcanic in Indonesia. According to Taverne, 1926

(in Sutikno, Outline of Geomorphology Indonesia 2013) distribution of

active volcanic mostly located in Java. This fact had a negative impact

over the extent of damage caused by the disaster given the population density and the concentration of the dominant facility in Java.

As an active volcanic Mount Merapi which has a regular cycle of less

than 5 years of profound psychological impact to the surrounding population. The eruption in 2006 resulted in hundreds of people on the

slopes of Merapi had to evacuate for two months. The duration of the refugee cause problems include: evacuation infrastructure is inadequate,

hampered biological needs, hampered educational, and psychological

problems caused casualties. In fact eruption in 2006 is evidence of increased volcanism that extends from the island of Sumatra, south of Java, Bali, NTB, NTT, Sulawesi, and Irian Jaya.

The eruption in 2010 according BPPTK and the Center for

Volcanology and Geological Hazard Mitigation (PVMBG) is dominated by the type of explosive (eruptions leading up to the pressure of a gas, water vapor, volcanic ash, sand, and pyroclastic material) that resembles the

actual type of Plinian eruptions rare for Merapi. Monitoring results

showed the sulfur content of about 100 metric tons spectacular that supposedly causes more acidic nature of lava. In contrast to the 2006 105

eruption of the danger of disaster more likely on the hot cloud "Nuee Ardente".

The condition of Merapi eruption begin experiencing symptoms

again. Data eruptions in 2006 and 2010 showed more variation caused disasters. On the side of population growth in areas including disaster prone zone eruption at 2.8% (Ashari, 2013). Higher on average than the

population growth of 1.31 Sleman regency% (www.bps.go.id). The increasing number of people in disaster prone areas as well as variations in the nature of the Merapi eruption could trigger a larger victims in the subsequent years.

B. Application of Expressive Letter Writing The victims of Mount Merapi eruption is certainly having a lot of

problems, such as: 1.

Loss of residence temporarily or permanently can happen, because it

Loss of livelihood due to damage to agricultural land and the

3. 4. 5. 6. 7.

is a disaster-prone areas (including in the red zone). destruction of places of business.

Split the head of the family because the father or husband many

chose to stay at home with grounds keeping house, possessions and keep working as a farmer, gardening or breeder.

Meeting the basic needs such as eating, drinking, temporary shelter

or shelter, education, health and water supply is inadequate. Not available or limited public facilities and social facilities.

Disruption of the education of children who do not go to school because of damage to school facilities and infrastructure.

The risk of onset of mild illness (ex: diarrhea) due to environmental conditions and shelters that are less clean and not conducive and health care facilities are inadequate.

Disruption of the function and role of the family as living in a shelter several families at once. Not optimal implementation of the function

and role of the family as well as the possibilities of loss of self-control 106

can be displaced by saturated, non-fulfillment of the necessities of 8.

life.

The loss of self-esteem and ability both as individuals and as families in the camp because they receive compassion from others and even

often be a spectacle. Disappointed in the government or other parties

can not minimize the damage caused by volcanic eruptions and

disappointed with the services provided by the government that 9.

could potentially become social action.

Inhibition of the implementation of the function and social role in the

kinship and execution of tasks in a social life, for example: gathering activities, events or cultural customs that can not be implemented in the refugee camps.

10. Saturation due to the uncertainty of how long should evacuate,

feelings of helplessness, fear and even desperation facing the possibility of a disaster that can not be avoided (could not resist the

will of God). The effect of creating a feeling of anger, stress or

frustration with the situation and the conditions of uncertainty,

trauma, despair, feeling of helplessness and uncertainty about its future.

This led to the eruption of Mount Merapi victims feel unsafe so mild

psychological disorders. According to Abraham Maslow in Rita Eka Izzaty (2008: 31) states the theory of the hierarchy of human needs, namely:

1. Needs physiology, such as eating, drinking, sleeping, sex, air to breathe, and others.

2. The need for a sense of security and protection, the security of the surrounding environment.

3. Social needs, which communicate with other people, friends, and others.

4. The need for an award, such as praise, rewards, and appreciation can increase self-confidence.

107

5. Self-actualization, which is the most important requirement because every

human

being

has

actualizationed/ developed.

different

potential

that

needs

Picture: 1 Paramida Hierarchy of Human Needs According to Ratih Putri Pratiwi (2008: 38) the presence of a

psychological disorder in victims of a natural disaster caused the need for psychological services were held after the natural disaster. In this

service, a clinical psychologist also dabbling in it, and usually they

cooperate with physicians, psychiatrists, nurses, social workers, psychosocial workers, religious leaders, traditional leaders, community leaders

and various other parties. In this psychological services, clinical

psychologist tasks are: 1) conduct an assessment to uncover problems of victims; 2) provision of treatment/ therapy can be in the form of

psychotherapy, counseling, behavior modification programs, and others;

3) evaluation of treatment programs. In the post-disaster psychological 108

services of this nature, a clinical psychologist working with using curative orientation, which is a clinical psychologist working for a psychological disorder in victims and trying to make the treatment

program. The task of clinical psychologists in the post-disaster psychological services is what is the contribution of clinical psychology in the assessment of psychological disorders victims of natural disasters.

In the field of guidance and counseling, the counselor must also be

able to do a variety of counseling techniques to assist the return of people post-disaster condition with mild disorders. One is to use the expressive letter writing techniques.

Expressive letter writing is a way to express what one feels through

writing a letter but not to be sent. In practice there are 4 types of letters that can be used for their intended purpose, namely:

1. "Letters to the Future", which is a letter written to himself in the

future. The authors write whatever it wants delivered to himself in the future.

2. Letter "Who Am I", which is a letter written to reveal how much the author knows himself.

3. Letters "I'm Fine", which is a letter written to motivate himself so that the author can accept any conditions that it faces today.

4. Letter "I'm Here", which is a letter which reveals that the author is fully aware that he should gracefully to deal with whatever conditions are in place.

Of the four types of the letter of the victims can choose the one which

is considered to be written in accordance with the feelings they have.

In practice, the expressive letter writing will be used as guidance

groups are grouped according to specific age ranges and also adapted to the type of letter that is capable of writing. Children aged 7-12 years category wrote "I'm Here". Then the teens by age category 13-17 years

wrote "I'm Fine". Then the young adult with the age category 18-40 years to write "Letters to the Future". Meanwhile, middle adulthood, the category 41-60 years wrote "Who Am I". 109

After writing the letter, the author should be read in front of his

friends. It is to be useful for mengkatarsis and share with one another

about what she feels. Then the author should be motivated that he was not himself, but a lot of people around him through the same thing.

Grouping guidance tailored group age category refers to the theory

of cognitive development according to Jean Piaget. In Eka Izzaty Rita (2008: 35) Jean Piaget stated that at the age of 6-12 years old children will enter the concrete operational stage, the stage where the child behaves as follows:

1. The idea is based on the thought

2. Limiting thoughts on the objects and events that are familiar.

Then in the category of 12 years and over to enter the formal

operational stage, the stage where a person will behave as follows: 1. Thinking conceptually 2. Thinking hypothesis.

Writing activities can also be combined with drawing, storytelling,

music, and others. The ultimate goal is to assist the victims in order to

express what is felt, so he was able to accept whatever circumstances they experienced after the disaster. 3. Conclusion Eruption of Mount Merapi has happened twice in Yogyakarta, namely

in 2006 and 2010, this event raises a lot of problems for the victims so

that some of them had mild psychological disorders. Through letter writing as expressive group counseling techniques, could be an attempt

to return the psychological condition of the residents after the disaster. Expressive writing letter is divided into several types which are grouped

according to age categories of victims. This treatment can be done by counselors, social volunteers, or trainer. Expressive letter writing can be done by all of the victims, as long as he did not refuse to follow and read and

write

fluently.

In the event of natural disasters such as the eruption of Mount Merapi 110

disaster victims should not be handled by the medical team, but also be assisted by a psychologist, psychiatrist, counselor, social volunteers,

trainers, and others. These parties should be able to work together to return the citizens of post-disaster conditions. 4. References Ashari, Arif. 2013. Disaster in Southwest Slopes of Merapi. Lecture Geography Education Field UNY FIS. 19 April 2014 in Yogyakarta.

Harahap, Farida. 2013. Expressive Writing as a Technical Guidance, Media Counseling and Psychotherapy Techniques. Guidance and Counseling Practicum Lecture UNY FIP. 20 September 2012 in Yogyakarta. Hartinah, Sitti. 2009. Basic Concepts Guidance Group. Bandung: Refika Aditama.

Izzaty, Rita Eka. 2008. Development of Students. Yogyakarta: Yogyakarta State University Press. Mosher, Catherine E; Danoff-Burg, Sharon. 2006. Health Effects of Expressive Letter Writing. Journal of Social and Clinical Psychology. ProQuest Science Journals pg. 1122-1139 vol. 25. Pratiwi, Putri Ratih. 2008. Contribution Assessment In Clinical Psychology Psychological Disorders Victims of Natural Disasters. Romlah, Tatiek. 2006. Theory and Practice Guidance Group. Malang: State University of Malang. Accessed

www.bps.go.id

April

2014

07.00

pm.

Accessed at http://www.invonesia.com/kenampakan-alam-diindonesia.html on 6 April 2014 at 08.00 am. Accessed at http://kesehatan.kompasiana.com/kejiwaan/2014/02/19/terapipemulihan-stres-dan-trauma-pascabencana-634165.html on 6 April 2014 at 09.00 am. 111

Practice in Biopore Hole to Improve Flood Mitigation Disaster Knowledge of SDIT Muhammadiyah Al Kautsar and MI Muhammadiyah PK (Special Program) Kartasura Betty Gustina Laskunary Siregar, Nanda Khoirunisa, Diana Trismawati, and Bekti Romadhaningsih Department of Geography Education, Faculty of Education, MuhammadiyahUniversity of Surakarta A. YaniTromol Street Post 1 Pabelan Kartasura, Surakarta

Abstract The study determines the impact of studentâ&#x20AC;&#x2122;s practice make biopore holes to studentâ&#x20AC;&#x2122;s knowledge in flood mitigation. The biopore holes are some little holes to increase water flow into the ground as the artificial infiltration. The population in this study were fifth grade students from SDIT Muhammadiyah Al Kautsar school and students of classes IV and V were derived from MIM PK school (Special Program) Kartasura. Intake of respondents is done by taking the entire population at each schools are 24 students in the fifth grade of SDIT Muhammadiyah Al Kautsar and 21 students of IV and V grade in the MIM PK School (Special Program). The data obtained through the beginning questionnaire test (pretest) and final test (posttest) about flood mitigation, observation, and documentation. The data analyzing technique using descriptive statistical analysis. The results showed: the level of students knowledge in that two schools concern in flood mitigation disasters on the beginning test (pretest) and final test (posttest) included in "GOOD" categories. It can be seen from the average percentage of student knowledge at each schools that are fifth grade students of SDIT Muhammadiyah Al Kautsar, the average knowledge at the time of the beginning test (pretest) gets a percentage of 92.56%. In the fourth grade students of IV and V grade in the MIM PK School (Special Program) Kartasura, the average knowledge at the time of the beginning test (pretest) gets a percentage of 86.74%. The results of increased analysis of students knowledge about flood mitigation disasters after given practice of the making of biopore holes infiltration in each classes, there is an increase in student knowledge about flood mitigation disasters after the practice of the making of biopore holes infiltration in V grade of SDIT Muhammadiyah Al Kautsar and the IV and V grade students of the MIM PK School (Special Program) Kartasura. Keywords: Biopore,Flood Disaster, Mitigation Knowledge

112

INTRODUCTION A. Background Kartasura is urban areas showing rapid growth, this led to a number of areas

that had been a regional water absorptive have switched functions. City developments and its speed of development in a region imposes to the aspects around the neighborhood, if the balance is not happening, then disaster will occur.

Results of the study Hall of the Bengawan Solo River (2006), mentioning the

town's debt has experience flooding in 2009 that are scattered in the area of Ngadirejo,

Gembongan, Gonilan, Singopuran, and Pabelan and as much as 245 families whose

houses submerged in flood water, with a height of 1-1.5 m for 3 hours. One of these floods that hit the northern part of the campus of Muhammadiyah University of

Surakarta (UMS) namely Pabelan with water height 30 centimeters occurs on the streets of the township.

One of the ways that we can do in reducing the level of victims and disaster risk

in a region are conducting mitigation. Is a series of mitigation efforts to reduce disaster

risk either through physical or developmental awareness and capacity to face the threat of disaster (BNPB, 2007). Disaster mitigation is very important to apply to students who have a level of risk to the victim at the time of the occurrence of a disaster.

The school was the first place for students to learn. Disaster mitigation education

needs as early as possible to be taught to students remember the potential area of Indonesia that is prone to disaster. The Kartasura region's has the potential occurrence

of disaster flooding. The study of disaster mitigation disaster in the form of a potentially disaster region needed to equip learners to deal with disaster prevention and flood that may occur at any time in Kartasura region.

One of flood disaster mitigation actions is making biopore absorptive holes.

Flood disaster mitigation through making biopore absorptive holes can be applied to students in the school environment. Students could be invited directly into practice

making biopore hole especially for flood mitigation. Early introduction of flood hazard mitigation to students is one part of life-skills, skills as well as adaptation of students with the potential disasters that exist in the surrounding environment.

The high risk of a disaster impacting against children one of them triggered by a

factor of limited knowledge about the risks of disasters that are around them. 113

Knowledge and understanding of disaster risk is low then cause there is no

preparedness in the face of disaster. When disaster actually occurs, then a lot of kids who become victims. Based on the above, the background needs to be held under the

title of research “Practice in Biopore Hole to Improve Flood Mitigation Disaster Knowledge of SDIT Muhammadiyah Al Kautsar and MI Muhammadiyah PK (Special Program) Kartasura”.

B. Problem Formulation Based on the background of the above problems then it can be formulated as the

following research issues:

1. How does the knowledge of the students in the flood disaster mitigation before making biopore absorptive holes?

2. How are students knowledge improvement after being given the practice of biopore absorptive holes?

DISCUSSION According to Sugiyono (2008), the study variables were any form defined by the

researchers to be studied in order to obtain information about it, and then drawn conclusions. The variable in this study is the knowledge of students regarding flood mitigation. Flood mitigation in this study focused on seven indicators according to Pribadi, Krishna S, et al (2008) as follow: 1. Non-human caused flood • Rainfall

• Broken dike

• Blockage of storm water drains (drainage)

2. The causes of flood by human being • Occupy floodplain

• Changing in open land to be building

• Deforestation is causing the loss of roots • Siltation / sedimentation

This research take place and time at schools located in District Kartasura are SDIT

Muhammadiyah Al Kautsar and MIM PK (Special Program) Kartasura. The study was

conducted in June 2014. The population used in this study were fifth grade students 114

from SDIT Muhammadiyah Al Kautsar schools and learners classes IV and V were

derived from MIM school PK (Special Program) Kartasura. Respondent retrieval is done

by taking the overall population in each of is 24 students from fifth grade students in the

SDIT Muhammadiyah Al Kautsar and 21 students in the class IV and V MIM PK (Special Program). The data obtained through the beginning questionnaire test (pre-test) and final test (post-test) about flood mitigation, observation, and documentation. The data analyzing technique using descriptive statistical analysis. The results showed: 1. SDIT Muhammadiyah Al Kautsar

Pretest and posttest was conducted to determine the level of knowledge of

students about disaster mitigation of flooding before and after making biopore absorptive holes. Results of the comparison in pretest and posttest on disaster mitigation of flooding through biopore absorptive holes can be presented in the form of tables and charts below:

Table 2.1 Comparison of the results of Pretest and Posttest the flood hazard mitigation fifth grade students from SDIT Muhammadiyah Al Kautsar Que-

Pre-test

Post-test

stion 1

True

3 4 5

21 24 24

24 22 23 24

23 115

Indicator Rainfall Rainfall

Broken the levee Broken the levee

Blockage of drain rain water

Occupy the floodplain

311

312

Amount %

92.56%

Change of open

land into building Change of open

land into building Deforestation causes loss of rooting

Deforestation causes loss of rooting

Superficiality/ sedimentation

92.86%

Based on table 2.1 above can be aware that students class V was able to

answer questions on the pretest and correct as much as 92.56% and the number of students who answered the questions on posttest with the correct answers as much as 92.86%. This indicates that an increase in the average students understanding of flood disaster mitigation after the practice of making biopore absorptive holes of 0.3%.

116

Graph 2.1 Flood Hazard Mitigation, Knowledge on Students fifth grade students from SDIT Muhammadiyah Al Kautsar 30 25 20 Pretest

Posttest 10 5 0 1 2 3 4 5 6 7 8 9 1011121314

The above chart shows that an increase in flood disaster mitigation

knowledge on fifth grade students from SDIT Muhammadiyah Al Kautsar on the second problem with the item indicators i.e. rainfall, a third question indicator

grains namely broken the levee, the ninth question i.e. grain changes open land into

building,

number

the

question

indicators

namely

superficiality/sedimentation, while on the question of the numbers 1, 5, 6, 7, 8,

10, 11and 13 students did not experience changes in the pre and post test.

Learners experience a decrease results in pre-launch stage post question number

4 and 12 in the sewer blockage indicator rain water/drainage, deforestation causes loss of rooting. Decrease in the result there is an answer on one of the

students who cannot answer the question number 4 correctly, that is because the

lack of knowledge of the students about the actions that can be done in flood prevention, while the grain question number 12 there is one of the students who

cannot answer the question correctly due to the lack of students understand that actions do deforestation can cause loss of rooting that triggered flash floods. 2. MIM PK (Special Program) Kartasura 117

Pretest and posttest was conducted to determine the level of knowledge of

students about disaster mitigation of flooding before and after making biopore

absorptive holes. Results of the comparison in pretest and posttest on disaster mitigation of flooding through biopore absorptive holes can be presented in form of charts below:

Table 2.2 Comparison of the results of Pretest and Posttest the flood hazard mitigation Students Class IV and V in MIM PK (Special Program) Kautsar Pretest Posttest Question Indicator True True 1

16 118

Rainfall Rainfall

Broken the levee

Blockage of drain rain water

Occupy the floodplain

Occupy the floodplain Change of

open land into building

Change of

open land into building

255

Amo-unt %

257

86.74%

Deforestation causes loss of rooting

Superficiality/ sedimentation

87.42%

Based on table 2.2 above can note that IV and V grade was able to answer

questions on pretest and correct as much as 86.74% and the number of students

who answered the questions on posttest with correct answers as much as 87.42%. This indicates that an increase in the average learner understanding of

flood disaster mitigation after the practice of making biopore absorptive holes of 0.68%.

Graph 2.2 Flood hazard mitigation, knowledge on Students Class IV and V in MIM PK (Special Program) Kartasura 25 20 15 pretest posttest

10 5 0 1

11 13

The graph above shows that there is an increase in knowledge on 6 grains

of matter that is at number 7 with indicators of flood plains, occupies number 10

on the indicator changes to open land into a building, the number of items 11 and 119

12 with an indicator of deforestation which causes loss of rooting, number reserved 13 and 14 with an indicator of superficiality/sedimentation.

Students do not experience changes the results answer at this stage of pre

and post with the number problem 1, 3, 4, 5, and 8 and students experiencing declining results at this stage of post test question number 6 with an indicator that blockage of drain rain water and grain to question number 9, i.e. changes in

open land into a building. Question number 6 there are 4 students who

experience declining yields answers at the posttest, it can occur because of a lack of knowledge of students that one of the actions that can trigger the blockage of waterways is the litter around the environment, whereas the question number 9

there is a learners who are unable to answer correctly, it can occur due to the lack of students understand one of the causes of the depletion of the water absorptive is the number of open land which settlement areas/buildings that can trigger the onset of the flooding. CONCLUTION Based on the research and discussion that was done, it can be summed up as

follows:

1. Knowledge of learners in fifth grade at SDIT Muhammadiyah Al Kautsar and

learners classes IV and V in MIM PK (Special Program) Kartasura on flood mitigation consisting of seven parameters are included in the category of "GOOD".

2. The results of increased analysis of students knowledge about flood mitigation

disasters after given practice of the making of biopore holes infiltration in each

classes, there is an increase in student knowledge about flood mitigation disasters

after the practice of the making of biopore holes infiltration in V grade of SDIT

Muhammadiyah Al Kautsar and the IV and V grade students of the MIM PK School (Special Program) Kartasura.

120

Reference Pribadi, S. Krishna. 2008. Buku Pegangan Guru: Pendidikan Siaga Bencana. Bandung: Pusat Mitigasi Bencana â&#x20AC;&#x201C; Institut Teknologi Bandung.

R. Brata Kamir, Nelistya Anne. 2008. Lubang Resapan Biopori. Jakarta : Penebar Swadaya Sugiyono, 2008. Metode Penelitian Kuantitatif, Kualitatif dan R & D. Bandung : Alfabeta. Suwarno,

Wiji.

2006.

Dasar-Dasar

Ilmu

121

Pendidikan.

Jogjakarta

Ar-Ruz

DISASTER PREPAREDNESS MODULES DEVELOPMENT FOR THE SIXTH GRADE STUDENTS SD MUHAMMADIYAH WONOKROMO II PLERET 1Arief

Rachman Anzaruddin

ABSTRACT This study aims to produce a media product that supports the implementation of guidance counseling services in the form of personal disaster preparedness modules for the sixth grade students SD Muhammadiyah Wonokromo II Pleret. This research includes the research and development (R & D). Products developed guidance consists of two modules; earthquake disaster preparedness module and tsunami disaster preparedness module. Subjects in this research is subject experts, the guidance and counceling matter experts, instructional media expert, expert field (teacher), and sixth grade students as an user subject. On the subject of students, determining the subject was done by using random sampling for the 10 students in the major field test, and population techniques for operational field test as many as 20 students. Data was collected by questionnaire. The data analysis techniques with a content analysis of qualitative data and quantitative descriptive analysis with the percentage of the quantitative data. This research resulted the disaster preparedness modules on sixth grade to conduct three pilot phase and three-phase revision. In the main field test phase, the earthquake disaster preparedness modules have an average rating of 79.25% of students and the tsunami disaster preparedness module gets an average of 77.50% student assessment, so both of them can be categorized as good. In the operational field test phase of earthquake disaster preparedness module gets an average of 86.50% student assessment, and the tsunami disaster preparedness module gets an average of 87.50% student assessment, so both of them can be categorized good. Based on this second modules result of this development can be categorized as good, and fit for use for the sixth grade students and to assist teachers in the implementation of the student's personal counseling services. Key words: module development, disaster preparedness. INTRODUCTION Based on the experience of the disaster the last few years, the number of

fatalities caused by ignorance and unpreparedness of society in the face of 1

Arief Rachman Anzaruddin, Counseling teacher at MAN Wonokromo Bantul Yogyakarta

122

disaster (Sunarto, 2006). Tragically, on the umpteenth disaster victims, mostly children (Anonim, 2004: 12). This is because children are often neglected in each

phase of disaster management. When disaster strikes, children (with minimal knowledge) do not know what to do, the child has a physical weakness to save

themselves among adults. If any survivors, children used to be the victim back on

the stage of disaster response, because children are rarely involved in disaster management, such as the danger of disaster risk awareness. In addition, the impact of the disaster will be more complex for children, because in a disaster situation, the

children are very susceptible to trauma and pain, malnutrition, exploitation,

abduction, sexual assault, wound (defect) physical, loss of a close family, and others. It became a traumatic experience for the child, which eventually fed into many number of child victims of the disaster(Anonim, 2002: 143).

School as one of the institutions of formal education is an effective tool in

fostering the knowledge, understanding, awareness and abilities of students in

attitude, adaptable, even in the reconstruction of disaster experienced. But all this is taught in schools more emphasis on exploration and exploitation of the earth, it is related to the potential for disaster and efforts to avoid such disasters is less discussed (Hilman Natawidjaya, 2005: 12).

According to Hilman Natawidjaya (2005: 12), awareness and dissemination of

the disaster should be done starting even elementary. This is because the children are included in the category of vulnerable people in need of assistance due to the

disaster situation bears. Therefore, the provision of guidance from parents and teachers are very supportive in the child's life later, including guidance on disaster preparedness

Disaster preparedness efforts to provide guidance in schools can be done

through the implementation of guidance and counseling services, as a form of personal counseling service type information. Guidance and counseling services at

the elementary implemented in an integrated manner with all activities in school 123

education both curricular and extra-curricular. In this regard, it is necessary media disaster preparedness guidance in accordance with the conditions of the school,

and also in line with the growth and development of the potential physical,

intellectual, emotional, social, and psychological students. One of the media guidance that can be used is module. Hopefully, by the module will allow teachers and students in the implementation guidance on disaster preparedness. DISCUSSION 1. Disaster Preparedness and Guidance Services Elementary School Students Disaster Preparedness Preparedness is one part of the disaster management cycle, is in the category

before the disaster that is included in disaster risk management. Preparedness defined as a series of activities undertaken for disaster megantisipasi through

organizing and through appropriate measures effectively and efficiently (UU No.24/2007 pasal 1 ayat 7), While Sutikno (the second module 1 training

preparedness disaster preparedness and mitigation Sleman District Government NZAID, 2008) interpreted as a disaster preparedness actions or behaviors of individuals who demonstrate preparedness before a disaster occurs, when a disaster occurs, and after a disaster occurs.

Some things that can be done to improve disaster preparedness: (1) prepare

the data and information of disaster-prone areas, (2) the restructuring of disasterprone areas, (3) disseminate information and understanding of the disaster, (4) the

public need to realize they inhabit disaster-prone areas, (5) understand the activity

should be avoided according to the nature and type of disaster is concerned, (6) knows how to save themselves (Suryopratomo, 2005: 52).

Integrating disaster risk reduction into formal and informal education system

is a profitable investment for changing minds, attitudes and behavior in reducing disaster risk (MPBI, 2005: 17). Therefore, disaster preparedness education is very 124

helpful and is a profitable investment for the future of humans in reducing disaster risk, especially if it can be integrated in the education system, both formal and informal.

Guidance Services Primary School Students Guidance is developed in primary school at the moment is the development of

the guidance, which is a process of continuous relief, so that students have an self understanding, capable of directing themselves and can act fairly in accordance

with the demands and circumstances of primary school, family and community as

well as life in generally (Nurihsan and Sudianto, 2005: 9). The implementation strategy can be done by several approaches; personal development approach,

system approach to support, interactive approach and instructional approaches (Dekdikbud, 1995: 7). Strategy research approach applied in this study is an

instructional approach, which is implemented in an integrated guidance services

with teaching and learning activities in curricular or through the teaching of the unit by setting certain topics.

According Yusuf (2004: 24) the primary school age students are often referred

to as the intellectual, relatively speaking children are more malleable than the

period before and after, because at this time the student has developed quite

rapidly in terms of intellectual, language, social, emotional, moral, and religious

appreciation. Yusuf and Nurihsan (2002: 5) showed that the rate of growth of primary school students in the category of self-aware, with the following characteristics: (a) able to think of alternative; (b) see hope and possibilities in the

situation; (c) care to take advantage of the opportunities that exist; (d) problem

solving oriented; (e) to think of a way of life; and (f) adjusting to the situation and role.

Module as Personal Guidance Service Type Information Implementation of the personal guidance is necessary for students to help

meet development tasks and pass the ages well. To help meet the needs that are 125

essential for students considered at this time, apply preventive services that are more responsive and informative guidance services. Information services can be

packaged with the self-contained. In addition, self-service information can be

organized more flexibly, without depending on the supervisor personally, freely done anywhere, anytime, and by anyone (Prayitno, 2004: 8-11). Referring to this

argument, it can be concluded that the guidance can also use the media which is independent, does not always need the presence of teachers in the implementation,

as well as modules. The assessment results information services focused on

students' understanding of the content of the information service. Further

understanding of these students can be attributed to the usefulness for students, and what will be done with respect to the student who obtained the information.

Furthermore, using the guidance module also has some advantages. The

advantages as a medium for guidance module (Depdiknas, 2004: 7-9) as follows; (1)

through the module students are able to learn on their own, not dependent on the other, (2) provide opportunities for students to learn the material thoroughly guidance, and (3) provision of guidance is not bound by time and place.

Disaster Preparedness Modules for Sixth Grade Elementary School Students Strategies in the development use research and development (R & D)

strategy. The application of the model R & D cycle are presented in the following chart:

126

1. Research and information gathering

2. Planning

3. Early Product Development (draft 1)

4. Initial Field Test Design : trials Subject : 3 expert analysis : qualitative

5. Revised Preliminary Product Generate draft 2

6. Major Field Test Design : trials Subject : 10 students analysis: quantitative

7. Revised Main Products Generate draft 3

8. Field Operational Test

Design: trials Subject: 20 students analysis: quantitative

9. Revised Final Product Generate module composed

Figure 1. Disaster preparedness module sixth grade students development model.

1) Determining media guidance will be developed.

Activities carried out in this stage by studying the literature according to

the study variables and the supporting observations.

a. Environmental vulnerability to disaster areas factors

b. The importance of the implementation guidance on disaster preparedness.

c. Supporting factors the development of task sixth grade children

2) Compile and develop modules containing personal guidance materials on disaster preparedness for sixth grade students. a. Disaster preparedness materials.

Based on the analysis of the environmental vulnerability was determined that two material; earthquake and tsunami. Earthquake 127

chosen because the area Wonokromo Pleret includes area that have a very high impact of earthquake vulnerability. Tsunami selected

assuming, tsunami become the most devastating disasters and potential occurred after the earthquake.

b. Media guidance is used.

Media guidance which will be used according to the circumstances of school. The main considerations modules chosen, because at SD Muhammadiyah Wonokromo II Pleret time allocation counseling services are very limited and specific teacher does not exist.

3) Early Product Development

Activities undertaken early in the product development is the inclusion

of resource materials that have been arranged into a module layout. Modules

are designed using A4 paper size with consideration; for elementary age,

clear visualization and large tend to be still dominant, images and illustrations can be displayed larger, and the number of pages will be a little,

so that modules impression of thick that cause students quickly saturated,

can be avoided. Researchers create a module layout design using Microsoft

Office Publisher, and supported by CorelDRAW X3; Paint; ACD See 8; and Adobe Photoshop 7.

4) Validation Expert (Initial Field Test) Expert validation phase, researchers examined the initial product to

three experts; lecturer guidance counseling UNY and teacher SD Muhammadiyah Wonokromo II Pleret as validation testing materials, as well as a lecturer of Educational Technology UNY validation testing media. Data obtained through expert testing are as follows: a. Guidance and Counseling Expert

Data obtained by the two initial products were developed, feasible

for field trials but still has some flaws that should be corrected. On the 128

content aspect, the indicator is still in the material coherently enough. In

addition, the material is in accordance with the needs of students, and functional goals predetermined. As for the feasibility aspects of guidance services, there is a shortage on the indicators in the category of material

that is still fairly easy to understand. On the other indicators, including; clarity of language use, the suitability of the material sample, and the adequacy of training, there is no problem. Similarly, the material in the

module has a function kesesuai with high guidance and support in the implementation of guidance services.

b. Media Expert

Media expert assessment module covers aspects and concept

aspects. In the aspect of the module; generally good grain quality. Almost all indicators show a good category, including the accuracy of the

selection of typeface, color composition of the selection accuracy, image quality, image following conformance with the material also supportive. While on the aspects of the concept, including destination charge, and the

functional modules, good categorized. Sufficient assessment category

only on the appropriateness and completeness of the module components. So according to media experts, the initial product of this module in general is good, just need some revision.

c. Field Expert (Classroom Teacher).

Field expert assessment includes three aspects; the content,

feasibility counseling services, and the module aspects. In both categories of assessment aspect of the content obtained on the indicator; material

presented in the module according to the needs of students, and in

accordance with the specified functional goals. While indicators of the ease of understanding the material, the adequacy and appropriateness of

training exercises, categorized enough. In the aspect of the module; 129

assessment categories are obtained on the indicator; grain quality,

legibility message service guidance materials, adaptive. While adequate

assessment categories obtained on the indicator of self instructional, selfcontained, and stand alone. The components of the modules are complete according to field experts.

4) Testing disaster preparedness modules containing personal guidance materials for sixth grade students. The second phase of the trial is a major field test, which tests on most of

the subjects were subjected to the module for the 10 sixth grade students. The results of the second phase of this test resulted in a major revision of the

product modules developed. While the third phase of the trial is to test the operational field, the trials held after the main product revision. In this third

test modules tested on the entire population of sixth grade students. The revised final product resulted in disaster preparedness modules six graders are ready for use.

Place and Time Development This study places in the Faculty of Education Yogyakarta State University

and in SD Muhammadiyah Wonokromo II Pleret. The execution time in the second semester of the academic year 2007/2008, the sixth grade students study population.

Data Analysis Techniques The type of data obtained from initial field tests, field tests and the main

operational field test is qualitative data and quantitative data. Questionnaire in the development of this research, is used to dig a response or assessment of subject

experts and students on disaster preparedness modules developed. The data obtained from this questionnaire is quantitative data. The form of the questionnaire used is a closed questionnaire with Likert type scale. The following 130

scale is also used multiple-choice consists of four levels and is positive. As for the

aspects considered in the evaluation sheet include: (1) aspects of contents: the concept of truth, and the depth of the material, (2) feasibility aspects of counseling services, and (3) aspects of modules: the display module, the nature of the module and the module element.

Data analysis techniques used qualitative and quantitative data analysis.

Qualitative data analysis is done using content analysis, qualitative data by

grouping information in the form of input, criticism and suggestions from experts and suggestions from students. The results of the analysis of qualitative data taken into consideration to revise the product. Quantitative data analysis performed by

quantitative descriptive analysis, which analyzed the quantitative data obtained from the questionnaire sheet main field test evaluation and operational field testing. According Suharsimi Arikunto (1998: 246) quantitative data in the form of figures of the calculation can be processed in a way: add up, compared with

the expected number and percentage obtained. Sometimes presented in the

form of fixed percentage, but sometimes after up to a percentage and then

interpreted by a sentence that is qualitative, such as good (76% -100%), fairly

good (56% -75%), poor (40% -55%), not good (less than 40%). All scores obtained from the assessment of students against each indicator, then

researchers analyze use in this manner. The same way researchers use to calculate the percentage of each variable, aspects, and assessment of products in general.

Based on data from the validation expert, the initial product developed still

need to be revised. Then, based on the results of the expert validation, module declared eligible to be tested to the students with some revisions.

The major field test results data on these data showed that the earthquake

disaster preparedness modules developed the second draft, get an assessment of

the following: the contents an average value of 85.00%, adherence to guidance 131

services an average value of 80.00%, the display module an average value of 81.50%, the nature of the module an average value of 72.50%, and the module elements an average value of 76.75%. While the tsunami disaster preparedness

modules developed, get an assessment of the following: the contents an average

value of 82.50%, adherence to guidance services an average value of 76.00%, the display module an average value of 80.50%, the nature of the module an average value of 75.00%, and the module elements an average value of 75.00%.

Based on these data, the average value is generally the earthquake

disaster preparedness module is 79.25% (good), and tsunami preparedness module is 77.50% (good), so it just needs a few revisions based on the analysis

of student feedback: manuals, elusive, lack of understanding of the students on the function of each element of the module, as well as some grammar errors are still contained in the second draft of this module.

Operational field test assessment results on earthquake disaster

preparedness modules developed third draft get an assessment of the following:

the contents an average value of 91.25%, adherence to guidance services an

average value of 84.50%, the display module an average value of 84.75%, the nature of the module an average value of 85.00%, and the module elements an average value of 89.75%. While the tsunami disaster preparedness modules

developed the third draft, get an assessment of the following: the contents an average value of 92.00%, adherence to guidance services an average value of

84.50%, the display module an average value of 88.50%, the nature of the

module an average value of 82.50%, and the module elements an average value of 91.25%.

Based on these data, the average value is generally the earthquake

disaster preparedness module is 86.50% (good), and the earthquake disaster preparedness module is 87.50% (good). Therefore, the third draft modules

developed, only needs a little revision is based on the analysis of student 132

feedback, ie: replace the images that are less obvious, and some are still contrasting color composition. Product Revision

Revision of the first stage is done by looking at the data from the

validation expert, ie expert guidance and counseling materials, media experts and field experts. Shape revision is done based on the feedback obtained from the three experts are as follows:

a. Improving Grammar and editorial errors that exist, including print slanted

foreign words, correct termination middle of a word and punctuation to remain communicative and comfortable to read.

b. Changing or summarizing sentences that are too long or confusing, to be easily understood meaning.

c. Write the source address of the site, for images and illustrations that are imported from the internet

d. Editorial accompanying the comic changed and disguised to understanding

the child does not lead to a mistaken model of sexual education. The story in this case is to build student interest will disaster material, so that the change does not alter the editorial purpose of the story.

e. Changing module layout view, changing images that are less clear, and changing the position and size of the image or supporters.

After several revisions, both in terms of appearance and content, then the

module on disaster preparedness in this sixth grade students in the subsequent test them in small groups

Revised second stage is done by looking at the data from the main field

test, which is tested on 10 randomly selected students. Based on data obtained average values in general is 79.25% (good) for earthquake disaster

preparedness module, and 77.50% (good) for tsunami preparedness module. Revisions based on input from students, the clarity of the instructions on the 133

matter at the sentence manuals, training tends to be confusing because that was

a long sentence. In addition, students lack an understanding of the function of each element in the module, so the legibility of guidance materials for students a

little annoyed because it focused on the students understanding of the elements of the module. Researchers then added a page that contains this presentation

module, with the hope that students will be aided in the use of these modules independently

After revising the second phase, the researchers tested further

experimented on operational field test. In the third stage revision is done by

looking at the operational field test involving all sixth grade students. For the perfection of the products developed, researchers still do some revision. Revisions were made include: (a) replacing some of the illustrations are not

clear, (b) changing the color of an object that is visible contrast or unsuitable,

and (c) clarify page â&#x20AC;&#x2DC;sajian isi modulâ&#x20AC;&#x2122;. Based on the results of these trials showed that the third draft module already well developed. CONCLUSION

Disaster preparedness modules for students sixth grade is a unit of the

guidance program that includes planning the achievement of clear goals,

providing guidance materials, and training for students in the implementation of disaster preparedness guidance for sixth grade students. The module is designed

to meet the responsive guidance services. The research process was carried out

through the development of information-gathering phase, the planning phase, as well as the three stages of testing conducted sequentially, the initial field test phase, the main field test, and operational field testing

The results of initial field test or validation experts indicate that disaster

preparedness modules developed in the early stages have a decent tested on 134

students with some revisions. The results of the field test showed that the two

main modules were developed, categorized both of the average student assessment. Operational field test results show that the average student assessment increased significantly and both modules were developed in either category. Based on the above description can be concluded, as the final product,

this module can already be used as supporting media in the implementation of private tutoring services to students sixth grade, especially guidance on disaster preparedness.

REFERENCES

Anonim. (2002). Facts for Life. Third edition. UNICEF House, 3 UN Plaza New York. _______. (2007). Undang-Undang No.24/2007 tentang Penanggulangan Bencana.

Arikunto, Suharsimi. (2002). Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: Rineka Cipta. Borg, Walter D. dan Gall, Meridith D. (1983). Educational research an introduction. Fourth Edition. New York: Longman Inc.

Depdikbud. (1995). Pedoman Bimbingan dan Penyuluhan Siswa di Sekolah Dasar. Jakarta: Departemen Pendidikan dan Kebudayaan. Departemen Pendidikan Nasional. (2002). Pedoman Khusus Bimbingan dan Konseling. Departemen Pendidikan Nasional, Direktorat Jenderal Pendidikan Dasar dan Menengah, Direktorat Pendidikan Menengah Umum.

Kartadinata, Sunaryo. dkk. (1999). Bimbingan di Sekolah Dasar. Jakarta: Depdikbud. Krishna. (2006). Modul Dasar manajemen Risiko Bencana dan CBDRM. Bandung: LPPM PMB ITB. Nurihsan, Juntika Achmad. & Sudianto, Akur. (2005). Manajemen Bimbingan dan Konseling di Sekolah Dasar Kurikulum 2004. Jakarta: Grasindo.

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Prayitno. (2004). Seri Layanan Konseling L.2: LAYANAN INFORMASI. Jurusan Bimbingan dan Konseling Fakultas Ilmu Pendidikan Universitas Negeri Padang. Sugihartono. (1982). Pokok-Pokok Bimbingan dan Konseling di Sekolah. Yogyakarta: P3T IKIP.

Sunarto. (2006). â&#x20AC;&#x153;Fenomena Bencana Alam di Indonesiaâ&#x20AC;?. Jurnal Kebencanaan Indonesia. No.1/Th.1 November 2006. Hlmn. 1-5. Suryopratomo. (2005). Bencana Gempa dan Tsunami. Jakarta: Kompas.

Wuryanti, Theresia. (2005). Pengurangan Resiko Bencana 2005-2015: Membangun Ketahanan Bangsa dan Komunitas terhadap Bencana. Jakarta: MPBI. Yusuf, Syamsu. & Nurihsan, Juntika Ahmad. (2005). Landasan Bimbingan dan Konseling. Bandung: Remaja Rosdakarya.

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THE URGENCY OF PLAYING ACTIVITY MODELS DEVELOPMENT IN DISASTER AREA IN CENTRAL JAVA Lilis Madyawati (lilis_madya@yahoo.co.id) Hamron Zubadi Dede Yudi Muhammadiyah University of Magelang ABSTRACT

It seems that in disaster areas there are lacks of playing activity models which are developed based on multiple intelligences that lead to children-friendly. So far, the playing activities are still partial. This research has brought about a multipleintelligence-base playing activities program that is a kind of playing activity model which triggers and optimizes multiple intelligences especially in disaster areas. It aims to increase children’s multiple intelligences in disaster area. It is hoped that children- friendly schools with playing activity models program increase and become developed. To obtain the goal an action research approach method was made in form of research activities followed with action/ implementation with stages: 1) identifying and mapping the existence of multiple intelligence-base playing activity models in Central Java with desk analysis method, survey and Focus Group Discussion (FGD), 2) creating multiple- intelligence- base playing activity models with descriptive and regression method, and 3) formulating application of multiple-intelligence-base playing activity models for children friendly schools in disaster area as well as formulating the guidelines. The results obtained from this research were: 1) the blue print of Multiple Intelligence Games Model used as a strategy to develop playing activities in order to increase multiple intelligences, 2) Map of development of playing activity models in disaster areas in Central Java, and 3) the models obtained can be implemented to sharpen children’s multiple intelligences in disaster areas especially in Central Java. According to the research stages, there are several names of playing activities found in several disaster areas including Cilacap regency, Banyumas regency, Kebumen regency, Klaten regency, and Wonosobo regency, which are proven not focusing to children’s multiple intelligences. Playing activities in disaster areas need to be integrated with curriculum that reaches multiple intelligences. Multiple intelligences-base playing activity models can be done in 2 ways including integrating multiple intelligences in playing activities empirically and modifying multiple intelligences-base playing activities procedures. The conclusion of the research determines a development of multiple intelligences-base playing activity models in disaster area in Central Java which refers to conceptual base about development of early childhood curriculum by using Multiple Intelligence Games Model (MIGM). This model fits the children’s development so that multiple intelligences can be raised to support government program, Education for All. Key words: playing activity models, disaster area

137

INTRODUCTION One of education forms that focus on smartening the nation can be applied

through various stimulants to children. Stimulating childrenâ&#x20AC;&#x2122;s cognition, language,

emotion, sociality, and physic has to fit their development. A child, in his/her selfpreparing process to get to the next world, does many things by playing, as playing for children is actually learning.

Nowadays, traditional playing activities which based on local wisdom have

started to be eroded by the presence of modern and ready-to-use games which tend to be selfish. In fact, traditional games closely related to ethical, moral, and

cultural values of the supporting society. Those kinds of games even stimulate childrenâ&#x20AC;&#x2122;s multiple intelligences and five senses system, absorbs information, train

the ability and process of thinking, as well as understanding many kinds of rules (Madyawati, 2012).

Moreover, there is a government policy about children-friendly city and

regency, which aims to integrate developmental sources in the effort of fulfilling childrenâ&#x20AC;&#x2122;s rights.

One of the implementation principles of children-friendly

regency/city, based on Education for All, is considered need to be observed and refined, especially in disaster areas, with the hope that there is a synergy between

government policy and the reality in practice. By developing children-friendly playing activity models, it is hoped that it can help government programs and optimize multiple intelligences in any educational level.

Multiple intelligences, which cover various intelligences including self-

expression through music, ability in occupying physical dexterity, ability deal with arithmetic, imagining and figuring something, verbal expression ability, ability in

interacting with others, ability in self-analyzing, ability in recognizing environment, and ability in applying values and norms in the society, is very

important to be optimized. The optimization of multiple intelligences through children-friendly playing activity needs to be implemented as an effort to smarten

the nation life and to support government program of children-friendly city/regency for children-friendly Indonesia (Linda, Campbell & Dickinson, 2008).

The effort to actualize children-friendly city/regency leading up to childrenfriendly Indonesia through playing activity model has been applied and proven in 138

Dumai/Riau that now has been able to enjoy city layout which is comfortable to carry out interests and hobbies, children’s delight ignoring differences in ethnic groups, religions, and social status. It aims to actualize children who are healthy, smart, cheerful, virtuous, whose rights and lives’ assurance are reserved.

Cities in Indonesia, such as Solo, Surabaya, Denpasar, and Bandung, have won

the award of National Children-friendly City in year 2012. It indicates that the

governments of those cities have given positive appreciation in protecting children from violence and life-styles which are not children-friendly, mistreatment or exploitation which can physically and mentally harm the children (Unicef, 1991).

Thoughts and studies on children-friendly city/regency (KLA) have frequently

implemented as there are many people own understanding on the importance of

fulfilling children’s rights, encouraging the providing of children’s roles spaces in many areas, and developing people’s participation in concerning to children’s

rights. Besides that, playing activity models, which are adjusted to children’s ages, and done consistently and variously believed to be able to stimulate multiple

intelligent. By playing, children’s five senses systems are stimulate so that can absorb information, which then trigger various intelligent or better known as

multiple intelligent (Martha, 2005). There are various multiple-intelligent-based playing activity models like those that use percussion musical instrument, jumping

rope, globe climbing, playing with number cubes, and so on. Those playing activities enforce children’s intelligent very much.

The policy of developing children-friendly city which has been issued since

2011 makes mainstreaming children’s rights in all areas important. The problem

is the insufficient playing activity models that are really children-friendly and based on multiple intelligences, so that it is still not able to become the main

supporter of Education for All program yet (Gardner, 2001). It is caused by the

playing activity models that have not focused on multiple intelligences yet and are still implemented partially. This study answers several research questions, i.e.: 1) What multiple-intelligence-based playing activity models in disaster area in

Central Java are like, and what the effects of the factors which help the implementation of playing activity models are, and 2) how the design of playing

activity models that based on multiple intelligences is like. These starting models 139

are then explained by: 3) how the resulted playing activity models can be implemented.

Multiple intelligences are the latest development of intelligence which explain

things deal with the tracks used by human being to become smart (Lazaer, 2005).

Multiple intelligences have more than one intelligence aspect. Once, someone questioned the concept of Intelligences Quotient (IQ) particularly the correlation

with school achievement and success in work. The theory of multiple intelligences aims to transform school to become school that accommodates each student with various unique mindsets. Gardner (1999) highlights that intelligential scales used

all this time have many limitations so that they are less able to predict successful performance for someone’s future. One of the factors that influence the multiple intelligences is environment. A child can develop various intelligences if he/she is

in a comfortable environment continuously. Hence, the environment is supposed to provide basic needs of intelligence development.

A child has a number of intelligences which can be actualized in various skills

and abilities. Those abilities represent many characteristics of the child in learning

and interacting with him/her self and the environment (Gardner, 1999). Multiple

intelligences are 9 kinds of intelligences include verbal-linguistic, logicmathematic, visual-spatial, kinesthetic, music, intra-personal, inter-personal, natural, and spiritual. Children’s growth and development can be stimulated by

playing (Zulaichah, 2013). Many learning experiences are obtained through playing, such as bound building with friends, gaining vocabulary, expressing feeling, etc.

Children-friendly school can be interpreted as a school which is able to

facilitate and empower children’s potentials. To empower children’s potentials, the school has to make a program which leads the children’s potential to grow and

develop. Many activities are usually done by children in the society with positive

values in forming characters and personalities. The changes, especially in big cities as the result of limited space and the changing of buildings’ structure, cause

several important activities for children disappear and cannot be done anymore. If

those activities irreplaceable, it means some children’s potentials are lost as they cannot be done by children in that society no more. Thus, a solution needs to be 140

found to replace the lost activities. Mainly, it would be better if the school hold the program.

It is allegedly that several childrenâ&#x20AC;&#x2122;s activities are lost in the society, such as:

crossing river/ditch, braveness, moving coordination, patriotic soul, doing salto on straws, etc. UNESCO states children with the term play right, means that playing is

a part of childrenâ&#x20AC;&#x2122;s world. For children, playing is to get pleasure, friendship or new friends, to feel fine, and to get new skill, etc.

The implementation of multiple intelligences on any education lines is also

hoped to become children-friendly. In line with Education for All, it also needs to

be applied in disaster areas (Rajabali, 2007). The schools are built as safe as

possible for the children to anticipate and minimize risks caused by disaster. Safe school effort has to be implemented in disaster areas, especially earth quake,

tsunami, eruption, landslide, an so on. Sri Yulianti (2011) wishes the National Education Ministry to develop schools that meet the criteria of safe school from

disaster in rehabilitating damaged school or building the new ones. The construction of new schools or the rehabilitation of damaged schools prioritize the development focus on children-friendly schools.

Playing activity models deal with the aspects of children in disaster areas are

still rarely discussed. Children playing activities become an important part to be

concerned, especially those in high level disaster areas in Central Java which

include Cilacap regency, Banyumas regency, Klaten regency, and Wonosobo regency.

Many aspects are assumed to become the weakness of playing activities which

have not been proven children-friendly, the implementations of the playing activities which are still partial, insufficient infrastructures which have been attempted to be solved. One of the allegations on the failures of the efforts to

promote those playing activities is the analysis unit approach used. Many playing activity models development efforts have not been based on multiple intelligences

and children-friendly (Madyawati, 2014). The existing playing activities just try to make children feel fun but less concern to the childrenâ&#x20AC;&#x2122;s needs, safety, and

comfort. Besides, the playing activity models are still done in formal and nonformal education.

141

Aligned with the efforts to support governmentâ&#x20AC;&#x2122;s program in actualizing

children-friendly city/regency head to Children-friendly Indonesia, this study particularly aims to review the optimization of the playing activity models in

Central Java with playing activity models development based on multiple intelligences. The optimization of the multiple-intelligences-based playing activity

models aims to: 1) identify and map the existence of multiple-intelligence-based

playing activity models in Central Java, 2) set the direction of multipleintelligence-based playing activity models, and 3) formulate multiple-intelligencebased playing activity models which are also children-friendly. METHOD Along with the final goal (advanced study in the second year) to reach in

this study, that is forming multiple-intelligence-based playing activity models then

optimizing the application, therefore, this study use action research method. The method is used because on the first stage there will be a research on the

development of the existing playing activity models and will be done especially in disaster areas and then based on the result of the study the researcher formulate a development of multiple-intelligence-based playing activity models.

This research activity aims to obtain a development of multiple-

intelligence-based playing activity models. To obtain the result the main activity will be divided into two steps including:

1) identifying the existence of playing activity models in disaster areas, and

2) Forming multiple-intelligence-based playing activity models. On the first step, researchers collect initial information about development of playing activity

models which have existed in disaster areas in Central Java. The method used is literature study to collect secondary data and the survey method used is questionnaire to collect primary data. Before doing the survey researcher arrange

questionnaire

questionnaire.

and

preliminary

research

strengthen

the

After refining the questionnaire, primary data collection is then done by

survey on the existing playing activity models in disaster areas. Primary and

secondary data are obtained through direct observation and interview with

respondents. The secondary data is obtained from formal or non-formal early 142

childhood education institutions, PAUD posts, SPS, or play groups in disaster areas, while the primary data is obtained from local education officials on

regency or city level. To acquire particular data like obstacles and other problems, researchers used Focus Group Discussion (FGD). The obtained data is then analyzed by using desk analysis method with regression method.

From the analysis result, a pre-model is then arranged as the initial

development. This initial model development is then refined by using Focus

Group Discussion which involves those who have concern to childrenâ&#x20AC;&#x2122;s playing

activities, especially those who handle disaster areas directly. The result of Focus Group Discussion is used to carry out the final step of model

development until a development of multiple-intelligence-based playing activity model is obtained as the output of this research.

The research has been completed through several steps which are

completely shown on the following diagram:

Step 1

Step 2

identifying the condition/existance of playing activiry models in disaster areas in Central Java

Doing Literature Study Arranging questionnaire Pre-survey

formulating and arrage development of multiple-intelligence-based playing activity models

survey Desk Analysis FGD pre development

Data Analysis Arraging development

FGD initial development Final Development

Research Output

Research Problems

1. map of playing activity models development in disater areas in Central Java 2. the driving force of the success of multipleintelligence-based playing activity models development 3. multiple-intelligence-based playing activity models

1. The importance of playing activities 2. Partial playing activities models development 3. Multiple-intelligence as the effort to develop playing activities in disaster areas 4. There has not been any right multipleintelligence-based playing activity models development.

Figure 1

Flow chart of multiple-intelligence-based playing activity models development research

143

Based on Figure 1, flow chart of the research, the starting activity done is

literature study and questionnaire arrangement. After the questionnaire being refined, primary data collection is carried out, the data of the survey result is then

analyzed by using desk analysis method. The analysis is carried out by variable and

regression analysis method to figure out the correlation between the existence of playing activity models and the other affecting variables, including control variable. The variables include the societyâ&#x20AC;&#x2122;s cultural structure and background, local policy, cooperation of the related institutions, and the relation with local wisdom.

The researchers determine on which variables the correlations occur. The

correlation analysis is done on each research variable. Control variable which commonly can affect: age factor, sex, parenting pattern, and vulnerability to

disaster. Initial analysis result then is analyzed further by using regression method. Bivariate correlation regression analysis is used to measure the relation closeness

between observation results of population with two variants (bivariate). Researchers also use Partial to find out the linear correlation between two variables

by doing control to one or more additional variables (control variable). bivariate correlation and partial are carried out by SPSS for Windows version 20.00 support. RESULT

Before the model being developed, literature study and pre-survey is done as

initial study. After that, initial development is done as well as the multipleintelligence-based playing activity models development completion.

Questionnaire distribution, as one of this research instruments which consists

of Children-friendly School questionnaire, Multiple Intelligences questionnaire,

Traditional Games and Multiple-intelligence-based Playing Activity questionnaire, is

carried out on early childhood education institutions both formal and non-formal, PAUD post, SPS (Allied Early-childhood Education), and play groups, as well as the early childhood educators in disaster areas including: Cilacap regency, Banyumas regency, Kebumen Regency, Klaten regency, and Wonosobo regency.

Based on the analysis result of the distributed questionnaire and the survey

and based on the research stages, the findings obtained are as follows:

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Tabel 1 Names of Playing Activities in Disaster Areas

numbe

Research Location

Playing Activitiesâ&#x20AC;&#x2122; names

Kab. Cilacap

Bedil-bedilan

Bekelan/ gatheng Bentengan

Bongkar pasang Ciple gunung

Congklak/ dakon Genukan

Gobak sodor Gundu

Jago-jagoan

Petak umpet (hide and

seek)

Titik betik/ pathok lele

numbe

Research location

Yoyo

Playing activitiesâ&#x20AC;&#x2122; names

Banyumas regency

Balap Pelepah Pinang Cis

Dut- dut Kiradut

Egrang (extended legs) Gandon & Siguk

Sliring Genting/ Slep dur Sripat/ Lempar Batu di Air 3

Kebumen regency

Uluk Umbul/ Bekel Bermain bola Bekel

Dos- dosan 145

Dakon

Engklek Egrang

Gobak sodor

Istana pasir (sand castle) Layang-layang (kite) Lompat tali/ ubil

Panggalan/ gangsingan Petak umpet

Permainan beteng 4

Klaten regency

Ular naga Balok

Bermain air

Bermain bola engklek

Bermain pasir

Bermain ciluk-ba

Bermain layang-layang Bermain peran

Bekel

Congklak

Gobak sodor/ galah asin Jamuran Numbe

Research Location

Kasti

Playing Activitiesâ&#x20AC;&#x2122; Names Kelereng

Layang-layang petak umpet

According to the result of survey as the initial research along with the literature

study and Focus Group Discussion with many related parties, many multiple

intelligence theories find that the playing activities names in the five research locations proven have not been focused on multiple intelligences. In other words, 146

there is no playing activity that meets these research criteria. For example, bedilbedilan (playing riffles) found in Cilacap regency whic has not sharpened all

intelligence aspects. Bedil-bedilan playing activity has just sharpened 5 intelligences

over 9 multiple intelligences. Other example: balap pelepah pisang (banana-midribs

race) (playing activity from banyumas regency), sharpen visual-spatial skill, kinesthetic skill, interpersonal skill, and naturalistic skill (sharpen 4 intelligences

over 9 overall skills) It means that the development of multiple-intelligence-based playing activity models in disaster areas as the implementation of children-friendly

school developed in this research is a model belongs to new innovation, as there has not been such model in disaster areas in Central Java.

Furthermore, researchers also integrate basic competencies of 5 development

scopes contained in early childhood education curriculum with 9 multiple

intelligence indicators. The strategy of multiple-intelligence-based playing activity

model development is found by the researchers through direct observation on the filed, interview with the respondents, and Focus Group Discussion. From all of the

activities, the obtained finding is that in order to develop multiple-intelligencebased playing activity models 2 things can be carried out, including:

a. Integrating multiple intelligences in playing activities empirically.

b. Modifying multiple-intelligence-based playing activities procedures

a. the example of integrating multiple intelligences in playing activities empirically

147

Spiritual Intrapersonal

Natural

Interpersonal Logic Mathematic

BENTENGAN Kinesthetic language Visual spatial Musical

Figure 1

Multiple Intelligences in Playing Activities According to Figure 1, bentengan playing activity in the implementation

inserts/combines the 9 multiple intelligences including: logic-mathematic

intelligence, language intelligence, musical intelligence, visual-spatial intelligence,

kinesthetic intelligence, interpersonal intelligence, intrapersonal intelligence, natural intelligence, and spiritual intelligence.

b. Modifying multiple-intelligence-based playing activities procedures

Modifying multiple-intelligence-based playing activities procedures is

implemented in each activity unit elaborated in: opening activity, main activity, and closing. In every playing activity not only play the playing activity as the

original procedure but also apply other additional activities in the playing activities which can be done before, on the progress, or after the playing activity is done. Following is the picture of Modifying Playing Activities Procedure:

148

Modifying Opening Activity (Multiple Intelligence)

modifying main activity (multiple intell.)

BALAP PELEPAH PINANG (banana midrib race)

modifying main activity (multiple intell.)

modifying closing activity (multiple intell.)

Figure 2

Modifying Playing Activites Pocedure Other finding of the research is initial Development of Multiple-Intelligence-

Based Playing Activities. Besides doing survey to the research areas which consist of 5 regencies in disaster areas in Central Java, this activity also obtain the result

from Focus Group Discussion which is done on model pre-development until the

arrangement of development model. The initial development of multipleintelligence-based playing activity models as shown on the following table: Table 2

The result of playing activity models initial development

a. Cilacap Regency N

Playing

Before Development

After Development

activitiesâ&#x20AC;&#x2122;

Ringk.

names

aspects

Prosedur

developm

Prosedur

ent 149

Bedil-bedilan

Logicmath Musical Vis-spatial Interperso n Natural

Nama

Sebelum Pengembangan

Kegiatan

Aspek MI

Bermain

Preparing instruments and material. Playing riffle made of bamboo, bullet from fruit seed.

Language Kinesthetic Intraperso nal Spiritual

Start the activity by introducing the instruments and materials. Play while doing motor activity (locomotors, non-locomotors, manipulative move). Setelah Pengembangan

Ringk.

Pengemb

Ringk.

Prosedur

Prosedur The activity is started by rhythmic clapping hands. Children who play this game have to know each position in the play area. Whether the children can tell about the playing activity.. In previous bentengan activity, the players touch the opponent by hand. This time the touch is modified with a piece of bamboo. Associate the bamboo as Allahâ&#x20AC;&#x2122;s creation and natural source.

Bentengan

Logicmath Kinestheti c Interperso nal language

Determine the benteng (fortress), whistle which means the game is started, run after the opponent, safe the benteng from opponent.

Musical Visualspasial Intraperso nal Natural Spiritual

Ciple gunung

Visualspatial Kinestheti c Interperso nal

Players throw a gaco to engklek picture, jump with one leg following the

Logic-math Language Musikal Intraperso nal Natural

150

Modify by writing numbers on ciple gunung pattern. Introduce the instruments and

picture and take the gaco and get back to the start

Spiritual

Block the opponent so that cannot pass the lines to the last row back and forth

materials first. When get in the middle, players can sing favorite song. Associate the instruments and materials with Allahâ&#x20AC;&#x2122;s creations and natural sources

Gobak Sodor

Visualspatial Kinestheti c Interperso nal

Nama

Sebelum Pengembangan

Logicmath. Language Musikal Intraperso nal Natural Spiritual

Kegiatan

Aspek MI

Ringk.

Pengemb

Ringk.

Prosedur

Bermain

Balap pelepah pinang

Kinestetik Kognitif Interperso nal Visualspatial Interperso nal Natural

Children get a pinang midrib to ride and other player drag it

151

Start the activity by counting 1 to 3. Have a talk on this game. When a child blocks opponent, he/she whistle.

Setelah Pengembangan

Verballinguitic Musical Intraperson al Spiritual

Ask children to share experience in playing gobak sodor. Insert lyric/song about God after the game is over. Pertain that human power comes from The Creator. Start the game with godliness song. Have a talk on pinang midrib race. While playing children sing the song. End the games with prayer. Share experience about this game.

Chi

Intraperso nal Kinestheti c Interperso nal Natural

Dut-dut Kiradut

Nama

Verballing. Musical Interperso nal Spiritual

Kegiatan

Aspek MI

Sebelum Pengembangan

Bermain

Egrang

Ringk.

Verballinguis. Logikamath. Visualspatial Musikal Spiritual

Logic-math. Visualspatial Kinesthetic Intraperson al

Start the activity with prayer. Tell story/have a talk about the gameâ&#x20AC;&#x2122;s material. Before colliding shoulders, it is started by counting first. In colliding shoulders, use right and left shoulders alternately. score how many times players lose and win Open the activity with Question and answer method.

Setelah Pengembangan

Pengemb MI

Ringk. Prosedur

Prosedur Natural

Find a physically equal opponent. Do collideshoulders with opponentsâ&#x20AC;&#x2122;. players push each otherâ&#x20AC;&#x2DC;s shoulders to beat opponent

Visualspatial Kinesthetic

Children/play ers sit in line behind a player plays as the house owner. The players sit behind play as ubi. The guest has to try to take the asked ubi by pulling by him/her self Stand by using legs extension 152

Then, before starting the game the players stand and jump once and count. Children are asked to share story about this game.

Verballinguistic Logic-math.

Open and end the activity with prayer.

Intraperso nal Natural

from bamboo or coconut shells (for children)

Musical Before starting the Interpersonal game, do question Spiritual and answer about instruments and benefit of the game. Player walks with egrang (legs extension) and counts the steps. Play accompanied by music. Close the activity with godliness lyric. Ask children to tell the experience in playing egrang.

According to the result of the questionnaire distribution and the result of FGD

with all related parties from the research subject, five regencies in disaster areas, including: Cilacap regency, Banyumas regency, Kebumen regency, Klaten regency, and Wonosobo regency, the obtained finding deals with the driving forces of the playing activity models development success are as follow: a. Togetherness in determining local policies.

b. Awareness and cooperation of related institutions concerning children education.

c. Local wisdom

d. childrenâ&#x20AC;&#x2122;s age is playing age/phase

e. Playing activityâ&#x20AC;&#x2122;s instrument and materials are principally Delighting, Safe, Useful, and Fun

f. The playing instrumentsâ&#x20AC;&#x2122; materials are easy to get as they are provided by the nature.

CONCLUSION

According to the result of the initial research, there has not been any playing

activity which has developed and applied multiple-intelligence-based playing activities in disaster area in Central Java (Cilacap regency, Banyumas regency,

Kebumen regency, Klaten regency, and Wonosobo regency). It means that these 153

developed playing activity models are new innovation in disaster areas in Central Java.

According to the first conclusion, it is determined to develop multiple-

intelligence-based playing activity models refer to the conceptual base about

early-childhood curriculum development. The multiple intelligences base is used as the base of the development of playing activity models in the five research locations.

According to the result on models development phase, it is proven that the

developed models have matched the children growth phases as all the characteristics of the multiple-intelligence-based playing activity can be shown. The implementation of 9 multiple intelligences aspects is actualized in playing activity models development.

The development of playing activity models has concretely obtained a

conceptual model in form of multiple-intelligence-based playing activity models

for children in disaster area, and procedural model, this model development has not only obtained blue-print, but it also model design which includes playing procedure which focuses on the indicator of multiple intelligences. BIBLIOGRAPHY Bennet, William J Chester E, Finn Jr dan John T.E. Cribb, Jr. 2007. The Educated Child: a parentâ&#x20AC;&#x2122;s guide. New York: The Free Press. Bronson, Martha B. 2005. The Right Stuff for Children Birth to 8: Selecting Play Material to Support Development. Washington, DC: NAEYC.

Campbell, Linda, Bruce Campbell dan Dee Dickinson. 2008. Teaching and Learning through Multiple Intelligences (terjemahan Tim Inisiasi). Depok: Inisiasi Press. Catron, Carol. E dan Jan Allen. 2001. Early Childhood Curriculum: A Creative Play Model, 2nd Edition. New Jersey: Merill Publ.

Departemen Pekerjaan Umum. 2011. Pengelolaan Penanganan Bencana. Modul Khusus Fasilitator. Gardner, Howard. 2001. Intelligence Reframed: Multiple Intelligences for 21 th Century. USA: BasicBooks. ISAAC Regional Council. Emergency Action http://www.isaacqld.gov.au/emergency (diakses 4 Maret 2013). 154

Guide.

Madyawati, Lilis. 2012. Bermain dan Permainan I (untuk anak). Jakarta: Prenada Media Grup. _______________. 2013. Bermain dan Permainan II (untuk anak). Jakarta: Prenada Media Grup.

______________ . 2014. Pengembangan Bahasa pada Anak Melalui Permainan. Jakarta: Prenada Media Grup. Miller, Laurie. 1996. Play Activities for Children Birth to Nine Years. University of Massachusetts.

Nurul Kusuma, Dewi. 2012. Penerapan Student Centered Approach pada Pembelajaran Taman Kanak-Kanak (Studi Kasus di Sekolah Laboratorium Rumah Citta), Thesis. Universitas Negeri Yogyakarta (tidak diterbitkan). Oktari, Rina Suryani. 2009. Komunitas Manajemen, Pengurangan Resiko Bencana. Solution Exchange. Research Development.

Purwastuti, Andriani. 2011. Model Permainan Berwawasan Kebangsaan Bagi Anak Sebagai Sarana Integrasi Bangsa. Yogyakarta: Universitas Negeri Yogyakarta. Putra, NH Jaya. 2011. Analisis Kapital Sosial Keluarga di Kota Bengkulu dalam Pengurangan Resiko bencana. Laporan Penelitian. Universitas Bengkulu.

Rajabali, Fatema. 2007. Child-led disaster risk Reduction and Climate Change Adaptation. Tompkins, Patricia K. 1997. Role Playing/ Simulation. Journal TESL. Vol.IV No.8. Unicef. 1991. Convention on the Rights of the Child (Konvensi Hak-Hak Anak)

Zulaichah, Anik. 2013. Penerapan Bermain Botol Aroma untuk Meningkatkan Kemampuan Mengelompokkan Jenis Buah. Jurnal PAUD Teratai Vol 2 Nomor

155

PHYSICAL EDUCATION AND SPORT AS PSYCHOSOCIAL INTERVENTION EFFORT OF CHILDREN IN DISASTER-PRONE AREA By Soni Nopembri Yogyakarta State University ABSTRACT Indonesia is one country that has a potential for a sizeable natural disaster. The Special Region of Yogyakarta is one of the provinces in Indonesia, which has disaster-prone area which is the Mount Merapi. The Mount Merapi erupts at any time, either with low intensity, moderate, or high. This natural disaster is extremely impressed upon children surrounding, so there are many children who become psychological and social disorder victims. Children are more susceptible to it because their view about disaster is far different from adults. The Physical and Sport Education is as a special form of human activity that emphasizes more on movement as a whole. Various studies on the involvement of physical education and sport in psychosocial intervention efforts have been carried out. The Physical Education and Sport is the only discipline in the curriculum that addresses the physical and psychological health problems of the students (pre-school through high school) and college students. Physical activity plays an important role in the psychological and social well-being. In addition, physical activity is also instrumental in developing the students' perception of health and can serve as a protection against overly emphasis on extrinsic values. A number of studies also finds the impact of physical and sport education classes on moral development. The big disaster potential that Indonesia has is often deadly and destroys most of the life of the people in the disaster area. The impact of disasters often causes quite long traumatic stress for the surrounding community, especially for the children. The condition before disaster, in evacuation, and post-disaster condition require children preparedness psychologically and socially. In fact, the increase in community disaster preparedness still revolves around the incidental activities that are not programmed explicitly and without involving the existing educational programs. This results in sustainability programs to prepare children in disaster emergencies that is clearly not set. Childrenâ&#x20AC;&#x2122;s psychosocial preparedness in facing emergencies should be made clearly in the program that is integrated with education in the neighbourhood. Physical education and sport is very likely to provide many opportunities for children to engage actively developing psychosocial skills. This is also confirmed with so many benefits of physical activities and exercises in developing childrenâ&#x20AC;&#x2122;s psychosocial skills. Keywords: Physical Education, Sport, Psyhcosocial, Disaster 156

INTRODUCTION Some psychosocial problems exist in the entire country of Indonesia

and of course the solution should be found immediately. One of those psychosocial problem solving skills is the developing psychosocial itself. Exercise can help developing good psychosocial skills for the sport as it is

closely linked to the social life of individuals and society. As expressed by Morris et al (2003:5), exercise can facilitate personal and social development

through positive behavior. Sports in general, become the universal identity and social relationships (Maguire et al, 2002: 178). Exercise associated with

team formation is widely used to bind the workers and support the creation of a new team, especially if they are the people who have never met before

(Mueller et al, 2001:3). Further disclosed, sports can help developing social

capital to form a strong community and a character (Maguire et al, 2002:109). Therefore, the psychosocial benefits of exercise in the form of

understanding and application of the values of social psychological and can be used as capital to civic life.

Lawrence (2005:1) revealed that "Sports are clearly more important

than ever to both the individual and society in economic, cultural and financial terms". Similarly, the opinion of Coakley (2001:9) states that "sports are an important part Cleary of cultures and societies around the world". Its

relationship with culture, Coakley (2001:3) further explains that "sports are

cultural practices that differ from place to place and time to time". Some of the statements underlined the importance of sport in the aspects of human

life including culture will be different with the change of place and time. Sports can be a socio-cultural phenomenon that needs to be understood and

learned. It is because sports has a strong cultural inherent within the individual and society.

Sports showed three patterns, namely: reflecting the culture and

society, strengthen social differences, and it is a vehicle for social conflict

(Freeman, 2001:41-42). Sport is a social and cultural product that has real meaning for the individual, community, and society in general (Maguire et al, 2002:168). Maguire further revealed that "... through sport we can begin to 157

understand societies, nations, and communities". Sport is a social and cultural product that can be studied, understood, and examined in detail

through the deep study of the individual and society towards social contacts that they do within the scope of the exercise.

Research on the development of psychosocial skills through physical

education and sport has not been done explicitly. Researchers explore more psychosocial skills in the variable parts. Meanwhile, a comprehensive elaboration to explore all of the potential variables associated with psychosocial skills has not been done. Elaboration is very important because psychosocial skills of an individual associated with psychological and social

situation might be so complex. An individual will use such comprehensive

psychosocial skills. Nowadays, physical education and sport has not been

used optimally as in developing psychosocial skills, so it takes a comprehensive analysis to find out the need for the importance of developing

psychosocial skills. Exploration of the variables associated with the development of social skills can be explored through real behaviors that naturally occur in social interaction and learning of physical education in the

elementary school gym. Physical Education and Sport is expected to be a means for the achievement of the development of social skills of individuals. Based on the statement above, the writer is interested in conducting article

related to the psychosocial skills through the question â&#x20AC;&#x153;what is the role of physical education and sport in the emergency situation? And how physical education and sport can develop children's psychosocial skills in disaster prone areas?â&#x20AC;?

THE VALUE OF SPORTS AND GAMES AND ITS USE IN AN EMERGENCY Sports and games, from physical activity to a competitive sport has an

important role in all societies. Access and participation in sports and games is

a human right that is essential for individuals of all ages to lead to a healthy and fulfilled life. The right to play and participate in sport has been included

in many United Nation (UN) conventions. In 2002, an appreciation of the

values inherent in sport encourages the UN to create a report that assesses 158

the potential contribution that sport can be given to achieve the UN

Millennium Development Goals, sport for development programs can be used as:

1. A tool to spread the message of education such as safety, health promotion, and disease prevention (hygiene, HIV / AIDS).

2. A tool to teach positive values and life skills, improving health and wellness, individual development, social integration and the development

of social capital (increase coherence or cohesion), peace building, conflict prevention, and economic development.

3. A tool of social inclusion, can strengthen and encourage the involvement of

marginalized groups, especially women/children, refugees, and people with disabilities.

PSYCHOSOCIAL REHABILITATION

COMMUNITY BUILDING

HEALTH

EDUCATION

Figure 1. Value of Sports and Games There are four main topics that take advantage of the value of sports and games in emergency situations such as in figure 1 above, will be discussed in more detail below: 1. Health

For children, sports and games activities are very important for the

health and development of very basic for optimal growth and learning development involves physical, cognitive, emotional, and social. The game

is the work of childhood and the foundation of healthy psychosocial development (Duncan and Arntson, 2004: 24). For children whose lives 159

are disrupted by disaster or conflict, this activity is becoming more important as a means to eliminate and heal trauma. The game is a

powerful and effective tool for reducing stress and seem to hold the

restorative force for children in difficult situations (Bernard Van Leer, 2005: 51). Scheduled game activities with regular structured as sports,

drama, music, and art is important in emergencies and post-conflict period because these activities allow children to process the events around them and resume the development of childhood (Triplehorn, 2001 ).

2. Psychosocial Rehabilitation

Research shows that participation in sports activities and games

can help restore condition, both members of the public who experience

severe stress and psychological trauma to a normal level of functioning before the crisis. Although not yet understood exactly how exercise programs can be effective in solving the problem of stress and trauma the children, there is clear evidence that involvement in sport can provide

tremendous healing power to those suffering from psychological trauma, physical trauma and anxiety associated with stress (Schwery, 2008). Research shows that social support provided by family who care, friends,

companion, teacher or other peers, or adults can facilitate the healing

process of post-emergencies (IASC, 2007: 5). Sports and games are also diverse in terms of cultural relevance and significance. However, involving

children and of children in sports and games are widely recognized for

their ability to expand the social interaction and personal resiliansi and healing process. When programs and activities adapted to local cultural

practices and traditional games, sports and game-based approach would be an effective form of psychosocial intervention that is widely accepted.

3. Education

In the absence of formal school structures, sports activities and

games can be a valuable way to introduce education during and after an emergency. Targeted activities to help children recover from disasters are

often a key element of post-emergency education program. Application of emergency programming must include a strategy for long-term education. 160

Activities, materials and sports equipment such as facilitator instructions

can continue to be part of the regular school programming or normal

curriculum so early healing phase of an emergency is over. Three-phase framework for education programs in emergencies developed by Save the

Children, UNICEF and UNHCR (Triplehorn, 2001) includes sports

activities and games in the early phase of the emergency response and support to make 'safe space' for children to participate in activities

recreational and educational. Although often regarded as a key activity in

the re-education, sporting and games activities have continued value of

the entire education system and should be an integral part of all phases of recovery.

Table 1. The Contributions of Sports and Games in Three Phase After An Emergency EMERGENCY PHASES

SPORT IN EMERGENCIES Response  Water supply & sanitation  Create safe space & activities to occupy children & youth  Food security, nutrition & food aid  Sanitation & hygiene education/outreach  Shelter & site management  Health services Recovery  Psychosocial rehabilitation  Assess psychosocial disorders  Education  Refer for treatment  Recreation  Structured to alleviate trauma and to return to normalcy  Pairing with supportive adult figures  Facilitate re-entry to school  Spread joy and happiness Reconstruction  Community development  Develop Leadership  Social Services  Promote cooperation & conflict management skills  Economic Reconstruction  Raise awareness about HIV/AIDS and other diseases  Improvement of daily coping and other life skill (Schwery, 2008)

161

THE

ROLE

PHYSICAL

EDUCATION

AND

SPORT

THE

memEMERGENCY Sport programs are now used to promote: peace-building and conflict

resolution; education and youth empowerment; health education and disease prevention; gender equality and the empowerment of women and girls; and social inclusion of disadvantaged groups such as religious or ethnic

minorities as well as persons with disabilities. Sport is a universally-spoken language and can be a highly effective means of providing a sense of structure

in emergency situations which otherwise might appear chaotic. More

recently, sport interventions are also used in the field as a non-medical approach to trauma relief among populations affected by natural disasters or

war. This may also improve responsiveness to other psychosocial treatments (Gschwend & Selvaraju, 2008:3).

The process of recovery of children affected by trauma through sports

is understood as a process of adaptation that allows to experience the

environment of social competence, empathy, concern, problem-solving skills, critical and creative thinking, task mastery and a sense of purpose and

relationships in the face of adversity and distress (Connor & Davidson in Henley, 2007). For children in particular, a sense of caring, accepting and

encouraging relationships with adult family and non-family (such as a teacher, coach and mentor) has a significant and positive impact on their

development (Alperstein & Raman, 2003; Luthar & Cicchetti, 2000; Rutter,

1998; Wolff & Fesseha, 1999, in Robert Henley, et.al, 2007). Boyden & Mann, 2005; Ungar, in Henley, (2007) states that sports play groups and activities offer an important opportunity for them to engage the older members of a

community. Adult roles in the play is to teach values such as teamwork, fair

play and ethics, and social skills that support values (Boyden & Mann, 2005;

Dumont & Provost, 1999; Duncan and Arntson, in Henley, 2007). The impact of psychosocial program activities and playing sports is very important, although it should be noted that the coaches in the sport and play programs

psychosocial must have skills beyond the purely sporting activities and 162

games teaching (Moscardino, Axia, Scrimin, & Capello, 2007; Wolkow & Ferguson, in Henley, 2007).

Psychosocial sport and play programs give children the opportunity to

engage with others through joining the competitive team, the intervention

context primarily focused on the process of helping children to restore

psychological and social functioning in the environment (Boyden & Mann,

2005; Fok & Wong , 2005; Grotberg, 2001; place, Reynolds, Cousins, & O'Neill, 2002; Save the Children, in Henley, 2007). Psychosocial sport programs are

rapidly gaining popularity as post-disaster interventions due to their ease of applicability in diverse cultural settings and their ability to reach large

groups of victims in a relatively cost-effective way (Gschwend & Selvaraju, 2008:3). What do we know about the effectiveness of these programs? Can children and youth who have experienced severe stress and/or psychological trauma due to disasters really have their normal healthy functioning restored

through sport activities? Can they even be prevented from experiencing more

long-term mental health problems by using this approach? And can we identify programs that should be considered â&#x20AC;&#x153;best practiceâ&#x20AC;? in the field?

There is no straightforward answer to these questions because we simply lack the empirical evidence to date.

When faced with a disaster, the experience of terror and helplessness

in people is identical all around the world, whatever the cultural background

(Kunz, 2005:8). That such experiences result in psychological trauma for many of the affected individuals is therefore a common consequence after a disaster event. In the face of such a serious threat to life, the personâ&#x20AC;&#x2122;s response is often one of intense horror, fear and/or helplessness or in

children; the response often involves disorganized or agitated behaviors (WHO, 2005).

Under such circumstances, using sport and play as instruments to

support psychosocial rehabilitation from post-disaster trauma, especially of children and youth, could serve as an interesting alternative. Sport and play

are activities, which are very popular all around the world, and can therefore be used in various forms and in different cultural contexts. Moreover, sport 163

can offer a form of collective support of a group, through which many

individuals are helped in a cost-effective way (Kunz, 2005:8). Sport has positive impacts on both the level of the individuals and the

group/community level of society. The framework of physical activities and moral development can provide substantial information for the effective

implementation of sport initiatives that aim to promote development and conflict resolution (Lyras, 2011). This makes it an ideal instrument for the

psychosocial approach to overcome post-disaster-trauma. The psychosocial approach points to a non-medical model of rehabilitation, which addresses the resolution of stress or trauma, both on the individual and on the

community level, via activities that attend to social and psychological issues

in gentle and non-intrusive ways. These activities include a focus on

community empowerment, based on the respect of local culture and traditions, and helping the individual through helping the community by supporting collective resiliency. THE

PSYCHOSOCIAL

SKILL DEVELOPMENT THROUGH PHYSICAL

EDUCATION AND SPORTS Psychosocial skills development is feasible through physical education

and sports programs at the school. Some research shows that development

can be done through psychosocial skills of physical education and sport. As expressed by Curelaru, Abalasei, & Cristea (2011:521), physical education is the only discipline in the curriculum that addresses the physical and psychological health problems of preschool, school, and college students.

According to Piko & Keresztes (2006:144), in public health programs, physical education which approaches related to health should be emphasized

to improve the psychosocial benefits of physical activity. This should in turn increase the level of student participation in schools and "apply the skills of

mental, emotional, social and physical them to pursue a healthy lifestyle" (Scottish Government, 2009b in Morrison & Nash, 2012:150).

Some results of research related to the psychosocial skills and

physical education programs in schools have been published as well. 164

Sugiyama, Shibukura, Nishida, Ito, Sasaki, & Isogai (2008:1) found no effect of

social skills training in physical education in schools of many studies. Furthermore, Sugiyama, Shibukura, Nishida, Ito, Sasaki, & Isogai (2009) stated that psychosocial skills acquired through physical education skills can

be transferred to life with simple interventions. Similarly, other research, Sugiyama, Yuichi, Masayuki, Keita, Lian, & Eri (2009:2) found that individual traits such as social orientation can be a moderator in the process of

improving the communication skills of organized physical education. In general, it can be concluded that the use of sport and play in the sports program of psychosocial refers to the natural tendency of children to play to

its use helps recovery from trauma and the support of the existing powers (Kunz, 2005:8).

Referring to many previous studies, Lyras (2011) stated that a

number of researchers try examining the impact of sport and physical

education classes on moral development. Among the psychosocial benefits,

sports activities can help developing a sense of competence, selfdetermination, autonomy and internal locus of control (Piko & Keresztes,

2006:137). There are effects of social and psychological factors in facilitating

and inhibiting motivational climate in physical education in secondary schools (Morrison & Nash, 2012:150). Curelaru, Abalasei, & Cristea (2011:522) states that exercise can be an important resource that can help young people to learn the skills necessary for an effective functioning in the

family, school and society: responsible behavior, internalization of rules, courage, effectiveness, persistence or tolerance of frustration.

Physical activity plays an important role in psychological well-being of

students and their perceptions of health and it can serve as a protection against overly emphasis on extrinsic values (Piko & Keresztes, 2006:144). Students, who practice the sport and excited to exercise, show that they have

more negative attitudes toward bullying, compared with others. Exercise

reduces psychological stress in general, it teaches discipline, fair play, organize life and foster respect for the others (Curelaru, Abalasei, & Cristea,

2011: 527). Furthermore Curelaru, Abalasei, & Cristea (2011:527) emphasize 165

that practicing sport associated with a concrete vision about life. Similarly, Piko & Keresztes, (2006:144) states that regular physical activity becomes a

source of personal development and value orientation in relation to healthy life.

CONCLUSION Based on the results of the above study, we can conclude about the

relationship with the topic posts of physical education and sport as a tool for

children's psychosocial development in disaster-prone areas. Sports and games have important values for its contribution in an emergency. The values of sport and game that is health, psychosocial rehabilitation, community development and education. Sports and games contribute to emergency phases, both in the phase of the response, recovery, and reconstruction.

Various studies have shown that physical education and sport have an important role in an emergency. In children, physical education and sport more widely used for trauma recovery situation by developing a comfortable and pleasant environment for them. Psychosocial Rehabilitation is very

important for children and sports provide an opportunity for them to engage in activities that are competitive nuanced group. Physical education and

sport is very likely to become a vehicle for psychosocial development. This

was confirmed by various studies showing that psychosocial development can be carried out by physical education and sport. Due to physical education and sports has been integrated in education in general, would be very easy to perform psychosocial interventions so that the children will be able to have a strong psychosocial skills. REFERENCES Bernard Van Leer. (2005). Early Childhood Matters: Responses to Young Children in Post-emergency Situations. Coakley, J. (2001). Sport in Society: Issues and Controversies. New York: McGraw-Hill.

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Curelaru. M. Abalasei. B. & Cristea. M. (2011). “Psychosocial Correlates of the Need for Physical Education and Sports in High School”. Journal of Social Sciences. 7 (4): 521-528. 2011. Duncan, J. and Arntson, L. (2004). Children in Crisis: Good Practices in Evaluating Psychosocial Programming. Freeman. W. H. (2001). Physical Education and Sport A Changing Society. Needham Height: Allyn and Bacon. Gschwend, A & Selvaraju, U. (2008). Psychosocial Sport Programmes to Overcome Trauma in Post-Disaster Interventions: An Overview. Swiss Academy for Development. Boezingenstrasse. Available online at www.sad.ch. Henley, Robert. (2005). Helping Children Overcome Disaster Trauma Through Post-Emergency Psychosocial Sports Programs. Working Paper at Swiss Academy for Development. Boezingenstrasse. Available online at www.sad.ch. IASC (2007). IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings. Inter-Agency Standing Committee Geneva: IASC. Kunz. V. (2005). Sport and Play for Traumatized Children and Youth: An assessment of a pilot-project in Bam, Iran. Swiss Academy for Development (SAD). Lawrence. I. (2005). “The Emergence of ‘Sport and Spirituality’ in popular culture”.The Sport Journal. Volume 8. Number 2. Spring 2005. Available online atwww.thesportjournals.com. Access 8 th February. 2005. Lyras. A. (2011). “Olympism in Practice: Psychosocial Impacts of an Educational Sport Initiative on Greek and Turkish Cypriot Youth”. Journal of Research. Volume 7. Issue 1. 46-54. Maguire, J., et al. (2002). Sport Worlds: A Sociological Perspective. Champaign: Human Kinetics. Morris et al. (2003). “Sport, Physical Activity, and Antisocial Behaviour in Youth”. Trend & Issues in Crime and Criminal Justice. Canberra: Australian Institute of Criminology. Morrison. S. & Nash. R. (2012). “The Psychosocial Influences on Participation Rates within Secondary School Physical Education”. Journal of Physical Education and Sport (JPES). 12(2). Art 24. pp.147 - 156. Muller, A. J. (2004) “Soccer Culture in Brazil”. The Sport Journal. Volume 7, Number 1, Winter 2004. Available online at www.thesportjournals.com. Piko. B. F..& Keresztes. N. (2006). “Physical Activity, Psychosocial Healthand Life Goals among Youth”. Journal of Community Health. Vol. 31. No. 2. April 2006. Schwery, R. (2008). Evidence in the Field of Sport and Development. Schwery Consulting. Available on line at http://www.schwery.ch/frontend/index.php?option=com_content&tas k=view&id=20&Itemid=38 Sugiyama. Y.. Shibukura. T.. Nishida. T.. Ito. T.. Sasaki. B.. and Isogai. H. (2008). “Current Status and Propesct of Life Skills Education through Physical Education in Schools”. Journal of Health Science. Vol.30: 1-9. 167

Sugiyama. Y.. Shibukura. T.. Nishida. T.. Ito. T.. Sasaki. B.. and Isogai. H. (2009). Exploring Factors that determine the improvement of Psychosocial Skills in Physical Education and Their Transfer to Life Skills. Paper presented at the 12th ISSP World Congress of Sport Psychology. MarakeshJune17-21. Sugiyama. Y.. Yuichi. N.. Masayuki. Y.. Kawazu. K.. Lian. W X..& Eri. K. (2009). The Relationship between Social Orientation and the Improvement of Communication Skills through Sports Education Classes. Paper presented at the 12th ISSP World Congress of Sport Psychology. MarakeshJune17-21. Triplehorn, C. (2001). Education: Care and Protection of Children in Emergencies. A Field Guide. Westport, CN: Save the Children. United Nations Inter-Agency Task Force on Sport for Development and Peace (2003). Sport for Development and Peace: Towards Achieving the Millennium Development Goals. World Health Organization (WHO). (2005). International Classification of Diseases (ICD â&#x20AC;&#x201C; 10). Available online at http://www.who.int/classifications/icd/en/.

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INTEGRATING DISASTER RISK EDUCATION INTO VOCATIONAL TRAINING CURRICULUM TO INCREASE WORKFORCE RISK AWARENESS Cahyani Windarto1, Sukiyo2 1,2

Balai Besar Latihan Kerja Industri Surakarta, Ditjen Bina Lattas Kemnakertrans RI 1cahyaniwindarto@gmail.com, 2sukiyo_sukron@yahoo.com Abstract

Vocational training curriculum must be adaptive to industry in order to ensure workforce disaster risk awareness. It is necessary to implement the integrated disaster risk management into vocational training institutions. Appropriate knowledge and skills were necessary to implement disaster risk management for each trainee during learning process. Hence chances of disaster risk education should be given for every workforce. Policy and the curriculum can be taken to introduce disaster risk awareness concepts to the curriculum development. This would provide enough space for government training institutions to develop a relevant curriculum related to disasters, train the instructors and management staffs. Some of the training programs which have many risks usually do separated disaster training. On the other hand, competency based training programs were different from this approach. Their approach to disaster education was holistic approach. It includes all type of hazards, thus it should be called disaster risk education or safety educat ion. It will ensure workforce could did activity in the workplace and matched with industry risk education standards. This integrated system provides many advantages for government, industry and workforce. Involvement of stakeholders and industry partnerships in making vocational curriculum were co-developed by vocational training center and expert from various industry which has aim to provide appropriate disaster risk knowledge at in the respective industries. A case study approach has been adopted to examine integrated disaster risk education into vocational training curriculum to increase workforce risk awareness. Primary data were derived from observations, and conduct focus group interviews with workforces. Secondary data were obtained from websites, policy documents, curriculum and syllabus documents and teaching materials. This study focused on understanding of the goals, curriculum, and student outcomes. Our finding highlight the importance of curriculum integration of disaster risk education will increase workforce awareness and play an important role in improving the competence of the workforce to meet safety standards in industry. Keywords: disaster risk education, vocational training, curriculum. 1. Introduction Future employment challenges increase heavily and more complex. Availability of

employment opportunities in accordance with the level of workforce education increased

in line with the opening of the free market. So, it was be mandatory to improve quality in

order to compete in the international market and domestic market [1]. Improving quality of labor is done by holding a job training that aims to improve and develop competence, 169

productivity, discipline, attitude, and work ethic at a certain level of skill and expertise and

qualifications in accordance with the level of office or employment. The Association of Southeast Asian Nations (ASEAN) concentrates its emphasis on regional cooperation on

security, sociocultural and economic integration with ASEAN Economic Community (AEC)

by 2015. Establishing the AEC creates additional values in regional scope such as a common market economically connected through the basis of consistent production, free

trade investment, capital transfer, labor market based on common and same for all ASEAN member countries. By 2015, ASEAN will have become a community. In place of ten heterogeneous labor markets there will be a large labor market in which nations recognize

one anotherâ&#x20AC;&#x2122;s qualifications [2]. It means, workforces must meet international standard, include safety standards, to compete in global market by 2015.

National Societies in South-East Asia have significant capacity in disaster response, and

are often regarded as the major civil society disaster response agency in their own

countries. When it comes to the broader issue of disaster risk reduction, the picture is somewhat different. Different National Societies have focused on and addressed different

aspects of disaster risk reduction and thus the capacities and experiences, as well as the

gaps and limitations, in the region are unequally distributed among them. There is a clear need to consolidate and enhance the capacity of all National Societies in order to gain a

more even and higher competence of core components of disaster risk reduction in the region [3].

Natural disasters can result from either slow onset (e.g. drought) or rapid onset

hazards (e.g. earthquakes, cyclones) when combined with highly vulnerable populations.

Disasters have traditionally been seen as events that affect a large population but they are in fact any shock that has an impact on communities so that their capacity to cope is

overwhelmed. This can include climatic variability, earthquakes, HIV/AIDS, seasonal

volatility in prices, that the risk of drought, flooding, and cyclone damage is increasing and will continue to do so. Temperature increases will also cause sea levels to rise, increasing

the risk of coastal flooding, and El NiĂąo weather patterns are predicted to become more

common across most of the Pacific. It is estimated that by 2080 climate change and current social trends will lead to a ten-fold increase in the number of people affected by flooding across rural areas, cities, and coastlines [4].

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Figure 1.

Risk identification

South-East Asia exhibits much vulnerability to ecological disasters, both natural and

manmade. The tsunami in December 2004 which predominantly affected Indonesia and Thailand, and Cyclone Nargis which struck coastal Myanmar in May 2008, resulted in

widespread destruction and the deaths of hundreds of thousands of people. Climate

change, too, is raising concerns about its future impact on the region. More direct humaninduced problems - which are exacerbated by the above - include deforestation and forest fires, water shortages, and the decline of water quality, urbanization, population movement (newcomers living on marginal and unsafe land) and and fish stocks. Moreover,

many of these problems are trans-boundary in character and could serve to increase tensions between the states of the region. Figure 2 is the overall climate hazard mapping

per country showing the combination of climate-related hazards (tropical cyclones, floods,

landslides, droughts, and sea level rise) and the hotspots in South-East Asia. The latter includes the north-western and Mekong region of Viet Nam, the coastal regions of Viet Nam facing east, Bangkok and its surrounding areas in Thailand, practically all the regions of the Philippines, and the western and eastern parts of Java in Indonesia [3].

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Figure 2. The overall climate change hazard map and the hotspots in South-East Asia. Source EEPSEA http://www.eepsea.org

Ratification Law No. 24 on Disaster Management by the Government of Indonesia on

26rd, April 2007 has brought a new dimension in disaster management in Indonesia. The

paradigm that the first was more responsive in dealing with disaster converted into a preventive activity, so that disasters can be prevented or minimized, so that the risk can be

reduced. Act on Disaster Management is also required disaster management which should

be decentralized with community participation broadest good start since the initial phase (identification, analysis, implementation of work plans, monitoring and evaluation) to the final stage where the program will be handed over entirely to the local community, include in education and training sector.[5].

Disasters have educational impacts: damaged schools disrupt hard won educational

rights. When instruction time is lost, quality of education drops. When there are no plans

for alternative locations and students are denied continuous schooling, many will never be able to catch up and will drop out permanently. When educational records are missing,

students may fail to matriculate and go on to further education. A partial list of the physical

impacts of disasters on schools, school-children, and teachers provides compelling evidence that cannot be ignored. School buildings destroyed must be rebuilt at much

greater cost than the 4-8% average incremental cost of disaster-resistant construction. Some of these events will continue to strike during the school day, when vulnerable school buildings will collapse and may cost tens of thousands of children their lives if no action is taken. The goals of a comprehensive school disaster prevention programs are [6]: 1. To save lives and prevent injuries

2. To prevent interruption of education due to recurring natural hazards. 172

3. To develop a resilient citizenry able to reduce the social, economic, and cultural impacts of recurring hazards

The objectives are to create and maintain safe learning environments, teach and learn

disaster prevention, and build a culture of safety around school communities as shown in Figure 3 [6]. Fortunately disaster risk reduction is not just â&#x20AC;&#x153;one more thingâ&#x20AC;? to be squeezed into an already full curriculum. It may well be the glue that ensures the survival of our children and future generations.

Figure 3.

How to create safe teaching

From the description above defined problem statements as follows.

1. Disaster risk was needed to integrate in vocational training curriculum. 2. Different level of disaster awareness among trainee.

3. Unstandard safety training model between training provider and industry to ensure workforces disaster risk awareness.

2. Methodology

A case study approach has been adopted to examine curriculum impact in increasing

workforce trainee disaster risk awareness. Primary data were derived from observations,

and conduct focus group interviews with workforces. Secondary data were obtained from websites, policy documents, curriculum and syllabus documents and teaching materials.

This study focused on understanding vocational curriculum of disaster risk and level of trainees disaster risk awareness.

3. Disaster Risk Education Models in BLKâ&#x20AC;&#x2122;s Models of disaster education are broadly related to changes in national policies around

citizen preparedness and various terms have been used in the Twentieth and Twenty-first

centuries to describe the ways in which citizens were expected to prepare for disasters. 173

‘National Defense’ (prior to World War Two in the United Kingdom) emphasized the nation

state as being the key category of survival. The emphasis was on the defense of the state as a holistic, unified and unifying entity of which individuals represented component parts. The move beyond World War Two to civil defense rearticulated this relationship as the protection of individuals and families as part of ‘civil society’. Both national and civil

defense, at least in the United Kingdom, were primarily concerned with preparation for

war although in some countries (such as the United States and Canada) civil defense became associated with preparation for other forms of disaster such as earthquakes or

tornadoes (this was known as ‘dual use’). The spectra of National Defense has been invoked once more by the post 9/11 advent of Homeland Security. The term ‘Homeland’ has a dual meaning representing both the nation and familial and community protection

(in its most recent articulation it has been called ‘Hometown security’). Two terms associated with homeland security are ‘resilience’ and ‘preparedness. ‘Resilience’ is concerned with resources and capabilities to survive a disaster whereas ‘preparedness’

implies vigilance, planning and anticipatory skills in dealing with a crisis. Preparedness has become a common term used in terms of homeland security and disaster planning documentation. Note that resilience and preparedness only implicitly make reference to

notions of the national or the civic and in these terms the emphasis is on atomized individuals or families. The terms used, then, show a shifting emphasis of emergency planning from the nation to the family and the individual. This is part of individuation,

certainly, but also shows not only an inversion but also an intertwining of the relationship

between the individual and the nation state. In ‘National Defense’ the individual is in the service of the nation and individuals are patterned on the survival of the state whereas in

preparedness and resilience the individual embodies the values of the state, with a covert form of nationalism [7].

Public non-formal vocational training providers (known as Balai Latihan Kerja / BLK),

that are under the responsibility of district governments or Ministry of Manpower and Transmigration, provide training programs for poor individuals who dropped out of primary or secondary school [8]. BLKs are also divided into 3 types: 1. Type A (largest training providers located in urban areas)

2. Type B (training providers located in smaller urban centers)

3. Type C (the smallest training providers located in rural areas 174

Larger centers provide industrial and service skills training, while smaller ones offer

training in different technologies and skills for self-employment. There are 4 types of training offer by BLK:

1. Institutional training (job training programs which aim to increase the skills of job seekers)

2. Non-institutional training (training programs for people in remote areas organized through Mobile Training Units)

3. Apprenticeship programs

4. Demand-based trainings (trainings based on the demand of industries) This model works best where the education system is relatively decentralized and non-

professional educators can also teach at school, but has also been adapted to work in more centralized education systems. In a decentralized learning environment, teachers have the

right and opportunity to teach the lessons they developed with the local community.

community-based education model works in small and large, industrial and rural

communities. In big cities, small groups like school-neighborhoods can take ownership of a community-based learning program. Community-based learning can happen at school

and/or at after-school activities. Community-based learning is often equated with nonformal education. It very well can be the case if the school based education is so centralized that no one can teach in schools but certified teachers, and no other curriculum can be taught other than the government approved, standardized national or state curriculum. In

this case, community based learning would need to take place within after-school activities. If the formal education is more decentralized, and both schools and teachers have a certain degree of freedom in what and how to teach, the community-based

curriculum can be integrated into the formal education. In this case, the community-based

learning takes place both in-school and out-of-school, integrating formal and non-formal learning. This integration transforms the formal education into a comprehensive system of

lifelong learning that engages a “critical mass” in the community to address sustainability.

Based on the level of involvement of community members, there are two main types of community-based learning programs [9]:

1. where community is used as an out-of school laboratory. It uses the community’s resources—including human resources—only in the teaching process. The formal 175

education establishment (e.g., classroom teachers, school administrators) controls curriculum planning and evaluation.

2. where the community serves as a partner in education. It invites the community to

participate in all three stages: 1) designing the curricula; 2) teaching it; and 3) evaluating the learning outcomes. Teachers and community members share control and responsibility. Partnerships are difficult to establish but they last longer and provide the

community with a more sensitive management structure because involvement throughout all stages both develops ownership and deepens commitment.

One of simple standard in disaster risk management in education and training was

developed by the Inter-Agency Network for Education in Emergencies has developed a

series of Minimum Standards to safeguard a minimum level of educational quality and access to education. The table below summarizes these standards, which are elaborated

more fully with indicators and implementation guidance. The full INEE Minimum

Standards can be found at: http://www.ineesite.org/standards as shown in Table 1 below [6].

Table 1. INEE Minimum Standards for Education in Emergencies, Chronics Crises and Early Reconstructions

Common

INEE Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction Standard 1: Emergency-affected community members Community actively participate in Participation assessing, planning, implementing, monitoring and evaluating the education programme. Standard 2: Local community resources are identified, Local Resources mobilized and used to implement education programmes and other learning activities. Standard 1 A timely education assessment of the Initial Assessment emergency situation is conducted in a holistic and participatory manner Standard 2 A framework for an education response is Response Strategy developed, including a clear description of the problem and a documented strategy for action. Standard 3 All relevant stakeholders regularly monitor the Monitoring activities of the education response and the evolving education needs of the affected population. Standard 4 There is a systematic and impartial evaluation Evaluation of the education response in order to improve 176

Access and Learning Teaching and Learning

Standard 1 Equal Access Standard 2 Protection & well-being Standard 3 Facilities Standard 1 Curricula

Standard 2 Training Standard 3 Instruction Standard 4 Assessment

Teachers and Other Education Personnel

Standard 1 Recruitment & Selection

Standard 2 Conditions of Work

Education Policy and Coordination

Standard 3 Support and Supervision Standard 1 Policy Formulation & Enactment Standard 2 Planning & Implementation Standard 3

practice and enhance accountability. All individuals have access to quality and relevant education opportunities. Learning environments are secure, and promote the protection and mental and emotional well-being of learners. Education facilities are conducive to the physical well-being of learners. Culturally, socially and linguistically relevant curricula are used to provide formal and non-formal education, appropriate to the particular emergency situation. Teachers and other education personnel receive periodic, relevant and structured training according to need and circumstances. Instruction is learner-centered, participatory and inclusive. Appropriate methods are used to evaluate and validate learning achievements. A sufficient number of appropriately qualified teachers and other education personnel are recruited through a participatory and transparent process based on selection criteria that reflect diversity and equity. Teachers and other education personnel have clearly defined conditions of work, follow a code of conduct and are appropriately compensated. Supervision and support mechanisms are established for teachers and other education personnel, and are used on a regular basis. Education authorities prioritize free access to schooling for all, and enact flexible policies to promote inclusion and education quality, given the emergency context. Emergency education activities take into account national and international educational policies and standards and the learning needs of affected populations. There is a transparent coordination 177

Coordination

mechanism for emergency education activities, including effective information sharing between stakeholders.

Some country like Iran, USA, have implemented this standards, for example in USA, The

Ministry of Education and UNICEF have worked together to transform a disaster response

programs into a school-continuity and resumption-planning programs. One project builds

capacity of officials and experts at provincial and district levels to provide psycho-social support before and during emergencies at school. A second project has developed new

safety standards for prefabricated school structures that can be built quickly, are adequate

for different climates, and using locally produced materials. These designs originally developed for early recovery may serve as models for permanent rural schools [10]. 4. Working Environment in Industry Needs of Disaster Risk Awareness Vocational training attempts to support both curriculum ideologies but through its

alignment with industry is oriented more towards vocational educational outcomes than

higher education [11]. Model of vocational training scheme needs to be reviewed and redeveloped. At least there are four models of vocational training that can be applied in developing and developed countries [12].

1. Vocational training with school model was a model of vocational education in which education and training was fully implemented at the form of polytechnic. This model assumes everything that happens in the workplace can be educated at the polytechnic

learning process. Thus, polytechnic must complete all types of equipment needed in large quantities. Polytechnic became very expensive because need to invest equipment

in following state of the art, but actually changes in the world of business and industry more advanced and faster than what can polytechnic do.

2. Vocational training with dual system model, was a model to provide education and training that combines learning experiences in the polytechnic and value of work

experience in industry. This model was very good because it considers learning in

polytechnics and work experience would be complementary, more meaningful, and real. Actually, work habits in the real world of work was difficult because the learning processes tend to form habits of study. Discipline on real work was very different with

discipline in learning and training. The weakness of the dual system was very susceptible to changes in social, economic, and political. 178

3. Vocational training with a model of apprenticeship. This model was fully devolved to

industry training and community without the support of the training provider. Training provider only held normative subjects, adaptive, and fundamental skills. This model only

suitable for developed countries that already have strong system of vocation training and good industrial relation between industry and training provider.

4. Vocational training with a model of school-based enterprise. This model develop training provider as business and production base. This model will raise income and fully provide work experience value to training participants.

From explanation above, dual system vocational training programs with apprenticeship

give many advantages in ensuring training participant competence. Moreover training provider can be positioned as business and production base. As an example, the crucial

importance of dual training in Germany, the various training programs are brought together to give an overall picture showing the training status ultimately achieved by one cohort [13].

BLKs have many dual system vocational training programs in collaboration with

industry with apprenticeship scheme. Famous program was competency based training with 1 month on the job training or off the job training. For example in Surakarta

Vocational Training Center has trained 2531 trainees (165 packages) at 2013 [14]. Most of trainees did off the job training during following training programs in BLKs, others follow on the job training in industry [15].

In the collaboration between training provider and Vocational training was the training

for workforce to provide skilled workers / professionals who have a key role in industry. Partnership between vocational training institutions and industry was a necessity.

Vocational training institutions can not only organize the learning with school-based learning, but also have to work-based learning scheme to prepare competent graduates for fulfilling job market demand. For further research it is recommended to make curriculum

comparison and curriculum of apprenticeship based training implementation evaluation to

all vocational training provider. In the collaboration between training provider and industry, all programs must be formulated with the same cooperation between industry

and the training provider. Programs consist of curriculum, teaching materials, evaluation, 179

recruitment of participants, instructors, funding, and execution time. Vocational education will be efficient and effective if [16]:

1. environment where trainee trained was a replica environment in which trainee will work.

2. tasks given to the students were done in same way, tools and machines which appropriate with workplace.

3. conduct by instructors who have experience and success in applying the skills and knowledge of the work operations and processes.

4. could foster effective work habits to students. This only happen if the training was given in the form of a real job.

5. trainings given only to someone who needs it, who wants it and who can get benefit from it

Efforts have been made to improve BLKâ&#x20AC;&#x2122;s standardization in safety and disaster risk

awareness. Establishment of international standards like ISO 9001 (Quality Management Systems), ISO 14001 (Environmental Management Systems)

or OHSAS 18001

(Occupational Health and Safety Managements) would bring BLKâ&#x20AC;&#x2122;s parallel with industry standards in safety and disaster risk awareness. building cooperation between the

business / industry and government training provider, especially with BLKs in curriculum

improvement, implementation of apprenticeship, training together and so on would increase disaster risk awareness.

5. Integrating Disaster Risk Education into BLKâ&#x20AC;&#x2122;s Training Curriculum Vocational training curriculum must accommodate all of the needs of both the physical

needs of learners, non-physical, and moral as well as their future to be able to live a safe, comfortable, good welfare, and harmony with nature and the surrounding communities.

On the other hand based vocational training curriculum needs matching with job markets (demand-driven by job markets). The emphasis was on the mastery of the competencies

required by industry job markets [17]. Including safety and disaster risk awareness at workplace. The world of work requires seven basic skills as follows [18] [15]: 1. Critical thinking and problem solving.

2. Collaboration across networks and leading by influence. 3. Agility and adaptability;

4. Initiative and entrepreneurship.

180

5. Oral and written communication effectively. 6. Accessing and analyzing information. 7. Curiosity and imagination.

Competent graduates must have good fundamental skills and generic work skills.

General skills consist of basic skills, thinking skills, and personal qualities [19]. Basic skills include listening skills, reading, writing, speaking, and math. Thinking skills include how to

learn, how to create and solve problems , and make decision. Personal qualities affect in

the form of responsibility, integrity, confidence, moral, character, and loyalty. Safety and disaster risk awareness be main aspect in every basic skill. Theoretically, the basic skills will support and become foundation of development individual career. Vocational training

curriculum development, teaching and learning should provide a sufficient portion for the

development of basic skills. Over fundamental skills were built generic work skills, industry-specific skills and company/employer specific skills as shown in Figure 4.

Figure 4.

Structure development of vocational education and training skills

From employer or industry side, safety during working be a vital element because they

have invested equipments, machines, buildings, workforces, management systems, etc. Each employees from top managements until cleaning services must have “SAFETY FIRST”

mindset and “DISASTER RISK AWARENESS” to ensure achievement of company visions and missions target.

Each BLK has develop its own programs base on levelling of IQF appropriate with its

district characteristics. Now, some of BLKs type A (large training provide) try to

standardize training program which be held in BLKs. Curriculums were be derived from these programs. The structure of each core training programs consists of eight parts: (1) 181

training program tittle, (2) training program code, (3) training program level, (4) goals, (5)

list of unit competence, (6) duration of training, (7) trainee pre requirement, (8) instructor requirement.

Over 80 training programs at BLK are now listed in the field of creative industry,

business and management, automotive, electrical, construction, welding, information

technology and manufacturing technology [15]. In general, vocation training programs in BLKs can provide competent workforce until level 5 which able to complete the work in

extensive scope, select the appropriate method from various options. In managerial

competency, able to manage group work and prepare a comprehensive written report. Training duration vary from 40 hours (equivalent with 1 weeks), 160 hours (equivalent

with 1 month), 380 hours (equivalent with 3 months) until 640 hours (equivalent with 7 months). Trainee education requirement as a pre requisite vary from elementary school (SD), junior high school (SMP), senior high school (SMA/SMK), Diploma and Bachelor. It means, vocational training programs with Indonesian Quality Framework scheme were a

flexible process in giving competency recognition. Table 2 describe integration of disaster risk education into BLK’s curriculum. The body of BLK’s curriculum consist of 3 group of competency units : group of competency units, group of non competency unit and on the

job training. We found 4 competency units with total 58 hours and 5 non competeccy units with total 74 hours. Equivalent to 34.74% hours when follow training at BLK’s. Table 2. Sample of integrating disaster risk education into BLK’s curriculum

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Surakarta Vocational Training Centre will implemented this curriculum integration by

2015. But, starting from middle of 2014 Surakarta Vocational Training Centre did 2 packages (32 trainees) as prototype projects of competency-based training programs (CBT) integrated with disaster risk education in field of Automotive. Programs held on 3 months training in BLK and 1 months in industry apprenticeship. This scheme give excellent result in outcomes workforce respons in increasing disaster risk awareness.

Observation and focus group conduct to confirm curriculum appropriateness with

questionnaire. Six questions were asked to trainees after they completing training and apprenticeship programs. Questionnaire questions as below.

1. Training contents have matched with safety vision and mission.

2. Quality of training contents increase your skill and knowledge of disaster risk.

3. Training contents schemes have been arranged from basic until advanced action to increase your disaster risk awareness.

4. Safety training contents were easy to be learnt and understood. 5. Training contents have fulfill your expectation. 6. Appearance, and training content format.

183

Measurement of curriculum acceptance from trainees side use 4 scales, that were 4

(very good), 3 (good), 2 (enough) and 1 (poor). Thus, expectation was 4 (very good). After calculated the results of questions 1-6 were good and very good. It means improvement with curriculum integration with disaster risk education would increase workforce trainee disaster risk awareness.

6. Conclusion and Future Works Partnership between vocational training institutions and industry was a necessity to

adopt, adapt and absorb skill and knowledge about disaster risk programs . Appropriate knowledge and skills were necessary to implement disaster risk management for each

trainee during learning process. Hence chances of disaster risk education should be given

for every workforce. Policy and the curriculum can be taken to introduce disaster risk

awareness concepts to the curriculum development. This would provide enough space for government training institutions to develop a relevant curriculum related to disasters, train the instructors and management staffs. Some of the training programs which have

many risks usually do separated disaster training. On the other hand, competency based training programs were different from this approach. Their approach to disaster education

was holistic approach. It includes all type of hazards, thus it should be called disaster risk

education or safety education. It will ensure workforce could did activity in the workplace and matched with industry risk education standards. This integrated system provides

many advantages for government, industry and workforce. Involvement of stakeholders and industry partnerships in making vocational curriculum

were co-developed

vocational training center and expert from various industry which has aim to provide

appropriate disaster risk knowledge at in the respective industries. For further research it is recommended to make curriculum comparison between BLKâ&#x20AC;&#x2122;s and training center in industry and also measure level of acceptance of BLKâ&#x20AC;&#x2122;s management in curriculum integration with disaster risk education .

ACKNOWLEDGMENT The authors would like to acknowledge Directorate of Instructor and Personnel

Training at Ministry of Manpower and Transmigration of Republic Indonesia for its support to this work.

184

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[10] [11] [12] [13] [14] [15] [16] [17]

M. o. M. a. T. Decree, "Decree No 12, Rencana Pembangunan Jangka Panjang Bidang Ketenagakerjaan dan Ketransmigrasian Tahun 2012 - 2025," 2012. H. X. Hung, I. W. Ratnata, B. Soysouvanh and W. Jiping, "Cooperative, regional development and implementation of new Curricula in Vocational Teacher Education â&#x20AC;&#x201C; experiences and reflections," TVET @Asia, no. 2, pp. 1-15, 2013. I. F. o. R. C. a. R. C. Societies, "Reducing The Risks : A Framework for DRR in South-East Asia". DFID, "Adaptation to Climate Change : Making Development Disaster-Proof," DFID, Department for International Development, UK, 2004. R. Widraswara and E. Widowati, "Penerapan CBDP (Community Based Disaster Preparadness) dalam Mengantisipasi," Fakultas Ilmu Keolahragaan Universitas Negeri Semarang. M. Petal, "Disaster Prevention for Schools Guidance for Education Sector DecisionMakers," UNISDR, International Strategy for Disaster Reduction, Genewa, 2008. J. Preston, Disaster Education : 'Race', Equity and Pedagogy, AW Rotterdam: Sense Publishers, 2012. UNESCO-UNEVOC, "TVET formal, non-formal and informal systems," [Online]. Available: http://www.unevoc.unesco.org/unevoc_events.xml. [Accessed 18 March 2014]. A. Deri, Community Based Approach to Education for Sustainability, Montpellier Vermont USA: Institute for Sustainable Communities, 2001. U. UNSIDR, "Towards a culture of prevention: Disaster risk reduction begins at school â&#x20AC;&#x201C; good," [Online]. Available: http://www.unisdr.org. [Accessed 2014]. J. J. Watters and C. Christensen, "Vocational Education in Science Technology, Engineering and Maths (STEM): Curriculum Innovation through Industry School Partnerships," ESERA 10th Conference of the European Science Education Research Association , pp. 1-26, 2013. P. Sudira, "Kurikulum dan Pembelajaran Pendidikan dan Pelatihan Vokasi Menyongsong Skill Masa Depan," Pengembangan Kurikulum Politeknik Negri Bali , Bali, 2011. U. Hippach-Schneider, M. Krause and C. Woll, "Vocational Education and Training in Germany," European Centre for the Development of Vocational Training, Luxembourg, 2007. BBLKISurakarta, "Annually Reports," BBLKI Surakarta, Surakarta, 2013. C. Windarto and Sukiyo, "Curriculum Integration of Vocational Training and Apprenticeship Based Training to Fulfill Competent Workforce Market," 3rd International Conference on Vocational Education and Training (ICVET), vol. 1, no. 1, pp. 207-215, 2014. D. Wardiman, Pengembangan Sumber Daya Manusia Melalui Sekolah Menengah Kejuruan, Jakarta: P. T. Jayakarta Agung Offset, 1998. M. Tessaring, Anticipation of Skill Requierements: European Activities and Approaches 185

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186

ALTERNATIVE EDUCATION MODEL FOR ADDRESSING SOCIAL DISASTER Dr. Utsman, M.Pd. Social disaster happened lately popping up in Indonesia, either due to natural disasters, as a result of socio-economic inequality, and social conflict that occurred in the community. The impact of the social disaster of which is the destruction of educational infrastructures, and the deterioration of the education system for the people affected. As a result, the sustainability of the education system will be disturbed, both quantity and quality. It is therefore necessary that appropriate alternative educational models to handle. Education models that include applicative models awareness education, homeschooling, fast courses, the education of the marginalized, boarding education, and alternative schools. Keywords: Education, Alternative, Disaster, Social Preface Education of the nation does not occur in a vacuum, but in reality a very

powerful social change. It changes according to Gyford (2007) can be due to

social conflicts, the structure of society, the development of production technology, politics, and culture. Meanwhile, according to the Hadis (2007) Social change can also be caused due to the Economic development, a process of Rapidly growing significance in the area, also a Westernizing effects. The

changes are so great to have an impact on educational settings and other

educational systems. The impact of the change is not always negative, but also positive for education, as expressed by Senge, Evans & Fullan (2007)

"Not only does school change not happen in isolation, but it is not an end in itself. Schools have been created to serve the greater good, and any school

change initiative - even the adoption of new educational technologies such as video games and simulations - must also serve to better society. In essence,

any effort to change a school for the better should be part of a greater effort to effect positive social change.

The statement suggests that social change requires the ability to make

changes in the education system. As well as social conflicts that occur in some 187

areas in Indonesia requires changes order system of education that is

relevant to the situation in their respective areas. Even so social changes due to natural disasters in Yogyakarta and Aceh a few years ago and some areas require appropriate alternative education. For the people of marginalized,

isolated, poor, and less fortunate should be no formulation deals with special

education and appropriate for them and certainly different from the victims of natural disasters and social disaster. Likewise for the community as a result of modernization victims marked with Loosening of human relationships as alienation, respectively. Alternative Education Models Alternative education model is essentially a model of empowerment

for the citizens of different learning conventional ways. Have the same universal substance, ie the approach is the development of individual potential, to pay more attention to students, and educators, as well as the

way of development based on the interest and experience. Meanwhile, in terms of its management of alternative education provision is distinguished

in four categories, namely public choice of educational institutions,

educational institutions for students with problems, independent educational

institutions, educational institutions and home-based schooling .. Alternative education aimed at meeting the needs of learners each according to his

interest to develop their potential. In the process the students can carry out activities

learning, without stopping or leaving the activities of daily life.

Learners carry out learning activities on the sidelines of life activity

with

materials and learning resources are purposely developed for it. Some

alternative educational models that can be performed on the affected areas between judgments as follows. Awareness Education Model

188

Educational awareness is very important for people who are

overwhelmed with the socio-economic disaster. Model of oriented education

awareness as offered by Freire (2006) with the concept of awareness they will not shackled with education models that tend to oppression, doctrinal, and cost an incredible amount. Awareness education is more oriented to the

need for solving the problem of life and their everyday lives, and the public awareness education will be free of educational models that tend to lead to

prolonged suppression. Awareness education model oriented learning

experience based around experiences, self-directed learning, moves toward independency, and learn what they need to know. It should be understood that alternative education model is not always appropriate for every

community, and it is necessary to examine the academic and applied so as to allow for the implementation of the alternative education models. Education awareness though not always appropriate for the community, but for the

people who are stricken the economic and social disaster is very important to be given awareness that leads to the learning experience based around experiences, self-directed learning, moves toward independency, and learn what they need to know

Homeschooling Education Model Homeschooling education model as an organized learning system by

adopting a learning model at home in recent years has become one of the

alternative educational discourse. This educational model lately increasingly widespread in the community with various patterns of implementation varied. The emergence of discourse Homeschooling as an alternative school

that puts children as subjects with the educational approach at this home as a

form of awareness of parents and community who feel that the learning atmosphere in schools is often much less promote the best interests of the child that led to the suppression of the natural creativity of children.

Reality has sparked education experts to initiate a school system that

is fun and educating the children. Then created an alternative school, for 189

example, the school of nature, which invites students to learn more in the

nature. Children do not learn too much in the room which is too rigid, closed, businessmen accompanied the teacher as the sole and authoritarian in the classroom, but more children are in the wild. Children are given the freedom to learn what are in accordance with the interests and abilities of each.

Learning is not always in the classroom as well as formal school very tied to

strict rules and curriculum that has been made by the center. The function of

the teacher is to guide, nurture, and direct the child's interest in learning the subject preferred. Children are considered as subjects of the curriculum or

program that has been designed, not the other children made the object of a program. In other words, the curriculum or program is for children, not vice versa, the child's curriculum or program.

This approach makes the students feel comfortable and not in

psychological distress. They can learn as you wish and learning styles of each;

anytime and anywhere, as he was in his own home. Strength homeschooling

give more independence and creativity for children, opportunities for achieving individual competence to the fullest, protected from social ills such

as juvenile delinquency, drugs, drunkenness, consumerism, socially deviant

and brawl, and allows children to be ready to face the real life with the circle of wider. But also not a few obstacles and challenges in the implementation of

this model of education, such as the difficulty of obtaining the support of the

conservative education think, need the support of parents who are able and skilled to facilitate the learning process, difficulty in gaining recognition by certain parties in the ability of the child, and the difficulty of the process of equalization with conventional education. The Educational of Marginal Model This educational model marginal groups will be suitable to be applied in

disaster-stricken marginal societies socioeconomic. Education model for marginal groups in: Indonesia has yet to be a serious concern to be discussed. 190

Existing education seminars focus only on conventional education, whereas

marginal groups in Indonesia, both economically and geographically marginal huge numbers. The decision makers are more oriented towards the

education of children of middle to upper class. They tend to think about the large current liberalization and commercialization of education, education internationalization fuss about a serious fight for the rights of the lower

classes to acquire education. Non-formal education for the poor, including study groups in marginal areas discriminated against in budgeting. Poor

people are blown from the formal school actually being discriminated against and do not get the same financial support from the state, though they are still

in the age of compulsory education. Education marginal groups should be designed to develop a child's determination out of the shackles of poverty, to

understand the history that makes them poor, and develop an awareness of

no good way for them to get out of poverty. In such a framework, education for the poor is not designed merely technical teaching reading and writing,

but the work by providing the skills necessary to be able to rise from the shackles of social and economic slump.

Marginalized communities who are afflicted socioeconomic disaster,

such as children living in neighborhood slums, under bridges, street children,

the poor, remote derah community, as well as those who have different abilities with most people, if given the educational services that are

specifically designed and managed more or less serious will certainly be able

to match the quality of conventional education merely "deify" sheet of diploma certificate form. They simply can not be forced to follow the formula

of conventional education because of the limitations of their socio-economic disaster they experienced. Therefore, alternative education such as special education skills, education equality, children's education jungle, remote

community skills education, education for street children, education with home visit education needs to be a very serious concern to be developed, both in terms of budgeting and treatment 191

Rapid Course Education Model Model education courses are already known to everyone, and it has

been proven that many models of alternative education courses have been

able to create independence in accordance with the demands of society and

the needs of the labor market. This model is now being invaded by enthusiasts who want a fast and work fast to overcome the problems faced.

The number of courses in Indonesia are divided into various types and the number is difficult to calculate. Alumni of the course was no definitive data, that number has certainly tens of millions of people. Model education course

material advantages offered by a cafeteria approach to curriculum by using andragogy and pedagogy are exchangeable as the basis for learning.

Model education courses can be a promising alternative to either

cognitive, behavior, and motor skills. Therefore education courses can create

promising opportunities for residents to learn, both economic opportunities

and non-economic opportunities. Education courses in this category much favored by the people because of the short learning, learners have adequate skills to solve the problems of life and living. Boarding School Educational Model

Boarding education is one of the oldest Islamic educational institutions

in Indonesia. Boarding schools coincided with the islamisation process that occurs in the Earth Indonesia in the 6th century, and continues to grow

rapidly until today. Resilience shown in boarding education is able to adapt in solving problems in all ages. As an educational system, capable of dialogue

with the boarding era. Therefore, boarding education have lent credence and

hope for the community for the education of the nation is intelligent and noble in order to meet the nation's future.

The issue is how to keep that hope can be grounded in reality through a

series of measures and steps. In other words, as an alternative to boarding

school education needs to be defined clearly by grounded to the values that 192

are intrinsic to Islam and the evolving context of life today. These are issues

that need to be discussed critically so that all the deficiencies that exist for this can be resolved.

One fundamental aspect of the deficiency, especially in the perspective of

modernity is weak education in boarding schools to be anticipatory. Boarding schools tend to be reactive to existing problems. As demands have changed and very complex social issues, education in boarding tend to be struggling

with the concept of thought in the middle ages. Even if there is innovation, the change seems slow. Education on boarding the â&#x20AC;&#x153;Salafiâ&#x20AC;?, the inclusion of the exact sciences and the humanities is still limited, so that the tendency of

separation between religion and secular science remains strong. Being in a modern transplant boarding of modern science is still not systematic proof-

texted and so rather impressed westernized and uprooted. Up to certain limits, the education pattern of reasoning is somewhat eliminated, while the pattern of dogmatic rather dominant. As a result, the habit of thinking

rationally be reduced in boarding education. Weak boarding education of these methodological side can cause blurring between dogma and intellectual.

Despite the various shortcomings of existing, proven education in

boarding schools have been able to lay the foundations of education worth

lofty, glorious, relegius, and are clearly humanistic and strong in the midst of

modernization and westernization develop powerful in Indonesia. Education in boarding schools have proven capable of filtering possibilities were

coming to westernization flows into all aspects of Indonesian life. Until now tens of thousands of institutions and millions of boarding graduates have proven to provide an effective contribution to the survival and life of the nation of Indonesia.

Alternative School Models

193

The presence of a number of school "alternative" in Indonesia, lately, is

intended by the originator to address global challenges and demands strict

quality human resources are tested. A lot of alternative education emerged in

Indonesia generally they give more charge to facilitate learners to be

independent and creative learning through a number of instruments. This alternative schools tend to carry forward the spirit and atmosphere of the teaching-learning process in accordance with their competence children.

Educational principle applied is to help facilitate the learners in order for them to recognize him, so that the child can understand the potential for him

to be himself. The existence of the school anternative generally based desire

to get quick results but with the quality of graduates that are ready to compete in a global society. To the alternative school usually apply a combination of appropriate curriculum to children's learning need.

Learning method usually used in active learning and discovery learning

by promoting the development of the multiple intelligences. Institutions and Teachers only facilitate, encourage, and motivate each student in accordance

with the innate potential of each, because it does not apply the term class champions, but champions like champions in mathematics, biology, chemistry, sports, arts, and so on to something important.

Schools with much class model and distance learning is well suited to the

geographical and economic conditions of society such as Indonesia. This educational model is an alternative education model fairly good, but this model would be nice if the model is manipulated, either manipulation in the learning process, management, and manipulation of competence.

Indeed, we now often stuck with assumptions and not facts, we are good

at logic, but silly in fact. Often times we can make a great concept in terms of

logic, but in practice, we often inconsistent with alternative education plans are made.

Alternative school was not confined to those who have better skills in

terms of intelligence and the funds needed. Alternative school for the 194

marginalized who was hit by disastrous social today pretty much in number and variety, like under a bridge school for homeless children, school under the rickety building for the poor, schools and the like for a neglected group

has not been touched by government development policies. These schools

are often managed by people who have a high spirit of devotion to fellow children of the nation are neglected by policy makers. These schools are often

not taken care of even underestimated by the ruling government

bureaucracy, but ironically, if any of the alternative school models that work well and have a proud achievement is claimed as a result of such a ruling government performance.

Multi-Cultural Education Model This educational model is important in the midst of disaster threat of

social disintegration and the nation lately. This educational model focuses on hiterogenity need not homogenity. Multicultural education is one alternative

adhesive to glue back not only the values of unity, unity-torn disaster social disintegration and the disintegration of the nation. Education have tended homogeneous embodied in the model of assimilation in formal education

have failed because it ignores the diversity of cultures. In fact, the model that

directs students to look down on cultures outside the parent culture. This pattern can lead to resistance, low self-esteem, isolation, underachievement, trying to at least the tendency among students outside the parent culture. For

instance, children now Javanese, Sundanese, and other tribes in the postindependence generation also can no longer use their standard language

appropriate manners. They also failed to master the competencies elite role model. The situation was exacerbated by the proliferation of elitist schooling

situation to maintain the status quo and the established social structure. In the end, the output of formal education does not only fail to understand the

identity of the nation, but also leads to the attitude and behavior of materialistic, individualistic, and minimalist in trying 195

In the era of democratization and national reconciliation forward. Suyata

(2001) suggests the need to continue to develop the concept of multicultural

education with an understanding of ethnic cross-cultural education. As a

relatively new improvement movement, this model should not be stopped just limited discourse, but must continue scrutinized, criticized, and

disseminated in the form of empowerment component of ethnic-cultural groups. In that regard, the centers of cultural studies play an important role

through the system and effective networking. Consortium between different

areas need to be developed to work on issues of culture in development,

especially in education. Of course it should be coupled with efforts to develop

culture-ethnic publications laden message breadth of insight and common horizontal.

Concluding In theory that social changes that occurred in society, did not occur

without cause, and almost all of the events that stuck out in the community

either directly or indirectly influenced by variables beyond his share. As well,

the demand for alternative education in Indonesia is also due to causes such as social disasters such as social conflict, a shift in the structure of society, the development of production technology, political, cultural, economic growth, modernization and westernization. In relation to that, education should be

pursued alternative is to use a model of education that is appropriate to the

conditions and circumstances that exist in each community affected by sociooperation.

REFERENCES Bruce, B.C; Peyton J.K, and Batson T.W. (2003). Innovation and social Change.New York: Cambridge University Press

Freire, Paulo.(2006). Pedagogy of the oppressed, 30th Anniversary ed. New York: Continuum. 196

Gyford, Phil. (2007). Sicial Change.http://www.gyford.com/ phil/uhcl/ social_ change/social_change.pdf Hadis F. Binyamin. (2007). Sociology and social change http://www.chss.montclair. edu/~hadisb/dev3.htm.

Sange, et.al. (2007). Effect positive social change.http://edtechlife.com/

Suyata. (2001). Multicultural Education and the National Reintegration: Policy Implications. Inauguration speech. Faculty of Education, State University of Yogyakarta.

Willis, David Blake. (2002). Citizenship Challenges for Japanese Education for the 21st Century: “Pure” or “Multicultural”? Multicultural Citizenship Education in Japan. International Education Journal Vol 3, No 5, 2002

197

FISHERY AS SHORT-TERM LIVELIHOOD STRATEGY POST MERAPI VOLCANOâ&#x20AC;&#x2122;S ERUPTION

Faizal Rachman1, M. Chrisna Satriagasa1,Widiyana Riasasi1 Program of Beasiswa Unggulan BPKLN KEMDIKBUD RI in Magister on Planning and Management of Coastal Area and Watershed (MPPDAS) Faculty of Geography UGM

Abstract

Agriculture is main resource for community livelihood in Merapi Volcano area. Soil

fertility and abundant potential of water are maximally utilized for agriculture sector. Eruption of Merapi Volcano in 2010 impacted on temporary cessation of agriculture

activities on the area, thus the community lost their livelihood income during that time.

This unfavorable condition leads the community to make strategy for their livelihood in

order to survive in the condition. Aim of this research is to identify the important role of fishery sector as a livelihood strategy in short term post eruption of Merapi Volcano

(evaluation of government support program in fishery sector, improvement of program

scheme towards sustainability result). Information from local community and the leader, as

well as field observation is analyzed descriptively and spatially to achieve the aim of this research.

The result shows community livelihood strategy on Merapi Volcano area post

eruption was diversification by improving fishery sector. Fishery was the most potential sector, at that time, to be developed in relatively short term post the eruption because

Merapi Volcano area provided abundant water resources. In recovering post disaster

period, agriculture sector needed longer period than fishery sector by optimized the existing water resources. Government gave support for community to make strategy for

their livelihood post disaster. One of the government programs in fishery sector is giving

provision for breeding of catfish. However, in fact, implementation of the program was less sustainable. Catfish fishery was only harvested once at that time. In the future, it is needed improvement on institutional sector and support management.

Keyword : Disaster management, livelihood strategy, agriculture, fishery

198

1. Background

Merapi Volcano, which located on borderline between Yogyakarta Special District

and Central Java, is one of many active volcanoes in Indonesia. Merapi volcano has erupted many times, some of them was big eruptions, like occurred in 1587, 1672, 1768,

1822, 1849 and 1872 (Berthromier in Pratomo, 2006). Eruption of Merapi volcano

impacted on lost life and livelihood of the community living on Merapi slope, and also temporary cessation of their activities, including agriculture activity for at least one year post eruption (Muharam, 2013).

Agriculture is main source for community livelihood in Merapi Volcano area.

Agriculture activity can be considered as one of main culture handed down across

generations for the community in Merapi Volcano area (Tan, 2013). 26.8 percent of population living from foot slope to fluviovolcan plain of Merapi Volcano works on agriculture sector (BPS, 2014). Soil fertility and abundant potential of water lead the

community to utilize the resources on agriculture field. The main agriculture commodity of this area are crops (rice, potato, corn), vegetables (chili, tomato, onion, cabbage,

beans, cucumber), fruits (snake fruit, papaya, coconut, rambutan, banana), perrenials

(sengon), ornamental plants (chrysanthemum) (Muharam, 2013; Martini dkk, 2013; Tan, 2013). Kinds of agriculture commodities of Merapi area can be seen on Figure 1.

According to Muharam (2013) agriculture commodity of Merapi area has good productivity and becomes one of suppliers of agriculture products for big cities in Yogyakarta Special District, Central java, and surrounding.

Figure 1. Agriculture Commodities of Merapi Volcano Area, (A) Snake Fruit, (B) Corn, (C) Rice

199

Merapi Volcano eruption on 2010 impacted on temporary cessation on agricultural

activity that caused community lost their livelihood. The condition was not a serious

problem on emergency response phase because the community needs was met by

various disaster aids. However, on rehabilitation and reconstruction phase the community should be able to get up and back to meet better life. The unfavorable condition triggers community to be able develops various strategies to survive, one of

strategies is developing other sector aside from agriculture. One of sectors that potential to be developed on this kind of environment is fishery. Aim of this research is to identify

the important role of fishery sector as a livelihood strategy in short term post eruption of Merapi Volcano (evaluation of government funding program in fishery sector, improvement of program scheme towards sustainability result). 2. Method Brief Description of Study Area Study area is south part of Merapi slope, Yogyakarta Special District, Indonesia.

This area has potential of fertilize land and abundant resource of water, in terms of both quantity and quality. Merapi Volcano is formed by material of young Merapi Volcano

sediment (Qmi) aged quarter (0 â&#x20AC;&#x201C; 0,01 mya). This material consists of soil Ordos Molisolls, Andisols, Inceptisols and Entisols. This kind of soil has various properties of physical, chemical, and biological, including specific soil nutrient for plant growth on Merapi area.

Surface water and groundwater are exist on this area. There are some river

channels, such as Pabelan, Blongkeng, Putih, Krasak, Boyong, Kuning, Gendol, and Woro,

which has centered radial flow pattern of Merapi Volcano. Groundwater exists in layered aquifer of young Merapi sediment (Qmi) which consists of unconfined aquifer and confined aquifer in Merapi groundwater basin system. Groundwater also exists as

springs that distributed on the break of slope then forms spring belt around Merapi volcano. Merapi volcano area has high rainfall throughout the year. The rainfall annual average is on range 1185-3854 mm/tahun (Pratiwi et al, 2012).

Various potential resources that exist on Merapi area are caused by volcanic

activity, thus it is reasonable if this potential area vulnerable to many kinds of volcano 200

disaster. This area is included in volcano disaster prone area. PMMBG (2010) classifies 3

disaster prone areas (KRB), those are KRB I, KRB II, and KRB III. The last eruption in 2010 affected various impacts to surrounding area, directly and indirectly. Direct impacted area divide into direct impacted area I and direct impacted area II (Figure 2).

Figure 2. Merapi Prone Area Map and Area Plan 3. Collecting and Analyzing Data

(Source : PVMBG, 2010)

Primary and secondary data are needed for this research. Primary data is collected

by purposive sampling method. Purposive method is needed to collect sample data

based on particular consideration. Collecting data of this research considerate

agriculture and fishery group that was impacted by Merapi eruption. Respondent is determined by using Snowball method. Information regarding to fishery and agriculture

is also collected from key informant by indepth interview. To collect secondary data, it

can be done by literature review of document related to Merapi eruption impacts. Besides it, secondary data can be collected from stakeholders on eruption impacted 201

area. Field observation and analyzing spatial data of map and imagery can be additional information to strengthen the statements.

Data processing and analyzing was done descriptively and spatially using

geographic information system (GIS). Descriptive analysis aims to describe existing condition in research location. 4. Result and Discussion Uniqueness of community lifestyle on Merapi Volcano area post eruption in 2010 is

seen from the kind of interaction to its environment. According to disaster management cycle as seen on Figure 3, shows phases from post disaster to preparedness for

upcoming disaster. On recovery phase post disaster, specifically in rehabilitation phase,

the community did not want to be in the condition for long time, which is they lost their

livelihood. Various volcanic materials, either boulder or ash, was spewed by Merapi then caused agriculture land on the area cannot be productive in short-term. The community understood that the abundant of water resources can be utilized for fishery media.

Mostly in Merapi volcano, water resources was spring on buckling slope area. Regarding to the existing potential, they started to develop aquaculture system using ponds made

of tarpaulin and water resources. Along with recovery and rehabilitation phases, condition of water resources contaminated by volcanic material was getting clearer in short time, thus it can be utilized as resource to water the ponds.

Figure 3. Disaster Management Cycle 202

(Source : Carter in Sunarto, 2007)

Merapi eruption was impacted to damaging of agriculture and cattle which were

the main livelihood for community around Merapi. They also lost their residence in

eruption impacted area. Government as one of stakeholder who responsible for

community welfare, particularly in south slope area of Merapi, supported them by giving catfish to be farmed. Given set by government consisted of catfish fingerlings, catfishâ&#x20AC;&#x2122;s food, and tarpaulin as farming media.

Scoones (1998) said that livelihood strategy is devided into three board clusters,

those are agricultural extensification/intensification, livelihood diversification, and

migration. Diversification way is livelihood strategy that is done by community in

Merapi area. Ngepringan village, located on south slope of Merapi volcano, is one village of others which achieved support program formed catfish farming from government. In

the beginning, the catfish farming program post eruption found problem because of difficulty to supply water. The problem was solved by relocated to Geblok village lands,

which had more water supplier. The support given to Merapi eruption victims was aimed as temporary replacement due to livelihood lost. Merapi eruption impacted

community had new activity as catfish farmers. Period of catfish farming was 65 days until harvesting. However, problem appeared which was over harvesting of catfish. It

caused the productâ&#x20AC;&#x2122;s market price was down due to high supply of catfish. The price decreased to more less 8.000 - 9.000 IDR per kilogram.

203

Figure 4. Fish Ponds location and recent condition in 2014

According to field observation in Cangkringan sub district, ponds which were built

after eruption, mostly are not used for farming at this time. There are only few produced

ponds left because the community do not do fishery activity any longer. It is triggered by natural pest attack, named Regul. The Regul pest is carnivores type which look like little weasel. Regul usually eats fish harvest age, therefore farmers cannot harvest the catfish.

The farmers find difficulty facing the pest attacked. Consequently, fishery activity in

Merapi area is lesser and the existing ponds are not maintained any longer. Abandoned fish ponds can be seen at Figure 5.

204

Figure 5. Abandoned Fish Pond According to existing condition in Merapi volcano area, government policy of

supporting program for eruption impacted community does not go well as it should.

Program and budget given by government does not sustainable, whereas the social

support program was expected to be side livelihood in eruption impacted area. It was also expected to strengthen economic condition post Merapi eruption. The social

support program acted as part of community social and economic susceptibility reduction to cope the future eruption hazard.

According to institutional and supporting management, social beneficiaries

community are inconsistent. Supports given by government do not go well as government expectation. Learn from previous result and evaluation of social support

after eruption in 2010, for the future it is better to give support formed organization training and institutional management for social beneficiary community. It is aimed for

sustainable management as government expected. There is fish pond on Merapi slope

area on height 900 meter above sea level. It is kind of unpreparedness to manage the government supports. At that height, it is relatively difficult to find water resource for fish farming. That area is not suitable to support fishery farming activity. 5. Conclusion 205

1. Fishery sector is important for community livelihood strategy after Merapi volcano eruption .

2. Fishery sector is the most suitable alternative livelihood for local culture and social condition, which is agriculture oriented, like in Merapi volcano area.

References Budiani SR and Satriagasa MC. 2011. Strategi Penghidupan Masyarakat Pasca Erupsi Banjir Lahar Gunungapi Merapi. Aspek Sosial Banjir Lahar. Yogyakarta : Gama Press

Martini T, Setyono B, Sudarmaji. 2013. Dampak Erupsi Gunung Merapi terhadap Usahatani Bunga Krisan. Pengembangan Pertanian Berbasis Inovasi Wilayah di Wilayah Bencana Erupsi Gunung Merapi. Jakarta : Badan Litbang Pertanian

Muharam A. 2013. Dampak Erupsi Gunung Merapi terhadap Usahatani Sayuran.

Pengembangan Pertanian Berbasis Inovasi Wilayah di Wilayah Bencana Erupsi Gunung Merapi. Jakarta : Badan Litbang Pertanian

Pratiwi EPA, Sujono J, Jayadi R. 2012. Kajian Variabilitas Curah Hujan di Kawasan Lereng Gunung Merapi dengan Uji Mann-Kendall. Info Teknik. Vol 13 : 1-10

Scoones I. 1998. Sustainable Rural Livelihoods: A Framework for Analysis, IDS Working Paper No. 72. IDS, Brighton.

Tan SS. 2013. Dampak Erupsi Gunung Merapi Terhadap Budaya Petani.Pengembangan Pertanian Berbasis Inovasi Wilayah di Wilayah Bencana Erupsi Gunung Merapi. Jakarta : Badan Litbang Pertanian

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PADAT KARYA KEARIFAN LOKAL (PAKAR RILO)) AS EFFORTS HANDLING ECONOMY CONDITIONS OF PSYCHOLOGICAL POST-QUAKE IN YOGYAKARTA Fani Akdiana1, Rahmat Dwi Gunawan2, Rahmat Dwi Sanjaya3 Universitas Negeri Yogyakara ABSTRACT

Yogyakarta earthquake ever overwritten in 2006. Disaster has left the material and psychological impact for the DIY community. This is evident by the still frightened residents in the event of aftershocks that occurred up to now. The fear among others due to fear that the family could die, poor condition of the disaster, and possessions. It is known to changing psychology of people in response to the Yogyakarta earthquake disaster that occurred when the residents are still screaming hysterically and fear of a tsunami. Thus the program is needed to calm the fears of residents and handle the condition. It is also based on that of Yogyakarta is located in earthquake-prone areas including astronomy evidenced by the location and the geographical location of the province. In addition, the location of the province which is close to the Indian Ocean may increase the chance of occurrence of the next large earthquake. The purpose of writing this paper is to introduce a program that can ensure that people can still obtain security in economic terms. Writing this work using descriptive data analysis stages use reduction, display and conclusion of data. Sources used in the writing of this work comes from books, media, articles and journals. The conclusion of the writing of this work is people still need to get one trauma economic citizens. In addition, the government has conducted a program of rehabilitation psychology residents. However, these programs can not be run in a sustainable manner. The program is a program that is required to do together and ensure communities gain economic security. Padat Karya Kearifan Lokal (Pakar Rilo) is one idea that is given as a solution to it. This program is a program by utilizing local wisdom as an entrepreneurial venture together. Thus, the program can be done together in the midst of society and making a profit. However, programs must still be supported by the government to be able to work so people still feel safe with their economic situation when the earthquake happened because they had prepared in anticipation activities. Keywords: Pakar Rilo, Earthquake, DIY Community

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PAPER EXTREME RAINFALL IN SERAM ISLAND, MALUKU PROVINCE OF INDONESIA Christiono Yulianto Kardani, Joko Sudjono, Fatchan Nurrochmad Abstract Seram Island is part of regional in Maluku Province, which occurred flood and landslide disasters more than other regions in Maluku with has remote area and limited infrastructure facilities. The Provincial Disaster Mitigation Agency of Maluku point out that Huamual District is the most flash flood prone area in Maluku beside Ambon City. Floods and landslides, which triggered by rainfall, often happened in west peninsula of Seram Island. The necessity of rainfall characteristic of the extreme rainfall is needed. to increase disaster resilient in that area.

The field survey was conducted in the period of July 14th to July 19th 2014 on several villages such as Nasiri, Mange-mange, Amaholu Losy, and Hatawano in Huamual District of Seram Island. The activities in the field survey were to investigate the occurrences of flood in the affected area including to interview with several local agency for disaster management (BPBD of SBB) staffs, village authority leader and local community.

The result of this preliminary study is to observe the area has affected of flash flood and the correlation between rainfall events especially extreme rainfall with the disasters. Rainfall stations are overall placed in east peninsula of Seram Island. Placement of new rainfall gauge (Automatic Rainfall Recorder) or station in west peninsula is recommended in order to cover the area, which often occur landslide and flood disasters. Keywords : extreme rainfall, flood, landslide, disaster

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INVESTIGATION ON DISASTER RISK PARAMETERS DUE TO TSUNAMI OF ENDE REGENCY, FLORES ISLAND

Heri Budianto, Adam Pamudji Rahardjo, Radianta Triatmadja Abstract Ende Regency which is in central Flores Island area lays on Indo-Australia subduction zone. In 1992 earthquake event, large tsunami waves hit heavily the east part of Flores Island north coast within the administration of Sikka Regency the east neighbor of Ende Regency. The coast of Maurole District, the most populated Ende north coast district, was also hit by that tsunami with lesser intensity. The recurrent of tsunami along Ende Regency is likely to occur in the future. Therefore, it is needed to investigate the disaster risk level by tsunami along the coast of Ende Regency. This paper presents some of investigation results and recommendation for its better future condition. Reference study and a field survey was conducted during the period of 2 nd to 7th of July 2014 along south coast of Ende near to the most populated area and along the coast near the most populated area of Maurole District. The study involved interview with Local Agency of Disaster Management staffs (BPBD), local goverment staffs of Maurole District and the most potentially affected community by tsunami. Tsunami related data collection and field observation were also conducted to seek the potential area for evacuation places and the potential evacuation routes. It is found that there were no dissemination or education about tsunami disaster for the communities living along the coast yet. Currently, there are new settlements along the north coast which are the relocation of communities who previously live in the slope of Rokatenda Volcano of Palue Island (a volcano island). Most of community members who live nearby the north coast of Ende Regency are able to identify some natural signs of incoming tsunami waves. However, the are not yet well guided what must be done when it occurs. Therefore, it is necessary to provide evacuation facilities, guidelines and trainings. Strengthening them with an early warning system of tsunami disaster would increase their preparedness in dealing with the disaster. Keywords : tsunami, Ende Regency, disaster risk, evacuation, early warning

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GEOGRAPHICAL KNOWLEDGE OF URBAN AND RURAL COMMUNITIES IN EARTHQUAKE PREPAREDNESS Case Study of Bulu Community, Sukoharjo M. Amin Sunarhadi, Ari Mulyono, Suharjo, and M. Musiyam Department of Geography Education, Faculty of Education, Muhammadiyah University of Surakarta

People are demanded to be more understand about the disaster characteristics and always aware toward earthquake disaster. Many people not understood the threat level and risk of earthquake disaster at surround them. It caused by the lack of geographical knowledge of their region. People who don’t understand about geographical knowledge may worsening the impact caused by the happening disaster and harm themselves. The understanding of geographical knowledge must be planted from an early age, because the varieties and characteristics of regions will affect the potential and threat level in the region. Therefore, geographical knowledge and society’s preparedness deals with earthquake disaster are very important. This research is conducted in urban community and rural community in sub district of Bulu, Sukoharjo. The research wants to know geographical knowledge levels and to understand preparedness of communities in facing earthquake disaster. Method used in this research is quantitative descriptive, where in defining responded is by stratified proportional cluster random sampling. Data collecting method used is questionnaire that must be filled by the defined responded. The result of this research shows that urban community’s geographical knowledge is in understand category, suburb community’s geographical knowledge is in understand category, but rural community’s geographical knowledge is in almost understand category. While for the preparedness in facing earthquake disaster of urban, suburb, and rural communities do not different among them. All of them are categorized as almost ready. Keywords: geographical knowledge, earthquake disaster preparedness, urban and rural INTRODUCTION Understanding of geographical knowledge may create knowledge comprehension,

awareness and improvements of place which is located in natural disaster-prone area with hope for establishment of systematic, integrated and coordinated natural disaster

management. It is important for people to understand geography so that human can know

more the characteristic and potential of their regions. By knowing the potential and

characteristic of their regions, people are expected to act more wise and prudent in performing all activities in earth so that human will feel same and comfort from any natural

phenomenon that happening. Natural disaster is a threat from natural phenomenon that often

happens around us. Many people don’t understand the threat and risk of disaster of each territory. It is because the lack of geographical knowledge of their own domains.

People who don’t understand geographical knowledge may worsen the impact causes

by the occurring disaster and can harm himself. Potential and threat of disaster is strongly 210

affected by geographical aspects spatially, environmentally, or regionally. Because of that

society is demanded to know and understand the geographical condition of his region. The understanding of geographical knowledge must be learned from an early age, because the varieties and characteristics of regions will affect the potential and threat level in the region.

Therefore, geographical knowledge and societyâ&#x20AC;&#x2122;s preparedness deals with earthquake disaster are very important. Geography is not merely coloring map of memorize isolated

factors, but is an integrative discipline of sciences that connects physical dimensions and human all over the world that are interconnected in human, place and environment study

(Susan Bliss, 2005). Geography is knowledge that is useful for a life time. It can maintain and

improve life. Geography is a knowledge that studies all that is on earth spatially (Susan Bliss, 2005). Geography is a discourse about location of place, society related to physical

characteristic and human from numerous places from a region all over the world (Susan Bliss, 2005). People that understand geography is a society that understand where, how, and is in a

location of a region in the earth. Understand geography is also involves the use of knowledge to solve problem and making decision in daily life (Susan Bliss, 2005).

Geographical understanding of an individual can be conducted by these following steps:

a. Individual must understand location, place and community.

b. Individual must understand knowledge level in association with physical characteristic and human in numerous places around the world.

c. This next level requires higher and more complex of understanding competency about explain, understand, and value a relation that can change the relation between human, place and environment (Susan Bliss, 2005).

Regency of Sukoharjo is one of areas prone toward earthquake disaster. Sukoharjo

regency becomes the second rank in Central Java Province and placing the national 41 st rank of regency that is natural disaster-prone (Sugeng Triutomo, dkk, 2011).

Bulu district is one of areas in Sukoharjo province that n May 27th 2006 stricken by

earthquake. The earthquake power was 6.3 Richter scale in the 10 km depth, with the

earthquake core is located in southern land of Yogyakarta. The community is demanded to

understand more toward their regionâ&#x20AC;&#x2122;s geographical conditions and always aware toward earthquake disaster. Region characteristic in Bulu district is based on its road access. It can be grouped into urban community, suburb community and rural community.

211

RESEARCH METHOD This research was done in Bulu District, Sukoharjo Regency. This research was taking

population inhabitant of Bulu district based on the society characteristic distinctions into

urban and rural communities. The picking up of urban and rural community population is

based on the morphological distinctions the amount of node path is the city and village of the research area. There are 558 node paths in Bulu district. The amount of node is categorized into two classes, they are:

Category

65-79

Ready

80-100

Very ready

55-64

Almost ready

40-54

Less ready 40 (0-39)

Less ready Unready

Source: Jan Sopaheluwakan, and friends, 2006 The following are the result of societyâ&#x20AC;&#x2122;s preparedness level measurement: No

Parameter

Urban

Knowledge and attitude

Emergency response plan

Resource mobility

Disaster warning system

Preparedness in facing

community

44,01

38,02

93,05 20,37 30,15 61,84

earthquake disaster Category

Almost ready

Source: research result

Rural

92,92 11,95 32,07 58,52

Almost ready

Data analysis result of society in Bulu district in facing earthquake disaster shows that

urban and rural community acquired almost the same index and on the category of almost

ready. The reason why Bulu district is almost ready in facing earthquake disaster because the 215

area of Bulu district be in area with high vulnerability of earthquake. Earthquake was also occurred in Buku district, this makes the community of Bulu district can learn from the experience of the past earthquake even, so that they are almost ready if earthquake happens.

Community’s experience is also yet supported by local government. There is no

evacuation sign or pathway to rescue if earthquake happen. Those make occurrence of panic when there is an earthquake. The distribution about earthquake disaster is yet to be optimal,

local government also less responsive in giving early information or warning toward the

occurring earthquake, so that it can causes society’s ignorance toward earthquake and that can cause the worsening damage impact caused by earthquake. CONCLUSION Geographical knowledge and society preparedness research in Bulu district in facing

earthquake is to understand the level of society geographical knowledge in Bulu district and the level of Bulu district society’s preparedness in facing earthquake disaster. Based on data analysis result that is from questionnaire result, it is acquired conclusion as follow: 1. Society’s Geographical knowledge in Bulu district

a. Urban community’s geographical knowledge in Bulu district Urban community in Bulu district is already familiar about the location of

their living place, the characteristic of living place or other region, social

characteristic, and the relation between human and environment. Urban

community’s geographical knowledge in Bulu district is in category understand (score 64.81).

b. Rural community’s geographical knowledge in Bulu district Rural community in Bulu district is almost familiar about the location of their

living place, the characteristic of living place or other region, social characteristic,

and the relation between human and environment. Rural community’s geographical knowledge in Bulu district is in category almost understand (score 59.43).

2.Society’s preparedness of Bulu district community in facing earthquake disaster a. Society’s preparedness of Bulu district urban community in facing earthquake disaster Society’s preparedness of

Bulu district suburb community in facing

earthquake disaster is in almost ready category (score 61.84) 216

b. Societyâ&#x20AC;&#x2122;s preparedness of Bulu district rural community in facing earthquake disaster Societyâ&#x20AC;&#x2122;s preparedness of Bulu district rural community in facing earthquake

disaster is in almost ready category (score 58.52) BIBLIOGRAPHY

Hadi Sabari Yunus 2010. Metodologi Penelitian Wilayah Konteporer, Yogyakarta: PUSTAKA PELAJAR.

Jan Sopaheluwakan, dkk. 2006. Kajian Kesiapsiagaan Masyarakat Dalam Mengantisipasi Bencana Gempa Bumi & Tsunami. Jakarta : UNESCO Office.

Christanto, Joko. 2011. Gempa Bumi, Kerusakan Lingkungan, Kebijakan dan Strategi Pengelolaan. Yogyakarta: Liberty.

Sugeng Triutomo, dkk. 2011. Indek Rawan Bencana Indonesia : BNPB.

Susan Bliss. 2005. Geographically Literate Person : Department of Labor Employment and Training.

The Association of American Geographers George Mason University Hunter College Howard

University, 2008. Geo-Spatial Thinking Activities and Resources for Teachers of Geography and Earth Science.

217

CURRENT CONDITION OF FLASH FLOOD DISASTER RISK IN HUAMUAL DISTRICT, SERAMBAGIAN BARAT REGENCY, MALUKU PROVINCE Akhyar Mushthofa*, Adam PamudjiRahardjo**, DjokoLegono** * Student at Master of Engineering in Natural Disaster Management, Faculty of Engineering, UniversitasGadjahMada, Yogyakarta, Indonesia. Email: akhyar.m@gmail.com ** Department of Civil and Environmental Engineering, UniversitasGadjahMada, Yogyakarta, Indonesia Huamual District which is located in west peninsula of Seram Island within Ambon Province is one of the under developed areas since its remote location and limited transport facilities from its regency capital and other developed areas. Therefore, the development program for that area needs to be boasted and secured. One of drawback of the economic development growth in Huamual District caused by frequent flash flood disasters. Therefore, disaster resilient of both the local government and communities need to be strengthened. The Provincial Disaster Mitigation Agency of Maluku points that Huamual District is the most frequently hit area by flash flood in Maluku beside Ambon City areas. In order to prepare a program for increasing disaster resilient in that area, investigation of the disaster risk condition along the west coast of Huamual Peninsula within Huamual District has been conducted and will be reported. Reference study has been conducted followed by a field survey in the period of July 14th to July 19th 2014. The field survey was conducted on several villages such as Nasiri, Mange-mange, AmaholuLosy, and Hatawano. The activities in the field survey were existing data collection, interview to local agency for disaster management (BPBD of SBB Regency) staffs, village authority leader and local community, visual observation survey, and river bed material sampling. This paper discusses disaster risk aspect found in the areas which consists of hazard, vulnerability and capacity, and also discusses mitigation proccess aspect which consists of pre disaster, disaster respond, and recovery phase. The results of this survey based study are the following six findings. 1) The flash flood is the main cause of the natural disaster beside landslide. 2) Although the community settled in the prone area, they do not have knowledge about disaster mitigation but now, they are more aware. 3) BPBD in SBB Regency has no yearly program related to capacity building, standard operating procedure in case disaster occurred, and disaster mitigation plan due to limited budget on local government budget and limited employee although 2 years of its establishment. 4) There are no community preparedness dealing with any kind of natural disaster except for their experiences of facing the past disaster. 5) The community is still rely on their own members when facing any disaster response. 6) In recovering their village condition the community relies on gotong royong spirit and also on their own resources. Keywords: huamual district, flash flood, disaster risk

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INTRODUCTION SeramBagian Barat (SBB) Regency which is partly located in the region of Seram Island and geographically lies between 1째19'-7째16' S, and 127째20'-129째1'E is part of Maluku Province. Establish in 2003 as unfoldment of Maluku Tengah Regency, SBB is a maritime regency with approximately 79,000 km2of total sea area. From 67 total island, only 11 that inhabited. There are 11 district in total in SBB Regency, one of them is Huamual. It located in west peninsula of Seram Island and one of the under developed areas (Fig. 1). Although It became the third largest area with 1,126.99 km2 (16.74%), and the biggest population with 40,854 (22.72%) people (Table 1.), there are only 35 people/km2of the population density and mostly concentrated in the alluvial fan due to hilly and step slope condition on most all area.

Huamual District

Ambon City

Figure 1. Research location (basemap: Google Map, 2014) On the other hand, the topography condition and its weather is ideal for clove and cacao to growth well. Therefore, most of its inhabitants are farmers instead of fishermen, despite they live in near the coast line due to promising economic income. In fact, from year to year, fishery sector shows significant progress in term of production (BPS SBB, 2014). Fishery sector also has big potency to become main income but still not fully utilized due to limited supporting tool. The traditional fishermen only used traditional method and utilizing non-industrial standard boat to catch the fish, thus this sector has little productivity. Table 1. Land area and population by district in SBB Regency, 2013 District Area Percentage People Percentage 2 (km ) (%) (%) Huamual Belakang 409.65 Kep. Manipa 159.71 Seram Barat 503.33 Huamual 1,126.99 Kairatu 329.65 Kairatu Barat 132.25 Inamosol 504.61 Amalatu 665.35 Elpaputih 1,165.74 Taniwel 1,181.32 TaniwelTimur 733.80 Total 6,948.40 Source: SBB in figures, 2014

5.90 2.30 7.24 16.74 4.74 1.90 7.26 9.58 16.78 17.00 10.56 100 219

26,567 5,986 28,388 40,854 26,355 11,490 5,502 11,412 5,088 12,601 5,538 179,781

14.78 3.33 15.79 22.72 14.66 6.39 3.06 6.35 2.83 7.01 3.08 100

Population Density (people/ km2) 65 37 56 35 80 87 11 17 4 11 8

Meanwhile, its regency, SBB, is one of 183 regencies which are categorized as remote and underserved areas by The Ministry of National Development Planning/ National Development Planning Agency (BAPPENAS, 2014b). As written in the national government policy, the remote and underserved areas has to be prioritized for accelerate its development program. Therefore, the development program for that area needs to be accelerated and secured. One of drawback of the economic development growth in some areas may caused by natural disaster events. The Local Disaster Management Agency (BPBD) of Maluku points that SBB Regency is one of the most frequently hit areas by flood and landslide in Maluku beside Ambon City areas (Fig. 2).

22 11

Figure 2. Floods and landslides event in Maluku in 2012 (BPBD Maluku, 2014) On the other hand, the Local Disaster Management Agency of SBB are relatively new although the Law number 24, 2007 concerning Disaster Management has mandated to form BPBD on each local government since 2008. The BPBD of SBB was establish in late 2012 base on local regulation concerning with institution formed, October 24th, 2012. From the reasons above, therefore, disaster resilient of both the local governments and communities need to be strengthened. In order to prepare a program for increasing disaster resilient in that area, investigation of the disaster risk condition in SBB Regency, especially along the west coast of Huamual Peninsula within Huamual District has been conducted and will be reported. LITERATURE REVIEW Disaster Management in Indonesia Indonesia which is an archipelago country and due to its geographical conditions are frequent hit by natural disasters. Even, nowadays, Indonesia well known as a disaster supermarket due to frequent natural disasters event. The biggest disaster victims ever recorded and documented is tsunami in Aceh in 2004 that caused hundred thousands of people death. Two years later, earthquake in Yogyakarta in 2006 also take many casualties, at least more than 3000 people death, and so on. After that, disaster management in Indonesia become important things. The 1945 Constitution of the Republic of Indonesia has mandate to the state of the Republic Indonesia that it has responsibility to protect the whole country by providing protection of life and livelihood of each Indonesian, including the protection from disaster. Therefore, the 220

Law Number 24, 2007 concerning Disaster Management signed to deal with disaster in Indonesia as a legally formal guidance. The Disaster Management Law 24/2007provides a comprehensive basis for disaster management (DM) during the three phases of the DM cycle. The Law mandates the creation of a National Disaster Management Agency (BNPB) at national level that reports directly to the President. Also, the law provides a mandate to the BNPB to coordinate all contingency, preparedness, mitigation, prevention, DM training, disaster risk reduction (DRR) activities (risk assessment and mapping)in the pre-disaster phase. In the response phase, the BNPB has the command and control of the coordinated responses of all actors (government, international organizations and NGOs). And in the post-disaster phase, the DM Law empowers the BNPB to coordinate the damage and loss assessments, and coordinate the implementation of rehabilitation and reconstruction. At local level, after the President issued a Presidential Regulation 8/2008 establishing the National Disaster Management Agency (BNPB), the Minister of Home Affairs issued Decree No 46/2008 requiring the establishment of Local Disaster Management Agencies (BPBDs) in all provinces by the end of 2009. The national government made it mandatory for BPBDs to be established in every province and hence the provincial governments have a budget line for DM. The new DM Law includes hefty criminal sanctions placed on government and civil servants for failure to protect citizens ‘pre-, during, and post-disaster’. The Law also mandates the government to provide compensation for victims of disasters. This potentially enormous recurring cost builds the economic case for the government to ensure more effective DRR, mitigation and preparedness. Disaster Management According to the Law number 24, 2007, disaster is an event or series of events that threaten and disrupt the lives and society livelihoods caused either by natural factors and / or nonnatural factors and human factors that resulted in the emergence of human casualties, environment damages, property loss, and the psychological impact. Whereas Natural disaster shall mean an event or a series of events caused by nature such as earthquake, tsunami, volcanic eruption, flood, drought, typhoon, and landslide. Meanwhile, UNDP, 2004, define Natural disaster as “A serious disruption triggered by a natural hazard causing human, material, economic or environmental losses, which exceed the ability of those affected to cope”. Natural disaster divided on to two categorize, there are slow onset that unfolds alongside and within development processes. The hazard can be felt as an ongoing stress for many days, months or even years. Drought is a prime example. The other is rapid onset that is triggered by an instantaneous shock. The impact of this disaster may unfold over the medium or long-term. An earthquake is a prime example. Disaster could trigger by many factors including human activity. As a product of human activity, development could increase disaster risk. There are many examples of the drive for economic growth and social improvement generating new disaster risks. Rapid urbanisation is an example. The growth of informal settlements and inner city slums, whether fuelled by international migration or internal migration from smaller urban settlements or the countryside, has led to the growth of unstable living environments. These settlements are often located in ravines, on steep slopes, along flood plains or adjacent to noxious or dangerous industrial or transport facilities. 221

Rural livelihoods are put at risk by the local impacts of global climate change or environmental degradation. Coping capacity for some people has been undermined by the need to compete in a globalising economy, which at present rewards productive specialisation and intensification over diversity and sustainability. “Natural disaster risk is intimately connected to processes of human development. Disasters put development at risk. At the same time, the development choices made by individuals, communities and nations can generate new disaster risk. But this need not be the case. Human development can also contribute to a serious reduction in disaster risk” (UNDP, 2004). Related to human development, however, government by BAPPENAS, 2014a, has strategies to accelerate the remote and underserved area. The strategy are generally consist of 5 sectors. There are 1) developing the local economy, 2) society empowerment, 3) opportunity widening with development area, 4) capacity building of its institution’s human resources and its society, and 5) mitigation and rehabilitation building from disaster. These strategies show that government not only accelerate the development processes but also secure it from disaster. As part of the development processes, disaster risk must be account seriously. The UNDP, 2004, define risk as “the probability of harmful consequences, or expected loss of lives, people injured, property, livelihoods, economic activity, disrupted (or environment damaged) resulting from interactions between natural or human-induced hazards and vulnerable conditions”. The UNDP, 2004, and most literature express risk by the equation 1 (Wisner, et al, 2006; von Kotze and Hollaway, 1999 in Jordaan, 2006): 1) Where R is risk, H is hazard, and V is vulnerability. Others expand the formula by adding manageability or capacity to the equation and propose the equation 2 (Heijmans and Victoria, 2001; ISDR, 2000 in Jordaan, 2006): 2) Where C is capacity. Risk component should be well understanding and well define to assess it accurately. Hazard is related to external factors. In term of natural hazard, UNDP 2014, define hazard as a processes or phenomena occurring in biosphere that may constitute a damaging event. Hazardous events may vary in magnitude, frequency, duration, area of extent, speed of onset, spatial dispersion and temporal spacing. Whereas, vulnerability is condition or process resulting from physical, social, economic and environmental factors, which determine the likelihood and scale of damage from the impact of a given hazard. Others, capacity is the capacity of a system, community or society to resist or to change in order that it may obtain an acceptable level in functioning and structure. This is determined by the degree to which the social system is capable of organising itself, and the ability to increase its capacity for learning and adaptation, including the capacity to recover from a disaster. Capacity may close in term with resiliency. Article 33, Law 24, 2007 point that disaster management shall comprise three phase, there are pre-disaster, emergency response, and post-disaster phase. At pre-disaster phase, disaster management shall include 1) disaster management planning, 2) disaster risk reduction, 3) 222

prevention, 4) integration into development planning, 5) disaster risk analysis requirements, 6) spatial structure plan implementation and enforcement, 7) education and training, and 8) technical standard requirement for disaster management. This phase filled by mitigation and preparation activity. Meanwhile, during the emergency response phase (article 48), disaster management shall include 1) quick and appropriate study of location, damages, and resources, 2) deciding on the disaster emergency status, 3) rescue and evacuation of disaster-affected community, 4) fulfillment of basic necessities, 5) protection for vulnerable group, and 6) immediate recovery of essential facilities and infrastructure. The last, disaster management at post-disaster phase shall include 1) rehabilitation, and 2) reconstruction. Figure 3 shows the disaster management phase and its cycle.

Figure 3. Disaster management cycle (ADMIRE, 2014). As a local disaster management authorities, BPBD have many task to do. Its task has describes in the article 21, Law 24, 2007. For example, stipulating guidelines and directions in accordance with local government and National Disaster Management Agency (BNPB) policies on disaster management that include disaster prevention, emergency response, rehabilitation, and reconstruction in a fair and equitable manner, stipulating disaster management standardization and requirements by virtue of Legislation, preparing, deciding on, and disseminating maps of disaster-prone areas, and preparing and deciding on disaster handling standard operating procedures. SURVEY INVESTIGATION Reference study has been conducted followed by a field survey in the period of July 14th to July 19th 2014. The field survey was conducted on several villages such as Nasiri, Mangemange, Amaholu Losy, and Hatawano. The activities in the field survey were existing data collection, interview to local agency for disaster management (BPBD of SBB Regency) staffs, village authority leader and local community, visual observation survey, and river bed material sampling. Most of inhabitant in these villages are settled in prone area. They forced to lived there due to very little adequate place to be settle as housing and also hilly and step slope topography. Therefore, there is no choice except the place now they were settled. Mange-mange Village, 223

for instance, settled on the bottom of both side of the ravine (Photo 1). This place is a very dangerous if flash floods or landslides suddenly occur. The photo was taken at the right side of its ravine.

Photo 1. Current condition of housing in Mange-mange Village on July 17th, 2014. Meanwhile, Nasiri Village which has the biggest catchment area among those villages also has the same condition. Housing in this village settle in flood plain. Photo 2 was taken on July 17, 2014 at left side toward upstream. Most of housing in this village located at right side of the river (left side of the photo). Its condition has changed due to huge flash flood hit this village in 2012. Many houses had swept out by flash flood, and but now, they already move to saver or higher place.

Photo 2. Current condition of housing in Nasiri Village. Generally, SBB Regency has tropical and monsoon climates due to its location that near tropical zone, and surrounded by vast seas. Therefore, these climates are most affected by the vastness of the seas, namely western monsoon or northern monsoon, and eastern monsoon or south-eastern monsoon. Heavy rainy season mostly occur during June to August every year namely eastern monsoon. Figure 4 shows the monthly rainfall from 2003 to 2014 in Kairatu Climatology Station, SBB Regency. There are several rainfall station surrounding the study area even though it does not close enough to represent the real situation such as Pattimura Climatology Station, and Kairatu Climatology Station. Its location is about more than 40 km far away. Natural disaster in Huamual District especially in the west coast of its peninsula is rare event. Frequent event of flash floods show increasing after 2012. The first flash floods that hit these 224

area start on August 2012. In August 1, 2012, most region in Huamual District was hit by flash flood due to heavy rainfall intensity. Its peak recorded at 225.2 mm/day on that day and the most severe area is Nasiri Village. Fortunately, there is no casualties on this flash flood. It may be the event happen in the morning when people has already wake up and does activity in the outside. The history anomaly of the flash floods has start in 2012.As a compare, although in 2008 at the same month, June and August, has higher rainfall intensity, there is no flash floods happen. This anomaly also convinced by information got from local people and also the head of village that as long as they live in their village for more than 40 years, they never experiencing such huge flash floods like before in 2012. These kind of flash floods had been made them realize that they now settle in the prone area and may be due to their nature exploration has exceeded. 1200 2003

1000

Rainfall (mm)

2004 2005

800

2006 2007

600

2008 400

2009 2010

200

2011 2012

0 1

2013

Month

Figure 4. Monthly rainfall in Kairatu Climatology Station. Beside Nasiri Village, Amaholu Losy village also has severe impact, Photo 3 shows current river condition in Amaholu Losy Village after 2 years of the first flash flood. Photo was taken toward upstream. The original river is approximately 2 m wide, and now become 10-12 m wide. Same as Nasiri Village, fortunately, there is no casualties and just little amount of houses which damage.

225

Photo 3. Current river condition in Amaholu Losy Village. Flash flood has big impact on peopleâ&#x20AC;&#x2122;s life in these villages. Even, after two years of disaster, they still in traumatic condition every rain is fall. But positively, they are now more aware. Learning from past disaster they faced, may be they more resilient against flash floods now. For example, every falling rain even with light rainfall, now, they will be on alert. People in these villages are realize that they settle in the prone area, but on the other hand, there is little ideal place to settled, and also due to their livelihood as a farmers and fisherman. As information got from interview session (Photo 4) with local people, and several head of villages, at the event of the disaster or in the disaster respond, they rely on their own member due to no relief from the other party. Even, at the rehabilitation and reconstruction phase, they still rely on their members and their own resources to recover the damages with gotong royong spirit.

Photo 4. Interview session with head of Nasiri Village, on July 17, 2014. On the other hand, BPBD SBB as an authorized local agency which is deal with disaster management does not have yet yearly program related to capacity building, standard operating procedure in case disaster occurred, and disaster mitigation plan. It is all due to limited budget on local government budget and limited employee although after 2 years of its establishment. After all, people in Nasiri and Amaholu losy still count on government or local government to protect their houses from future hazard of flash floods by construct dike on both side of the river so that cannot over flow on their houses. Their mindset related to disaster still conventional due to no mitigation knowledge among them, thus every disaster has to face 226

with structural measure. Photo 5 shows normalization of river stream in Nasiri Village has been done by the BWS Maluku in 2013. Temporary training dike made from in-situ material and gabion.

Photo 5. Normalized river stream in Nasiri, photo taken toward upstream (top), and toward downstream (bottom) on July 17th, 2014. CONCLUSION The results of this study and survey are 1) the flash flood is the main cause of the natural disaster beside landslide, 2) although the community settled in the prone area, they do not have knowledge about disaster mitigation but now, they are more aware, 3) BPBD in SBB Regency has no yearly program related to capacity building, standard operating procedure in case disaster occurred, and disaster mitigation plan due to limited budget on local government budget and limited employee although 2 years of its establishment, 4) there are no community preparedness dealing with any kind of natural disaster except for their experiences of facing the past disaster, 5) the community is still rely on their members when facing the disaster and 6) recover their village with gotong royong spirit and also with their own resources. RECOMMENDATION It is recommended for local government and also the BPBD of the Seram Bagian Barat Regency to have a disaster management plan to deal with natural disaster especially flash floods to mitigation and counter measure. ACKNOWLEGEMENT We want to acknowledge the supporting data and the all sources provided by the BPBD Maluku Provinceâ&#x20AC;&#x2122;s chief and staffs, BPBD SBB Regencyâ&#x20AC;&#x2122;s chief and staff, and also the chief of the Huamual District of his valuable time to companying us on the field survey. Also, we express our thanks to Government of The New Zealand which is provide the fund by the cooperation of UGM andthe Government of the New Zealand. REFERENCES BPBD Maluku Prov., 2014, Introduction of current situation and disaster risk potential in Maluku Province (in Bahasa), Workshop and discussion: Disaster risk mitigation capacity building in Maluku Province, Ambon; April 24th, 2014.

227

BPS

SeramBagian Barat Regency, 2014, SeramBagian Barat in Figures: 2014.http://sbbkab.bps.go.id/?hal=publikasi_detil&id=1, accessed on August 19, 2014.

BAPENNAS website, 2014a, http://kawasan.bappenas.go.id/index.php?option=com_content&view=article&id=67&I temid=65&showall=1, accessed on August 19, 2014. BAPPENAS website, 2014b, List of 183 remote and underserved area, http://kawasan.bappenas.go.id/images/RKP2013/Daftar 183 Daerah Tertinggal.xls, accessed on August 19, 2014. BNPB & UNDP, 2014, Lesson learn: Disaster management legal reform. The Indonesia experiences. Jordaan, A.J, 2006, Disaster risk assessment: Thumb sucking or scientific risk quantification, Annual Congress: Disaster Management Institute of southern Africa (DMISA). https://www.academia.edu/702358/Disaster_Risk_Assessment_Thumb_sucking_or_scie ntific_risk_quantification, accessed on August 24, 2014. State Secretary of the Republic of Indonesia, 2007, Law Number 24, 2007 concerning Disaster Management (in Bahasa). UNDP, 2004, Reducing Disaster Risk: A Challenge for Development. Bureau for Crisis Prevention and Recovery, S. Swift Co. New York. ADMIRE website, 2014,http://enziq.com/dev-server/Admire/disasterManagement.html, accessed on August 24, 2014.

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GEOGRAPHIC INFORMATION SYSTEMS (GIS) APPLICATION TO ESTIMATE THE LEVEL FOR FLOOD VULNERABILITY AROUND CODE RIVER FLOW YOGYAKARTA CITY Janu Muhammad Student from Geography Education Department, Faculty of Social Sciences, Yogyakarta State University janu.muhammad2@gmail.com Abstract

One of the disaster threatment in Yogyakarta city is flood. Code is experiencing siltation of river flooding due to rain lava of Mount Merapi. Siltation was caused by material washed downstream flooding during the rainy season causes the shallow Code River. The purpose of this study was to determine the level of flood vulnerability and know the distribution of river flow around the Code River using Geographic Information System (GIS) application. Independent variables include: land use, slope and embankment slope, soil texture, rainfall, distance to the river settlements, wide rivers, and landforms. Meanwhile, the dependent variable is the vulnerability of flood. The model of this study by using quantitative research techniques. Researchers conducted by utilizing existing data and processing of input data to produce output in digital mapping. Techniques used in data analysis is the scoring. That is, do the scoring against the independent variables. From scoring, the vulnerability analysis of the river will be obtained, starting from the lowest score to the top. Then be used in the application of Geographic Information System is used to overlay method is the process of pooling data from different layers of the layer. Based on the scoring and overlay showed the highest score is 16 while the lowest score is 10. Scoring the results obtained from the class of flood is not susceptible â&#x2030;¤ 11, the potential of being the class interval 12-13, and the high potential class is â&#x2030;Ľ 14. Areas along the river are included in the Code River of Yogyakarta medium-high level of vulnerability. Land use along the Code River Yogyakarta not ideal because it is dominated by the settlements that increase flood vulnerability. Green open space can reduce their vulnerability to flooding of area. Keywords: Code River, Disaster, GIS 1.

Introduction Flood potential in Code River rises to the climatic conditions in Yogyakarta which always rain every year, especially peaked at the end of year so that the discharge of the river will rise. Because high rainfall, soil texture clay loam majority contributed to creating the potential for flooding in Code River flow, Yogyakarta City. Besides that, the distance of the settlements along the river shoulder improper use of land around the river becomes the main cause that the majority of Yogyakarta region has the potential of flood in Code River. When observed, the area around the river flow Code densely populated and vulnerable areas to flooding. It is one of the causes of flooding because the river banks should be free of residential land in fact became the founding house hanging on the lip of the river. The situation is compounded by the flood threat of material flow results eruption that drain large materials such as stone, sand, and even the trees were uprooted or sediment 229

transport to the Code River. From the description can conclude, that the factor of flooding in river basins Code are two, namely environmental factors and human factors. The environmental factor aspect here is the transport of material results mount Merapi eruption that carried the rainy season and the condition of the city of Yogyakarta where rainfall is quite high, while the human factor is the presence of dense settlements along the river. From these two factors known to cause flood along the river Code with all risks to be faced by those who live permanently or temporarily on the banks of the river. This flood event has sunk at least three houses in Kampung Jogoyudan, Village Gowongan, Jetis, Yogyakarta, end of November 2011. From these conditions, it has been many efforts to prevent or overcome the impact of the flooding of the Code, both the government and citizens. With the advancement of technology, the issue of the vulnerability of flood around river flow Code overcome. In this case, the researcher analyze the vulnerability of flood in river basins Code with an application of Geographic Information Systems (arc view). Arc view is one of the popular GIS software and many used to manage spatial data. Created by ESRI ArcView (Environmental Systems Research Institute). With ArcView, the data can be easily processed, analyzed, and made maps and reports yangberkaitan with geographically referenced spatial data. Like wise mapping Code River basin vulnerable to the threat of lava flooding rain. Some areas that will be the point of sample observations, particularly in critical areas such as the west Kota Baru (Gondokusuman) and others. From the field data was analyzed to estimate the vulnerability of flood made around Yogyakarta. This study aims to determine how the level of flood vulnerability of Code River flow around Yogyakarta. In addition, this research is also expected to know the distribution of the level of flood vulnerability around Code River flow by using Geographic Information System application. This study includes a quantitative descriptive study using data analysis and overlay scoring in Geographic Information Systems. The study was conducted over four months from April to July 2012 at Yogyakarta along the river flow. The variables of study include: landform, land use, slope, distance from river, rainfall, and soil texture. Data was collected directly and indirectly that the mapping field data and literature. There are several stages of data processing are: registers, digitization, buffering, editing, tables, scoring, overlay, dissolve, and layouts. To determine the level of vulnerability of flooding around the Code River is by using the scoring method. Scoring is done by considering the formula, where taking into account the parameters that influence the susceptibility to flooding. Technically the formula is : Flood Vulnerability: BL+PL+JS+TS+CH+KL

Which : Flood vulnerability BL PL JS TS CH KL

: The vulnerability value : The score for land form : The score for land use : The score for distance to river : The score for land texture : The score for rain : The score for slope 230

Table 1.1 Land form class

Land form The slope from Alluvial plain Resources : PSBA UGM (2007)

The vulnerability with flood Not susceptible Susceptible

Table 1.2 The land use class Land Use Classification The characteristic of land cover Settlement and open space The close plants Agriculture The close plants, less-middle The distanly spaced forest, The close plants, middle-high garden, the open grass area.

3 2 1

Score

Sources : PSBA UGM (2007)

Table 1.3 The Distance Class from River Class 0-25 m 3 26-100 m 2 101-250 m 1 Sources : Primayuda (2002)

Score

Table 1.4 The Land Texture Class Land Texture Sand, Middle sand and clay Clay Sources : PSBA UGM (2007)

High Normal Low

Tabel 1.5 Rainfall Class Class Wet Midle Dry Sources : PSBA UGM (2007)

Rainfall/year (in mm/year) Score >2500 3 2001-2500 2 1501-2000 1

Table 1.6 The Slope Class Class Plain Slope slightly

Infiltration Level

0-2 % 3-8%

The Slope 231

1 2 3

3 2

Score

Steep Sources : PSBA UGM (2007)

>8%

To decide the flood vulnerability needs to add all scores each parameter. Then, to decide the susceptibility with a range each class and uses starges model : Range =

ℎ ℎ ℎ

The highest score The lowest score Total class Range

Table 1.7 The flood vulnerability class No. The flood vulnerability class 1 2 3

Adm DIY Map

− ℎ

: 16 : 10 :3 = 16-10/3 =2 Score

High Middle Not potential BL map

PL map

≥14 12-13 ≤11 CH map

JS map

Texture map

Digitation

Editing and Labeling

Scoring

Overlay and Dissolve

232

The flood vulnerability map : : 1. High 2. Middle 3. Low

2. Result The flood vulnerability map around Code River, Yogyakarta City.

The vulnerability distribution level per â&#x20AC;&#x153;kecamatanâ&#x20AC;? around the Code River flow, Yogyakarta City.

233

3. Discussion Geographic Information System is helpful to determine the degree of vulnerability of flood around the Code River. In this study, the analysis technique used overlay after scoring on related parameters, namely: rainfall, land use, land form, soil texture, slope, and distance from the river. For parameters that support the occurrence of flooding, it is given a high score, whereas factors that inhibit given low scores. The determination of flood vulnerability class was given three classes, namely high, medium, and no potential. Yogyakarta city is located at the foot of Mount Merapi. The region has two types of land forms the shape of the foot lands on the volcano's slopes and the northern part of the alluvial plain in the south. The big difference in the shape of the land causes the difference in the level of flood vulnerability along the Code River. Class rainfall in the city of Yogyakarta is relatively wet 2828.5 mm / year (Bappeda Yogyakarta, 2010) or can be said to have abundant water availability. Yogyakarta city is located on a relatively flat area with a slope of 0-2%. The condition of the soil is sandy loam type of soil, loam, clay and loam, loam dusty. In the area surrounding the River Code which is a focus area of this study found that the majority of land use is not in accordance with the land use plan in 2010 Yogyakarta city land use along the Code River flow is dominated by the settlement. Green open space / green area other very minimal amount. It is inter-related with the safe distance of the river settlements where the 234

distance is less than 25 m is a flood-prone area (Primayuda: 2002). The second parameter is the latter that determines the level of vulnerability of flooding along the Code River flow without compromising other factors.

Based on the scoring and overlay showed the highest score is 16, while the lowest score was 10 From the results of scoring the results obtained are not flood-prone classes are â&#x2030;¤ 11, the class of potential being in the interval 12-13, and high potency grade was â&#x2030;Ľ 14th Division each broad flood along the river basin districts of Yogyakarta City can be seen in the table below: Tabel 1.8 The flood area per Kecamatan district Kecamatan Width (km2) Danurejan 0,85765 Gedongtengen 0,41644 Gondokusuman 1,11043 Gondomanan 0,82789 Jetis 1,05521 Kraton 0,28055 Mantrijeron 0,01238 Mergangsang 2,22509 Ngampilan 0,01007 Pakualaman 0,54111 Tegalrejo 0,38837 Umbulharjo 1,19888 The vulnaberity per area mentioned below on the table :

Tabel 1.9 The Flood Vulnerability Class Vulnaberity Class Tinggi Sedang Tidak berpotensi

Luas (km2) 2,18437 6,30418 0,24314

The results also show that green space can reduce flood vulnerability of an area along the river, for example, in District Umbulharjo. In the district, the green space located in the zone of 25-100 m from the river mouth so that it can be said only to have the level of vulnerability is being compared to the surrounding area. This is also true in other districts that have a green open space along the Code river flow.

4. Conclusion Region located along the Code River in Yogyakarta city, including moderate to high levels of vulnerability. Land use along the Code River in Yogyakarta flow has not been ideal because it is dominated by settlements that increase vulnerability to flooding. Green open 235

space into an alternative solution to reduce the level of vulnerability of flooding in the area around the Code River..

5. References

Asdak, Chay.2004. Hidrology and River Flow Area Management.Yogyakarta : Gadjah Mada University Press. Farida, Anif.2009. The Flood Prediction Using Answers Model : The Case Study in River Code Yogyakarta.Yogyakarta : Gadjah Mada University Press. Nugrahadi, Fajri dkk.The Use of Geography Informatin System for MapingThe Disaster Risk in Yogyakarta Special District. Yogyakarta : PSBA UGM Prahasta, Eddy.2009. The Geography Informatin System The Basic (Geodetic and Geomathic Perspective).Bandung : Informatika. Prahasta, Eddy.2004. Geography Informatin System: ArcView The Program With Script Language Avenue.Bandung : Informatika. Anonim.http://repository.usu.ac.id/bitstream/123456789/17559/4/Chapter%20II.pdf accesed by 19 March 2012. Anonim.http://repository.gunadarma.ac.id/27/1/Adeline_Perancangan_Sistem.pdf accessed by 11 March 2012. Lukanto, Djoko.2002.water, flood, perspective. .http://luk.staff. ugm.ac.id/etc/banjir/Paper Banjir2002.pdf accesed by 10 March 2012. Sulistiono, Bambang.2010.Prediksi Genengan Banjir Kali Code Kota Yogyakarta tahun2010.http://dppm.uii.ac.id/dokumen/prosiding/3c_Artikel_bambang.pdf.dpp m.uii.ac.id.pdf accesec by 10 March 2012.

236

ADVOCACY MODEL FOR THE POST-DISASTER COMMUNITIES: A STUDY AT GUNUNG HALU IN WEST BANDUNG DISTRICT AS AN OUT-OF-SCHOOL LABSITe Iip Saripah1 and Achmad Hufad2 Department of Out-of-School Education, Faculty of Education, Indonesia University of Education, Jl. Dr. Setiabudhi No.229 Bandung, Indonesia, Email: iipsaripah@ymail.com or achmad.hufad@gmail.com Abstract Disaster management implementation is integral of concept and operation, it rangesfromthe timebefore the catastrophe, during and after the disaster hasoccured. The community is faced by both physical and psychological challenges which require special attention. The aim of this study is to help communities live a normal life through advocacy after the disaster. The method used is action research, while the theory is that related to the concept of dependency and change. Advocacy in out-of-school is identitic to the process of empowerment of the victims. This study established that the disaster of victims in the village of Gunung Halu are aware of the need to perceivere and live a normal life based on the local potential. Key word : advocacy model, disaster, and post-disaster community. A. Pendahuluan Alam dan manusia senantiasa mengalami dinamika, dinamika tersebut

senantiasa dibutuhkan untuk menemukan keseimbangan. Dinamika alam yang terjadi sangat menguntungkan bagi kehidupan manusia dan ada beberapa

diantaranya yang dapat menjadi bencana bagi manusia. Dinamika alam yang sangat penting bagi manusia antara lain terjadinya siang dan malam, gerakan angin serta banyak lagi yang lainnya. Dinamika alam yang cenderung

menimbulkan kerugian bagi manusia antara lain gempa bumi, banjir, tanah longsor. Dinamika alam seperti tanah longsor yang dapat menimbulkan kerugian manusia dapat di diteksi dan diantisipasi. Penanganan bencana di Indonesia saat

ini belum proporsional. Pemerintah sebenarnya memiliki kesempatan untuk

menata sistem dan kelembagaan penanggulangan bencana. Untuk meminimalisir kerugian bagi manusia perlu pengetahuan, pemahaman dan kesiapan untuk mencegah dan mengantisipasinya khususnya di daerah-daerah rawan bencana. 237

Dalam undang-undang Sistem Pendidikan Nasional No.20 tahun 2003

dalam Bab II pasal 3 tentang fungsi dan tujuan pendidikan nasional adalah :

Mengembangkan kemampuan dan membentuk watak serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa,

bertujuan untuk berkembangnya potensi peserta didik agar menjadi

manusia yang beriman dan bertaqwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri dan menjadi warga negara yang demokratis serta bertanggungjawab.

Bencana merupakan suatu gangguan yang serius terhadap keberfungsian

suatu masyarakat sehingga menyebabkan kerugian yang meluas pada kehidupan

manusia, baik dari sisi materi, ekonomi maupun lingkungan. Bencana alam dirasakan

menjadi

malapetaka

disaat

menimpa

tempat

yang

banyak

penduduknya, baik yang berupa alam maupun akibat ulah manusia, banyak menimbulkan penderitaan dan kerugian, baik kerugian secara fisik maupun

psikis yang mengalaminya. Letak wilayah desa Gununghalu Kecamatan Gununghalu Kabupaten bandung Barat kurang lebih 1,5 km dari ibukota

Kecamatan Gununghalu. Desa gununghalu beradaa pada ketinggian antara 800 â&#x20AC;&#x201C; 1.100 m di atas permukaan laut dengan suhu udara berkisar antara 190 â&#x20AC;&#x201C; 200 C dengan curah hujan rata-rata 222 mm/tahun. Selain itu, desa Gununghalu juga

berada di lingkungan pegunungan dan perbukitan sehingga masyarakat di sana memanfaatkannya sebagai mata pencaharian dibidang pertanian, peternakan, perikanan dan kehutanan. No.

Tabel 1

Daerah Rawan Longsor di Desa Gununghalu

RW/Kampung

Jumlah KK yang

Luas

Penyebab

terkena dampak 1

RW.01 Pasir Lemu

12 Rumah

15 Ha

Lereng/bukit

RW.06Ringguy

42 Rumah

25 Ha

Lereng/bukit

2 4 5 6

RW.05 Pasir Jeungjing RW.10Cipaku I

RW.11Cipaku II

RW.12Cihanjawar

65 Rumah 25 Rumah 36 Rumah 12 Rumah 238

15 Ha 5 Ha

11 Ha 5 Ha

Lereng/bukit Lereng/bukit Lereng/bukit Lereng

RW.15 Cipada

10 Rumah

3 Ha

Lereng

RW. 21 Paratag

12 Rumah

4 Ha

Lereng/bukit

8 10 11

RW. 17 Pasirjaya RW. 22 Pasirceuri RW. 25 Sadatar

10 Rumah 11 Rumah 13 Rumah

2 Ha 3 Ha 5 Ha

Lereng Lereng Lereng

Dari data yang tertera pada tabel di atas bahwa RW yang terkena dampak

bencana paling parah adalah RW 05 Kampung Pasir Jeungjing yaitu sebanyak 65 rumah.Oleh karena itu perlu penanganan bagi masyarakat yang mengalami

gangguan itu untuk mengembalikan kepercayaan masyarakat kepada kehidupan

yang normal.Sehingga muncul permasalahan yang perlu mendapat penanganan secara khusus pertama bagaimana mengembalikan kesiapan masyarakat

menjalani kehidupan yang normal setelah bencana. Kedua sejauhmana pengaruh

advokasi dalam mengembalikan kepercayaan masyarakat untuk menjalani kehidupannya.

Tujuan dari kajian ini untuk memenuhi kebutuhan masyarakat dalam

menjalani kehidupan yang normal dan mengetahui pengaruh advokasi dalam mengembalikan kepercayaan dalam menjalani kehidupan masyarakat. Metode

yang digunakan menggunakan kaji tindak dalam kajian ini. Teori yang digunakan

dalam kajian ini yang berkaitan dengan konsep to depend (membela), to promote (memajukan) dan to create (menciptakan) serta to change (melakukan perubahan) menurut Topatimasang, et al, (2000:7) dalam edi Suharto. B. Model Advokasi Advokasi merupakan keseluruhan aktivitas yang diselenggarakan dalam

rangka pembelaan terhadap masyarakat yang membutuhkan perlindungan,

pendampingan dan pemberdayaan hukum. Advokasi juga dilakukan dalam rangka pembelaan terhadap masyarakat yang terampas dan terlantar hak asasinya. Menurut UU No.11 tahun 2009 tentang Kesejahteraan Sosial berkaitan

dengan advokasi sosial adalah upaya memberikan pendampingan, perlindungan dan pembelaan terhadap seseorang, keluarga, kelompok dan/atau masyarakat yang dilanggar haknya.

239

Teori yang digunakan dalam kajian ini yang berkaitan dengan konsep to

depend (membela), to promote (memajukan) dan to create (menciptakan) serta

to change (melakukan perubahan).(Topatimasang, et al, (2000:7) dalam Edi Suharto. Dalam konteks pemberdayaan masyarakat miskin, advokasi tidak hanya

berarti membela atau mendampingi orang miskin, melainkan pula bersamasama dengan mereka melakukan upaya-upaya perubahan sosial secara sistematis dan strategis. Ada tigapendekatan dalam perspektif yang berpusat

pada masyarakat, yaitu analisis kelas, Pluralis, dan Pilihan Publik. Menurut analisis Marxis, sumber-sumber kebijakan, dan perubahan kebijakan, berlokasi

pada hubungan kekuasaan dan dominasi diantara banyak kelas-kelas sosial. Dengan demikian kaum Neo-Marxis menganggap peran negara sangat sentral karena kapasitasnya menyelamatkan tertib kapitalisme dalam situasi krisis.

Kaum Pluralis berpandangan bahwa negara sebagai arena netral sehingga setiap masyarakat mempunyai akses yang sama terhadap pembuat kebijakan (Dahl,1994).

Advokasi bertujuan untuk melakukan empowerment & community

development dalam membangun kekuatan masyarakat untuk dapat membela dirinya sendiri, melalui proses pendidikan dan pemberdayaan yang ditujukan

untuk meningkatkan kesadaran politik rakyat agar mereka bisa menjadi

pembela-pembela yang lebih efektif dan membangun organisasi akar rumput yang lebih kuat (menurut Wisnu dalam konsep advokasi masyarakat). Masih menurut Wisnu bahwa proses advokasi bagimasyarakat dapat dilakukan melalui

5 tahap diantaranya: pertama, seorang yang akan memberikan advokasi harus memiliki data yang benar sehingga tepat sasaran terhadap permasalahan yang

perlu diadvokasi; kedua, melakukan studi kebijakan untuk mengetahui aspek

yang perlu diadvokasi melalui tahap identifikasi tentunya; ketiga, melakukan diseminasi isu atas pemasalahan yang terjadi sehingga masyarakat secara keseluruhan mengetahui tindakan yang dilakukan sehingga bagi masyarakat

yang tidak perlu diadvokasi dapat membantu dalam menumbuhkan solidaritas

diantara masyarakat; keempat,memberi penguatan kepada masyarakat untuk menumbuhkan keberanian dalam mengadvokasi dirinya. Penguatan itu bisa

dilakukan melalui pelatihan, penyuluhan dan penyadaran atas hak-hak sebagai warga negara untuk memperoleh pendidikan,pelayanan kesehatan, hak untuk 240

mendapatkan penghidupan yang layak; kelima, langkah terakhir adalah melakukan pendampingan dan pengawasan.

C. Peran Advokasi sebagai Tenaga Profesional Menurut Sardiman (2004, hlm. 133) mengemukakan bahwa secara umum

profesi dapat diartikan sebagai suatu pekerjaan yang memerlukan pendidikan

lanjut di dalam science dan teknologi yang digunakan sebagai perangkat dasar untuk diimpelementasikan dalam berbagai kegiatan bermanfaat. Sebagaimana

dikemukakan oleh Sardiman (2004, hlm. 135) Advokasi yang bertindak sebagai

pembina yang merupakan tenaga profesional di bidang kependidikan dalam kaitannya dengan accountability, bukan berarti tugasnya menjadi ringan, tetapi justru lebih berat dalam rangka memberikan pelayanan kepada masyarakat.

Oleh karena itu, seorang advokasi dituntut memiliki kualifikasi kemampuan yang lebih memadai.

Secara garis besar ada tingkatan kualifikasi professional advokasi sebagai

tenaga professional. Yang pertama adalah tingkatan capability personal, maksudnya seorang advokasi diharapkan memiliki pengetahuan, kecakapan dan keterampilan serta sikap yang lebih mantap dan memadai sehingga mampu

mengelola proses belajar mengajar secara efektif. Tingkat kedua sebagai inovator, yakni sebagai tenaga kependidikan yang memiliki komitmen terhadap upaya

perubahan

dan

reformasi.

Para

advokasi

diharapkan

memiliki

pengetahuan, kecakapan dan keterampilan serta sikap yang tepat terhadap pembaharuan dan sekaligus merupakan penyebar ide pembaharuan yang efektif.

Kemudian tingkat yang ketiga adalah sebagai developer menurut Supendi, apip. (2012).

D. Pembahasan Dalam memenuhi kebutuhan masyarakat menjalani kehidupan yang

normal bukanlah persoalan yang mudah. Khususnya 65 rumah yang berada di RW 05 kampung pasir Jeungjing Desa Gununghalu yang mengalami kerusakan

paling parah yang di wilayah itu tentunya penanganannya lebih intensif. Apabila mengacu pada tahapan yang dikemukakan oleh Wisnu dan rekan menjadi langkah awal dari hasil identifikasi bahwa RW 05 Kmpung Pasir Jeungjing 241

mengalami kerusakan yang cukup parah sehingga penanganannya sudah jelas

perlu adanya sebuah tindakan untuk mengembalikan masyarakat pada

kehidupan seperti sebelumnya.Salah satu tindakan yang mungkin bisa dilakukan melalui penataan kembali daerah-daerah yang rusak dengan melibatkan seluruh

lapisan masyarakat untuk bekerja sama. Aparat pemerintahan setempat yaitu pemerintahan kecamatan Gununghalu, aparat desa Gununghalu serta ketua RT/RW setempat. Melalakukan sosialisasi dengan didukung oleh masyarakat untuk

pelaksanaan

program

melalui

sosialisasi/silaturahmi.

Sosialisasi

dilakukan untuk meminta bantuan baik secara materil maupun immaterial

dalam melaksanakan program yang akan dilaksanakan. Selanjutnya memberikan

pemahaman untuk menjaga lingkungan melalui penanaman kembali tanah-tanah longsor dan lain sebagainya.

Pengaruh advokasi dalam mengembalikan kepercayaan dalam menjalani

kehidupan masyarakat. Kegiatan yang dilakukan memalui penyuluhan kepada

masyarakat melalui pendampingan sosial tentang pengurangan resiko bencana

khususnya tentang bencana tanah longsor. Dalam kegiatan pendampingan melalui penyuluhan ini, berupaya memberikan informasi mengenai ciri-ciri dan upaya pencegahan adanya bencana, khususnya bencana tanah longsor.

Pendekatan yang digunakan dalam memberikan pemahaman kepada masyarakat

melalui kegiatan pengajian mingguan yang ada di setiap RW di Desa Gununghalu yang lebih dikhususnya di daerah rawan bencana tanah longsor. Secara umum masyarakat merespon dengan baik dilihat dari antusias masyarakat yang ikut dalam kegiatan tersebut.

Mengadakan reboisasi dan penghijauan di desa Gununghalu Kecamatan

Gununghalu Kabupaten Bandung Barat melalui pendekatan pembelajaran bagi siswa sekolah dasar kelas 4 di desa Gununghalu dengan menanamkan pada

siswa pentingnya menjaga lingkungan melalui penghijauan abencana tanah

longsor dapat dicegah. Lokasi yang dipilih untuk tempat reboisasi adalah di sekitar Kampung Pasir Jeungjing mengingat daerah tersebut gersang dan

berpotensi rawan longsor. Kegiatan ini diikuti oleh 44 orang siswa SDN PasirLemu dan pasir Jeungjing Desa Gununghalu kecamatan Gununghalu dari

pihak guru sebagai pembimbing, perwakilan warga. Tanaman yang ditanam bermacam-macam berupa tanaman buah-buahan yang berakar kuat, tanaman 242

sayur-sayuran

dan

rumput-rumputan.

Kegiatan

yang

dilakukan

untuk

mengembalikan masyarakat Desa Gununghalu Kecamatan Gununghalu yang mengalami bencana tanah longsor mendapat dukungan dari antusiasme masyarakat yang tinggi, serta dukungan positif dari para aparat Desa. E. Penutup Dalam setiap pertumbuhan manusia berkembang melalui pengalaman. Peran advokasi menyentuh perubahan dalam kerangka penanggulangan kemiskinan

yang harus dilakukan secara struktural, melembaga dan berkelanjutan. Programprogram yang bisa dilakukan diantaranya adalah pendampingan sosial,

penguatan kapasitas, dan modal sosial kelompok miskin serta pengembangan kebijakan-kebijakan perlindungan sosial.Advokasi juga dilakukan dalam rangka pembelaan terhadap masyarakat yang terampas dan terlantar hak asasinya. F. Daftar Pustaka A.M. Sardiman. (2004). Interaksi dan Motivasi Belajar Mengajar. Jakarta: Rajawali Pers.

Kusumanegara, S. (2010). Model dan aktor dalam Proses kebijakan Publik. Yogyakarta: Gava media.

Suharto, E. (2006). Filosofi dan peran advokasi dalam mendukung program pemberdayaan masyarakat. Laporan penelitian.

Supendi, apip. (2012). Peran Guru sebagai Fasilitator. [Online]. Tersedia di: http://apipsupendi05.blogspot.com/2012/09/guru-sebagaipasilitator-dan-motivator.html. Diakses 6 Juli 2014

Undang- Undang No.11 tahun 2009 tentang Kesejahteraan Sosial berkaitan dengan advokasi sosial.

Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 Tentang Sistem Pendidikan Nasional.

Wisnu dan rekan. (.....) Konsep advokasi Masyarakat.

243

JAPANESE WAY TO CONFRONT THE NATURAL DISASTERS THROUGH THE EDUCATION FOR DISASTER PREVENTION

Abstract

Akina Furuoka ak.leon.11@gmail.com

Japan has a lot of disasters such as typhoon, earthquake and volcanic eruption, but succeed in limiting damage from disasters by the education for disaster prevention. This education is carried out not only in school but also in local community with various types of learning. The aim is to (1) cultivate the consciousness about disaster prevention, (2) get the ability to read the risk, (3) get to know about the region, (4) brush up the senses and skills about disaster prevention, (5) build a relationship with others and (6) learn the culture of daily life for disaster mitigation. The education for disaster prevention gives the abilities to understand the risk rightly, judges the condition calmly and shelter voluntarily. This education makes people get used to disaster and protect lives by themselves.

244

NON-FORMAL EDUCATION AND SPECIAL SERVICES EDUCATION IN DISASTER AREA Fakhruddin*

Abstrak Indonesia is located at the tropical area and it makes Indonesia becomes one of the disaster-prone areas. Thatâ&#x20AC;&#x2122;s why, it needs an effort either prevention or curation through non-formal and special-services education. Moreover, it also needs systematic and comprehensive research to minimize the disaster negative impact. The problems are; how can the prevention and curation efforts through non-formal and special services education be right on target? How is the model and what factors should be in conducting non-formal and special services education? Disaster education especially through non-formal and special services education aims at building the safety and defense culture in every level of society. This activity can be done by non-formal education communities such as Society Learning Centre (Pusat Kegiatan Belajar Masyarakat / PKBM), Majelis Taklim, and Orphanage (Panti Asuhan) etc. As a result, it needs operational steps in every level of society to realize the disaster education and life skill at non-formal education. .

INTRODUCTION Disaster in a religion study gives a meaning as news for human being

that there is something more powerful in the world. They cannot deny it. The only thing that can be done is minimizing the negative impact. Thatâ&#x20AC;&#x2122;s why

some efforts to decrease the disaster risks are badly needed. One of the

prevention and curation efforts is through education either formal or nonformal. Through education, people will get some information on how to

understand, develop skill and attitude toward the disaster probability. So the *

A Lecturer of Educational Faculty, Semarang State University

245

target of education is to develop peopleâ&#x20AC;&#x2122;s awareness of essential meaning of natural phenomena for individual, group and society comprehensively.

Non-formal education especially special services education as stated on

UU No. 20 tahun 2003 chapter 32, is to give an opportunity for students in suburb and border area, small islands, had natural disaster, social disaster and for them who donâ&#x20AC;&#x2122;t have any fortune. The essence of special services

education is an effort of society empowerment so that all people can get the access of education especially primary and secondary education. Through education including relevant training, people will realize that they get the

access to improve their ability and as an opportunity for them to participate in their life.

Based on the explanation above, it needs systematic and comprehensive

research to minimize the disaster negative impact. The problems are; how can the prevention and curation efforts through non-formal and special services education be right on target? How is the model and what factors should be in conducting non-formal and special services education?

DISCUSSION

1. Non-formal and special services education The target of non-formal education is not limited by age and someone

social status. Thatâ&#x20AC;&#x2122;s why it can be conducted through individual learning, group learning, adult group learning and specific group learning. It can be developed by

private institution, LSM, commercial institution and other

social institutions. It is in line with the concept of non-formal education to fulfil the specific needs from communities.

Recently, non-formal and special services education has been done in

many ways such as package A learning group (the same as elementary

school), package B learning group (the same as junior high school), life skill 246

education that integrated with package A and B learning group. It is

sponsored by private institution like jungle school in Jambi, school for the

poor and homeless drifter in a dirty area, school for street boys and homeschooling model.

Non-formal education is a good medicine for all education diseases in

society. The concept and idea give a freedom to grow and develop in giving a service for the society and as an alternative education besides formal

education. The famous thinking from Freire (1977) is about realization and well known as

“conscientization”. It describes about society realization to

their environment. It can be done through “freedom” education. Non-formal

education as an alternative education has generic technology to represent some programs and students’ empowerment that be done in different way

from the previous one or conventional one (Miarso,2004). An alternative education with various program and activities is developed by considering the basic needs of students so it will be respond well.

2. Figure of disaster impact

Tsunami disaster in Aceh Province, a sample that happened in Peukan

Bada Sub-district. It is located at the sea shore with 241 km² area. Before the

disaster happened, the inhabitants were 21.750 persons. Because of it, 24% wre died, 36% were lost and 40% or 8.573 persons were safe. Besides that,

many public facilities were destroyed. Around 55% buildings were

completely destroyed, 34% were in very bad condition, and 11% wre not in good condition. There were 94% unit of education facilities which were completely

destroyed,

(Fakhruddin,2009:70-73).

and

around

unit

needs

renovation

Based on the previous explanation, tsunami disaster caused many

financial loss and it was terrible for the existence of young generation. Three

months after the disaster, people tried to start their life and through Udeep 247

Beusaree, they rebuild their house. All infrastructure facilities including transportation, communication, education in minimal standard were lost.

Basic education run based on emergency and benefit because of the lack of facilities.

Another disaster is Merapi volcano eruption in Yogyakarta, a place

which has a lot of historical site. It made the Yogyakarta people be panic and

scared. They left Yogyakarta and went to another town, far away from Merapi volcanoe. Hot clouds and mud were spread out. They caused a lot of social, health

problems.

made

productivity

were

obstructed.

(bijeugm.wordpress.com, diakses tanggal 29 agustus 2014). Another impact was about the continuous of children education. It was because of several

things; first, there were a lot of students and teachers who became victims,

second, there were a lot of children who flee with their parents to another

town, third, there were a lot of school facilities which were broken and could not be used again, fourth, there were a lot of schools which used as a place for refugee so that they could not be used for teaching and learning process (pspk.ugm.ac.id, 8 des 2010 diakses tgl 29-8-20148).

Non-formal education model (PNF) and special services education

(PLK) which is develop at the disaster area have many characteristics. They are colored with an effort in handling the disaster impact. As a consequence,

the education run in specific phenomena starting from the fulfilment of minimal standard, school facilities and other components related to education

as a system. Basic education in the disaster area run based on the emergency and benefit because there is no education activity.

From the economic point of view, most of economic sectors and

supporting infrastructures are destroyed. The society are not able to fulfil

stationery, transportation fee from their house to their school and other

expenses that are needed by students. Thatâ&#x20AC;&#x2122;s why, the disaster negative 248

impact needs serious attention from many parties especially supporting to build moral and mentalism.

PNF dan PLK Alternatives in the Disaster Area Based on the condition that created because of the disaster, there was

an indication that it has not been thought yet to build non-formal education as the result of research conducted in the Tsunami disaster area in Aceh

Province (2007). It was stated that education still conducted in formal way.

They were (1) basic education in elementary schools and on roof school

among kinder garten, play group and elementary school, (2) Basic education in junior high school used conventional schools. There were several suitability indications such as, (a) number of students from tsunami disaster still in a small category until this research is conducted (there was an

elementary school which has 15 students), (b) transportation to school can be reached, (3) Vocational schools for productive ages who lose their means of livelihood.

Several inhibiting and supporting factors in conducting special

services education at the tsunami natural disaster are as follows:

(1) Inhibiting Factors

Several inhibiting factors are (a) Limited teachers either from

number or their educational qualification. It is because many of them were

died during the tsunami disaster, (b) Disaster victim students’ perception, it was planted in their mind that they always hope someone else’s help. So that

they do not want to take care the things given because they think people will help them again, (c) Some facilities and education media given didn’t match with the things that people really need so some of them were useless. On the

other hand, education media and facilities that really needed couldn’t be fulfilled, (d) The management of facilities given by some sponsorship was not 249

good. The facilities given were provided for disaster victim students but the

management was done by school so it was difficult for students to take the

benefit, (e) In conducting the training, teachers had a problem with a language, so miss conception often happened.

(2) Supporting Factors

Supporting factors in special services education at the disaster area

such as: (a) There is the same feeling and destiny from people who safe from

the disaster, (b) attention and caring from many parties such as LSM, mass media, businessman and government in coordinating any help for education

facilities , school stationery, etc. It really helped the activity although it had not been perfect yet, (c) Spirit that inspired by their religion faith, motivation among teachers, society figures, and official in education office were in high category. They still encouraged to do teaching learning process for disaster

victim students although it was lack of facilities, (d) The willingness of teachers and other education stake holders who eager to have training especially about learning technology development.

CONCLUSION AND RECOMENDATION

Non-formal education that aims at building safety, defense culture and

minimize the disaster impact in all level of society can be done by some nonformal education communities such as Society Learning Centre (Pusat Kegiatan Belajar Masyarakat / PKBM), Majelis Taklim, Orphanage (Panti Asuhan), etc. Based on the explanation above, the recommendation give is

related to the model of education especially non-formal education which study on disaster education and life skill. This study brings benefit directly to the self-potential development.

250

REFERENCES Fakhruddin, 2009, Pendidikan Layanan Khusus di Daerah yang Terkena Bencana Alamâ&#x20AC;?, Jurnal Edukasi Edisi: Th IXX No 2/Mei Agustus 2009 - ISSN: 08520240, Halm.: 68-73 Freire, Paulo. 2005. Education For Critical Conciousnes, London, New York: continuum

Knowles,M.S. 1986. The Adults Learner: A Neglected Species. Gulf Publishing Company. Houston Miarso, Yusufhadi. 2004. Menyemai Benih Teknologi Pendidikan. Jakarta: Prenada Media.

Peraturan Pemerintah Republik Indonesia No. 19 Tahun 2005 tentang Standar Nasional Pendidikan. Undang Undang Republik Indonesia No. 20 Tahun 2003 tentang Sistem Pendidikan Nasional. ------------------, (bijeugm.wordpress.com, diakses tanggal 29 agustus 2014). -------------------, (pspk.ugm.ac.id, 8 des 2010 diakses tgl 29-8-20148).

251

POST-DISASTER COMMUNITY EMPOWERMENT THROUGH AGRICULTURAL TRAINING (Cases of Action Research on Patronage Region of Labsite PLS UPI in the Regency Pangalengan District of Bandung) Joni Rahmat Pramudia1 1Department of Nonformal Education Faculty of Education Indonesia University of Education jonirp@upi.edu Achmad Hufad2 of Nonformal Education Faculty of Education Indonesia University of Education Achmad.hufad@gmail.com

2Department

ABSTRACT

This study departs from the objective conditions of Indonesia as one of the countries in the world that have alarming level of vulnerability to disaster. Almost throughout the year of natural disasters occur one after another in different varieties and shapes such as earthquakes, tsunamis, volcanic eruptions, landslides, floods and hurricanes or typhoons. Even the release issued by UNESCO on the need for disaster preparedness and education for sustainable development, it was revealed that about 13 percent of the world's volcanoes are in the Indonesian archipelago with the potential to cause natural disasters intensity and different strengths. Tesebut fact reinforced by the UN report on Asia Pacific Disaster 2010 ranks Indonesia as one of the four most vulnerable countries affected by natural disasters in the Asia Pacific region from the year 1980 to 2009. In the year 2009, Global Assessment Report on Disaster Risk Reduction also ranks high for Indonesia on the effect of the disaster on a human level or rank 3 from 153 to earthquakes and ranked 1 of 265 for the tsunami disaster. The above conditions encourage curiosity authors to conduct a comprehensive review of the public who have a high level of vulnerability to disaster through a number of appropriate measures, so that people become empowered and literate disaster. In association with this, the exact formulation of the problem for this study is "How post-disaster community empowerment strategies through agricultural training at the Patronage Region of Labsite PLS UPI in the Regency Pangalengan District of Bandung?". Synergies with the formulation of the problem, the purpose of this research is to gain an overview of post-disaster community empowerment strategies through agricultural training at the Patronage Region of Labsite PLS UPI in the Regency Pangalengan District of Bandung. The research method used is the method of action research, which is a method that can develop post-disaster community capacity to jointly examine and modify the technological development innovation leading commodity-based agriculture in accordance with the needs of post-disaster community. Subjects were post-disaster community on Patronage Region of Labsite PLS UPI in the Regency Pangalengan District of Bandung. The results obtained show that the post-disaster community empowerment through agricultural training (1) tends to run in accordance with the design and implementation of procedures defined empowerment strategies; (2) empowerment is done through agricultural training approach directly impact the improvement of public understanding about the importance of literacy disasters, and how to reconstruct the socio-economic living conditions of post-disaster; (3) there are a number of factors supporting and inhibiting internally and externally during the action research community empowerment through agricultural training. 252

Keywords: empowerment, post-disaster, action research, agriculture

253

EMPOWERMENT BASED NATURAL DISASTER MITIGATION: STRATEGY THE FORMATION OF SOCIETY DISASTER RESPONSE IN INDONESIA Darmawan Prasetya University of Jember Asetya43@rocketmail.com Abstract The Indonesian country is located in ring of fire area. Actually It is ironic that public has a small awareness towards natural disasters, in another side the education of the natural disaster is not applied as good as possible. Those problems can indicate that mitigation system is not applied effectively into community. The Mitigation system does not include the community as one of the pillars of the stakeholders that can influence the effectiveness natural disaster mitigation system, create weakness towards public participation, and it is hard to recover the conditions after natural disaster occurred to society. Such as chaos condition of the economic, social, and psychological. The mechanism of community empowerment in the natural disaster mitigation is the development of the potential of the community which will be faced of natural disasters. Community empowerment Model based on natural disaster mitigation is the place of education, public awareness formation and community participation in the current system of the mitigation of natural disasters. This Paper discusses the deeper mechanisms of empowerment-based natural disaster mitigation, starts from place selection of empowerment pattern, interlacement communication process with the society, the monitoring and evaluation stages. On the other hand, this paper discusses more about community that have a potential into managing natural disasters mitigation. ---------------

Keywords: mitigation system, empowerment participation, community development.

253

mechanism,

society

Introductions Indonesia is located in the tropical climate zone or what-so-called

â&#x20AC;&#x2DC;Zamrud Khatulistiwaâ&#x20AC;&#x2122;. In which, it brings Indonesia to have a rich variety of

flora and fauna. Besides that, Indonesia is also located in the ring of fire area. Thus, Indonesia is recorded as the most mountainous country of the volcanic

ones. Geographically .which means, some of the disasters can threaten the

condition of society. In fact, it all gives off the death trap to the society, the detrimental effect of the environment, loss materials, and the impact of all others and psychological aspects of humanity. In one hand, Instructional development in Indonesia concerning to increasing in the matter of

prosperous living, justice of society and to minimize the detriment effect of the environment. Nevertheless, systematically the implementation of this is not as coordinative as designed. Therefore, this kind of obstacles must be omitted.

If the natural disaster mitigation can be implemented systemically, it will

be able projected to have a contribution towards the risk management of natural disaster and itâ&#x20AC;&#x2122;s able to accelerate the recovery of social security,

cultural, psychological, and economics of community to face the disaster and improve environmental conditions. Concomitant, the paradigm modification of natural disaster management in Indonesia, in term of modification, actually the paradigm is no longer focused on emergency response aspect but

the whole risk management of natural disasters. That is why, the mitigation must capable enough to reduce the impact of natural disaster markedly.

The empowerments do keep in touch with the sustainable development

system closely in globalization era. The empowerment efforts are the process

stage of changing behaviour, changing bad habits into better behaviour, in order improving the quality of welfare living. the natural disaster cases

between the years 2004 - 2010, Indonesian was being hit by several natural disasters in repeatedly. Unresolved at the time of reconstruction and rehabilitation in the tsunami disaster in Aceh at 2004, in other areas there 254

have been a succession of natural disasters such as the earthquake in Nias in

2005, in Yogyakarta in 2006, in Bengkulu in 2007, and in Manokwari in 2009,

followed by tsunami disaster in 2006 in Pangandaran addition there have been some flooding and flood low-lying region and some tidal flooding that

hit the northern coastal areas of the island of Java, in which have an impact on the emergence of hundreds of thousands of casualties, economic losses, the impact of trauma for all the people of Indonesia, as well as paralysis of

some facilities and infrastructure that support the mobilization of Indonesian population (rahayu, 2009).

A plenty of the victims inside of the natural disaster also indicate most of

the society isnâ&#x20AC;&#x2122;t at the ready condition to face the natural disaster itself. It

had been the obligation towards the country that be located onto threat location geographically such as indonesia to have a big attention to create the

awareness, mental readiness of the society and preventive action to

overcome a plenty victims when the natural disaster were occurred. The

pattern of the dominant intervention from the government sporadically without setting place for a public space sometimes create miscommunication and hampering the mitigation implementation comprehensively.

In order increasing capacity of the natural disaster risk reduction. Thus, it

will be needed the capacity enhancement of communityâ&#x20AC;&#x2122;s role directly. These participations are necessary to identify and determine the priority which

cases should be solved, outlining local issues, on the other hand the local community can describe the responsive strategies based on local resources

and capacities that available. these participation actually assists government on planning the effective area and type of threaten disaster. Nevertheless, statusquo on implementation of natural disaster risk reduction sometimes

using top-down manner, actually that implementation tend to unsupported local aspiration and innate energy power of society.

For some people especially who lives in village, it eill be approriate with

the bottom-up type of natural disaster risk reduction. bottom-up system is 255

actually have shades of awards and recognition that the bottom layer of

society has the potential to solve the problem and they can perform self-help efforts. With the development of community participation is expected to not only be placed in the perspective of the beneficiary groups, but as the

vanguard in the face of natural disaster management that is capable of being the subject of the dangers of handling integrated with other powers.

Empowerment preparation of communities for disasters made many

contributions related to the reduction in the number of victims of natural

disasters, shock reduction impact of natural disasters, and it will anticipate chaos condition when a natural disaster hit the Indonesian society. Community participation aims to seek answers to problems in a better way,

by giving the role of the community to contribute so that the

implementations of the activities run more effective, efficient, and sustainable.

Empowerment-based disaster mitigation can be a place for community

participation, place of education and social awareness to the threat of natural disasters that will occur, and will be the establishment of good

communication between the government and the local community. In the case of natural disasters that have broad impact with sudden broadcasting

systems such as the Tsunami in Aceh in 2004 which occurred just minutes after the earthquake will require swift communication patterns using codes

that communicate a tsunami will happen, it will not run properly when the

public and the government are not well developed in terms of knowledge and communication between the community and the government is not engaged.

In this case also the mitigation system is not only done partially but also be sustainable and involving the community as one of the pillars of the stake holders in the mitigation of natural disasters.

This paper will focus on the empowerment-based disaster mitigation due

to the dynamic nature and intensity often occur in countries such as Indonesia floods, volcanic eruptions, landslides, tidal flooding, and tsunamis. 256

Empowerment-based mitigation of natural disasters will be focused on rural communities with community interaction characteristics. To analyze those

issues, this paper is divided into 3 sections. The First one, how actually to

choose the settings of area according to the potencially natural disaster, the Second one, establish a pattern of communication, awareness, and through

socialization as a medium for community disaster education. the Third one, a strategy implementation and facilitation by the government in the process of

empowerment is correlated with the mitigation system. Thus, expected mitigation more relevant and sustainability under the agenda of Millennium Development Goals (MDGs). Theoretical Framework

Community empowerment is seen as an alternative solution in the

development in the third world countries. Community empowerment is seen as an efforts to build an extension of personal, family, community, nation,

government, state, and values within the framework of the implementation

process of a just and civilized humanity, which manifests itself in politics, law, education, and so forth. Empowerment can also be interpreted as an order reviving cultural values and local wisdom in establishing the identity of the

individual and society, empowerment is also emphasized in the process, not merely the result (output) of the process. Thus the measure of success is how much empowerment participation or empowerment conducted by an

individual or a community, the more people who participate, the more successful the program means for implementation in society (Anwas, 2013)

The basic philosophy of empowerment is how to actually create a society

that is able to establish them and improve their own lives. Able to be interpreted as a power, understanding, motivated, energetic, willing to take risks, and able to capture as well as seek information and act on initiative.

Inability of the community to develop social functioning and personal development will be formed when the established awareness of the problems 257

and opportunities facing the forming patterns in the collective consciousness of society.

Now a days, Empowering society is generally applied in the field of

poverty reduction with orientation and increasing the level of economic content. Whereas, society empowerment has the Potential to be used as

education in various fields, one of empowerment is forming public awareness in natural disasters. Formation of collective consciousness that the people living in disaster-prone areas will lead to the formation of the attitude of

anticipation and creating the forwardness of society to face natural disasters.

Disaster preparedness is a condition of a society that is both invidu or groups who have the ability to physically and psychologically in the face of disaster. Preparedness is an integral part of disaster management in an integrated manner.Preparedness is a form if a time of disaster and if

catastrophe is still long to happen, then the best way is to avoid the risk that will happen. Preparedness is any activity prior to the disaster that aims to develop the operational capacity and facilitate effective response when a disaster

occurs

(http://repository.usu.ac.id/bitstream/123456789/33105/3/Chapter%20II. pdf, 2014).

In the pre-disaster phase or mitigation approach is disaster risk reduction

with the goal to build a strong Indonesian community in the face of disaster

threats. Given the disaster is a complex problem that requires a multidisciplinary approach to handling and multi-sector, the disaster management system is based on a strong legislation to establish institutional, good

planning and implementable as well as the provision of adequate budget is

needed in efforts to increase the capacity of communities and institutions disaster management. systematically efforts are expected to be internalized

and become a daily activity for our people who live in disaster-prone areas. The various initiatives for the development of the system has been started and prioritize the establishment of policies ranging from disaster relief in the 258

form of Act No. 24, 2007, article 47, paragraph 2 and its supporting regulations. The derivative of the Presidential Government Regulation and the Regulation of the Minister of the Interior in the form No. 46 of 2008 on

the Organization and Management of BPBDs, and Regulation No. BNPB Head 3 Year 2008 on the Establishment BPBDs (Maarif, 2012).

Empowerment is technically based disaster mitigation is a strategy of

increasing vigilance to face the disaster. The Mechanism of empowerment based natural disaster mitigation also require the principles of transparency, accountability, and participation of the community, it is also related to the

pattern of disaster education on public evenly. The advantages of this

program other than as a place of education except for place also in context of the establishment of community mental preparedness for natural disasters in Indonesia, as a result when the program is implemented properly, when disaster struck communities have been able to minimize the trauma, the number of casualties, and the material damages. Stages on Empowerment Socialization

It is a mechanism to communicate an activity for creating intensive

dialogue with society, socialization can add an understanding toward society and relevant stake holder regarding empowerment program with basic of

natural disaster mitigation. The process of socialization will be important indicator to determine society interest in participation the program. In addition, socialization is a media to introduce popular issues in society as an

object and region. In this stage of socialization, government also provides a space for public figures. This characteristic is becoming strong identity for rural society in Indonesia.

Natural disaster mitigation as basic of empowerment is being focused

on rural area with strong community group interaction. Theoretically, community group is a sign of society with strong intensity of communication 259

and interaction. The willingness to help based on family value, and low rate of personal interest among society members. In the social modal theory,

society who lived in peaceful and harmonious condition will create trust system. (lawang, 2005) divide the core of human trust into three different

parts, 1) trust among individual people that clearly differentiate trusting attitude to the other, 2) hope that there will be no disadvantage for one of the

party, 3) social interaction that create those trust. Trusting attitude between

government, public figure and society can be a bridge to attract interest in participating grand empowerment program.

The characteristic of public figure is people who become a role model

based on experience, local wisdom or even as a person who being seen as

guardian of value and rules among society. The role of public figure is really important for society life. Advice and conversation among public figure will be regarded as custom.

Relation between government and public figure should reflect the

communal interest, suggesting that social participation could make a change

in status quo. The frequent discussion with some stake holder (government, society, public figure).

The method that will be used is society group discussion in village

level, and the important things to be noted are:

a. Understanding regarding society condition in culture, economy and social.

1. Understanding the culture could be seen from society daily activities. Habit can reflect value and norm of society. Different

culture pattern will need different empowerment program. On this regard, society will be asked to discuss the norm, value and

belief within their environment. It is also a form of reshaping rules and local wisdom that faded away along with new generation. 260

2. Economic condition also affecting participation level within society as a whole, in fact for poor people, seem to be more

interested in increasing its productivity rather than participating in empowerment program such as counseling or another village empowerment activity.

3. Furthermore, from social point of view that being ranged based on education level within society. Technically, it can be done with interview or survey.

Empowerment process and disaster mitigation assistance a. Method and media for empowerment

In introducing empowerment program for disaster mitigation, media have an important role to provide good communication access between facilitator and society as an object. Technically, there are several methods of empowerment:

Table 2. empowerment method for disaster prone society Type of society

Type of media

Relationship

Type of

empowerment

used

between

society

facilitator and

approach

method

society Correspondence Field trip Disaster

mitigation

demonstration

Printed media Orally

indirectly

and Directly

printed media

Orally, printed directly media,

supported materials

261

Personal Personal group

Group

Focus discussion Orally group

General meeting

printed media

Orally, printed directly media, media

Mitigation exhibition

and directly

audio

and directly

Massive

Orally

and directly

Massive

and real practice printed media, on how to use audio geographical

visual,

geographical

equipment

GPS, map, etc

Printed media

Massive

Orally

printed media

Demonstration

Group

ex:

Printed media

Campaign about Orally

group

and

indirectly

Massive

and Directly

and Group

and

Demonstration

Orally, printed Directly

and Group

and

medical

visualization,

mitigation the

danger

and printed media, indirectly of audio visual

natural disaster

on how to use media, equipment

indirectly

massive

medical

equipment

Society empowerment implies a mental and psychological reinforcement toward individual and group in order to increase and developing its capacity. 1. Identifying and review the problem, potencies and opportunity

This stage will identify the opportunity and any potency within society and also problem that could hamper the implementation of 262

empowerment program. Technically, analysis that will be used: 1)

creating village discussion that involving public servant, public figure, and representation from society. 2) Distributing the role between facilitator and public servant, facilitator could be coordinator or

orator or even technical officer. 3) Review the work plan that will be

used on society empowerment program for disaster mitigation. In this phase, the communication between facilitator and public servant should be reinforced with intensive meeting.

2. Arrange group plan activities based on outcome review

After identifying all potencies and problem within society, the next step is focusing the activities for society that really interested in joint

activities. The formation of group is based on society willingness and previous group that already existed accompanied by rules and

organizer. Group will be facilitated with facilitator to creating and implementing realistic group plan. The steps for formation and

implementing group plan will be: 1) prioritizing and analyze the problem in detailed group discussion. 2) Identifying the alternative

solution. 3) Identifying available resources to solve the problem. 4) Developing activity plan and organize the implementation.

Material for Society Empowerment in Disaster Mitigation a. Developing human

This empowerment program is being designed for developing society

to be more aware and prepare them mentally with required knowledge regarding risk of natural disaster mitigation. It will be focused on:

1. Increasing society ability 263

The ability will be focused on maximizing society knowledge

about; first, knowledge on reading prone disaster map. This ability will be taught through training with professional mentor, things that need to be learnt is geographical knowledge such as reading sign on the map, mastering compass, mastering GPS (global position system).

Second, increasing the knowledge through first aid on accident, things that need to be learnt is how to respond in critical condition

such as accident in evacuation process. The knowledge to treat

possible accident such as faint, dehydration, asthma, cardio

problem, pain, hysteria, nosebleed, cramps, sprain, wound, hemorrhage, bone fracture are really important.

Third, increasing the knowledge regarding evacuation. This training is related with society mitigation when and after the

natural disaster occurred. In this training, society will be taught about: eliminate or destroy dangerous thing in disaster location to

prevent casualties and ease the rescuing process; instructing people to leave location or prohibit people to enter the area;

isolate or close down a location whether it is public or private area; and instructing related institution to shut down the

electricity, gas and water supply. Introduce instruction line which

related with government structure and Indonesian military; ability

in mapping ring one as area of disaster, calculate the possible number of victim and danger, also possibility of an aftershock;

ability in mapping ring two as an area near disaster where the victim still possible to be found; ability to mapping ring three as area that relatively safe for temporary evacuation base. Empowerment in Medical Sector

264

Mitigation on medical sector often develop into new problem after

natural disaster, it also being compounded with after disaster condition such

as difficult transportation access which slow down recovery and medical help for the victim. Thatâ&#x20AC;&#x2122;s why the need of basic medical treatment is really important for society. Below are several programs that being implemented by Indonesian Ministry of Health. However the program is purposed for

health mitigation and management of integrated medical service post (POSYANDU). In mitigation system which being focused on medical sector, the treatment is more focused on the knowledge training.

First aid on accident. Medical empowerment could be collaborated with local health institution. It will be implemented under the following program:

a. Karang taruna Husada: an activity group for local youth in the

neighborhood which have purposed as a place to express the aspiration and creativity as well as youth development. Karang Taruna have an important role in social activities especially activities that help the development of the neighborhood, including health sector. On the implementation, karang taruna husada even organize the community to clean draining system as flood prevention action.

b. Health organizer: generally, health organizer is social worker

that come from society and also chosen by society, they work

voluntarily as organizer of Posyandu after or even when natural disaster occurred. The mission is to help national development as general, and provide medical treatment for the

victim especially. In developing medical sector, there should be

awareness on how to solve the local problem with its local resources and social culture.

c. The function of organizer

265

First, planning activities such as: preparing the data, held an awareness survey, creating Village community discussion (MMD), determine the problem and need for society health, determine preventive activity in health related problem along with

society,

information

and

motivation,

interview

(inspection), using demonstration equipment. Second, organize society: encourage them in helping each other, provide information and determine type of activity that will be implemented, etc. third, provide the service such as:

distributing medicine, help examine the material, observing newcomer in village and reporting, help monitoring the disease, provide treatment in accident when and after natural disaster

occurred. Fourth, regarding nutrition problem,

examine the number of baby and baby with nutrition problem after the disaster.

d. The role of organizer

Organizer is not a professional medical worker and only

assisting the health service. There is need to limit the job

description whether it is quantity of the task or quality type of the service. The main activity that needs to be understood by

organizer and all stake holders in providing the services are:

implementing activity that will support the other activity and

compatible with current health problem, for instance:

mitigation on diarrheal, sprain, wound, clean water, creating water sanitary on the base camp.

Reinforcing Knowledge on Traditional Medicine

266

In each natural disaster, there is always be infrastructure damage

such as destroyed main road and health facility. This damage will compound the medical help in reaching the area. Recovery and medication is really

essential for the victim of natural disaster, thus the need of medication should be the first priority.

The lack of knowledge regarding management and traditional medicine will only worsen the situation. Thus, reinforcement and transfer of knowledge

regarding the use of traditional medicine is really important. This training is

created for developing the locals knowledge on medicine. In status quo,

society is not really understand on how to mix or even chose the herbs that compatible with the disease or wounds. CONCLUSION Empowerment as the community development technically is strong

enough to be used as the tool of natural disaster mitigation at indonesia. some of potential points are: 1) the curriculum used for creating social

awareness, 2) creating systematization and the kinds of method to introduce

the mitigation system based on empowerment method, 3) establishing the

tangible place to patch communityâ&#x20AC;&#x2122;s role on a mitigation stage, 4) empowerment of indigenous knowledge in health sector, 5) participative mitigation support alertness of society to face natural disaster.

To implementate the empowerment based on mitigation of natural

disaster. Thus, needed concatenation of research enshrouding: 1) research on

the area that has the potency for natural disaster, 2) mapping for sociocultural for the society that will influence what kind approach and socialite the mitigation.

267

REFERENCE BOOK Anonymous. Retrieved from: http://repository.usu.ac.id/bitstream/123456789/28074/3/Chapter %20II.pdf,

Anwas, M. (2013). Pemberdayaan Masyarakat Di Era Global. Bandung: Alfabeta.

BAKORNAS PB. 2007. Pengenalan Karakteristik Bencana Dan Upaya Mitigasinya Di Indonesia. Jakarta: Lakhar BAKORNAS PB. Center for religious and cross-cultural studies (CRCS), Konstruksi Masyarakat Tangguh Bencana. Bandung: Mizan.

Health offial of karawang regency. mengenal apa itu UKBM (upaya kesehatan bersumberdaya masyarakat). http://promkesdinkeskarawang.com/mengenal-apa-itu-ukbm-upayakesehatan-bersumberdaya-masyarakat/. Idiyanto, A., at al. 2012. Konstruksi Masyarakat Tangguh Bencana. bandung: PT Mizan pustaka. Ife, jim. Tesoriero, frank. 2006. Community Development: Alternatif Pengembangan Masyarakat Di Era Global. Yogyakarta: Pustaka Pelajar. Maarif, S. (2012). Penanggulangan Bencana Di Indonesia. Jakarta: BNPB.

Mardikanto, T., & Poerwoko, S. (2012). Pemberdayaan Masyarakat: Dalam Prespektif Kebijakan Publik. Bandung: Alfabeta.

Suharto, edi. 2009. Membangun Masyarakat Memberdayakan Rakyat Kajian Strategis Pembangunan Kesejahteraan Sosia/ & Pekerjaan Sosial. Bandung: PT Refika Aditama. Takeuchi, yukiko, et al. Roles of family and Community in disaster Education dimuat dalam Community, Environment And Disaster Risk Management: Disaster Education. vol 7.

268

CONSCIOUS CULTURE DEVELOPMENT AND DISASTER PREPAREDNESS WITH EFFECTIVE AND EMPHATIC COMMUNICATION FOR DISASTER MITIGATION AT SCHOOLS Siti Irene Astuti Dwiningrum, Wagiran, Suwarjo, Achmad Jaedun Faculty of Education, Yogyakarta State University Indonesia ireneast@yahoo.com or pps@uny.ac.id Abstrak

Schools have an important role in shaping the culture of awareness and alertness dealing with disaster mitigation. In the process of shaping the culture of the society living in the disaster-prone area, it is necessary to keep socializing its importance in order to strengthen the awareness and alertness in the school environment. This research is aimed to answer main issues: How is the culture of awareness and alertness in a disaster-prone area developed in schools?, The research was conducted in prepared schools for disaster mitigation, such as in SD Negeri 2 Parangtritis, SMP N 2 Imogiri and SMA N 1 Kretek, Bantul regency, Yogyakarta. The data were obtained through interviews, observations, participations and FGD. The data were analyzed descriptively through data reduction, categorization. Data triangulation was also conducted to validate the obtained data. The result of the research concludes that : establishing behavior and awareness and alertness culture of disaster mitigation can be carried out in many ways, such as, simulations, role playing, â&#x20AC;&#x153;the river of lifeâ&#x20AC;?, storytelling, story analysis and movie analysis. It is also necessary to maintain effective communication in establishing such a culture. Effective communication will enable the school community to accept moral values, understand each other, support others to do actions, motivate others to solve problems by using new ways. Besides, effective communication at schools in a disasterprone area will increase the productivity and performance in an attempt to build disaster preparedness at school, the ability to overcome the problem of post-disaster; ability in the decision-making process for disaster mitigation, the ability to help others in the face of problems; ability to maintain cooperation and acceptance and positive response by the environment. Meanwhile, with the establishment of an empathic and effective communication in schools, then the students will understand what is desired; what is perceived, also, the school may appreciate how the experience felt by students; be objective / neutral; school uses easily understandable language to build disaster preparedness behavior in school. Keywords: disaster awareness school, school disaster preparedness, mitigation, I. INTRODUCTION Indonesia is a potential disaster-prone area, with a variety of types of disasters

and the impacts that arise as a result of those catastrophic events. Specifically, in the 269

province of Yogyakarta, Spatial Plan 2009-2020 set out some areas prone to natural

disasters including: (a) areas prone to volcanic eruptions on the slopes of Mount Merapi

in Sleman regency; (b) landslide-prone areas in Sleman, Bantul, Kulon Progo and

Gunung Kidul; (c) flood prone areas in Bantul and Kulon Progo; (d) drought-prone areas in Bantul, Gunung Kidul, Sleman, Kulon Progo; (e) a hurricane-prone area in the District

/ City; (f) earthquake prone areas in the District / City; (g) the tsunami-prone areas along the beach in Bantul, Kulon Progo and Gunung Kidul (Dwiningrum, 2011, 2012: 12).

Catastrophic events may be seen as a social phenomenon that cannot be

separated in the social life. The existence of natural disasters, non-natural disasters, and social disaster is an event that is sometimes unavoidable, especially natural disasters that can happen anytime and anywhere in the world, due to the natural disasters that

usually occur suddenly, which are less or not detected by careful calculation before that finally can take its toll life and property. These conditions have been undergone by the

social community in DIY and surrounding areas in the event of a disaster, such as, an

earthquake that happened in 2006 in Bantul and surrounding areas and catastrophic eruption of Mount Merapi in 2010. As a result of the disaster, Yogyakarta was severely

destructed, damage to buildings / infrastructure and other losses are also inestimable (Dwiningrum, 2011, 2012: 5).

Disaster risk reduction management requires optimal mitigation that requires a

response to the attitudes and behaviors that support all components of the society. Therefore, realizing the importance of awareness, concern and shared responsibility of

all citizens of the nation will be vulnerable to potential disaster conditions, including efforts to reduce the impact of the disaster on the level of risk that may occur in the

region of each residence. In this context, disaster awareness culture is needed in public life, especially in the school to support a culture of preparedness.

Culture of preparedness is an important aspect of building mitigation in schools.

It supports the embodiment of the Mandate of Law Number 24 Year 2007 on Disaster Management and Government Regulation No. 21 of 2008 on the Disaster Management.

Ministry of National Education has issued Mandate Letter No.: 70A / MPN / 2010 to encourage local activities including disaster education in the process of learning at 270

schools. In addition, the Ministry of National Education has drawn up a strategy for Disaster Reduction. Mainstreaming disaster risk reduction in school is important to do

both structural and nonstructural order to create a culture of safety and disaster preparedness at schools.

The establishment of a culture of preparedness in schools is one supporting step

for the PRB policy outcomes to the World Conference on Disaster Reduction (World Conference on Disaster Reduction) held in Kobe, Japan. The result of the conference agreed upon joint action framework for disaster risk reduction 2015. The agreement on

a mission to build the resilience of nations and communities to disasters is known as the

Global Platform for Disaster Risk Reduction Hyogo Framework 2005-2015 (Hyogo

Framework for Action / HFA 2005-2015). This framework essentially proposes 5 priority actions to be done by a country including: (1) ensuring that the disaster risk

reduction (DRR) is placed as a national and local priority with a strong institutional basis for implementation; (2) identifying, evaluating, and monitoring disaster risks as

well as enhancing early warning utilization; (3) using knowledge, innovation and education to build a culture of safety and resilience at all levels; (4) reducing the basic

risk factors; and (5) strengthening disaster preparedness with an effective response at all levels. Thus, it is necessary to achieve the purpose of capacity building at the

community level to reduce disaster risk at the local level to mobilize local resources as an effort to reduce vulnerability to hazards.

Schools have a strategic role in shaping the mental-spiritual young Indonesian

disaster resiliency. Schools can also develop initiatives in disaster risk reduction,

particularly in schools to include all elements of the stakeholders (educators or teachers, supervisors, principals, department of education, students and parents).

School community is the largest component in the structure of society / nation of the

next generation who are at school age or as a group of students in school. Their existence as the younger generation actually has an important role as the agent of

change in determining the success of the nation-building process in the future. In

addition, groups of school-age children are also seen as a vulnerable group affected by the effect of the disaster. The condition occurs due to the majority of schools stakeholder in disaster-prone areas who do not understand the importance of building

a culture of disaster mitigation through disaster awareness and preparedness culture 271

school. Therefore, some strategic steps in realizing disaster risk reduction management can be done by building a culture of preparedness in schools. Problem Formulation Based on the background of the research, the problems can be formulated as follows: 1. How is the culture of disaster alertness developed at schools?

2. How can the empathic and effective communication at schools be developed in

the process of developing the culture of preparedness toward disaster at school?

Objectives of the Research

Generally, the objectives of this research are to:

a. describe the culture of preparedness toward disaster at school b. describe the empathic and effective communication at schools

The Significances of the Research

The significances that are expected to perform this activity is that the research

results can be used as material / data input in the formulation of development of policy

framework in education, especially in efforts to achieve the development of a model of school-based disaster awareness on the environment is characterized by a distinctive insight into local wisdom in the Province of DIY.

This research is also expected to result in a more appropriate formulation of the

concept of the social context that supports awareness, concern and responsibility in the

community component of the school community to the existence of conditions of disaster preparedness and risk characteristics. II. RESEARCH METHODOLOGY The location of the research The research was carried out in some districts in the province of Yogyakarta,

especially those that are located in disaster-prone areas. The research was covering 272

some schools in Bantul regency, one of the disaster-prone areas in Yogyakarta, such as di SD Negeri 2 Parangtritis, SMP Negeri 2 Imogiri, and SMA Negeri 1 Kretek. Data Resources

The data of the research were obtained through literature review, rule review,

interviews, and group discussions at schools. The data were collected through

observations, surveys, interviews, FGD, that is limited to school stakeholders; students, teachers and school committee. Data Analysis This research is qualitative research. The data analysis technique used is

descriptive qualitative techniques by describing the data with a variety of issues related

by narrating them interactively. The data analysis was carried out to organize, sort, classify and provide a specific code as well as to categorize them. The data management

aims to find a theme and working hypothesis which eventually was named a substantive

theory (Moelong 2006: 103). The first step in the data analysis is the process of data collection. Second, reducing the data to make a summary, choosing subject matter, focus on the important things, looking for themes and patterns, as well as throwing deemed

unnecessary. Third, after the data is reduced, the next step is the analysis of the presentation (display) of data. Data presentation is directed to organize the reduced data as well as to arrange them in a pattern making it easier to understand. The

presentation of the data is done in the form of a narrative description, charts, relationships between categories, flowcharts and the like. Fourth is to draw conclusions

based on the findings and verify the data. Preliminary conclusions presented are still

temporary and will change when strong evidence supporting the next phase of data collection is found. The process to obtain evidence is called as data verification. The validity of the data was carried out by data triangulation. The triangulation was done by

repetition back to information obtained through a variety of methods, data sources, time, and settings. In this case, cross checking was done between the data collection methods were obtained, either from interviews or observation and FGD. 273

III. RESULTS AND DISCUSSIONS Disaster Awareness in School Culture (Culture Disaster Preparedness in Schools): Disaster is an event that is inherent in social life. The event of a disaster may be

in the form of natural disasters, non-natural disasters, and social disaster is a condition that is not expected attendance. However, catastrophic events, especially natural

disasters can happen anytime and anywhere in the world, due to the natural disasters usually occur suddenly, are less or not detected by careful calculation before so that

casualties and property (Dwiningrum, 2011, 2012: 14). Disaster must be understood

from the type and symptoms. To know the types of disasters that occurred in Indonesia is important for students to know more about the early signs are attached to each disaster. The earthquake that occurred without unpredictably often leads to:

1) Tsunami. If tsunami happens, the destruction will be severe, Tsunami may happen after a 6-richter-scale earthquake which takes place underwater.

2) Floods. A high-scale earthquake sometimes may destroy a dam which finally blows the water away to the surrounding settlement. Those who live near the dam will be in great danger if the dam is affected by the earthquake.. 3) Landslide. Landslide usually occurs in a sloppy area in which the ground is unstable and sandy. It happens because the lower part of the slope is not strong enough to hold the upper part of the slope when an earthquake happens.

4) Fire. Earthquakes can knock down power pole, if the cord broke and short circuit occurs, can produce sparks that eventually led to a devastating fire. It could also be due to a gas pipe or tube damaged by earthquake, triggering a fire..

5) Volcano eruption. Great earthquakes may affect the activity of the volcano, so the lava flows resulted in them active and finally erupted volcano.

6) Damage to public infrastructure. Suppose the home collapsed not make people homeless, damaged communication networks, transportation, public services, water supplies and foodstuffs difficult thus resulting malnutrition and disease. Besides, the economy collapsed. By understanding about the types of disasters, it is expected that the schools will be

able to analyze the areas in Indonesia considered as disaster-prone areas. In Indonesia, catastrophic events may occur throughout the region with various forms of disaster. This happens because the territory of Indonesia in general is an area / region of the

potential disaster prone, with a variety of types of disasters and impacts arising as a

result of catastrophic events. Specifically in the province of Yogyakarta based Spatial 274

Plan 2009-2020 set out areas prone to natural disasters which include: (a) areas prone

to volcanic eruptions on the slopes of Mount Merapi in Sleman regency; (b) landslide-

prone areas in Sleman, Bantul, Kulon Progo and Gunung Kidul; (c) flood prone areas in Bantul and Kulon Progo; (d) drought-prone areas in Bantul, Gunung Kidul, Sleman, Kulon Progo; (e) a hurricane-prone area in the District / City; (f) an earthquake prone

areas in the District / City; (g) the tsunami-prone areas along the beach in Bantul, Kulon Progo and Gunung Kidul (Dwiningrum, 2012: 1-2).

The role of schools in building a culture of preparedness is very important,

because it has a broad impact on citizens. This role is in accordance with one of the

objectives by transforming disaster risk reduction awareness to change attitudes. Schools that responds to disasters requires the ability to change the paradigm in

viewing disaster. In this case, changing the paradigm may develop alternatives to interpret the "catastrophe" as something that happens suddenly or purely natural but

involves the risk that can be handled by humans in social institutional dimensions. For example, historically stems from the concept of "free from flood" to "living with floods".

The changes are experienced by people who live in the Mekong River Basin, Bangladesh

-Vietnamese, which shows that life cannot escape from the threat of natural "flood" but how to live together with "flood" (Piers Blaikie, Ferry C, Ian D, Rouledge; 1994), so that

preventive and efforts to reduce the risk of becoming a fundamental requirement in

responding to a disaster. The consequences of these changes may encourage us to understand the disaster in some important ways, such as: a) the importance of understanding that "disaster" is not inevitable, but in the spirit of humanism to free

mankind from the disaster with the aim of managing threats and reduce vulnerability; b) such understanding may teach the society that any form of natural hazards can

happen but the problem is more on how to develop ideas to reduce the risk (mitigation) against these threats. For example, thinking about how to prepare for an earthquake

resistant buildings and readiness what to do if an earthquake happens again and so on;

c) From the point of view of psychology, a comprehensive understanding of the nature and interpret it as a threat of disaster becomes important for the understanding of an

event that is determined by the perception of the community. If the growing perception

comes up from a comprehensive understanding of the disaster, it will be easy to clarify 275

the problems that occur with all of its consequences (Sudaryono, 2008 cited by Dwiningrum,2011, 2012).

The role of schools in developing knowledge of disaster risk reduction should be

done at all levels of education. The ability to change the mindset and the ability to act in disaster mitigation become a paradigm in which the expected life of the community

gradually blend in the dynamics of social life so that the purpose implement the disaster risk reduction steps will be realized. In general, disaster mitigation management is a

continuous process undertaken by individuals, groups, and communities manage hazards in an effort to avoid or reduce the impact of disasters. The performed actions are also based on disaster awareness culture that has been owned by the school community

Effectiveness of disaster management relies on the integration of all elements,

both non-governmental and government. Activity at each hierarchy (individual, group,

society) may affect at different levels. The disaster management cycle consists of four

stages, namely the prevention / mitigation; b) at the stage of pre-disaster preparedness;

c) emergency response, and d) the rehabilitation and reconstruction phase after the disaster. Mitigation is an action taken to reduce the impact caused by the disaster. Moreover, the mitigation phase focuses on the long term to reduce the risk of disaster.

Implementation of mitigation strategies can be viewed as part of the recovery process if

mitigation measures carried out after the disaster. However, despite the implementation of a recovery efforts, the actions taken to eliminate or reduce the risk of

future periods are categorized as mitigation measures (Krishna S. Pribadi; 2008 cited by Dwiningrum, 2011, 2012).

According to Krishna S. Pribadi (2008), mitigation may consists of structural

mitigation and non-structural mitigation. Structural mitigation is an action to reduce or

avoid possible impacts of a physical disaster. Some of the examples of structural mitigation

measures

are

the

construction

earthquake-resistant

housing,

infrastructure development, construction of levees along the river, and so forth. While

non-structural mitigation measures related policies, development awareness,

knowledge development, public commitment, as well as implementation and operational methods, including participatory mechanisms and the dissemination of 276

information, which is done to reduce the risks related to the impact of disasters. Mitigation is the most efficient measures to reduce the impact caused by the disaster.

School community awareness about disaster mitigation is also essential. It is based on the approach to disaster management that one of the principle is the development of human capabilities, particularly in developing societies, especially at schools that have disaster awareness culture ( by cited Dwiningrum, 2011, 2012).

The culture of preparedness should be established in schools. The ability to be

developed in a culture of preparedness is a catastrophic preparedness in the learning process at schools. The process of conscious and disaster preparedness education needs time in creating habituation at schools. In this context, building a culture of disaster

awareness should be based on the faiths that require human culture since humans are the creators of culture. Thus, the dynamics of human life is associated with the

dynamics of building a culture of disaster preparedness into a character that is

constantly growing and changing in the dimension of social life. Even the destruction of human life occurs when the cultural dimension no longer exists in the "breath" of life.

Furthermore, humans are social creatures who always need other people to interact

socially in order to be able to keep the existence and their social adaptability. Similarly, all activities of life at school are the result of a process of dynamic social interaction.

Building a culture of conscious behavior that has a culture of preparedness and disaster is the result of a dynamic social process of the school community.

Based on the results of research at the schools that are used as a "pilot project" of

schools with disaster preparedness in Yogyakarta, Indonesia, there are several

programs that have been and can be developed in the form of disaster awareness culture and the culture of preparedness. In general, based on the data from the study taken at the schools, there are some programs that can be described as follows:

Table 1. Cultural Development Program Disaster Preparedness in Schools

Programs

Simulation

Descriptions of the Programs

The schools arrange plans for training to equip the schools with readiness to cope with disasters that may happen. 277

Objectives

The schools will be ready to save their own life and help others when the disaster occurs.

Role Playing

The schools encourage the teachers to design learning models in the form of role-play about disaster mitigation that should be implemented when the disaster occurs.

School community gain direct experience with the method of "learning by doing" better prepared to make decisions for self-preservation process.

Residents can act more actively at schools school with disaster awareness based on the description of the role that has been studied. River of Life School encourages teachers to The residents have profound build and improve the resilience ability dealing with disaster of students in the learning awareness. process in classes according to subjects. The way the teachers by School community have making "river of life" made by resilience in dealing with the students and discussed with the disaster. group in the classroom. â&#x20AC;&#x153;Story The teachers are motivated to School community, especially Tellingâ&#x20AC;? develop the ability to tell which is the students can learn the related to the knowledge of basic concepts that are disaster, rescue, disaster risk indispensable in shaping the reduction, etc., which is delivered behavior of disaster by the method of storytelling. The awareness. method of the story telling can be School community can more interesting and alive. describe the "setting" that is more precise about what actions to take to save themselves in time of disaster and also be wise when a disaster occurs. Story Analysis School encourages teachers to design learning process to be School community, especially more interesting, creative and the students can make sense of innovative with the way the the disaster so that they are students are asked to create more mentally prepared, and stories that impressed and responsive in the face of meaningful about catastrophic disaster. events, and the school's role in making the school a safe and comfortable place to learn in disaster-prone areas. Movie Schools have some types of films School community can learn analysis related to environmental issues, from the experience of others, disaster, evacuation etc. to be other people or other used as a source of learning and countries in building disaster reference. awareness. Cerita

278

Some of the above programs are learning methods that can be used by teachers

to stimulate a culture of disaster preparedness through the conscious and the media of

experiential learning in the classroom by integrating the intra-curricular and extracurricular activities. Such programs have not been implemented in most of the schools. Based on the result of the observations at some schools, it can be seen that it is necessary to try to develop ideas that are directly or indirectly developed by the school,

particularly in developing "trauma healing" after the earthquake. In this case the researchers try to define and describe the main ideas which are owned by the school. Emphatic and Effective Communications at Schools Social processes in building a culture of disaster preparedness conscious are not

easily developed by the school. In fact, there is a tendency that the school does not

continuously move the existing programs. There is also a tendency that the schools

were not aware that building a culture of preparedness should be an important part in the learning process at schools. Among the factors, the most fundamental is the lack of

effort and cost. In fact, to build a culture of preparedness it requires time and commitment. In addition, success in building a culture of disaster preparedness

conscious and determined by the two aspects of contact and communication in social contacts that initiate communications. Therefore, communication is important in the social processes that underlie social dynamics in shaping school culture in school with

disaster awareness through communication of empathy and effective communication. According to Wikipedia, empathy is the ability to understand the feelings / emotions of

others. Empathy can also mean the ability to feel what others feel and ability to put

themselves in the positions of others. One of the best ways for students to empathize is

to play a role (role play). By playing a role, the school community are invited to

experience the world from another person's perspective. By imagining that she was the

person, he could see from the eyes of the people, acting like the person, and that person can explore feelings (be other person). It is important in this role play that the students

had the opportunity to try an unusual role for him, so they will learn to see from the perspective of another person. Similarly, as emerged by Daniel Goleman, in Emotional

Intelligence, it is argued that, empathy allows one to appreciate the problem or implied needs behind the feelings of others, which is not only expressed through words. 279

Through empathy, we are not just out in the effort to understand others, but also conduct an internal understanding of self. In building disaster awareness of the school,

empathy is needed in the process of social interaction, because with empathy will result

in some benefits: 1) building awareness of the presence of other people who have a different point of view to adapt social learning; 2) able to feel the pain of others by overcoming discomfort feelings with others; 3) able to understand the difference

judgments of others because of differences of opinion not to be aggressive; 4) able to

listen and understand the differences that will form a good self-awareness, manifested in nature that is optimistic, flexible, and emotionally mature.

In building a school with disaster preparedness, the role of communication and

empathy are very important, because empathy between the school community may perceive the internal frame of mind of other people precisely that includes emotional

elements and ways to behave, along with concern as if the self is others who are perceived but without loss of consciousness was supposed as others. In other words,

empathy is supposing ourselves as others without emotionally soluble in the conditions presupposed. Empathy is an important part of the learning process. It is required in the

disaster mitigation education. Some indicators are necessary in forming an empathic

stance, among others, such as knowledgeable, capable of self-determination, strategic, and empathetic. In addition, with empathy then someone will have the ability to see

ourselves and the world from others' viewpoints. This means that they are able to observe and assess the beliefs and circumstances of others by sticking to the aim of

developing an understanding and appreciation. In the context of building a culture of preparedness, the ability to understand the situation himself and other people is very important especially that which is intended to be part of disaster mitigation in schools.

In addition, disaster awareness culture can be built through a variety of

activities to develop effective-empathic communication in the school among teachers,

students and between teacher-student. Based on interviews, observation and assessment as well as experience in the "trauma healing" program at school, some of the

important aspects required in building a school building disaster awareness and disaster preparedness can be done in various ways, as follows: 280

Tabel 2. Effective and Emphatic Communication in establishing A culture of Disaster Preparedness Aspects

COMPLETENESS CONSIDERATION

CONCRETENESS

CLARITY

COURTESY

CORRECTNESS

Ways to implement in establishing a culture of disaster preparedness at school.

The moral is made short and easy to remember by all citizens who serve as school spirit together to build awareness in building the culture of consciousness and disaster preparedness at school.

Schools should consider the dimensions of the cultural, social and community psychology of the schools, so that the message delivered is able to form a positive awareness within the school community without being reminiscent of a traumatic event.

Schools must make a long-term, medium and short-term programs to realize the goal of building schools and disaster preparedness that makes people feel safe and comfortable in the school that lasted continuously until the school is considered to have behavior that is aware of the disaster.

Schools must have clear stages to achieve the goal of building a safe school with disaster preparedness as well as comfortable situation with students, by creating a clear vision and mission and agreed upon by all members of the community. Create a clear and easy to remember and put on the corners of the school legible at all times. In the process of communication, a moral message must be done with polite language. The learning process should be strengthened so that the humanist approach of the school community feel as part of an important subject in the process of building a culturally aware and disaster preparedness.

Schools should explain the purpose of the school program as part of disaster preparedness is vital, urgent to support the global program, in which the role of regional and local disaster takes place in the risk reduction in time of disaster.

Referring to the data it can be concluded that the school with disaster

preparedness needs comprehensive support in the development of cultural elements, that are not limited to ideas but it takes no action and cultural symbols which

strengthens the idea and notion of building disaster preparedness as a form of shared

responsibility of the school community. With these measures, the effective-empathic 281

communication between the school communities can work optimally, because the moral

messages are well-conveyed. In this case, effective communication occurs when people can communicate to understand each other, stimulate others to act, encourage others to

think in new ways. There are some significances resulted from effective communication

in school, which can improve performance and productivity; ability to cope with postdisaster issues; ability in the decision-making process for disaster mitigation, the ability

to help others in facing the problem; ability to maintain cooperation and acceptance and positive response by the environment. More specifically, the establishment of an

empathic and effective communication at schools, there are some interesting aspects to be observed again: school students understand what is desired; understand what is

perceived; school will be able to appreciate how the experience felt by students; school will be objective / neutral and uses easily understandable language to the students. V. CONCLUSION Schools have an important role in shaping the culture of awareness and alert

toward the disasters. In shaping the behavior of residents living in disaster-prone areas the citizens should be conditioned on an ongoing basis in the learning process at school,

so the culture of disaster preparedness were integrated into the school culture. Shaping

behavior and school culture of disaster preparedness can be done in various ways and methods such as: simulation. role-playing, river of life, story telling, story analysis, and analysis of the film. In building a culture of disaster preparedness the school should be

aware of and develop an effective and empathic communication. Effective communication gives the ability to the school community to be able to accept the moral

message easily between the school community, understand each other, stimulate others

to act, encourage others to think in new ways. The benefits of effective communication

with the school, especially in disaster-prone areas will improve the performance and productivity of labor in an effort to build a school disaster preparedness, the ability to

overcome the problem of post-disaster; ability in the decision-making process for disaster mitigation, the ability to help others in facing the problems; ability to maintain

cooperation and acceptance and positive response by the environment. Meanwhile,

with the establishment of an empathic and effective communication in schools, school students will understand what is desired; what is perceived; and school will appreciate 282

how the experience felt by students; school be objective neutral and uses easily understandable language students to build disaster preparedness behavior. References

Dwiningrum, S.I.A, 2008. The recovery socio-psicho process the post-earthquake teachers in Bantul regency daerah istimewa Yogyakarta. Cakrawala Pendidikan, (Nomor 2 Tahun 2008): 201-212.

Dwiningrum, S.I.A, 2010. Peran sekolah dalam pembelajaran mitigasi bencana (The school roles in the Process of Disaster Mitigation). Jurnal Dialog Penanggulangan Bencana, 1(Nomor 1 Tahun 2010): 30-42. Dwiningrum, S.I.A,, 2011. School role in disaster mitigation in junior high school in Indonesia and Philippines. Laporan Penelitian Kerjasama Luar Negeri, tidak diterbitkan, Lembaga Penelitian dan Pengabdian Kepada Masyarakat, Universitas Negeri Yogyakarta.

Dwiningrum, S.I.A, 2012. Ide pengembangan modal sosial dalam perbaikan mutu sekolah pasca erupsi merapi (The idea of sacial capital development in Refining the Quality of The school afetr the Eruption), Laporan Penelitian Mandiri FIP UNY. Dwiningrum, S.I.A, 2012. Model sekolah sadar bencana (The models of disaster-alerted schools). Laporan Penelitian, tidak diterbitkan, Biro Administrasi Pembangunan Sekretariat DIY.. Henderson, Nan (2003). Resiliency in School , California:Corwin Press,Inc. Makalah Pelatihan Psikososial Dasar yang diselenggarakan pada tanggal 3-6 Juli 2006 di Lembaga Penelitian UNY Piers Blaikie, Ferry C, Ian D, Rouledge; 1994. AT RISK: Natural Hazards, Peopleâ&#x20AC;&#x2122;s Vulnerability and Disasters.

Pribadi, Krisna S (2008), Penyusunan Masterplan (Rencana Induk) Penanggulangan Bencana Di Propinsi Jawa Barat, Makalah , Pusat Mitigasi Bencana ITB, Bandung: 11 Agustus 2008 Reivich, K., & Shatte, A., 1999. The Resiliency Factor: 7 Essential Skills for Overcoming Lifeâ&#x20AC;&#x2122;s Inevitable Krishna S. Pribadi Obstacles. Reivich, Karen (2002). The Resileince Factor, Americ: Broadway Books

Sudaryono., 2006. Pendidikan Pasca Gempa, Makalah: Pelatihan Managemen Pendidikan Dasar, Diknas DIY . Sudaryono. (2007). Resiliensi dan Locus Of Control Guru dan Staf Sekolah Pasca Gempa. Jurnal Kependidikan. Mei 2007 UU RI No. 24 Tahun 2007 Tentang Penanggulangan Bencana 283

Wuryanti, Theresia, Kerengka Aksi Hyogo : Pengurangan Resiko Bencana 2005-2015: Membangun Ketahanan Bangsa dan Komunitas Terhadap Masyarakat Penanggulan Bencana Indonesia, Desember 2007

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YOUTH EDUCATION MODEL FOR SOCIAL DISASTER Lutfi Wibawa Abstract Social disaster is an event or series of events that threaten and disrupt the lives and livelihoods of those by human activities, among others due to negligence, ignorance, narrowness insights from a group of people, the disappearance of moral values of society. Social disasters that threaten public order would appreciate the values of culture and humanitarian values. This social disaster in the later stages niali trigger the destruction of cultural values and the foundations of humanity. Indonesian society as a civilized society must be able to prepare themselves to ward off social disaster that may arise. Youth become a very important part to be the subject in the face of social disaster. This paper will present the strategic steps the education of youth in the face of social disaster. Keywords: Education, Youth, Social Disaster

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PARENTING IN CULTURAL AND ECOLOGICAL SYSTEM TO SAVE THE CHILDREN Dr. Sardin, M.Si.

Abstract In the Bronfenbrenner Ecological Systems Theory (1971), family is a part of micro-system environment for children that very large influence on the development of children in the later period. Variations in family nurturing has bring out variations of behavior that occurs in children. Ideally, all parents expect their children to growth and develop properly, but in practice nurturing adopted by parents are not in line with expectations. Deviant behavior, juvenile delinquency, violence, and other various forms of deviant behavior is affected by the allegedly improper parenting system is done by the parents in the family.

Parenting education for parents as implemented in the system of cultural and ecological have a significance meaning to promote the values derived from the culture wise and combine it with the system environment as a learning resource for parents. Human ecology system puts a human individual as part of the environment, both biological and nonbiological. Education for parents based on the ecological system is expected to encourage the growth of self-awareness and see the environment as a learning resources that can provide benefits for children's development. Parenting in the cultural and ecological systems is done by reinforcing learning system based on the growing awareness of the parents in making early childhood education right in the family. Substantially, cultural and ecological system developed includes the following matters; 1) needs and expectations Analysis of parents to the children; 2) analysis of the social roles of children, parents, and the environment shape children's behavior; 3) analysis of positive cultural values in favor of the development of the children; and 4) analysis of ecological systems are becoming a source of learning for children. Key word: parenting, education, culture, ecological, early childhood education

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Disaster Management Based of Non Formal Educational Activities Prof. Dr. Tri Joko Raharjo, M.Pd State University of Semarang trijokoraharjo@gmail.com

A. INTRODUCTION In addition to providing venues for educational purposes, the school buildings often serve as community meeting points and in case of emergencies as temporary sleters. Their locations are well known within the community and are usually spacious enough to accommodate families taking refuge from their damaged homes. When these school buildings are damaged by natural disasters, it affects not only the students disrupting their studies and undercutting the quality of education but also affects the entire community. Unsafe school buildings are also hazardous on their own, threatening the lives of students, teachers and education officers. In addition, the loss of the lives of teachers in a disaster event has tremendous impacts on the society. Deaths of qualified teachers deprive the national education system of highly trained professionals and the students are deprived of mentors. The experience of losing friends, family members or teachers who bear influence in their lives, can leave the students and adults alike traumatized. Asia and Pacific regional scale, following facts and figures indicate the impact of disasters on education sector. Interruption to the education system caused by natural disasters affect numerous students worldwide. Annually, flooding alone has displaced more than half million children from school for extended periods of time all over the world. In the yearly flooding season coincides with the school period and the commute between the school and the home become a perilous affair. When the floods become severe, schooling has to stop completely. In the event that the school is spared from any serious damage, its use as a temporary shelter has bearing on regular classes being interrupted. In the midst of the school term, the educational activities of students could be disrupted. In the immediate post-disaster situation, the children along with their families and the community further face threat of diseases brought about by shortage of food, clean drinking water and proper healthcare and sanitation facilities. 287

In the education of school children was impacted. As the affected families, especially the poor, struggle to restore their living conditions and livelihood, school age youngsters are obliged to help out the family to earn additional income and drop out of schools. Under the circumstances, mainstreaming in the formal education sector will not suffice and non-formal education system needs to be looked into as well. B. NON-FORMAL EDUCATIONAL ACTIVITIES BASED APPROACH Any organized and sustained educational activities that do not correspond exactly to the defition of formal education. Non-formal education may therefore take place both within and outside educational institutions, and cater to persons of all ages. Depending on country contexts, it may cover educational programmes to impart adult literacy, basic education for out-of-school children, life-skills, work-skills, and general culture. Non-formal education programmes do not necessary follow the â&#x20AC;&#x2DC;ladder system, and may have differing durations, and may or may not confer certification of the learning achieved. The possibilities of non-formal education may be overseen or underestimed, resulting in denied educational opportunities for children and youth who cannot enrol in formal education. Non-formal educational activities give out-of-school children and youth access to structured learning, reinforce their silf-esteem and help them find ways to contribute to their communities. In emergencies, however, national organizations that already undertake non-formal education may be interrupted by lack of core and stable funding to cope with a greatly expanded scale of operations. Non-formal education activities are frequently affected and curtailed during periods of conflict and insecurity and their organization is not necessarily easier than organiztion of formal schooling. Non-formal educational activities can take the form of literacy and numeracy classes, culture activities, education regarding child rights or more subject-specific learning. Depending on the provider and the context, non-formal education may also include so more learning programmes ini educational system. Non-formal education therefore serves as a positive alternative, and can often be a vital protection strategy. Even in acute emergencies, in secure camp situations, non-formal education activities can be organized quickly to provide children with positive ways to spend their time until other, more formal, options are put into place. In conflict, or after a natural 288

disaster, non-formal education activities may need to be focused on specific subject, such as enviromental education, landmine awareness, peace education and conflict resolution, reproductive health, hygiene, disease prevention, HIV/AIDS awareness and prevention, phycosocial awareness, and human right. More case study gives a good example of specific issues caused or exacerbated by a natural disaster which non-formal education programmes could be used to address. Some programmes based of Non-Formal Education are noted UNESCO (2010) in below. a. Organized Cultural Activities These activities can have powerful healing effect on children, youth and adults who have experienced the horror of displacement. In addition, vital messages related to peace, awareness of HIV/AIDS, disaster risk or other health or social issue could be usefully conveyed via these media. This results in increased knowledge of both programme participans and community members who view their work. b. Basic literacy/numeracy training For children, youth and adults who cannot or will not attend formal school, such training may be the only way they will achieve literacy. These programmes can be offered in peopleâ&#x20AC;&#x2122;s homes or in community facilities, and programme times can be scheduled around the work schedule of participants. c. Vocational programmes Non-formal training for emergenncy-affected programmes can be provided through training centres or, often more effective, sponsored apprenticeships with local craftsman and business. These can be combined with literacy/numerical and life skills courses where desired. d. Organized recreational and sporting activities These activities can be started early in the acute phase of an emergency and give children and youth a critical opportunity for play and socialization that will aid in their healing processes. While open access to these activities is critical, social tensions must also be kept in mind. Competitive games, if not organized with peacebuilding in mind, can support, and not defuse, social rivalries in communities. In addition, organized of sports and recreational activities must take sure to consider the needs of both boys and girls. UNICEF has pre-packaged recreational kits that can be made available quickly during an emergency. These kits consist of: balls for 289

several types of games, coloured tunics for different teams, chalk and a measuring tape for marking play areas, and a whistle and scoring slate. e. Foreign-language training Especially in refugee situations where the refugee and the host community speak different language, language training may help refugees communicate with their surrounding hosts. Learning or improving competency in an international language increases self esteem and employability, and may be helpful in formal education is resumed. In some instances, learning the languages used in the country of asylum may help refugee acquire jobs and especially for older students, allow them the opportunity to attend secondary school in the host country. f. Bridging programmes The objective of bridging programmes is to enable older students who have missed years of education to re enter the formal school system. In general, these programmes are aimed at adolescents (aged 10-17) who study intensively for one year and then take a national examination to enter the school system. The goal is often for these students to begin their formal schooling in grade 2 or 3. Bridging programmes may also be required for student in higher grade who are transferring from one system of education to another. g. Accelerated learning programmes The goal of accelerated learning programmes is to provide educational opportunities to adolescents who have not completed a primary education. In many post conflict situations, adolescents have often been denied their right to education. In general, these programmes were developed to enable them to study six years of standard curriculum in three years. Upon completion of the accelerated learning programme, students should have achieved functional literacy and numeracy and can take an examination in order to enter the formal school system. C. NON-FORMAL EDUCATION IN EMERGENCIES AND RECONSTRUCTION The issue of access to non-formal education disaster risk has become a priority for the international community, such as children, youth or adult. In addition, the United Nations Millennium Declaration also calls on the international community â&#x20AC;&#x153;to ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full

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course of primary schooling” and that “girls and boys will have equal access to all levels of education” (United Nations, 2000). The table below lays out three primary reasons (safety-related, economic and institutional) by Nicolai and Triplehorn (2003). Table – 1. The Potential Protective Elements Of Education In Emergencies Physical Protection  Provides safe, structured place for learn and play  Reaches out to all children, without discrimination  Offers mean to identify children with special needs, such as experiencce of trauma or family separation  Engages children in positive alternatives to military recruetmen, gangs and drugs  Care and supervision can be provided by teachers, in consultation with the parent or guardian  Offers children basic knowledge of health and hygiene  Can improve children’s nutrition by the provision of nutritious daily meals as part of school feeding  Prepares children for appropriate work which is not harmful or theatening their health or security.

Psychosocial Protection  Gives children an identity ass students, averts inadequacy felt by children out of school  Provides a veneu for expression through play and cultural activities such as sports, music, drama, and art  Facilities social integration of vulnerable children such as separated children and former combatants  Support social networks and community interaction for children and their families  Provides a daily routine and offers a sense of the future beyond the immediacy of war or conflict.

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Cognitive Protection  Helps children to develop and retain the academic skill of basic education, literacy dan numeracy  Offers means for children to access urgent life-saving health and security information  Furnishes children with knowledge of human right and skill for citizenship and living in times of peace  Strengthens children’s evaluate skill ini responding to propaganda and disparate source of information  Encourages young people to analyze information, express opinions, and take action on chosen issues.

In below, in her seminar work entitled Planning education in and after emergencies, Sinclair (2002) outlined a series of key principles that apply to all such operations. Access • The right af access to education, recreation and related activities must be ensured, even in crisis situations • Rapid access to eduacation, recreation and related activities should be followed by steady improvement in quality and coverage, including access to all levels of education and recognitian of studies • education programmes should be gender-senditive, accessible to, and inclusive of all group • eduacaiton should serve as a tool for child protection and harm prevention. Resources • education programmes should use a community-based participatory approach, with emphasis on capacity building • education programmes should include a major compenent of training for teachers and youth/adult educators and provide incentives to avoid teacher turnover • crisi s and recovery programmes should develop and document locally appropriate tergets for resource standards, adequate to meet their education and psychosocial objectives Activities • All crisis affected children and young people should have access to education, recreation and related activities, helping meet their psychosocial needs in the short and longer term • curriculum policy should support the long term development of individual students and of society and for refugee populations, should be supportive of a durable solution, normally repatriation • education programmes should be enriched to include skill for education for health, safety and environmental awareness • education programmes should be enriched to include life skills for education for peace/conflict resolution, tolerance, human right, and citizenship • Vocational training programmes should be linked to opportunities for workplasce practices of the skills being learned. Coordination and capacity building 292

â&#x20AC;˘ Goverment and assistance agencies should promote coordination among all agencies and stakeholders â&#x20AC;˘ external assistance programmes should include capacity building to promote transparent, accountable and inclusive system management by local actors. Writing for the World Bank (2005), Buckland complemented Sinclairâ&#x20AC;&#x2122;s insights with four additional principle: 1) education is a development activity. While education and schooling may be an important four pillar of humanitarian assistance and critical for social protection, it is also, from the beginning, a development activity and should be oriented toward social, economic and political development, and the longer term interest of the learners and the society. 2) Education reconstrustion begins at the earliest stage of a crisis. Education reconstruction has no sharp distinction between a humanitarian phase and a reconstruction phase. 3) Post conflict education reconstruction is centrally does not with conflict prevention to ensure that education does not contribute to the likelihood of relapse into violence and actively builds social cohesion to help prevent it.one of the most significant contributions education can make is to help to reduce the risk of violence in at risk countries. 4) Post conflict recontruction in education calls for a prioritized approach within a broad sector wide framework. The clear evidence from study is that without systematic focus on all sub-sectors (pre-primary, primary, secondary and tertiary) and delivery modes (such as formal, non-formal and distance), there isa danger that post conflict reconstruction will introduce or exacerbate imbalances in the system. For prevention of conflict to be successful it is necessary to educate the individual in constructive responses to conflicts, and to build into society the techniques and institutions that can resolve social conflict non-violently and deter or mitigate largescale aggression. Effective prevention and peacemaking is holistic and involves the entire society, the mobilization of local populations, community structures, civil society, the private sector, media as well as national governments, regional bodies and international institutions. So education planners and managers have a key role to play in developing education sector plans to mitigate conflict.

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D. INVESTING ACTIVITY IN CIVIL SOCIETY ORGANISATIONS Investments can be made with a focus on government preparedness for response, or they can include a wider investment in Civil Society Organisations (CSOs) and community self-reliance. As the first responders in any disaster, communities play a key role in reducing the impact of disasters. Given that most of the loss of life during a disaster occurs in the first 24-48 hours, the immediate community response can have a significant impact on saving lives. Effective community preparedness and mitigation for tsunamis and earthquakes requires communities having the knowledge and motivation to respond appropriately to natural and government-issued warnings by using agreed evacuation routes and shelters. This is a key element of an effective early warning system, but is an area that has not received sufficient attention internationally, despite evidence that investments in community based preparedness saves lives. Community preparedness and mitigation can be achieved through a process of community-based disaster risk management (CBDRM), which supports communities to understand and assess their risks and vulnerabilities, prepare a disaster risk management (DRM) plan, establish and strengthen community DRM groups that lead the implementation of plans, and conduct simulations to test those plans. Forming partnerships between local governments, CSOs and communities can help to build community preparedness and mitigation in these areas. Many communities in Indonesia are not effectively preparing for and mitigating disaster risks. DRM plans were not properly resourced; and plans were not useful when a disaster occurred. The recent tsunami scare in Banda Aceh and Padang on 11 April 2012 showed that communities are not yet taking appropriate action to evacuate from a tsunami. Community resilience programs are implemented by a range of different agencies, mostly to build community mitigation efforts.

BNPBâ&#x20AC;&#x2122;s Community

Empowerment Directorate is currently preparing a pilot program for Disaster Resilient Villages (Desa Tangguh Bencana), which will target 21 provinces and 42 villages. The program is trialling CBDRM as a means for protecting the poor who are identified as most vulnerable to natural disaster, particularly tsunamis.

The United Nations

Development Programmeâ&#x20AC;&#x2122;s (UNDP) Safer Communities through Disaster Risk Reduction (SCDRR) program has been supporting BNPB to draft the policy for this program and to identify key indicators of resilience. AIFDRâ&#x20AC;&#x2122;s Capacity Development Support Program has assisted BNPB to develop operational guidelines (Juknis) and BNPB is also actively 294

encouraging a volunteer drive, working with media on promotion of disaster information and promoting a range of other community-focused programs and policies. BNPB recognises the critical role of community resilience and plans for district to implement the Disaster Resilient Villages program through district facilitators. However BNPB acknowledges that these agencies do not have the human resources or skills to build community resilience on their own. National anti-poverty program, PNPM, where facilitators work directly with communities presents an alternative route, but currently the facilitators do not have the time nor skills to take on additional work. Although government activities represent a growing commitment to community-based programming, activities are not coordinated nor linked under a national policy framework, nor sufficient to achieve adequate coverage for at-risk communities. Support for community-based activities from other sources is likely to be required over the long-term. The National Disaster Management Plan (2010-2014) highlights the need for greater engagement with NGOs and other partners to promote preparedness at the community level. CSOs can play a range of roles in the DRM space. International and domestic literature shows that CSOs can effectively build community preparedness and mitigation. International experience indicates that the greatest results can be achieved when communities, CSOs and local governments work together to reduce disaster risks. In order to achieve transformative change in DRM, communities (with the support of CSOs) have to be able to engage and involve government to support community activities, improve government accountability and allow communities to influence important decisions around funding priorities and public investment. Most efforts in Indonesia to build community preparedness and mitigation to date have been through NGOs, CSOs and the multilateral organisations. These activities are also ad hoc and uncoordinated.

CSO activities tend to focus on community

preparedness, rather than mitigation. There are a number of strong CSO partners working on community preparedness and mitigation in Indonesia. The Red Cross, and the faith-based Nadhlatul Ulama (NU) and Muhammadiyah are key players with national coverage. Some national organisations, such as Bina Swadaya, Satu Nama, and the Institute for Sustainable Agriculture and Rural Livelihoods (ELSPPAT), have experience in disaster management.

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Despite this activity, there are limited national networks that bring actors together into a coherent group. The Indonesian Society for Disaster Management (MPBI) has weakened due to a lack of funding, declining influence and reduction in membership. The National DRR Platform (PLANAS) was established through the Disaster Management Law and represents government, non-government, community and the private sector. PLANAS is currently developing a work-plan that will need support from BNPB and other partners. Even with this strong commitment to community-based DRM, the GoI acknowledges that it does not have the reach or capacity to facilitate local level community-based activities on a wide scale without the engagement of and partnerships with CSOs. With effective, sustainable networks, and a long-term funding base for these organisations to support DRM activities, CSOs and government would be more able to work together to achieve effective, coordinated, long-term resilience that will have sufficient coverage to reduce the impact of disasters on communities. E. CLOSING REMARKS Non-formal education activities provide facts relevant to disaster management. various activities based non-formal education can be planned and implemented when coming disaster. start of activities for children, teens and adults. various activities can be modified and adapted to the kinds and types of disasters that are happening. these activities would focus on the attitudes and skills-based activities encouraging. Nonformal education is very important in this regard. Non-formal education may enhance cognitive abillity, information processing, and learning skill. it is show that disaster related education can enhance personal preparedness, which is crucial in mitigating the disaster risks. thus, policies that ensure universa access to non-formal education at least at the secondary level can be beneficial in reducing disaster impact. REFERENCE Asian Disaster Preparedness Center (ADPC) etc all (with Association of South East Asian Nations/ASEAN and United Nations/UN). Guidance on mainstreaming disaster risk reduction in the education sector, Myanmar â&#x20AC;&#x201C; rural setting. www.gripweb.org/.../mainstreaming%20Disaster... Retrieved 10 August 2014 from: https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rj 296

a&uact=8&ved=0CCAQFjAA&url=http%3A%2F%2Fwww.gripweb.org%2Fgripwe b%2Fsites%2Fdefault%2Ffiles%2Fdocuments_publications%2Fmainstreaming% 2520Disaster%2520Risk%2520Reduction%2520in%2520the%2520Education% 2520Sector.pdf&ei=l78wVIO9N4uyuAS-xoLYBg&usg=AFQjCNGc0JWvSo_9dsxpaOwEqsfcr0bxg&sig2=pR1TB9rIR9f2jxSi4EGOGg&bvm=bv.76802529,d.c 2E. Diakses 21 Januari 2014. Nicolai, S. & Triplehorn, C. (2003). Education in emergencies: a tool kit for starting and managing education in emergencies. London: Save the Children UK. Sinclair, M. (2002). Planning education in and after emergencies (Fundamentals of educational planning no. 73). Paris: IIEP-UNESCO. UNESCO. (2010). Guidebook for planning education in emergencies and reconstruction. Paris: International Institute for Educational Planning. United Nations. (2000). United Nations Millennium Declaration. Adopted by the General Assembly of the United Nations on 18 September 2000. New York: UN. Retrieved 14 September 2009 from: www.un.org/millennium/declaration/ares552e.pdf. Diakses 21 Januari 2014. World Bank. (2005). Reshaping the future: education and postconflict reconstruction. Washington, DC: World Bank.

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