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Disaster Risk Reduction in Education and the Secondary High School Science Curriculum in Indonesia

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Disaster Risk Reduction in Education and the Secondary High School Science Curriculum in Indonesia DISASTER RISK REDUCTION IN EDUCATION AND THE SECONDARY HIGH SCHOOL SCIENCE CURRICULUM IN INDONESIA Nurmalahayati Nurdin A thesis submitted for the degree of Doctor of Philosophy University College London January, 2019 I, Nurmalahayati Nurdin confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis. ------------------------------ i ABSTRACT This research has overviewed the relationship of Disaster Risk Reduction (DRR) education in terms of its meaning and application from global into the Indonesian context, with Banda Aceh as a place for a case study. It covers five key issues; weak and disintegrated policies, institutional support, sustainability of SSB, teacher’s knowledge and capacity and integration process for DRR knowledge at the school level in Indonesia. The research has used Focus Group Discussion, questionnaires, interview, and content analysis. Significant gaps were identified between the disaster policy outlined at the national level and in the implementation in schools. The study reveals that even there is the significant progress of DRR education in government policy and institutional networks, it has not yet been effectively applied in schools. It lacks dissemination of DRR education policy from the national to local level that has hindered the implementation of DRR education in schools. Equally the development of DRR education in terms of the school based disaster preparedness (SSB) programme, despite showing some positive progress, has shown a lack of effectiveness because of institutional network constraints and the absence of disaster knowledge development and methodological transformation in the school system. Additionally, this research shows that teachers as key factors for delivering DRR knowledge do not have sufficient knowledge of DRR, and furthermore, lack the creativity and enthusiasm, which has led to progress in schools being slow. This research introduced a model for a DRR-Science integrated curriculum in classroom teaching and evaluated the students’ knowledge of risk. The teaching intervention shows that embedding disaster education into science lessons can be an effective approach to enhancing the disaster knowledge of secondary high school students in Indonesia. It is concluded that a new and consolidated effort is required from all stakeholders to maintain sustainability of DRR education in Indonesia. Keywords : Disaster Risk Reduction Education, Science Curriculum, Case Study, Senior High School, Indonesia iii IMPACT STATEMENT Improving disaster knowledge and skills may save many more lives and equip the younger generation with the ability to respond, reduce disaster risk and impact. This research has contributed to the development of knowledge, skills and the model of DRR integration in the senior high schools’ curriculum in Indonesia. These outputs have primarily benefited school communities, in particular teachers and students, DRR education stakeholders and academia. This study has contributed to promoting a greater role for teachers as a key point in relation to DRR education at schools and making schools less dependent on external support. It is demonstrated by the willingness of teachers to continue and replicate the intervention model adapted in this study. The study has also changed the paradigm of the school community to see the importance of DRR education and the shift in attitude towards disaster risk and impacts. Additionally, this study provides critical information and recommendations for governments, especially in Aceh Province, and other local governments in Indonesia together with central government, as regards the importance of disaster education in schools. The insight might help in reformulating policies and redesigning programmes on disaster education at the school level. Accordingly, the impact could be brought about by means of disseminating these outputs either in scholarly journals, policy development and engaging with DRR education stakeholders at national and local levels. This study significantly contributes to introducing DRR in more practical and closely related ways to students’ daily life and also promoting the teacher as the focal point for DRR integration in schools. Thus, this research has been part of the development of DRR education in the science curriculum and for it to be a model for larger audiences in Indonesia and other countries which face similar situations to Indonesia. iv ACKNOWLEDGMENT First and foremost, I would like to thank God Almighty for giving me the strength and ability to complete this research study. Without his blessings, this achievement would not have been possible. I am very grateful to have had Professor Peter Sammonds and Dr. Alex Standish as my supervisors and for their continuous encouragement, support, advice and valuable comments throughout many supervision sessions. I would like to express my deepest gratitude for their belief in me and this study. I would like also to thank my examiners for their invaluable inputs, a graduate advisor, Dr. Ilan Kelman, for his support and advise during the challenging time during my PhD. Dr Rosanna Smith, Mumtaz, and Yasmine for the administrative support, I greatly appreciate it. My sincere thanks go to all of the teachers and students in Banda Aceh, TDMRC, Unsyiah, Aceh Education Authority, Ministry of Religious Affairs at the provincial level, The National Curriculum Centre, Ministry of Education, National Disaster Management Agency, Indonesian Science Institute (LIPI), National Secretariat of Safe Schools, NGO Lingkar, NGO KerLiP, and Plan International, and my colleagues and friends in Indonesia. This study would not have been possible without their invaluable contributions, enthusiasm and support. I have also been fortunate to have been with colleagues in IRDR and my Indonesian family in the UK who share all the stories and hopes. I thank them for their valued help, friendship and memorable times during this journey. My special thanks also goes to my Institution UIN Ar-Raniry Banda Aceh, Ministry of Religious Affairs for providing me with the funding to undertake this research, IRDR and LPDP for additional funding which allowed me to complete this study and moreover, INSPIRE team under Dr. Carmine Galasso which make this study as part of a comprehensive programme for Safe School in Indonesia. My acknowledgement would be incomplete without thanking the greatest source of strength, my parent Drs. H. Nurdin Manyak and Hj. Asma Rasyid, my loves Yakub, Najwa and Raudhah and my big family. It would not have been possible without their continuous love, faith, encouragement, patience and tremendous support in helping me to follow my dream and reach this stage in my life. v Table of Content Author’s Declaration .......................................................................................... i Abstract ........................................................................................................... ii Impact Statement ............................................................................................ iii Acknowledgment ............................................................................................. iv Table of Content............................................................................................... v List of Table .................................................................................................... ix List of Figures and Diagrams ........................................................................... x List of Pictures................................................................................................. xi List of Appendixes .......................................................................................... xii Abbreviations .................................................................................................xiii Glossary ........................................................................................................ xiv CHAPTER ONE : INTRODUCTION ................................................................ 1 1.1. Introduction ............................................................................................... 1 1.2. General Background ................................................................................ 1 1.3. Research Questions ................................................................................. 8 1.4. Research Objective .................................................................................. 8 1.5. Research Hypothesis ............................................................................... 9 1.6. Significance of the Study .......................................................................... 9 1.7. Disaster Risk Reduction Education : An Overview ................................. 11 1.7.1. The impact of disaster on Education in Indonesia ........................ 11 1.7.2. Mainstreaming DRR in the Education System ............................. ..16 1.7.3. Locating DRR in Aceh Province .................................................... 20 1.8. Theoretical Framework............................................................................ 23 1.8.1. Actualisation of National Culture-based Education and Learning . 23 1.8.2. Toward a Pedagogic Re-contextualisation ................................... 25 1.8.3. Responding to 21st Century Globalisation .................................... 26 1.9. Assumptions, Scope
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