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Alvin, S. Loremia, and Mae L. Alcover Deciery. "Implementation of Disaster Risk Reduction Education in the Philippines." International Journal of Trend in Scientific Research and Development 4, no. 2 (2020): 313–15. https://doi.org/10.5281/zenodo.3843184.
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This research article aimed to assess the implementation of Disaster Risk Reduction Education activities and its effects to the lives of the learners in the Philippines during the School Year 2019 2020. The findings revealed that the respondent's awareness and knowledge of the practices on what to do before during after disasters like fire, flood, typhoon and earthquake were very much knowledgeable. It also publicized that the level of awareness among respondents on the DRR activities such as lecture and video presentation, picture and story show, drawing and coloring, DRR jingle and Evacuation Drills were very much enhanced. It was concluded that through DRR Education in the Philippines, the learners may be able to easily build their knowledge on various natural disasters and through the use and proper application of DRR activities, their interest and desire will increase in order to take appropriate action for disaster preparedness and mitigation, thus, reducing its risks and impacts. Alvin S. Loremia | Deciery Mae L. Alcover "Implementation of Disaster Risk Reduction Education in the Philippines" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020, URL: https://www.ijtsrd.com/papers/ijtsrd29978.pdf
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AMANVERMEZ İNCİRKUŞ, Funda. "Evaluating The Turkish Textbooks In Terms Of Sufficiency Of Disaster Education." Sakarya University Journal of Education 13, no. 4 (Disaster) (2023): 631–49. http://dx.doi.org/10.19126/suje.1375176.
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This study evaluated the appropriateness of disaster-themed texts and activities in Turkish textbooks for disaster education competence. The evaluation was based on the criteria established by the United Nations International Strategy for Risk Reduction (UNISDR) for the education curricula of developing countries. The method used for the study was document analysis, with content analysis used to analyze the data. The sample of the study consists of Turkish textbooks. Expert opinion was sought for validity, while inter-rater agreement was determined for reliability (Reliability = 90%). The study revealed that the texts and activities in Turkish secondary school textbooks are inadequate in reflecting regional and local hazards, vulnerabilities, and the possible effects of disasters in terms of disaster education competence. Particularly, texts at the 6th-grade level are unsatisfactory in creating the desired behavior due to the type of text used. Furthermore, disaster risk reduction is not discussed in most of the texts, highlighting the insufficiency of Turkish textbooks. Even though disaster-themed texts are included in Turkish textbooks, they fail to create a holistic consciousness for disaster education that covers the before, during, and after aspects of disasters. As a result, it can be concluded that Turkish textbooks are inadequate in terms of disaster risk reduction and disaster education in general
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Friesen, Kenton, and Doug Bell. "Risk Reduction and Emergency Preparedness Activities of Canadian Universities." International Journal of Mass Emergencies & Disasters 24, no. 2 (2006): 223–49. http://dx.doi.org/10.1177/028072700602400204.
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Preparing for emergencies and disasters has become a necessary part of daily operations of businesses, municipalities, and institutions. Furthermore, educational institutions such as universities, colleges, and schools are not immune to the impacts of disasters (FEMA 443, 2003; Kuban and MacKenzie-Carey, 2001; Miller, 2002; U.S. Department of Education, 2003). Universities are realizing they are exposed to the impact of disasters and that emergency/disaster response requires careful coordination and communication with other organizations and entities that have the resources and skills necessary to manage and respond to particular emergencies (Auf der Heide, 1989; FEMA 443, 2003; Kuban et al., 2001; Mileti, 1999). In Canada, the primary responsibility for emergency preparedness and response is that of the municipality, or local authority, within which a university is located. What then is the role of a university in preparing for and responding to emergencies or disasters? In the absence of compulsory standards, regulations or legislation, universities, based on the survey of this project, are nevertheless reviewing risks and hazards, implementing long-term strategies, and developing relationships with the local municipality. All of these should consider the unique characteristics of the campus environment, which include an open and accessible environment, a functionally separate hierarchy of administrators and academics, a multi-cultural and multi-disciplinary workforce, and a diverse student body, to name a few. After understanding the unique characteristics of the campus environment universities can address emergency preparedness and disaster management by building on the basics of existing and generally accepted standards, such as the NFPA 1600 (NFPA 2000). Additionally, many universities operate much like a municipality (i.e., infrastructure, constituents, and an incorporated government structure) making existing municipal emergency or disaster-related standards, regulations, and legislation also applicable. Further investigation into the application of these standards, regulations, and legislation to the university environment is required to validate the similarities.
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Sidiq, Wahid Akhsin Budi Nur, Nana Kariada Tri Martuti, Isti Hidayah, Danang Dwi Saputro, Sri Ratna Rahayu, and Muhammad Adam Khatamy. "Disaster Risk Reduction Based on Community Empowerment in Tambakrejo Village, Semarang City." IOP Conference Series: Earth and Environmental Science 1503, no. 1 (2025): 012020. https://doi.org/10.1088/1755-1315/1503/1/012020.
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Abstract Tambakrejo Village is geographically located on the coast of Semarang City with an area elevation of 1.5-2.8 above sea level which is in the downstream part of the Tenggang River and the East Flood Canal, which has an impact on the high risk of flooding and tidal disasters. Flooding has occurred in January (2023) and March (2024) which resulted in 2,000 houses flooded 50 - 100 cm. In addition, Tambakrejo Village has a high population and building density with a total of 10,429 people (2023), which has an impact on the high threat of fire. However, the high population is a potential resource in reduction on disaster risk. The purpose of this research and service activity is to the risk reduce of flood and fire disasters through community empowerment. The method of activities with participatory mapping, field surveys (GPS surveys, questionnaires and interviews), and community and regional capacity building. The results of participatory mapping show that 57.03 hectares (54%) had a high threat of flooding. As for fire disasters, all regions have a high threat. Furthermore, the level of community and regional capacity to flood and fire disasters is in the medium category. As an effort to reduce disaster risk in the region, community and regional capacity building is carried out through the abode of a Disaster Safe Education Unit at Elementary School 3 Tambakrejo with disaster education activities, facilitation of emergency response equipment and disaster emergency response simulations. Furthermore, regional capacity building is also carried out by making an Early Warning System (EWS) to monitor the water level of the East Flood Canal as a flood emergency response effort. All activities are carried out by involving the community directly as an effort to reduce disaster risk in Tambakrejo Village.
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Jaffar, Khadija, Amjad Reba, Hazri Jamil, Seema Azeem, and Muhammad Iqbal Khan. "THE INCLUSION OF DISASTER RISK REDUCATION IN CLASSROOM AND EXTRA-CURRICULAR ACTIVITIES: A CASE OF RURAL BALOCHISTAN, PAKISTAN." Malaysian Journal of Learning and Instruction 21, no. 1 (2024): 129–57. http://dx.doi.org/10.32890/mjli2024.21.1.5.
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Purpose – Balochistan, which makes up roughly 44 percent of Pakistan’s total land area, is home to 6 percent of the nation’s inhabitants. Due to long distances and low population density, service delivery is particularly challenging. The province’s educational services are impacted by natural disasters like earthquakes, floods, droughts, and migration. Disaster risk reduction is a widely recognized concept that emphasizes appropriate education to lower an individual’s personal, familial, and communal vulnerability. The role of the school is crucial in Disaster Risk Reducation (DRR) education. As a result, the study’s goal was to explore the approaches adopted for the inclusion of DDR through teaching in classroom and school activities. Methodology – A focus group discussion with three groups of Pakistan studies and Geography teachers was conducted that consistedof 10 male and 14 female members. Findings – Findings demonstrate that the current textbook continues to teach students less about disaster risk reduction; teachers include knowledge from their personal experience in planning lessons about DRR. School assemblies, child clubs and activities designed by school management, and social organizations play a prominent role in DRR education. Further, the role of teachers and school management was identified in psycho-social support during disasters and pandemics. Significance – The study concludes that in addition to extracurricular activities and the teacher’s role, prior disaster experience, school, and social organization played a significant role in DRR education in rural Balochistan. The study results will assist curriculumdevelopers, policymakers, and education leadership in developing more effective school disaster management plans. The results willalso clarify how schools and teachers can close the knowledge gap in disaster preparedness education. Organizations working on disaster risk education and education in emergencies will also benefit from additional research to respond to the need readily and effectively.
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Kipor, G. V., S. F. Goncharov, and N. K. Pichugina. "(P2-99) Russian–Chinese Collaboration for Disaster Risk Reduction." Prehospital and Disaster Medicine 26, S1 (2011): s168—s169. http://dx.doi.org/10.1017/s1049023x11005449.
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The Disaster Medicine Centre “Zaschita” is a coordinating center with the general goal of management and medical relief delivery in response to major emergencies. The Russian Disaster Medicine Service has accumulated a national and international experiences of emergency responses to earthquakes (Columbia 1999, Neftegorsk 1995, Turkey 1999, Iran 2003, Afghanistan 2002, China 2008, etc.). The Health Ministries of the Russian Federation and of Peoples Republic of China have concluded a treaty of collaborative activities in the field of in public health services and disaster medicine. The promotion of cooperation in health sector is based on the key elements of collaboration, which is an a method coping with emergencies. All activities have been discussed during annual meetings, and are planned for participants on the basis of practical field experience and of emergency medical care technologies. These include: (1) mechanisms of trans-boundary field collaboration in management during major disasters; (2) sharing of field experiences for coping with natural disasters; (3) early warning networks and information technologies; (4) staff preparedness programs and postgraduate education; (5) new psycho-physiological technologies for staff selection, training, and conformity of medical teams; (6) coordination and management of international-scale exercises; (7) technology of medical relief provided for injured in major disasters; and (8) lessons learned from technological emergencies. The details of the consequences and issues associated with mutual management will be discussed.
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Pambudi, Dholina Inang, Oktomi Wijaya, Ahmad Azhari, and Meita Fitrianawati. "Disaster Risk Reduction Education for Students with Diverse Needs." Asia Pacific Journal of Educators and Education 40, no. 1 (2025): 237–55. https://doi.org/10.21315/apjee2025.40.1.12.
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Disaster risk reduction education plays an important role in increasing disaster awareness and preparedness. To instill awareness and a culture of disaster preparedness, disaster education needs to be taught from an early age, as part of the efforts to promote mental health education and inclusive education for students with diverse needs. The purpose of this study is to analyse the integration strategy of disaster risk reduction education into the primary school curriculum for students with diverse needs. This research used a qualitative study approach. This study was conducted in the Special Region of Yogyakarta Province. Data were obtained through three focus group discussion (FGD) sessions with primary School Teachers and Disaster Stakeholders. The data were analysed by transcribing, extracting important statements, formulating meaning and grouping into themes. The results showed that disaster risk reduction education in primary schools is integrated through intracurricular, co-curricular and extracurricular activities. The government needs to develop standard guidelines for the integration of DRR education into the curriculum so that it can be harmonised in its implementation in primary schools for students with diverse needs. Disaster risk reduction education in schools requires the cooperation of various stakeholders, both internal and external parties, for the benefits for inclusive education for students with diverse needs.
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Shaikh, MS, M. Shariot Ullah, MA Ali, and AKM Adham. "Flood Disaster Risk Reduction and Adaptation Around the Coastal Area of Bangladesh." Journal of Environmental Science and Natural Resources 6, no. 1 (2015): 53–57. http://dx.doi.org/10.3329/jesnr.v6i1.22040.
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This study was undertaken to investigate the strategies for flood disaster risk reduction and adaptation around the coastal area of Bangladesh. Education level and environmental awareness, family size, farm size, adaptation tools, loss due to flood disaster, adaptation tools and area of the rivers and canals of the localities were taken as independent variables. On the other hand, pre and post flood activities were considered as dependent variable of the study. Pre flood activities such as miking around the flood disaster areas reduced flood risk 44.2%, radio and TV bulletin 25.0%, enclosure tube-well by polythene bag 16.7% and shifting the people to cyclone center reduced flood risk 14.2%. However, post flood activities such as food and water supply contributed 48.3% and activities of medical rescue team (i.e. provide medicine, vaccination and saline) and agricultural inputs supply (i.e. seed, fertilizer, livestocks, fisheries) contributed the same percentage i.e. 25.8% to adapt flood disaster. These variables were tested to explore the relationship between the dependent and independent variables. Education level and environmental awareness, family size, farm size, adaptation tools, loss due to flood disaster were significantly correlated with the pre and post flood activities for flood disaster risk reduction and adaptation around the coastal areas. The findings indicated that the lower the education level and environmental awareness of the coastal area people the lower is the activities (pre and post) during flood disaster in flood disaster risk reduction and adaptation. The findings also indicated that the pre flood preparation is not enough for flood disaster risk reduction and adaptation around the coastal area of Bangladesh and adaptation tools were not sufficient for flood disaster risk reduction and adaptation around the coastal area s of Bangladesh.DOI: http://dx.doi.org/10.3329/jesnr.v6i1.22040 J. Environ. Sci. & Natural Resources, 6(1): 53-57 2013
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L. Bartolome , Ph. D., Liza. "RISK REDUCTION MANAGEMENT PREPAREDNESS OF STRASUC OLYMPICS: A DISASTER RESPONSE AND GOVERNANCE." International Journal of Advanced Research 8, no. 11 (2020): 846–56. http://dx.doi.org/10.21474/ijar01/12082.
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Southern Tagalog Regional Association of State Universities and Colleges (STRASUC) Olympics is a densely populated event and composed of players that are one of the most vulnerable groups in society. To reduce this vulnerability, particularly in sports events, it is important to provide a Disaster Management Plan. STRASUC also have many resources and therefore, has a responsibility towards its immediate locality, just as the neighboring community is linked to them.Pursuant to Republic Act (RA) No. 10121 entitled The Philippine Disaster Risk Reduction and Management Act of 2010, an act mandated to strengthen disaster management in the Philippines, which mandates all national government agencies to institutionalize policies, structures, coordination mechanisms and programs with continuing budget appropriation on Disaster Risk Reduction and Management (DRRM) from national to local levels including CHED guidelines on DRRMO, which is mandated to initiate and spearhead the establishment of mechanisms to prepare, guarantee protection and increase resiliency of STRASUC constituents in the face of disaster, CHED issues the enclosed coordination and information management protocols in STRASUC offices to establish the system of coordination and information management and provide guidance to STRASUC offices on their respective roles and functions relative to DRRM implementation.Furthermore, Commission on Higher Education (CHED) issues the enclosed Comprehensive Disaster Risk Reduction and Management (DRRM) in their lecture to ensure resilience-building in universities to maintain quality education even during disasters and/or emergencies.The DRRM office institutionalizes the culture of safety at all levels, to systematize the protecytion of education investments and to ensure continued delivery of quality education services. It shall serve as the focal and coordinative unit for DRRM-related activities. The DRRMO shall perform the following specific functions: Act as the focal point in planning, implementing, coordinating and monitoring of activities related to DRRM, EiE and CCA. Develop aznd recommend policy standards and actions on management on DRRM/EiE/CCA matters. Initiate and coordinate cooperation and collaborative activities with the national government agencies, NGO and CSO.
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Isnaini, Rizkyah. "Building A Disaster Prepared Village Community To Reduce The Risk Of A Landslide Disaster In Sumurup Village, Bendungan District, Trenggalek Regency." Jurnal Biosains Pascasarjana 24, no. 1 (2022): 56–65. http://dx.doi.org/10.20473/jbp.v24i1.2022.56-65.
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This mentoring research describes the reality of people's lives who have low awareness of natural disaster response. The problems that arise in the community are the lack of public awareness in tackling and dealing with disasters, the absence of a disaster emergency response and response system, and the absence of village government policies that focus on managing landslides. The purpose of this empowerment is to find a strategy in building a resilient community for landslide natural disasters to be more independent in handling and preventing disaster events in Sumurup Village. This study refers to a research approach using the PAR method. Namely making changes in the form of education and training in landslide risk reduction in order to provide a basic understanding of disaster risk reduction by making disaster-prone maps. As well as disaster simulation training accompanied by determining evacuation routes, and installing danger signs. In addition, by advocating village government policies to create funding rules for disaster management. With a series of activities that have been carried out with the community so as to create a strong and independent community attitude in dealing with natural disasters. These activities have resulted in improvements and changes in community capacity, especially for communities directly affected by disasters in reducing the risk of landslides.
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Sumasto, Hery, Teta Puji Rahayu, Suparji Suparji, et al. "Community Empowerment During the Covid 19 Pandemic, Through Assistance for Vulnerable Communities (Interprofessional Collaboration/Interprofessional Education Approach)." Frontiers in Community Service and Empowerment 1, no. 2 (2022): 63–69. http://dx.doi.org/10.35882/ficse.v1i2.12.
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This community empowerment activity is carried out in the form of mentoring for the people of Bedagung Village, Panekan District, Magetan Regency, East Java. The people of Bedagung Village, Panekan District, Magetan Regency, are very anxious and afraid of the ferocity of the Covid-19 Non-Natural Disaster. Besides they face natural disasters of landslides and cyclones every year, they are currently facing the ferocity of the Covid 19 pandemic. Bedagung village is located on the slopes of a mountain so it is very prone to natural disasters, landslides. Based on these problems, the role of academics is needed to improve preparedness and Disaster Risk Reduction, through community empowerment. Community empowerment is very much needed through the assistance of Interprofession Collaboration (IPC) and Interprofession Education (IPE) approaches with Disaster Mitigation And Training (DMT). The purpose of empowering community assistance is to realize a Healthy Village through preparedness and disaster risk reduction in dealing with the threat of natural disasters and non-natural disasters (Covid-19). Methods to achieve the goal with the Golden Triangle, namely: 1) apply research and expertise; 2) build university cooperation; 3) apply IPC and IPE from 5 (five) professions, namely the profession of Midwife, Nurse, Electromedical Engineering, Environmental Health and management science. Parties involved in this activity: 1) Magetan Regency Government; 2) Bedagung Village Government; 3) Community health center; 4) Disaster Preparedness Village Team; and 5) Regional Disaster Management Agency. Activities carried out to achieve the objectives include: 1) classical material; 2) field practice; 3) follow-up implementation. The time for empowerment activities is 6 months. Outputs: 1) Journal publications; 2) publication through mass media; 3) Intellectual Property Rights; 4) update the Village Disaster Risk map; 5) the establishment of a Destanasif Task Force (Comprehensive Disaster Resilient Village); 6) have a Volunteer certificate and a trainer certificate; 7) training module with ISBN.
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Cvetković, Vladimir M., Neda Nikolić, and Tin Lukić. "Exploring Students’ and Teachers’ Insights on School-Based Disaster Risk Reduction and Safety: A Case Study of Western Morava Basin, Serbia." Safety 10, no. 2 (2024): 50. http://dx.doi.org/10.3390/safety10020050.
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Integrated disaster risk reduction in schools represents a key component of safety strategies within the educational sector of every country. The aim of this study is to comprehensively explore the impact of various demographic and socio-economic factors on the perceptions of students and teachers regarding disaster risk reduction and safety in schools. This study is distinguished by its extensive empirical approach, employing a multistage random sampling method to conduct 850 face-to-face interviews (650 with students and 200 with teachers) throughout 2023 in 10 out of the total 18 municipalities in the Western Morava Basin of the Republic of Serbia. Two structured survey instruments were developed, incorporating a mix of qualitative (closed-ended) multiple-choice questions and five-point Likert scales. The research proposes two central hypotheses regarding school-based disaster risk reduction. Firstly, it suggests that gender, age, parent’s employment, academic achievement, living situation, parental education levels, and engagement with social media collectively influence students’ perspectives on this matter (H1–H8). Secondly, it posits that gender, age, marital status, parenthood, and educational background significantly impact teachers’ viewpoints on school-based disaster risk reduction (H1–H5). Multivariate linear regression was used to explore predictors of students’ and teachers’ insights on school-based disaster risk reduction. Various statistical tests, including Chi-square, t-tests, one-way ANOVA, and Pearson’s correlation, were employed to investigate the influence of demographic and socioeconomic factors on these insights. The results of multivariate regression analyses indicate that age, gender, and marital status emerge as the primary predictors across various facets of students’ and teachers’ insights on school-based disaster risk reduction, including awareness of disasters, disaster education activities, attitudes toward disaster risk reduction education, and enhancement of disaster information accessibility. The findings of this study provide comprehensive insights into the key factors influencing students’ and teachers’ perceptions of disaster risk reduction in schools. This research not only contributes to the academic discourse on disaster education but also serves as a foundational basis for improving educational programs, developing policies and strategies, refining normative educational frameworks, guiding teacher training, and informing further research in disaster education.
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Sabetta, Fabio. "SEISMIC RISK ASSESSMENT AND REDUCTION IN ITALY." NED University Journal of Research 1, Special Issue on First SACEE'19 (2019): 55–75. http://dx.doi.org/10.35453/nedjr-stmech-2019-0005.
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In this paper, the main features of the policies adopted in Italy for seismic risk reduction are discussed. Particular attention is given to the Pre-disaster prevention activities such as the implementation of the building code, the seismic risk assessment for a priority scale of intervention, tax incentives and public funding for the vulnerability reduction of the existing buildings, information to population and school education, technical training of experts. The phases of response and post-disaster activities, including emergency management, search and rescue, loss scenarios, and safety assessment of buildings, are also discussed taking example from the most recent devastating earthquakes in Italy (L.Aquila 2009, Amatrice 2016).
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Gichuhi, Loise. "Evaluating Disaster Risk Reduction Preparedness Strategies in Primary Schools in Kenya: Gaps, Challenges and Implications." Journal of Studies in Education 12, no. 1 (2022): 13. http://dx.doi.org/10.5296/jse.v12i1.19255.
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Globally disasters have increased unprecedentedly creating havoc on households and communities despite well-documented awareness levels. Governments and people levels of disaster preparedness have remained unabated in many countries in Africa. However, disasters’ impact can be reduced if people are sensitized about fundamental steps and strategies to reduce risks. Documented literature shows that if taken seriously, disaster risk reduction (DRR) measures are likely to cost less compared to the cost of loss of livelihoods, possessions and the cost of managing its consequences including loss of life. Preparing teachers and the schools for disasters is very important in creating sustainable strategies that can be integrated in day-to-day school activities. Using both quantitative and qualitative methods of data collection, this paper presents the evidence on the potential of preparedness and readiness of public primary schools to cope during and after a pandemic. With a sample of 240 teachers and 24 headteachers from 80 schools in 8 Sub-Counties distributed across Kenya, the findings show that the effectiveness of a school DRR mitigation measures can be a great indicator of how a school and its inhabitants: teachers and children can be prepared or not in times of a disaster. Disaster risk reduction strategies must be both supply-driven and demand-driven for buying in and to motivate teachers and learners to avoid disasters. This study brings out what the gaps and challenges are in primary schools in Kenya and suggests what can be done at both national and regional levels to help the schools cope with disasters.
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Lestari, Triana, Widya Wulandari, Neng Ani, et al. "Strengthening psychological disaster literacy for elementary school students through visual storytelling activities." Inovasi Kurikulum 21, no. 3 (2024): 1797–808. http://dx.doi.org/10.17509/jik.v21i3.73197.
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Psychological disaster literacy is the central pillar of disaster risk reduction, which provides mental strengthening of knowledge, attitudes, and actions for disaster risk reduction to avoid the widespread impact of disasters. As one of the areas that has the potential for a high-risk disaster, Pangandaran has implemented disaster risk reduction efforts in education units through disaster mitigation education activities from an early age in elementary schools, but the survey results show that 67.6% of them have never carried out disaster mitigation learning with students' psychological resilience. This study aims to strengthen psychological disaster literacy for elementary school students in Pangandaran through storytelling and visual expression activities. The method used is development research with the ADDIE model. The validation results show feasibility in the range of 0.85 - 0.93 for aspects of contextual assessment, material, and presentation feasibility. These results follow the local wisdom of disaster mitigation in Pangandaran. The development of psychological disaster literacy learning was considered relevant to the needs of elementary school teachers in Pangandaran, who received an assessment in the very good range and in the good range. AbstrakLiterasi psikologi bencana merupakan pilar utama pengurangan resiko bencana yang memberikan penguatan mental dari aspek pengetahuan, sikap dan tindakan pengurangan resiko bencana agar terhindar dari dampak bencana yang meluas. Sebagai salah satu wilayah yang memiliki potensi bencana dengan resiko tinggi, kabupaten Pangandaran telah mewujudkan upaya pengurangan resiko bencana di satuan pendidikan melalui kegiatan edukasi mitigasi bencana sejak dini di sekolah dasar namun hasil survey menunjukan 67.6% diantaranya belum pernah melaksanakan pembelajaran mitigasi bencana bermuatan ketahanan psikologis siswa. Penelitian ini bertujuan melakukan penguatan literasi psikologi bencana bagi siswa sekolah dasar di kabupaten Pangandaran melalui kegiatan ekspresi visual storytelling. Metode yang digunakan adalah penelitian pengembangan dengan model ADDIE. Hasil validasi menunjukan kelayakan pada rentang 0,85 - 0,93 untuk aspek penilaian kontekstual, materi dan kelayakan penyajian. Hasil tersebut dipandang sesuai dengan kearifan lokal mitigasi bencana di kabupaten Pangandaran. Pengembangan pembelajaran psikologi bencana ini dinilai relevan dengan kebutuhan guru sekolah dasar di kabupaten Pangandaran dan mendapatkan penilaian pada rentang sangat baik dan baik.Kata Kunci: Pembelajaran; literasi psikologi bencana; storytelling; ekspresi visual
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Nagamatsu, Shingo, Yoshinobu Fukasawa, and Ikuo Kobayashi. "Why Does Disaster Storytelling Matter for a Resilient Society?" Journal of Disaster Research 16, no. 2 (2021): 127–34. http://dx.doi.org/10.20965/jdr.2021.p0127.
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Disaster Storytelling has become a topic of interest in various fields that address disaster risk reduction. The purpose of this study is to establish this concept as a tool for building a disaster-resilient society. An extensive literature survey showed that Disaster Storytelling has two major functions: disaster education and promoting recovery from disasters. This study shows that these two functions can be attributed to reciprocity, which is inherent in storytelling. Our primary conclusion is that, along with recent trends in Disaster Storytelling, such as disaster tourism, the practice will be expanded, the network of Disaster Storytelling activities will be reinforced, and Disaster Storytelling will contribute to the development of a more resilient society.
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Prihadi, Singgih. "Digital leadership in flood disaster risk reduction for children in Bengawan Solo." IOP Conference Series: Earth and Environmental Science 1462, no. 1 (2025): 012077. https://doi.org/10.1088/1755-1315/1462/1/012077.
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Abstract This research analyzes the role of digital leaders in flood disaster risk management activities for children in the Bengawan Solo riverbank area. Flood disasters have become a routine and severe threat in this region. Children in this area are a vulnerable group that requires special attention. This research uses qualitative methods with in-depth interview techniques and participatory observation of children and related stakeholders in the village. The children in this study were elementary school age, namely 7 to 12 years. The research results show that digital leaders are essential in increasing children’s awareness, knowledge, and preparedness in Nusupan Village, part of the Bengawan Solo riverbank, facing flood disasters through optimizing digital platforms and social media. The strategies implemented include information dissemination, interactive education, and virtual simulations via Google Earth. The main challenges are limited internet access and digital literacy in the Nusupan Village area. This research concludes that integrating digital leadership in disaster management can effectively increase children’s resilience to floods on the riverbanks of Bengawan Solo and provides recommendations for developing similar programs in other disaster-prone areas.
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Codreanu, Tudor A., Antonio Celenza, and Ian Jacobs. "Does Disaster Education of Teenagers Translate into Better Survival Knowledge, Knowledge of Skills, and Adaptive Behavioral Change? A Systematic Literature Review." Prehospital and Disaster Medicine 29, no. 6 (2014): 629–42. http://dx.doi.org/10.1017/s1049023x14001083.
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AbstractAn increasing number of people are affected worldwide by the effects of disasters, and the United Nations International Strategy for Disaster Reduction (UNISDR) has recognized the need for a radical paradigm shift in the preparedness and combat of the effects of disasters through the implementation of specific actions. At the governmental level, these actions translate into disaster and risk reduction education and activities at school. Fifteen years after the UNISDR declaration, there is a need to know if the current methods of disaster education of the teenage population enhance their knowledge, knowledge of skills in disasters, and whether there is a behavioral change which would improve their chances for survival post disaster. This multidisciplinary systematic literature review showed that the published evidence regarding enhancing the disaster-related knowledge of teenagers and the related problem solving skills and behavior is piecemeal in design, approach, and execution in spite of consensus on the detrimental effects on injury rates and survival.There is some evidence that isolated school-based intervention enhances the theoretical disaster knowledge which may also extend to practical skills; however, disaster behavioral change is not forthcoming. It seems that the best results are obtained by combining theoretical and practical activities in school, family, community, and self-education programs.There is a still a pressing need for a concerted educational drive to achieve disaster preparedness behavioral change. School leavers’ lack of knowledge, knowledge of skills, and adaptive behavioral change are detrimental to their chances of survival.CodreanuTA, CelenzaA, JacobsI. Does disaster education of teenagers translate into better survival knowledge, knowledge of skills, and adaptive behavioral change? A systematic literature review. Prehosp Disaster Med. 2014;29(6):1-14.
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Raisa, S., E. Maryani, and E. Ningrum. "Contribution of critical thinking in the disaster preparedness of geographic students." IOP Conference Series: Earth and Environmental Science 1089, no. 1 (2022): 012066. http://dx.doi.org/10.1088/1755-1315/1089/1/012066.
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Abstract Disaster Risk Reduction Efforts (PRB) continue to be built and addressed through various activities considering that Indonesia is a country that is prone to disasters. In the era of the Industrial Revolution 4.0, with an abundance of information The educational community as one of the important stakeholders Risk Reduction Efforts (PRB) were required to be critical of the information that was spread out including disaster information. However, students do not aware with the abundance of information available that is appropriate for the basis of disaster preparedness. Therefore the writing of this article aims to measure the level of critical thinking and its contribution to disaster preparedness, especially flooding, in geography education students. The research method chosen in this study is the Quantitative Survey. The results showed that the level of critical thinking and disaster preparedness of students included in the medium category. The results of the contribution of critical thinking to disaster preparedness showed the result of R square (R2) determination of 50.4%. This shows that critical thinking has an influence on student disaster preparedness. Therefore, it is time to think critically about information to be the focus in one of the efforts in disaster preparedness activities.
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Ali, Asif, Shah Nawaz Khan, and Naeem Shahzad. "Approaches for Disaster Risk Reduction and Management in the Context of Islam." Fahm-i-Islam 2, no. 2 (2019): 1–13. http://dx.doi.org/10.37605/fahm-i-islam.2.2.1.
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Disaster management is a global responsibility to cope with the adverse situations. Developed countries have huge investment in integration of Disaster Risk Reduction measures in their daily life development programs and are well equipped in technology to avert a hazard into a normal event or minimize the sufferings caused by disasters. Developing nations are still focusing only on post disaster response and relief activities yet neglecting the aspect of Disaster Risk Reduction. For development to be sustainable, it is important to incorporate risk element in their routine life. Muslim world was progressively developed in science till 1600 but unfortunately they lack behind in science and technology after 17th century. The teachings of Quran and Hadith stressed on the planning and preparedness against any future haphazard. Islam is a complete religion with complete teachings for the wellbeing of the humanity. Our Prophet Muhammad (SAW) Sunnah is a complete guidance for us to live in harmony and peace. This paper will guide us to follow the teachings of Islam, Quran and Hadith in order to build our capacities and to better prepared against disasters. Benefit from the Islamic teaching, learning from the preparedness strategies against future hazards in light of the strategies being taken by the Messengers of Allah and relate the essentials of risk reduction to make a standard mechanism for Risk Communication and education at community level.
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Mona, Lisa Lopez de la Cruz. "Disaster Risk Reduction and Management Program Implementation in Carmen 2 District: An Assessment." International Journal of Novel Research in Education and Learning 10, no. 6 (2023): 1–15. https://doi.org/10.5281/zenodo.10078445.
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<strong>Abstract:</strong> Over the past few decades, the topic of disasters has always been discussed around the world. The schools are facing problems regarding the undesirable effects of disasters. The researcher took interest in how the schools of Carmen 2 District dealt with the pressing issue. The study focused on the program initiated by the Department of Education, the SDRRMP. A total of thirty (30) DRRM coordinators, physical facilities coordinators and school heads were selected as research participants. The study used the adopted survey questionnaires from the National Disaster Risk Reduction and Management (NDRRM) Plan. The study utilized the mixed method of qualitative type of research and descriptive-survey method. The weighted mean was used as a statistical tool in the study. The salient findings of the study were the following: The participants assessed their level of capabilities in the implementation of DRRMP with regards to human resources, material facilities, knowledge and education, policies, plans and procedures which were verbally interpreted as moderately implemented (MI); the respondents assessed the implementation of DRRMP in terms of prevention and mitigation, preparedness, response, and rehabilitation which were verbally interpreted as moderately implemented (MI); and the most prevalent challenges encountered by the school heads and teachers in the implementation of DRRMP are lack of DRRM teachers' training, lack of inventory, vulnerability and risk assessments of school buildings and infrastructures, unavailability of resources to implement DRRM plans, programs, and activities, unclear funding source to sustain DRRM plans, programs, and activities and lack of parents' engagement to support DRRMP.<strong>Keywords:</strong> Capabilities, Disaster, Mitigation, Preparedness, Prevention, Rehabilitation, Response, Vulnerabilities.<strong>Title:</strong> Disaster Risk Reduction and Management Program Implementation in Carmen 2 District: An Assessment<strong>Author:</strong> Mona Lisa Lopez de la Cruz<strong>International Journal of Novel Research in Education and Learning</strong><strong>ISSN 2394-9686</strong><strong>Vol. 10, Issue 6, November 2023 - December 2023</strong><strong>Page No: 1-15</strong><strong>Novelty Journals</strong><strong>Website: www.noveltyjournals.com</strong><strong>Published Date: 07-November-2023</strong><strong>DOI: </strong><strong>https://doi.org/10.5281/zenodo.10078445</strong><strong>Paper Download Link (Source)</strong><strong>https://www.noveltyjournals.com/upload/paper/Disaster%20Risk%20Reduction%20and%20Management-07112023-5.pdf</strong>
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Feng, Shihui, Liaquat Hossain, and Douglas Paton. "Harnessing informal education for community resilience." Disaster Prevention and Management 27, no. 1 (2018): 43–59. http://dx.doi.org/10.1108/dpm-07-2017-0157.
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Purpose Disaster education is considered as a newly emerging area of research and practice, which promotes community-based educational approaches for building resilience. Given the atypical nature of these disturbances, people and communities need to develop the knowledge required to anticipate and understand what they could have to contend with and proactively develop strategies that can minimize their risk and afford ways to cope with and adapt to adverse situations in an effective manner. The purpose of this paper is to suggest that informal education resulting from daily activities related to work, family life, or leisure can be harnessed to develop disaster resilience within community settings. Design/methodology/approach This conceptual paper provides the discussion and synthesis of literature covering community resilience, disaster risk reduction (DRR) and informal education. In doing so, this study proposes a conceptual framework and implementation strategies for harnessing informal education in building community resilience. Findings To harness informal disaster education for community resilience, the authors suggest a conceptual framework and four implementation strategies with the corresponding implications: cultivate social environment for conversations, discussions, reflections and learning; design social activities for promoting and encouraging informal learning; appropriate interventions by informal educators in social activities; and transparent resources and channels for information and social supports. A compilation of a number of community-based DRR practices involving civil society organizations has been incorporated in the proposed framework for exemplifying informal disaster education for community resilience. Originality/value Promoting informal education in community settings is aimed at building community resilience in a collective way, which is especially important in disaster-prone areas. Informal education for community resilience not only educates individuals how to deal with disasters, but also connects individuals together to be more resilient in their ability to cope or bounce back from adverse events in their life.
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Codreanu, Tudor A., Antonio Celenza, and Hanh Ngo. "Disaster Risk Education of Final Year High School Students Requires a Partnership with Families and Charity Organizations: An International Cross-sectional Survey." Prehospital and Disaster Medicine 31, no. 3 (2016): 242–54. http://dx.doi.org/10.1017/s1049023x16000340.
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AbstractIntroductionThe aim of disaster reduction education (DRE) is to achieve behavioral change. Over the past two decades, many efforts have been directed towards this goal, but educational activities have been developed based on unverified assumptions. Further, the literature has not identified any significant change towards disaster preparedness at the individual level. In addition, previous research suggests that change is dependent on multiple independent predictors. It is difficult to determine what specific actions DRE might result in; therefore, the preamble of such an action, which is to have discussions about it, has been chosen as the surrogate outcome measure for DRE success. This study describes the relationship of the perceived entity responsible for disaster education, disaster education per se, sex, and country-specific characteristics, with students discussing disasters with friends and family as a measure of proactive behavioral change in disaster preparedness.MethodsA total of 3,829 final year high school students participated in an international, multi-center prospective, cross-sectional study using a validated questionnaire. Nine countries with different levels of disaster exposure risk and economic development were surveyed. Regression analyses examined the relationship between the likelihood of discussing disasters with friends and family (dependent variable) and a series of independent variables.ResultsThere was no statistically significant relationship between a single entity responsible for disaster education and discussions about potential hazards and risks with friends and/or family. While several independent predictors showed a significant main effect, DRE through school lessons in interaction with Family & Charity Organizations had the highest predictive value.ConclusionsDisaster reduction education might require different delivery channels and methods and should engage with the entities with which the teenagers are more likely to collaborate.CodreanuTA,CelenzaA,NgoH.Disaster risk education of final year high school students requires a partnership with families and charity organizations: an international cross-sectional survey.Prehosp Disaster Med.2016;31(3):242–254.
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Sanguyu, Ray Jason C. "LEVEL OF AWARENESS AND EXTENT OF INTEGRATION OF DISASTER RISK REDUCTION IN SCHOOL PRACTICES." Ignatian International Journal for Multidisciplinary Research 3, no. 3 (2025): 301–14. https://doi.org/10.5281/zenodo.15031675.
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This study assessed the level of awareness and extent of integration of disaster risk reduction and management (DRRM) in teaching among 43 teachers of Northville 15 Integrated School, District 4, Division of Angeles City, during the school year 2023–2024, using a quantitative-descriptive research design. The findings revealed that teachers were “moderately aware” of DRRM, particularly in disaster-related knowledge, preparedness, adaptation, awareness, and risk perception. The integration of DRRM into education was to a “moderate extent,” focusing on attitude, action, school policy, preparedness planning, and resource mobilization. Problems encountered included lack of training, limited resources, and absence of specific training materials, which were identified as “highly serious” and “very serious” concerns. Based on these findings, a school disaster risk reduction and management plan was proposed, emphasizing hazard awareness, preparedness, and roles before, during, and after disasters. Recommendations included implementing the proposed plan, enhancing school-based DRRM programs with stakeholder participation, conducting regular evaluations of DRRM activities, fostering linkages with government agencies, and increasing disaster preparedness drills. Further research was encouraged to enhance disaster management knowledge and skills.
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Hijri, Yana S., Wahyudi Kurniawan, and Saiman Saiman. "Training and Assistance in the Implementation of Disaster Safe Schools/Madrasahs (SMAB) as an Effort to Reduce Disaster Risk in Muhammadiyah 1 High School Malang City." AURELIA: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia 2, no. 2 (2023): 666–77. http://dx.doi.org/10.57235/aurelia.v2i2.633.
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Until now, schools in Indonesia that have received disaster education, whether facilitated or only limited to socialization, are still recorded at around 9%, which is still very few. SMA Muhammadiyah (SMAM) 1 Malang City, one of the schools in a potential disaster area, is located in a watershed area (DAS), a one-way road that has a risk of disaster, such as traffic accidents, landslides, and fires. Meanwhile, the vulnerabilities include building maps which tend to be difficult for the evacuation process in the event of a disaster. In 2018 and 2019 every rainy season there are always schools affected by landslides at the back of the school which is right in the Brantas DAS caused by the erosion of the river banks. Training and Assistance in the Implementation of Disaster Safe Schools/Madrasahs (SMAB) as an Effort to Reduce Disaster Risk at Muhammadiyah 1 Middle School Malang City based on Law no. 24 of 2007 concerning Disaster Management. It clearly states that everyone has the right to receive education, training, counselling, and skills in disaster management, both in situations where a disaster does not occur or when there is a potential for disaster. Through education it is hoped that disaster risk reduction efforts can achieve broader targets and can be introduced earlier to all students, by integrating disaster risk reduction education into the school curriculum as well as into extracurricular activities. Preparation for the implementation of disaster-safe schools/madrasas (SMAB) begins with compiling materials on the SMAB framework and transformation of implementation information based on guidelines from BNPB/BPBD and the Ministry of Education and Culture/Disdikbud. The second step is to arrange training for educators and education staff regarding the framework and assistance for SMAB implementation. The last stage is compiling disaster risk reduction learning practices for students in subjects and compiling activities to increase students' knowledge and skills about first aid, protection and rescue.
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Abdul Raheem, Prof. Dr. Syed Ainuddin, and Najeeba Syed. "FACTORS AFFECTING GENDER’S ROLE IN COMMUNITY-BASED DISASTER RISK REDUCTION IN DISTRICT ZIARAT, BALOCHISTAN." Contemporary Journal of Social Science Review 3, no. 2 (2025): 2139–51. https://doi.org/10.63878/cjssr.v3i2.834.
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Balochistan is one of the provinces in Pakistan highly susceptible to both natural and man-made disasters due to its geographical location and features. The mounting stress on the district Ziarat, as quake-prone area in Balochistan makes the district an appropriate region for this study. After the Kashmir earthquake 2005 it was documented that about 70 per cent of diagnosed patients were women. However, the prime objective of this study was to highlight factors affecting role of gender in community-based disaster risk reduction in district Ziarat, Balochistan. For the accomplishment of the study’s objective a sample size of 195 was drawn by the Arkin’s formula and data gathered for this study was analyzed in descriptive statistics via SPSS and Pearson Chi-Square test was used to know association between some variables and women’s participation in community based disaster risk reduction. The study’s findings revealed that mainstreaming gender into community based disaster risk reduction is not an end in itself, rather a means to accomplish a goal of gender equality in the society and that woman in the study area are being confronted with multiple issues. They lacked information on environmental changes and earthquake related information. They are restricted to household activities and not allowed to participate in community awareness programs. Along with aforementioned problems the major factors that restricted their role in community-based disaster risk reduction were social and religious norms which do not allow them to receive any training conducted by NGOs or provincial government institutions. However, it is strongly suggested that rural women particularly in the geographically disaster prone areas must be given disaster education by both federal as well as provincial governments. Women should be enticed to education and trainings that can give them confidence so as to ensure their role in an efficient manner in community based disaster risk reduction.
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Libayao, Honey Grace C., Celso A. Navaluna Jr, Jean L. Allosada, and Jeanilyn E. Tacadena. "Disaster Education in Elementary School Curriculum: Basis for Framework Designing." Journal of Learning and Educational Policy, no. 43 (April 1, 2024): 15–22. http://dx.doi.org/10.55529/jlep.43.15.22.
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This research aimed to develop a school curriculum framework for disaster education in elementary schools. This is a qualitative-phenomenological study that examines how elementary school teachers teach disaster education to their students. Data was gathered through the use of guided interview questions, and the conduct of in-depth interviews. Based on the result of the study, the researchers captured the key experiences of the teachers and the most common approaches being utilized to disaster education in elementary schools, which include the integration of disaster-related themes and topics into specific school subjects, particularly in Science, Health, Araling Panlipunan, and Edukasyon sa Pagpapakatao, disaster advocacy campaign through the use of various digital and online platforms, and social media, training and seminars to pupils on how to respond to disasters through the conduct of drills, utilization of safety equipment, evacuation and rescue procedure, first-aid training and the like, and instilling pro-active attitude and discipline of the learners in responding to disasters. Moreover, with reference to this study, a school curriculum framework on disaster education was developed, which will serve as the guiding tool for all disaster education efforts at the school level, congruent with DepEd's education targets in the context of elementary schools’ safety and disaster resilience, as well as school disaster risk reduction and management (DRRM) programs, projects, and activities.
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Istiana, Vina Yulia Anhar, Ihya Hazairin Noor, et al. "Health Education And Disaster Relief Empowerment Pemuda Reaktif Tanggap Bencana (Pereda Bencana) In Youth SMP Negeri 2 Martapura Timur Banjar Regency, South Kalimantan." International Journal Of Community Service 2, no. 3 (2022): 348–54. http://dx.doi.org/10.51601/ijcs.v2i3.114.
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In 2021 based on data from the South Kalimantan Regional Disaster Management Agency , there have been floods that hit 11 districts/cities in South Kalimantan , in where floods causecommunity activities to be completely paralyzed. Banjar Regency is the district with the second most flooding with a total of 32 flood disasters in the Regency area. Flood disasters occurred in 15 sub -districts and recorded as many as 275,906 souls and 22,967 houses were affected , while 27 . 440 people evacuated i. Disaster knowledge is needed by the community, especially teenagers, because teenagers play an important role in understanding this context and can reduce the risk and danger of flood disasters. One of the solutions formulated is to conduct counseling on disaster mitigation which is packaged in the Reactive Youth and Disaster Response (PEREDA DISASTER) program for students at SMPN 2 Martapura Timur, BanjarRegency . To increase knowledge and information for students of SMPN 2 Martapura Timur regarding flood disasters and Disaster Risk Reduction (DRR). This research is a descriptive research . The method used by the community service team is through health education in the form of counseling with the aim of increasing adolescent understanding and preparedness for flood disasters with communicative activities . The implementation of this community service is carried out through several stages . namely site surveys and situation analysis, licensing, equalization of perceptions, preparation of materials and instruments, finalization of targets, coordination of activities, implementation of counseling and demonstrations, evaluation of knowledge improvement and reporting. Based on the analysis, some students experienced an increase in the post-test, to be precise as many as 37 students experienced an increase, 23 students did not experience a decrease or increase, and 5 students experienced a decrease. Health education and the formation of disaster-responsive reactive youth (PEREDA DISASTER) can increase students' knowledge as seen from the results of research which states that respondents already know about floods, their causes, impacts, diseases that often occur and steps that must be taken during and after floods.
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Rahmawati, Ida, Vike Pebri Giena, Dwi Putri Sulistiya Ningsih, et al. "Pengurangan Resiko Bencana Tsunami pada Masyarakat Pesisir Pantai Melalui Media Leaflet." Jurnal Pengabdian kepada Masyarakat Wahana Usada 4, no. 1 (2022): 1–7. http://dx.doi.org/10.47859/wuj.v4i1.214.
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Background : The coastal community of Bengkulu is still lacking in knowledge about tsunami disaster risk management. Their knowledge is only limited to how to avoid disasters that have come. A real action is needed in an effort to increase community resilience in disaster areas in coastal areas. Community service activities carried out by gathering residents for counseling could not be carried out because it was still in the Covid 19 pandemic, so the STIKES Tri Mandiri Sakti Bengkulu community service group carried out disaster risk reduction efforts by distributing leaflets to the community directly to people's homes. Purpose : The purpose of this community service is to ensure that the community knows how to save themselves, reduce the impact of disasters, and increase knowledge about the tsunami disaster. Methods : The implementation of this community service uses community education methods which are carried out in the form of socialization and distribution of leaflets to 50 residents around the coast. Result : The socialization and distribution of lefalate activities were successful and right on target in the implementation because of the support, cooperation from the Malabero village and the academic community of STIKES Tri Mandiri Sakti Bengkulu. Coclusion : Increasing public knowledge and reducing disaster risk can be effectively carried out by providing direct house-to-house education to coastal communities. Because the community can interact and get information about the tsunami directly by the community service team. coastal communities to be able to participate in disaster management training so that the ability to save themselves when a disaster occurs can be carried out optimally.
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Muhyi, Muhammad, Luqmanul Hakim, and Adi Sucipto. "Physical activity in physical education: a dynamic approach to earthquake disaster mitigation in schools." Retos 65 (February 14, 2025): 320–29. https://doi.org/10.47197/retos.v65.111813.
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Introduction: Physical education is essential in promoting physical activity, which improves students' health and acts as a creative strategy for disaster mitigation, such as during earthquakes. Including physical exercises in disaster preparedness education within schools can enhance motor skills, promote swift reaction capabilities, and boost students' preparedness to manage emergency scenarios effectively. Objective: To carry out earthquake disaster risk reduction simulations through physical activities for students via physical education in schools situated in disaster-sensitive regions. Methodology: The study was conducted in three schools located in Gresik, Lumajang, and Malang, involving 446 students in disaster readiness activities. A design using pre-test and post-test groups was applied. The execution was conducted between July and August 2024, in three phases: (1) evaluating earthquake risk using the InaRisk Personal app, which indicated a moderate level of danger; (2) validating 10 disaster prevention drills designed with input from 90 PESH instructors across different regions, achieving an 82% feasibility score; and (3) integrating the drills into PESH courses, carrying out surveys before and after the classes. Data analysis was conducted using SPSS. Results: the tool was determined to be both valid and dependable for assessing earthquake mitigation simulations in PESH classes. Nonetheless, the t-test outcomes (Sig. = 0.022) revealed a significant difference between the pre- and post-test scores, implying an impact from the simulations. Conclusions: Simulations focused on disaster mitigation through physical education can greatly influence and enhance preparedness in schools susceptible to disasters.
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Tabangcura, Kevin Klne P., Kylemart Jet M. Binlayan, Raymond D. Dumangeng, Denniel P. Udasco, and Kenneth L. Maslang. "Student Awareness of Disaster Risk Reduction and Management of a Private Higher Education Institution." Research and Advances in Education 2, no. 4 (2023): 1–14. http://dx.doi.org/10.56397/rae.2023.04.01.
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Disaster risk reduction and management is the concern, particularly in schools. One must be aware of the various indicators surrounding this very important phenomenon. In this study, the researchers endeavored to surface students’ level of awareness of the DRRM indicators. The approach was quantitative, and the research methods were descriptive and comparative. The technique in gathering data was through a questionnaire administered via Google form. The study was conducted in the college department of Saint Mary’s University with 495 participants. The study recorded more female respondents coming from the four schools of SMU, and most respondents were those who did not have any DRRM-related organization. The findings showed a good level of awareness of disaster risk reduction. However, as evidenced by the lower mean ratings in human resources, programs and activities, and structural resilience, it could be concluded that some students are not aware of some of the standards and protocols of local and national DRR programs and activities. It was also found that regardless of Sex and School, respondents’ awareness of disaster and its programs do not vary that much. However, DRRM-related organizations could be considered a factor that affects the perception of students’ level of awareness of DRRM programs and activities. Moreover, students’ perceptions do not vary when compared across the seven DRRM indicators.
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Agustin, Mayflor Galleno, and Marie Grace S. Cabansag. "Disaster readiness and risk reduction management module using Kolb’s model." International Journal of Evaluation and Research in Education (IJERE) 12, no. 2 (2023): 703. http://dx.doi.org/10.11591/ijere.v12i2.24471.
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Disaster risk reduction and management (DRRM) as a course in basic education aims to raise the student’s awareness of what to do before, during, and after a disaster using contextualized modules. The contextualization and validation of these modules considered legal bases and statutory standards in terms of learning competency, content, language, assessment, format, and technical specifications. The student’s performance and end users’ feedback and suggestions were used as bases for evaluating the developed modules. The descriptive method thru the instrumentation technique of research followed the process of module development from the planning phase to the evaluation following the analysis, design, development, implementation dan evaluation (ADDIE) model while the module sections used the Kolb’s model. The respondents were senior high school students in the Science curricular program of Echague National High School and Isabela State University, Isabela, Philippines. The findings showed a good agreement among experts’ ratings and ascertained compliance with the learning resources guidelines of the Department of Education, Philippines. The student’s performance on their post-test was significantly higher than their pre-test scores. The student’s interests and learning engagement were very high as shown in their performance in activities and assessments. The contextualized DRRM modules are recommended for classroom use for on-site and distance learning modalities.
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Rafliana, Irina. "Disaster Education in Indonesia: Learning How It Works from Six Years of Experience After Indian Ocean Tsunami in 2004." Journal of Disaster Research 7, no. 1 (2012): 83–91. http://dx.doi.org/10.20965/jdr.2012.p0083.
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The most recent disaster events in Indonesia have been a major wakeup call for focusing more attention on disaster education. The task is not easy. The current development conditions, including population growth and environmental degradation increase the level of vulnerabilities of communities at risks (Ronan et al., 2005) against future disasters. As one of the strategies aimed at reducing disaster risks, disaster education interventions were adopted for schools with the hope that it can be an effective catalyst for influencing community preparedness. Many organizations were playing their respective roles in increasing schools’ knowledge and preparedness. Two to four years after the Indian Ocean tsunami in 2004, preparedness assessment was conducted for schools, local community and authorities in at least eight districts/cities in Indonesia. The results were quite surprising: preparedness of schools were almost always the lowest. This paper shares lessons learnt from disaster education interventions in Indonesia in the past six years after the Indian Ocean tsunami in 2004; some of the designed interventions were a part of the aforementioned preparedness assessment. The aim of this paper is to discuss some approaches and reconsider the effectiveness of integrating disaster risk reduction, not only in the context of Indonesia but also for application around the globe. A shift from awareness raising activities to more process-based activities such as the development of school-based preparedness models, is now occurring and is observable in several schools. Yet, mainstreaming disaster risk management in the school system, as a chosen strategy for reducing risks to schools in potential disaster-prone areas, may not be simple.
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Yadnya, Made Sutha, Dwi Ratnasari, Abdulah Zainuddin, Bulkis Kanata, Teti Zubaidah, and Paniran Paniran. "Program Penerapan Mitigasi Bencana Gempa Bumi Di Ponpes Nurul Wathan Lombok Tengah NTB Berorientasi Pada Penurunan Magnet Bumi Akibat Pergerakan Sesar Patahan." Jurnal Gema Ngabdi 2, no. 3 (2020): 211–15. http://dx.doi.org/10.29303/jgn.v2i3.99.
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The program that was implemented at Nurul Wathan (NW) was the result of research at the Rembitan Observatory to measure the earth's magnetism using a device called Proton. The international unit for measuring the earth's magnetism is the Tesla, specifically the nTesla earth magnet (Nano Tesla). The stages of implementing the solution are adjusted to the characteristics of the stages of the disaster cycle. During a disaster, full of activities in an emergency situation, post-disaster, reduce the complexity of the problems in reconstruction and rehabilitation. Pre-disaster requires thorough planning. Communities that are exposed to disasters are very diverse. For those who have been educated or those who have not received formal education, they need to understand the importance of disaster risk reduction (DRR).
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Castillejos, Niño Carlo, and Lelanie Perido. "Disaster Preparedness of the Local Government Unit Employees of Borongan Samar: Inputs to City Preparedness Plan." Psychology and Education: A Multidisciplinary Journal 28, no. 10 (2024): 1143–58. https://doi.org/10.5281/zenodo.14510732.
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This study examined the level of disaster preparedness among Local Government Unit (LGU) employees in Borongan, Samar, Philippines. The research explored the demographic profile of the respondents, their disaster preparedness knowledge, readiness, adaptation, awareness, and risk perception, and the relationships between these factors and employee characteristics. A survey of 150 LGU employees revealed a predominantly young workforce, with the majority aged 25-29 years old. The majority of respondents were female, married, and had not attended disaster-related seminars. While respondents generally agreed that disasters cannot be prevented, they exhibited varying levels of preparedness across different domains. They strongly agreed on the importance of sharing knowledge and experiences, community activities for disaster risk reduction, and building relationships with neighbors. However, they expressed less confidence in their awareness of evacuation systems and plans, and their ability to predict when a disaster will occur. Statistical analysis revealed significant relationships between age, sex, and attendance at disaster-related seminars, and the level of disaster preparedness. Specifically, younger employees, females, and those who had attended disaster seminars demonstrated higher levels of preparedness. Based on the findings, the study proposes a comprehensive disaster preparedness plan for Borongan City. This plan emphasizes risk assessment and planning, public awareness and education, infrastructure and building resilience, emergency response and coordination, community engagement, and continuous evaluation and improvement. The study underscores the importance of targeted interventions to enhance disaster preparedness among LGU employees, considering their demographic characteristics and specific needs. It highlights the need for ongoing training and education, fostering a culture of community engagement, and prioritizing risk reduction measures to build a more resilient community.
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Afinda Sugara, Chelvin, Tigor Wilfritz Soaduon Panjaitan, and Andarita Rolalisasi. "Perancangan Kawasan Pantai Puri Gading Yang Tanggap Terhadap Potensi Bencana Tsunami Di Kota Bandar Lampung." ETNIK: Jurnal Ekonomi dan Teknik 2, no. 6 (2023): 502–13. http://dx.doi.org/10.54543/etnik.v2i6.206.
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One of the natural disasters that can occur in Indonesia is a tsunami caused by geological factors. Indonesia is an area located on the "Ring of Fairness" or the circle of fire, which is an area that often experiences earthquakes and volcanic eruptions. Natural disasters that can occur in Indonesia are caused by geological and hydrometeorological factors. Volcanoes and earthquakes are caused by the collision of the Eurasian, Australian and Pacific plates on the active plate which is also the meeting place for the three plates. In this case disaster management is a dynamic, integrated and sustainable process. The aim is to improve the quality of measures related to various activities, such as disaster prevention, impact mitigation, preparedness, emergency response, victim evacuation, and rebuilding damaged areas. One way to be prepared for natural disasters is to design areas so that they are more likely to be protected from them. In the case of Puri Gading Beach in Lampung, the authors have used a disaster-prone area (KRB) mitigation approach to ensure that the area is protected from the Tsunami. There are two types of tsunami management strategies based on disaster reduction in the City of Bandar Lampung which are prone to natural disasters, namely: (1). Structural mitigation in the form of explaining the construction of flood protection buildings such as the construction of embankments, the construction of drainage network structures, and the construction of drop structures; (2) Mitigation of non-structural disasters in the form of disaster mitigation training and simulations, as well as assessment of the impact of natural disaster reduction on risk reduction policies for affected areas in Bandar Lampung City, Lampung, Indonesia.
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Hamidazada, Marina, Ana Maria Cruz, and Muneta Yokomatsu. "Vulnerability Factors of Afghan Rural Women to Disasters." International Journal of Disaster Risk Science 10, no. 4 (2019): 573–90. http://dx.doi.org/10.1007/s13753-019-00227-z.
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Abstract Disaster management is a global challenge, but disasters do not affect men and women equally. In most of the world’s disasters, more females are impacted than males, and in Afghanistan the disparity between female and male victims is even greater. This study identifies and maps the relationships between the factors that make Afghan rural women more vulnerable to natural hazard-induced disasters. Data for this study were obtained through focus group discussions with rural women and men, as well as person-to-person interviews with employees of government and nongovernmental organizations at the national and local levels in Afghanistan. The study uses Grounded Theory and Interpretive Structural Modeling, not widely used before for this type of study, to analyze the data collected and to map the factors of vulnerability identified and their relationships. In agreement with previous studies, our findings show that insufficient disaster education, inadequate protection measures, and powerful cultural issues, both pre- and post-disaster, increase women’s vulnerability during and after disasters. In particular, cultural issues play a role after disasters by affecting women’s security, access to disaster aid, and health care. The study also found that perception regarding these cultural issues and how they affect women during disasters differs among men and women. Finally, by using Interpretive Structural Modeling, we show how the importance of the factors and their interrelationships change in pre-disaster and post-disaster situations. We conclude the article with some policy recommendations such as finding ways to allow women to participate in disaster planning activities and decision-making processes related to disaster risk reduction, as well as securing dedicated funds for the mainstreaming of gender in disaster risk reduction policies in Afghanistan.
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Putri, Pratiwi Setyaning. "Pelatihan Pelaksanaan K3 Terhadap Risiko Kebakaran Di Madrasah Ibtidaiyah Al Huda." TERANG 3, no. 1 (2020): 49–55. http://dx.doi.org/10.33322/terang.v3i1.1013.
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Indonesia is the most vulnerable country to disasters in the world based on data released by the United Nations Agency for the International Strategy for Disaster Risk Reduction (UN-ISDR) [1]. This will certainly have an impact on the number of fatalities if there is no understanding and good handling of the parties involved. Alert and alert attitudes are still very minimal and are often not taught in formal teaching and learning activities. In addition to human resources, disaster risk reduction can also be pursued by providing adequate K3 facilities in each building. Madrasah Ibtidaiyah Al Huda which is on Jalan Al Huda Rawasapi RT 02/09 Kelurahan Jatimulya - Tambun Selatan Bekasi District has a moderate earthquake risk. In addition, the location of schools that are not on the main road and access roads to locations that are relatively difficult to pass by fire trucks make it vulnerable in the event of a fire disaster. The solution offered is education of OHS implementation of disasters and the provision of facilities and infrastructure to deal with these disasters. The expected output targets are one PKM article published through an ISSN journal, one ISBN proceeding article from a national seminar organized by STT-PLN, and publication in print / electronic media.
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Shimbo, Aki, Amna Javed, Hideomi Gokon, and Youji Kohda. "Formulation of Dissemination Process of Phase-Free Concept for Effective Promotion of Disaster Prevention Education: A Case Study of Naruto City, Japan." Journal of Disaster Research 18, no. 6 (2023): 656–65. http://dx.doi.org/10.20965/jdr.2023.p0656.
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During the Great Kanto Earthquake, fire ravaged the city beyond its firefighting capabilities at that time. This also applies to contemporary society. Today, as Japan is facing a declining birthrate and an aging population, resources for public assistance-led disaster prevention measures are also dwindling. We have experienced the limitations of public-assistance-led disaster reduction measures for numerous disasters; for example, the Great East Japan Earthquake. Following the background, in recent years, the concept of “phase-free” has attracted the consideration as a means of preparing for disasters that exceed the scope of our corresponding range. The purpose of this study was to formulate a process of disseminating disaster prevention education that is effective in terms of both children’s learning ability and disaster preparedness through an analysis of a case study on the application of the phase-free concept (PFC) to school disaster prevention education. In PFC, disaster prevention and mitigation considerations are integrated into daily life. In Japan, several companies and local governments have begun to implement this concept. This study is based on a case study of phase-free efforts in school disaster prevention education in Naruto City, Japan. Through qualitative surveys conducted from the stakeholders, this research is focused to answer the question “Why was the PFC able to spread in actual schools throughout Naruto City?” These findings indicate that the PFC helps explain Naruto City’s proactive approach to disaster management as well as explains actors’ dynamic participation in phase-free activities. Furthermore, the research findings suggest that the term “phase-free” has become a marker of the perception of quality (Merkmal in German) in disaster prevention that promotes collaboration among diverse stakeholders.
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Keim, M. "(A158) Preventing Disasters: Public Health Vulnerability Reduction as a Sustainable Adaptation to Climate Change." Prehospital and Disaster Medicine 26, S1 (2011): s45. http://dx.doi.org/10.1017/s1049023x11001567.
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BackgroundGlobal warming is predicted to increase the number and severity of extreme weather events. (IPCC 2007) But we can lessen the effects of these disasters. “Critically important will be factors that directly shape the health of populations such as education, health care, public health prevention and infrastructure.” (IPCC 2007) A comprehensive approach to disaster risk reduction (DRR) has been proposed for climate change adaptation. (Thomalla 2006) DRR is cost-effective. One dollar invested in DRR can save $2-10 in disaster response and recovery costs. (Mechler 2005) Disasters occur as a result of the combination of population exposure to a hazard; the conditions of vulnerability that are present; and insufficient capacity to reduce or cope with the potential negative consequences.DiscussionBy reducing human vulnerability to disasters, we can lessen—and at times even prevent—their impact. Vulnerability may be lessened by: 1) reducing human exposures to the hazard by a reduction of human vulnerability, 2) lessening human susceptibility to the hazard, and 3) building resilience to the impact of the hazard. (Keim 2008) Public health disasters are prevented when populations are protected from exposure to the hazard. Public awareness and education can be used to promote a “culture of prevention” and to encourage local prevention activities. Public health disasters may also be mitigated through both structural and social measures undertaken to limit a health hazard's adverse impact. (IPCC 2007) Community-level public health can play an important part in lessening human vulnerability to climate-related disasters through promotion of “healthy people, healthy homes and healthy, disaster resilience communities.” (Srinivasan 2003)
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Dexter M. Toyado. "Awareness of Disaster Risk Reduction (DRR) among Student of the Catanduanes State University." International Journal of Engineering and Management Research 12, no. 2 (2022): 38–43. http://dx.doi.org/10.31033/ijemr.12.2.7.
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The Island Province of Catanduanes is prone to all types of natural hazards that includes torrential and heavy rains, strong winds and surge, flooding and landslide or slope failures as a result of its geographical location and topography. RA 10121 mandates local DRRM bodies to “encourage community, specifically the youth, participation in disaster risk reduction and management activities, such as organizing quick response groups, particularly in identified disaster-prone areas, as well as the inclusion of disaster risk reduction and management programs as part of youth programs and projects. The study aims to determine the awareness to disaster of the student of the Catanduanes State University. The disaster-based questionnaire was prepared and distributed among 636 students selected randomly from different Colleges and Laboratory Schools in the University The Catanduanes State University students understood some disaster-related concepts and ideas, but uncertain on issues on preparedness, adaptation, and awareness on the risks inflicted by these natural hazards. Low perception on disaster risks are evidently observed among students. The responses of the students could be based on the efficiency and impact of the integration of DRR education in the senior high school curriculum. Specifically, integration of the concepts about the hazards, hazard maps, disaster preparedness, awareness, mitigation, prevention, adaptation, and resiliency in the science curriculum possibly affect the knowledge and understanding of students on DRR. Preparedness drills and other forms of capacity building must be done to improve awareness of the student towards DRRM. The study further recommends that teachers and instructor must also be capacitated in handling disaster as they are the prime movers in the implementation of the DRRM in education. Preparedness drills and other forms of capacity building must be done to improve awareness of the student towards DRRM. Core subjects in Earth Sciences must be reinforced with geologic hazards. Learning competencies must also be focused on hazard identification and mapping, and coping with different geologic disaster.
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Agustin, Mayflor Galleno, and Marie Grace S. Cabansag. "Disaster readiness and risk reduction management module using Kolb's model." International Journal of Evaluation and Research in Education (IJERE) 12, no. 2 (2023): 703–9. https://doi.org/10.11591/ijere.v12i2.24471.
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Disaster risk reduction and management (DRRM) as a course in basic education aims to raise the student’s awareness of what to do before, during, and after a disaster using contextualized modules. The contextualization and validation of these modules considered legal bases and statutory standards in terms of learning competency, content, language, assessment, format, and technical specifications. The student’s performance and end users’ feedback and suggestions were used as bases for evaluating the developed modules. The descriptive method thru the instrumentation technique of research followed the process of module development from the planning phase to the evaluation stages as analysis, design, development, implementation, and evaluation (ADDIE) model while the module sections used the Kolb’s model. The respondents were senior high school students in the Science curricular program of Echague National High School and Isabela State University, Isabela, Philippines. The findings showed a good agreement among experts’ ratings and ascertained compliance with the learning resources guidelines of the Department of Education, Philippines. The student’s performance on their post-test was significantly higher than their pre-test scores. The student’s interests and learning engagement were very high as shown in their performance in activities and assessments. The contextualized DRRM modules are recommended for classroom use for on-site and distance learning modalities.
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Maghfirah, Nuril, Arie Asih Rahmawaty, and Centauri Indrapertiwi. "Increasing Student Capacity Through Online ‘Education And Training’ Of Collaboration Of Thematic In Disaster Risk Reduction." Community Development: Jurnal Pengembangan Masyarakat Islam 8, no. 2 (2024): 160. https://doi.org/10.21043/cdjpmi.v8i2.30620.
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The COVID-19 pandemic has changed our activities in all sectors, especially education. The policy of physical distancing forced the Government to implement an online learning system from home (daring), one of the learning methods that utilizes technology. There was a slight increase in student capacity after participating in a collaborative online guest lecture on disaster management, a subject of the Study Program of Islamic Community Development, IAIN Kudus, by inviting practitioners from the Regional Disaster Management Agency (BPBD) to one meeting. In line with the curriculum of independent study on an independent campus, Guest lectures can realize the optimum result in increasing student capacity in disaster risk reduction through technology, which “Education and Training” can learn through online thematic collaboration. This research aims to determine students' increasing capacity in disaster risk reduction through it. It targeted 30 students of the study program of Islamic community development, IAIN Kudus, who have or are studying disaster management subject. For three days (6JPL), the lecture used application technology like Zoom and Quizizz application. This research used a quantitative approach with a T-test (comparing pretest and posttest scores on knowledge) using SPSS v26. The study results have a higher mean value for the posttest (73.20) than the pretest (34.06). The mean paired samples test result was -39.14, with a significant value of p &lt;0.01. It shows an essential difference before and after online education and training in collaboration. On the other hand, it means to increase students' capacity for disaster risk reduction.
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Nagamatsu, Shingo, Masahiro Sawada, Yuichi Ono, et al. "Special Issue on Disaster Storytelling, in Commemoration of 2020 TeLL-Net Forum, Kobe, Japan." Journal of Disaster Research 16, no. 2 (2021): 125–26. http://dx.doi.org/10.20965/jdr.2021.p0125.
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This special issue of the Journal of Disaster Research focuses on disaster storytelling, an emerging concept in disaster risk reduction. Despite its popularity and importance, its individual practices and activities, as they tend to be spontaneous and local, have received only limited attention from academia and have not been given special attention by the disaster research community. The papers included in this volume contain multi-dimensional discussions on disaster storytelling, including ones that focus on concepts and theory, the functions of disaster museums, tourism, local communities, UNESCO geoparks, disaster ruins and heritage, art and culture, and disaster education. The readers can understand the variety of disaster storytelling activities that exist around the world and their potential contribution to building resilience in society. We believe this issue is the first academic publication to focus specifically on disaster storytelling, and we hope that this volume contributes to creating scientific value, attracts additional attention, and develops further discussions about the role of disaster storytelling within the disaster research community. We also believe that such discussions will help various individuals and entities reidentify the importance and significance of their activities of disaster storytelling as well as contribute to continuing or strengthening such activities around the world. All of the contributors to this issue participated in the International Forum on Telling Live Lessons from Disasters (TeLL-Net Forum), held January 24–26, 2020 in Kobe, Japan. The articles included in this issue include ones that were inspired by discussions during and after the forum. Readers interested in this forum can obtain the official report from the TeLL-Net website: https://tell-net.jp/forum2020/pdf/00_Tell_Net2020_Report_print.pdf. We, the editorial board of this special issue, would like to express our deep appreciation to the Hyogo Earthquake Memorial 21st Century Research Institute for the research grant on disaster storytelling. We also would like to express our gratitude to the Kobe Machizukuri Rokko Island Fund Charitable Trust (Tokyo, Japan) and AIG Institute (Osaka, Japan) for financial contributions that supported the publication of the issue.
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Nuraini, Fitria. "Interior Planning of the Flood Disaster Mitigation Education Center in Bekasi Regency." Pendhapa 15, no. 1 (2024): 25–37. http://dx.doi.org/10.33153/pendhapa.v15i1.4384.
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The Interior Planning of the Flood Disaster Mitigation Education Center in Bekasi Regency aims to be a means of disaster risk reduction (mitigation) in the form of flood disaster education to the community in Bekasi. Activities including seminars, disaster exhibitions, video screenings, and flood disaster simulations according to guidelines of the Indonesian National Disaster Management Agency (BNPB). Design method uses the Kurtz Design Method which consists of orientation, the basic program, the programming repetition, and the design. The approaches of design use function, ergonomics, aesthetics, technical, and interior pandemic. Design results are interior planning of a flood disaster mitigation education center that accommodates safety and comfort in the design of facilities that adjust user activities, grouping-zoning, and relationships between spaces. These facilities are lobby, auditorium, exhibition room, film screening room, disaster simulation room, reading room, souvenir shop, and café. Safety and comfort aspects are applied to furniture, color selection, materials, lighting, acoustics, and security systems. The educational aspect is AR technology which makes it easier to deliver information of flood disaster to public, especially during the COVID-19. This plan applies the local theme of the Bekasi, namely "Barongan" from the "Ngarak Barong" tradition and using contemporary style.
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Hanif, Hasnan, Adelia Maulida, Maulana Kamal, and Rina Suryani Oktari. "Empowerment and Development of Kajhu Village as a Disaster Resilient Village Based on Fasterization and Ecotourism." Jurnal Pengabdian kepada Masyarakat (Indonesian Journal of Community Engagement) 9, no. 2 (2023): 68. http://dx.doi.org/10.22146/jpkm.83292.
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Kajhu Village is a coastal area within the Baitussalam District of Aceh Besar. In 2004, the village suffered significant damage due to an earthquake and ensuing tsunami, resulting in loss of life and damage to infrastructure. Despite the inherent disaster risk, Kajhu Village possesses great potential, including the scenic beauty of its coastline and the abundance of mangrove ecosystems. These natural resources can be harnessed to develop environmental and disaster-based tourism opportunities. In recognition of this potential, the Fasilitator Tangguh Bencana (FASTANA) - Tsunami and Disaster Mitigation Research Center at Universitas Syiah Kuala (TDMRC USK), an organization dedicated to community service and disaster mitigation, launched a disaster risk reduction program aimed at empowering the community and reducing the risk of disaster in Kajhu Village. Data collection involved observation and interviews with local residents. Community service activities focused on education and empowerment, including disaster preparedness education for the community and schools, promotion of the importance of protecting coastal ecosystems, and training and empowering the creative economy. Additionally, disaster literacy corners were established in schools within Kajhu Village. Through these programs, the goal was to create a community that is resilient to disaster and economically self-sufficient. By providing support and empowerment to the community, it is hoped that a new mindset can be fostered, resulting in greater independence and resilience. The disaster education provided aims to help individuals and families understand and implement effective disaster prevention strategies. The implications of the community service program in Kajhu Village are increasing community resilience and preparedness in dealing with natural disasters and developing the potential of coastal ecosystems to become sustainable ecotourism attractions, providing inspiration for communities in other areas to adopt a participatory and structured approach in an effort to increase resilience and disaster preparedness and developing the potential of coastal ecosystems.
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T. Loquillano, Jean, Joel D. Potane, and Laverne L. Mercado. "Validation and Utilization of the Contextualized Disaster Readiness and Risk Reduction (DRRR) Modules." International Multidisciplinary Research Journal 3, no. 1 (2021): 89–98. http://dx.doi.org/10.54476/iimrj271.
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The Philippines suffers from a multitude of deadly natural disasters because it is located along the Pacific Ring of Fire. Basic education advocates environmental awareness at all levels which cover learners' understanding and sensitivity to the environment and environmental challenges. The study focused on how DRRR modules were validated by experts and how teachers were able to successfully implement them in their classrooms. The research was descriptive involving both qualitative and quantitative analyses. The triangulation technique was employed which utilized the evaluation tool for the modules, interview, and observations. Quantitative data were analyzed with descriptive statistics and qualitative data were coded. This involved five (5) panel experts and 47 secondary school teacher-users. Results revealed that: (1) the contextualized DRRR modules provided very adequately for content and content accuracy, clarity, and appropriateness as evaluated by the experts. The teacher-users evaluated it as very much acceptable, applicable, and useful; (2) the major themes in terms of clarity, activities and content accuracy of the modules included comprehensible vocabulary; contextualized topics/indigenized materials; informative and student-centered activities. Moreover, in terms of its usefulness, the major themes encompassed disaster preparedness; learning insights/values integration and maximizes students’ participation; (3) the predominant themes to improve the modules included the visual considerations; accessibility of materials and enhancement of the concepts and topics. Hence, this investigation explains that the contextualized DRR modules are valid, reliable, acceptable, applicable, accurate and useful as revealed from the data and major themes. Thus, there is a need for all the teachers to utilize the modules across all levels for the learners to become aware and ready during disasters thereby reducing the risk and severe impact of disasters.
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Itaas, Estela C., Joy M. Mirasol, Desiree A. Barroso, Marlon s. Frias, and Mariza P. Manlagaylay. "Governance Issues on Disaster Risk Reduction of LGUs’s Controlled Social Services of Selected Barangays in the Province of Bukidnon." Asia Pacific Journal of Social and Behavioral Sciences 18 (January 8, 2021): 15–28. http://dx.doi.org/10.57200/apjsbs.v18i0.229.
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Disaster Risk Reduction Management (DRRM) concepts are difficult to get across to the community leaders, especially to the residents themselves. In the past, competence in disaster preparedness cannot take off in the barangay level due to an apparent lack of education as noted by the Department of Interior and Local Government (DILG). Local government units (LGUs) recognize the importance of disaster risk reduction management. However, issues on policies that have bearing on the pre- implementation, implementation, and post-implementation activities are deemed important. Thus, the study explored the governance issues on disaster risk reduction of local government units’ basic social services of selected barangays in the Province of Bukidnon. Focus Group Discussion (FGD), interviews, and checklist were used in gathering the data to answer the following objectives: (1) assess the pre-implementation, during the implementation, and post-implementation of the disaster risk reduction management policies focusing on the basic social services such as food, water, electricity, and health in the identified barangays; (2) identify issues on the implementation of the DRRM based on the pillars of good governance; and (3) recommend appropriate measures to respond to governance issues. Findings reveal that the local government units of the Province of Bukidnon showed preparedness in disaster risk reduction in pre-implementation, during the implementation, and post-implementation of the disaster risk reduction management policies. Governance issues were identified, namely, distribution of basic services, relocation site, list of households in the community, and accessibility of information. However, appropriate measures were recommended to respond to the identified governance issues.
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Syahputri, Deasyka Milna, Yunus Aris, Siti Hadiyati Nur Hafida, Wahyu Widiyatmoko, Yaskinul Anwar, and Ratih Puspita Dewi. "Implementation of comprehensive school safety: the risk reduction and resilience education pillar in State Senior High School 1 of Pacitan and Islamic State Senior High School 1 of Pacitan, Indonesia." IOP Conference Series: Earth and Environmental Science 986, no. 1 (2022): 012016. http://dx.doi.org/10.1088/1755-1315/986/1/012016.
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Abstract Pacitan is vulnerable to earthquakes and tsunamis because it is located near the subduction zone between the Indo-Australian and Eurasian plates. So that it needs Disaster Risk Reduction efforts, one of the best measures is to implement the three pillars of Comprehensive School Safety. This study aims to analyze the implementation of the third pillar of Comprehensive School Safety, namely the Pillar of Risk Reduction and Resilience Education. The study was conducted at State Senior High School 1 of Pacitan and Islamic State Senior High School 1 of Pacitan because they directly face the Indian Ocean. This study used a quantitative approach with primary data obtained from filling out questionnaires by respondents. Respondents in this study were principals, teachers, and students involved in Scouting and Junior Red Cross in these two schools. The instrument was a questionnaire including teacher and education staff training, integration of disaster education into the curriculum, and extracurricular activities indicators. The results indicated that teacher and education staff and curriculum integration were not optimally carried out in these two schools. Furthermore, they have not yet established disaster mitigation extracurricular, but implementing disaster mitigation education was carried out through Scouts and Junior Red Cross.
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Therese, P. Zipagan. "Disaster preparedness of DepEd schools in the first district of Isabela." Journal of Biodiversity and Environmental Sciences (JBES) 25, no. 3 (2024): 56–79. https://doi.org/10.5281/zenodo.15501071.
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Isabela Province is prone to various natural disasters, including typhoons, floods, and earthquakes. In the recent years, the frequency and intensity of natural disasters have highlighted the need for effective disaster preparedness and response strategies. Among the most crucial institutions affected are schools, which serve as vital learning environment for learners. In light of these hazards, ensuring the disaster preparedness of schools under the Department of Education (DepEd) in the province is of paramount importance. The study aimed to determine the level of disaster preparedness and awareness of public elementary and secondary schools in the First District of Isabela province in the perception of School Heads in terms of five (5) Disaster Risk Reduction Management (DRRM) program components: project & activities, personnel, budget, facilities & equipment and monitoring & evaluation. It also focused on the assessment of DepEd schools’ building vulnerability to disasters specifically strong winds and flooding through a rapid visual survey. It also aimed to address the challenges faced by DepEd schools in their disaster preparedness endeavors. Hence, the study emphasized the importance of disaster preparedness for DepEd Schools by implementing robust risk assessment processes, adhering to appropriate building codes, and developing comprehensive disaster preparedness plans ensuring the safety and resilience of schools and its buildings contributing to the overall well-being and educational continuity of learners, teachers and staff. published by the <strong>Journal of Biodiversity and Environmental Sciences (JBES)</strong>