Search

This research was conducted to analyze integration disaster education strategies in elementary schools located in disaster-prone areas. This research is qualitative research using descriptive design. This research used interview instrument in data collection. The respondents were 23 elementary school teachers in Sleman Regency, Special Region of Yogyakarta. The results found that the integration of disaster education is carried out through subjects, study tours, discussions, and simulations. Strategies implemented in the integration of disaster education with interesting learning media, disaster training, improvement of school facilities and infrastructure, updating school disaster documents, and cooperation with disaster management institutions. The integration disaster education model expected by teachers is in the form of a website that contains separate materials for teachers and students. The website is expected to contain simple material packaged in the form of pictures, videos, sounds, animations, games, quizzes and songs. Maximizing integration disaster education strategies can be done by improving the internal and external quality of schools. School support, cooperation with disaster management stakeholders, the active role of teachers, and the support of school principals' policies in preparing for integration disaster education learning is expected so that disaster education can be implemented sustainably.

Islamic university students in Indonesia must improve disaster literacy by developing science-Islamic integrated disaster geography textbooks. This study aims to determine the appropriateness of science-Islamic integrated disaster geography textbooks and the effect of using them on students' learning outcomes. The Dick and Carey model was used in this development. The product was validated by experts in material, design, and the integration of Islamic science and tested on students and lecturers on a limited basis. The experiment subjects were 27 Social Science Education students from Universitas Islam Negeri Maulana Malik Ibrahim Malang. Instruments are in the form of a questionnaire to determine the appropriateness of the book and test questions to determine the effect of book products on learning outcomes. Data were analyzed descriptively and using an independent sample t-test. The results showed that science-Islamic integrated disaster geography textbooks were appropriate for use in learning with an effective category (appropriateness score = 81.08%). The use of science-Islamic integrated disaster geography textbooks affected students' learning outcomes (p=0.000) < [alpha]=0.05). Further research suggests developing digital books on other materials because the Islamic science integration curriculum has been proven to improve students' learning.

Learning geography in Indonesia philosophically aims to develop spatial literacy. Students must improve spatial literacy to form reasoning skills and apply spatial concepts in real life. Applying Gersmehl's spatial learning can improve students' spatial literacy through syntax arranged based on spatial aspects. The use of google earth helps students to complete case studies of disaster mitigation materials without the need to go directly to the field. This quasi-experimental research refers to the posttestonly control group design by comparing the posttest of spatial literacy in the experimental and control classes. This study involved students of class XI IPS SMAN 1 Blitar City. The instrument is a five-point description test based on indicators of spatial literacy in disaster mitigation materials standardized with validity and reliability tests. The research data were analyzed using normality, homogeneity, and hypothesis tests. The data tested were in the form of posttest scores for spatial literacy in the experimental and control classes. The results of Gersmehl's spatial learning influence spatial literacy. The use of LKPD bridges the implementation of spatial learning syntax with Google Earth as a geospatial medium. The implementation of syntax in spatial learning is interrelated with spatial literacy indicators, thereby increasing students' spatial literacy based on experience and spatial recognition.

The development of photo-based digital comics is one of the fastest-growing digital media and is in great demand. This learning medium is an innovative blend of visual arts and education that offers tremendous potential in stimulating interest in and understanding of complex materials. The importance of understanding disaster mitigation in modern environmental and social challenges cannot be ignored. Drama, as a rich form of cultural expression, allows us to reflect on human life, social relations, and the challenges faced by society. Disaster mitigation is becoming increasingly important to deal with real threats due to climate change and society's vulnerability to natural disasters. This learning concept is especially effective for students who need an innovative and interesting approach. The development of photo-based digital comics as teaching materials is very interesting. Combining visual elements from photographs with strong narratives, digital comics will be able to present complex materials in an easy-to-digest form. This approach provides a great opportunity to convey information on learning and the importance of disaster mitigation in a way that is closer to students' daily lives, resulting in more authentic and embedded learning. This research focuses on efforts to develop teaching materials that are communicative, not boring, effective, and applicable to support creativity and increase students' understanding of social problems identified in society.

Teaching practice in remote areas is beneficial for pre-service teachers' professional development. The geographical structure and society in remote areas provide unique experiences. This study focuses on how teaching practice in remote areas opens up opportunities for transformative learning. Forty-one pre-service primary teachers from three universities participated in semi-structured interviews. The interviews were conducted in retrospect after participants had finished their teaching practice. Results show that PSTs encountered nine types of challenges during teaching practice; parents' low awareness of the importance of their children's education, local teachers' low motivation, limited teaching resources at school, pupils' absenteeism, pupils' poor numeracy and literacy skills, the principal's low responsibility, natural hazard factors, pupils' low ability to understand Indonesian, and local conflicts between different communities. Encountering these nine types of challenges fosters PSTs' disorientation, which might lead to transformative learning. In conclusion, remote areas have potential for transformative learning.

The Psychosocial Training was held in July 2021 and involved 17 Guidance and Counseling Teachers from 12 Muhammadiyah Junior High Schools in Yogyakarta City. The aims of this research are (1) to know the implementation of Psychosocial Support Services training, (2) Obstacles in the implementation of Psychosocial Support Services training, and (3) Knowing the benefits of Psychosocial Support Services training. This study is a piece of qualitative research, which aims to describe and analyses the social phenomenon of psychosocial training for guidance and counseling teacher in Junior High School in Yogyakarta City. Primary subjects in this study were 20 participants of psychosocial training and facilitator of training. Data collection was done by in-depth interview, observation, and documentation. The data analysis procedure in this research is (1) data reduction, (2) data presentation, and (3) conclusion. Data validity is done by triangulation of source and method triangulation. The training is carried out in three stages: pre-training stage is conducting a preliminary survey to see conditions in the field and planning activities to be carried out, training stage is the implementation of Psychosocial training, and evaluation stage of the results that have been achieved by the training participants are carried out. Obstacles in implementing psychosocial training include: training cannot be carried out optimally because the training is carried out online, limited time for training, some teachers are not active in psychosocial training because the media at zoom meetings is very limited. The facilitator maximizes training with WhatsApp Groups and the google document application on assignment. increasing the knowledge of participants after attending the training by increasing the post-test scores. Cooperation of various parties with school residents is needed so that psychosocial preparedness can be applied to pre-disaster, emergency response, and post-disaster.

Effective leadership is needed when the organization faces difficult situations. When major earthquakes and pandemics successively hit North Lombok, the role of teachers and school principals significantly determined the resilience of the school organization's sustainability. The study aims to understand how elementary teachers and principals in Pemenang district, North Lombok regency, West Nusa Tenggara province, Indonesia built their school resilience in facing consecutive natural disasters; devastating earthquakes COVID-19 pandemic. This study focuses on how school leaders and their teams built the organization's resilience during consecutive disasters in North Lombok. The study used a qualitative phenomenology design. The data collection was conducted using semi-structured interviews, Forum Group Discussion, observations, and documentation. Purposive participants consisted of 17 teachers and two principals from 2 elementary schools. The authors found that teachers' and principals' resilience appears to be built through concrete action that the Education Office and principals facilitate to respond to challenges. It appears that concrete actions, management coordination processes, and choices of actions appropriate to the situation are essential factors in building resilience. It is concluded that efforts to build teachers' and principals'' resilience must align with the existing context and situation while paying attention to various resources at all levels and considering the diversity of perspectives regarding how individuals, organizations, or communities understand and respond to situations and events such as earthquakes and pandemic.

E-module was used as a guide to activities in the blended learning process. The purpose of this study was (1) to find out the implementation of learning using e-modules with blended learning, (2) to determine the effect of using e-module with blended learning on student disaster preparedness, (3) to determine the effect of using e-module with blended learning on student innovation in designing learning media. The research method was quasi-experiment using pretest-posttest with nonequivalent control group design and independent sample t-test as data analysis. The research subject was the third-year students from geography department of 2017. The measurement of disaster preparedness and innovation in designing learning media used essay and assessment rubric. The results showed that there was an influence and compatibility of e-modules with blended learning on student disaster preparedness as well as in designing learning media and students were most interested in floods, earthquakes, and COVID-19.

Students in Yogyakarta area require skills to meet the psychological and social challenges of high-risk natural disaster and daily life. Therefore, it requires study to explore the various students' psychosocial skills based on teachers' perspective and negative emotional states. Both qualitative and quantitative analysis were used to examine the data. The study conducted semi-structured interviews on nine physical education teachers from elementary schools in Yogyakarta. Three teachers were from the schools located in Disaster Area of volcano, two teachers were from schools in Urban Area, and four teachers were from schools located in Suburban Area. A Depression Anxiety Stress Scale (DASS) 42 survey was also used to explore the negative emotional state of the 745 elementary school students from fourth to sixth grades in three different areas. The Physical Education (PE) teacher perceived that students' essential psychosocial skills are sufficient, but they still require skills in the following areas: stress coping, communication, social awareness, and problem solving. The children who lived in the disaster area had a lower negative emotional state than those who lived in the urban and suburban areas. The future program should involve variety of activities to decrease students' negative emotional state and develop their psychosocial skills harmoniously.

This paper explores the international learning experiences of Indonesian teachers participating in a Finnish master's degree programme as an identity reconstruction process. We study the participants' experiences based on dialogical identity construction to explore the positioning and repositioning occurring during an international learning experience. Given the conception of this experience as a boundary experience, repositioning is a way to create continuity and support the multiplicity of identity. From the narrative analysis of the participants' stories about the programme, we found that the participants' repositioning during the programme involved negotiation with temporality, sociality and spatiality. Throughout this process, the participants' understanding of their identities and practices evolved. The post-conflict and post-disaster context in Aceh, Indonesia, manifests itself through a unique constellation of positionings and stimulates new understandings of its impact on teaching and learning processes. This study contributes to understanding the international teacher programme as a repositioning process for teacher identity reconstruction that supports local meanings and has practical consequences.

Environmental disaster was important issue to be solved. Current situation disasters such as flood, earthquake, tsunami, volcanoes and others could be happened. This study aimed to obtain information about the relationship between knowledge of disaster and preparedness behaviors and disaster preparedness behaviors. This research was a Sequential Explanatory combination research consisting of 2 variables, namely knowledge about disaster mitigation as an independent variable (X) and disaster preparedness behaviors as a dependent variable (Y). This research was conducted in January-June 2019. The population in this study was all students of Grade XI MIPA in MAN in Bogor City in the academic year 2018/2019 with a total sample of 207 respondents. Research data were obtained using multiple choice test and observation sheet. Quantitative data analysis with descriptive statistical calculations, prerequisite tests using the Liliefors test and the Bartlett test. The data hypotheses testing used the Pearson Product Moment formula. Analysis of qualitative data carried out by reducing data, presenting data, and drawing conclusions. The results showed that there was a positive relationship between knowledge of disaster mitigation and disaster preparedness behaviors (t-value 3.56 > t-statistic 0.05, r=0.234 & r2=5.51%) with a low interpretation value. The conclusion of this research there were low relationship between knowledge of disaster and preparedness behaviors

Located in the Pacific Ring of Fire, Indonesia is endangered by natural disasters. Through the changing of learning activity in a proper way by the application of STEM Project-Based Learning, future generations are expected to develop the knowledge and thinking skill to solve the problem. Therefore, this study aimed to investigate implementing STEM Project-Based Learning on student's Problem-Solving Skills. This research used a Pre-Experiment method with a One-Group Pretest-Posttest design and essay questions as data collection tools. In this research, 30 7th-grade students at one school in Bandung, Indonesia, were chosen as the participants. The data analysis showed significant improvement between student's Problem-Solving skills pretest and post-test (N-Gain=0.73). In addition, Idea-Finding is the most significant improvement during the Fact-Finding on the lowest. Based on the result, STEM Project-Based Learning is recommended to improve students' Problem-Solving Skills since they can use their integrated knowledge to solve a real-world problem.

Despite its positive impact on students' learning and learning outcomes, studies documenting empirical evidence on how Flipped Classroom anchored in technology-mediated task can facilitate and promote students' learning in post-Earthquake EFL writing pedagogy context remain scarce. To fill this void, this action research, documenting both quantitative and qualitative data, anchored in González-Lloret's and Ortega's (2014) technology-mediated task framework, aimed to garner students' perceptions towards the use of FC-Mediated Task (FCMT) for learning essay writing; how they perceived this instructional approach compared to face-to-face only classes; and what challenges appeared while implementing this approach for the teaching and learning of writing in such a post-earthquake pedagogical context. The statistical evidence showed that the majority of the students positively perceived the use of FCMT for the learning of essay writing. The students also preferred the use of this approach to FTF only classes for learning to write essays in English in terms of the effectiveness and efficiency, engagement, language skills development and motivation. Pedagogical and technological challenges remained their prominent barriers in the implementation of this approach.

The recent discussion paper on teachers presented at the United Nations Transforming Education Summit emphasizes the inclusion of teachers in social dialogue at the global and local levels. However, the requisite structural arrangements are not yet in place for teachers' voices to be heard or their perspectives acted on, especially in humanitarian settings. Only now are humanitarian actors beginning to understand the ways in which teachers respond to and work during complex emergencies. Humanitarian actors are also coming to realize how rarely teachers' perspectives inform the technical guidance documents that determine the conditions in which they work (Adelman 2019; Falk, Shephard, and Mendenhall 2022; Pherali, Abu Moghli, and Chase 2020). Based on an ethnographic study with teachers who experienced the 2006 Yogyakarta earthquake in Bantul, Indonesia, this article contributes to a nascent body of literature on teachers' work, their vulnerability and resilience, and the importance of their voices during emergencies. As Marchezini (2015, 370) states, "It is necessary to look at survivors not merely as affected people, but as subjects with their own cultures and coping strategies." With insights from teachers' own narratives and the recurring concept of "bangkit semangat" (raise the spirits), I contend that the absence of teachers' voices from global policy and guidance means that we have an inadequate understanding of teachers' agency and fail to recognize their potential to realize, reimagine, and rework global recommendations at a local level.

High school students' experienced negative emotions caused by the earthquake that struck Sigi District, Central Sulawesi, Indonesia. In addition to overcoming negative emotions, they were faced with deciding on a career decision. For this reason, this research aimed to determine the effect of Future Time Perspective (FTP) on Career Decision Self-Efficacy (CDSE) of 141 students from six high schools. Simple regression indicated that FTP positively affected the CDSE of high school students. Moreover, using multivariate regression analysis on FTP and five dimensions of CDSE, we found that FTP contributes positively and significantly to the five dimensions of CDSE. Therefore, the research implied that FTP based intervention program is able to promote CDSE.

Factors of Critical Spatial Thinking for a geography metacognition assessment are a moot point among experts and practitioners. This study aims to develop an understanding about such factors by using a structural equation model to generate a comprehensive and accurate assessment instrument for metacognition in geography. The study is a research and development project for a Thesis. The current research involves 595 participants, consisting of experts and practitioners from eight representative Senior High Schools in Indonesia. The study occurred between August 2017 and February 2019. The results from a confirmatory factor analysis generated 15 indicators for three dimensions of critical spatial thinking. The three dimensions are concept comprehension, concept application, and creativity in producing ideas; and they are used to generate an assessment for metacognition in geography. The indicators involve concept application, location, distance, approach, equation, disaster mitigation, concept map, interaction, map instrument, aura, region, hierarchy, pattern, spatial association, and inquiry. The factors were assessed by nine experts and obtained 0.85 on the Aiken validity index. A chi-square of 330.47, df = 90, p-value = 0.000, and Root Mean Square Error of Approximation = 0.071, t = 4.78, and GFI = 1.96 in the significance level of 5%, proves the items fulfil both the analysis and construct dimensions, and also have a significant influence on the dimensions and factors of metacognition.

The importance of understanding disaster issues affecting Indonesia encourages the integration of disaster mitigation into the education system. For instance, the inclusion of disaster mitigation occurs in the subject of geography. However, the implementation of disaster mitigation learning still faces several obstacles. The aim of this study is to describe the implementation of a role-playing learning method assisted by the disaster education pocketbook and to analyze its effectiveness. This research was conducted at SMAN 11 Semarang. The samples of this study were XI IPS 2 as the experimental class and XI IPS 3 as the control class. The variable of this research was the role-playing learning method assisted by the disaster education pocketbook. The sub-variables include teacher performance, learning outcomes, and students' responses. The study found that implementation of the experimental class obtained teacher performance scores of 89 percent and control classes obtained teacher performance scores of 86 percent. Both scores were very good. The comparison of cognitive learning outcomes showed that disaster mitigation learning with a role-playing method and assisted by a pocketbook about disaster education was more effective than learning through lectures and discussion methods. Responses to a questionnaire showed an average score of 82.7 percent, stating that students were very interested in such learning. The results of this study indicate that disaster mitigation learning must be implemented with a method that involves active student participation and is also complemented by interesting learning materials such as the role-playing method assisted by use of a disaster education pocketbook.

This study aimed to identify various hazard risks which are related to children in schools. This study used a quantitative descriptive design. The sampling technique used was four stage stratified random sampling, with 329 elementary schools as the sample. The results identified various dangerous situations which are related to children and schools ranging from infectious diseases, natural disasters, violence against children and the dangers due to the absence of adequate safety at school. Dangers from natural disasters which could be identified were earthquake, volcano, flood, hurricane landslide, and drought as well as potential biological hazards such as contagion and caterpillar outbreak. Additionally, the dangers related to violence against children were fighting, extortion, physical violence, psychological violence, sexual violence, bullying, and stealing. Related to safety aspects at schools, there were dangerous situations caused by the activities of the children themselves which caused injuries, or other technical causes, such as fire, falling buildings/falling trees, food poisoning, and infectious diseases.

The character education development through hidden curriculum at disaster-prone schools possesses its own uniqueness with challenging complexity level. Amazing character education values should clash with appalling natural phenomenon. The objective of this research is to describe the character development through hidden curriculum in the volcanology disaster-prone area of Merapi mountain. This research was conducted on July-December 2017. Qualitative approach is utilized in this research. The data collection technique is performed using participants' observation, in-depth interview, and documentation. The data analysis technique is performed descriptively, interpretatively and comparatively. The result of research indicates that: (1) Muhammadyah Pakem Elementary School implements hidden curriculum related to character development; (2) the hidden curriculum is designed to develop character and instill disaster element because it is located in disaster-prone area; and (3) the implementation of hidden curriculum concerning the disaster elements at school is able to provide knowledge and skill in early age related to disaster management to reduce the numbers of victims when the disaster occurs.

Various environmental crises and natural disasters encourage educational curricula in all countries to accommodate epistemic processes intended to improve students' competency in environmental literacy. Awareness, skills, knowledge, and attitudes towards the environment are part of ecoliteracy competencies measurable using tools. This study aimed to assess the environmental literacy of high school students by means of "Q-methodology" as a tool. The assessment did not evaluate scores but rather emphasised the subjectivity of participants to demonstrate students' diverse ecoliteracy perspectives in the context of environmental and disaster issues. This study combined qualitative and quantitative research methods. It selected 51 participants (26 natural science students and 25 social science students) from three senior high schools in D. I. Yogyakarta Province, Indonesia. The Q-sorting process and data analysis used the "FlashQ" ("Flash"-based application) and "KADE Desktop," respectively. The results discovered five factors in each group, with a cumulative percentage of explained variance of 64% in natural science students and 55% in social science students. The following factors have the same label because of the similarity of participants' opinions described in their answers: recognising positive and negative consequences; reflecting; and identifying problems. Using Q-methodology as an assessment tool can demonstrate which issues are of primary concern to students.

This study examined further investment in Japanese language learning from the perspective of Indonesian learners of Japanese through their study abroad experience in Japan. Employing a model of investment proposed by Darvin and Norton, the study analyzed learners' oral and written narratives, focusing on three key constructs, namely identity, ideology, and capital. Data analysis revealed that study abroad to Japan has become a symbolic capital, as well as a way for learners to gain benefits related to some aspects of their linguistic capital they were not able to acquire when studying Japanese in their home country. Study abroad in Japan also offered a new possibility for Japanese learners to get closer to their imagined identity they wish to realize in their imagined communities related to Japanese language. This study revealed how different ideologies have shaped Japanese language institutional practices and educational policies and how these have impacted on language learners as they position themselves within the contexts. It posed critical view on Japanese language education policy and planning with its double-edged ideologies which have created constraint and opportunity for learners. The study indicates the importance to rethink Japanese language education planning and policy from the perspective of language learners' investment on Japanese learning, in the era of globalization where student mobility across borders and boundaries is prevalent.

This study examines the ideology and rhetorical patterns of "MetroTV" news when reporting on the "Lapindo" Mudflow tragedy that started in "Sidoarjo", Indonesia in 2012. The ideology used to represent facts and opinions on the tragedy were evaluated using Critical Discourse Analysis (CDA). The source of the data comprised 12 recordings of broadcasted news and included words, phrases, sentences, and discourses expressing the mudflow tragedy and its effects on people in the surrounding area. The findings indicate that the rhetorical patterns of MetroTV news included the title, orientation, sequence of events, and closing. Ideology was inserted in any kind of discourse units, imposing power and hegemony as tools of CDA effecting social changes.

The 2004 tsunami in Aceh resulted in significant post-disaster problems which extended far beyond the loss of possessions and infrastructure destruction. In addition to having to deal with their own problems as a consequence of the tsunami, teachers were faced with the additional problems arising from working with children who had been exposed to the traumatic event. Teacher professional development was regarded as an important support mechanism to help teachers in this period. Findings from a qualitative study conducted in one school affected by the tsunami in Banda Aceh provided evidence that teachers indeed needed professional development that went beyond enhancing their knowledge and skills to teach their subjects to working with young people affected by the traumatic event. This paper discusses teacher professional development, focusing on the five criteria for effective professional development proposed by Desimone.

The average temperature on the Earth's surface has globally increased. This issue was generally caused by the increasing of greenhouse gases concentrations due to human activities. Therefore, the knowledge about global warming becomes major topics for students and educators. This research aimed to investigate how the teachers and students knowledge about global warming. The data was retrieved through objective tests on 230 teachers and 573 junior and senior high school students in Lampung Province as one of the most potential black smoke disaster area in Indonesia. Data were collected and analyzed using two Way ANOVA, and Tukey multiple comparison to understand the relationship of global warming knowledge towards gender, teachers' identity, students' educational level. The results showed that students and teachers knowledge about global warming are very low. The students knowledge is higher than the teachers. For students, it was found that an educational level hold the important factors of students' global warming knowledge, in which secondary school students has better knowledge and experiences relative to the primary students. There is no difference in students' knowledge of global warming caused by gender. There is a correlation between attitude and knowledge about global warming at a senior high school students while in junior high school students there is no correlation. The conclusion there is a difference in students' knowledge about global warming caused by differences in the learning experience but not by gender. There was no difference in knowledge between the teacher caused by field of study, gender, or where they teach. Students are more mature and have better knowledge about global warming would have a disagreement on the behavior that led to the increasing greenhouse gases and are willing to sacrifice pleasures.

On December 26, 2004, a 9.0 magnitude earthquake--the most powerful in more than 40 years--struck deep under the Indian Ocean. It was centered about 100 miles southwest off the coast of Aceh, Indonesia, and triggered massive tsunamis across the coasts of Asia and Africa. In Aceh province, located at the northwest tip of the island of Sumatra in the Republic of Indonesia, as a result of the earthquake and tsunami more than 150,000 people were killed, and more than 500,000 were left homeless. In Aceh, the tsunami destroyed more than 800 km of the coastline, damaging roads and bridges, destroying approximately 2,135 schools and more than 120 health facilities. Reports indicate that over 40,000 students and 2,500 teachers and educational personnel died in the tsunami. The International Rescue Committee (IRC) was one of the NGOs supporting the Achenese people by focusing on protecting and educating children. Throughout the next few months, out of the disaster came the opportunity for IRC and the University of Pennsylvania to develop a partnership and plans for U.S. professors and graduate students to work with teachers in Banda Aceh, Indonesia for two weeks in July. In this article, the authors describe that experience, highlighting the opportunities that arose as a result of the disaster of December 26, 2004 and a number of tensions that remained prominent in their minds. (Contains 1 table.)

It's a hot day in July. The author finds herself in a university classroom in Banda Aceh, Indonesia, listening as an Achenese elementary school teacher narrates a children's story. As the teacher breaks into song in the middle of the story, the 20 other teachers in the classroom join in. The author is awed by their talents and thinks about how lucky she feels to be able to experience this. This paper is an author's account of trying to make some sense of two intense weeks she spent in the capital city of Aceh province in July 2005. The presentation is not a theoretical or empirical one. Rather it is a personal account of how she reacted to the various aspects of this experience while she was in Aceh and after she came back to Philadelphia.

In this address, I ask: What do we bring as anthropologists and educators to our work? Two projects frame my arguments: my work with teachers in Aceh, Indonesia after the 2004 tsunami and my term on a school board in an impoverished U.S. city. I conclude that at a time when challenges are simultaneously local and global, immediate and long term, we must draw from both fields while working for sustainable change and a more just world.

This study investigated surviving women's learning experiences from the 2004 tsunami in Aceh. Women were the majority of casualties and the most vulnerable after the tsunami. Almost a decade later, we used a conceptual framework of experiential learning, critical reflection, and transformative learning to understand the surviving women's ways of learning after the disaster. This paper highlights a qualitative study from a larger mixed methods study. Of the larger study's 450 survey respondents, we interviewed 103 participants using a semi-structured interview protocol for 1 to 1.5 hr. From those participants, this paper highlights 13 women who articulated significant learning during their experience. The findings indicate the women learnt through reflection, talking, and feelings. Furthermore, their learning and reflection on life's experiences enabled them to strike a balance and lead a better life. This study highlights that learning experiences in a critical life event can eventually result in a person's changed behavior, attitudes, knowledge, beliefs, or skills.

The nation of Indonesia is in an area of geological instability, resulting in repeated and severe natural disasters including earthquakes, volcanic eruptions, and tsunamis. Teachers, as adult authority figures and people with whom students spend a majority of their day, can play a major role in the lives of children in a disaster-prone community. Four years after a 6.3 magnitude earthquake that devastated a primarily rural community in Central Java, we studied 43 elementary school teachers from six primary schools who are responsible for educating hundreds of students annually. First, we examined the relationship between post-earthquake distress and teacher beliefs about efficacy and teacher-reported classroom behavior. Second, we designed a brief psychosocial skills-based intervention to reduce teacher distress and support their capacity to reduce student distress and improve student achievement. Finally, we assessed the impact of this intervention on reducing teacher distress and on improving student behavior and school performance over time. Analyses revealed a significant relationship between teachers' depression and self-reported negative classroom behavior, a significant relationship between teachers' posttraumatic distress and general beliefs about teacher efficacy, and a significant drop in depression and posttraumatic stress symptoms from before to after the intervention. This research extends a growing body of research on the potential role of teachers in assisting students in coping with chronic stress in their community. Lessons learned from this program of research can inform schools, school personnel, and long-term community intervention efforts following disasters across the world.

How are individuals affected when the communities they live in change for the worse? This question is central to understanding neighborhood effects, but few study designs generate estimates that can be interpreted causally. We address issues of inference through a natural experiment, examining post-traumatic stress at multiple time points in a population differentially exposed to the 2004 Indian Ocean tsunami. The data, from the Study of the Tsunami Aftermath and Recovery, include interviews with over 16,000 Indonesian adults before and after the event. These data are combined with satellite imagery, direct observation, and informant interviews to examine the consequences of community destruction for post-traumatic stress. Using multilevel linear mixed models, we show that community destruction worsens post-traumatic stress, net of rigorous controls for individual experiences of trauma and loss. Furthermore, the effect of community destruction persists over time and extends across a wide range of community types. (Contains 1 figure and 4 tables.)

Through integration of geology, biology, chemistry, and the history of science, the historic Krakatoa eruption offers a unique portal for student inquiry in the classroom. Students are inherently fascinated by natural disasters, and modern comparisons to the Krakatoa cataclysm are as close as the day's news. This article uses the historic Krakatoa cataclysm to teach modern science. It offers background on the Krakatoa eruption and describes the authors' inquiry unit on Krakatoa in detail. This study of Krakatoa offers an opportunity to correct common student misconceptions about volcanoes. (Contains 4 figures.)

Children throughout the world are exposed to traumatic events such as sexual or physical abuse, severe accidents, cancer or other life threatening illness, natural or man-made disasters, war, terrorism, the sudden death of a parent or close friend or relative, among other things. Recently, natural disasters have caused property damage and loss of life in locations throughout the world. This special issue summarizes interventions that have been used in the aftermath of traumatic events in diverse locations throughout the world. These include Greece (earthquakes, fires, and the H1N1 virus outbreak), Indonesia (earthquake), China (earthquake), Sri Lanka (tsunami), and the United States (hurricanes). In addition, a general discussion of empirically-based treatment approaches for children is provided. The amount and severity of childhood trauma is an issue that should concern school psychologists across the globe and the importance of including a diverse global perspective in designing and implementing interventions is stressed.

The nation of Indonesia is in an area of geological instability, resulting in repeated and severe natural disasters. As a result, Indonesian residents are likely to be exposed repeatedly to significant traumatic events. Researchers and clinicians working in such areas face the challenge of assessing large groups of people exposed to trauma and identifying culturally-specific as well as culturally-invariant symptoms of distress. The current study addressed these issues by using teachers as a point of contact for working with affected children. Elementary school teachers from 16 schools affected by a major earthquake in Central Java, Indonesia in 2006 reported on the continuing symptoms exhibited by their students approximately two years later. Teachers identified--in their own words--behavioral problems that children had developed following the earthquake. On average, 4.5% (SD = 5.0%) of children were identified as exhibiting problematic behavior two years after the earthquake (individual school rates ranged from 0.5% to 17.12%), with negative school-based behaviors (e.g. lack of academic motivation) reported as the most common symptom. Other symptoms were consistent with Western-identified posttraumatic stress, and two culturally-specific symptoms were identified. Teachers can serve as an effective first-line resource for assessing the psychological state of children exposed to natural disasters. (Contains 1 table.)

Smoke from massive wildfires blanketed Indonesia in late 1997. This paper examines the impact that this air pollution (particulate matter) had on fetal, infant, and child mortality. Exploiting the sharp timing and spatial patterns of the pollution and inferring deaths from "missing children" in the 2000 Indonesian Census, I find that the pollution led to 15,600 missing children in Indonesia (1.2 percent of the affected birth cohorts). Prenatal exposure to pollution drives the result. The effect size is much larger in poorer areas, suggesting that differential effects of pollution contribute to the socioeconomic gradient in health. (Contains 10 tables, 4 figures and 26 footnotes.)

As our understanding of disaster shifts from an event concentrated in time and space to a social occasion occurring across time and space, so too must our explanations of disaster shift from theories of the middle range to broader theoretical frameworks. We explore the world-system approach in an effort to understand the upper limits of theory for disaster and offer this approach as a better understanding of how long-term development shapes social change. Utilizing media reports of the 2004 Indian Ocean tsunami from the United States to India, Indonesia and Thailand over a one-year period, we find perceptions of aid vary by economic zones and nation-states in the contemporary world system. (Contains 1 figure, 1 table and 3 notes.)

As part of a campus-wide response by the University of Pennsylvania to the large-scale disaster caused by the earthquake and tsunami in South Asia, a team of teacher educators and graduate students worked with teachers, teacher educators, and administrators in Banda Aceh, Indonesia during July of 2005 and 2006. Working in Indonesia highlighted for us the inadequacy of literal translation; it also highlighted the related role of deep listening in teaching and learning. This article uses vignettes from workshops in Banda Aceh to illustrate how untranslated (and untranslatable) words, concepts, contexts, gestures and silences sometimes made it difficult to develop the relationships that are central to teaching. It also explores the interconnections between translation and listening, demonstrating how listening only to the literal meanings of words in a classroom limits a teacher's ability to connect, to respond, and to engage students in thoughtful and meaningful learning.

This article reports on how the earthquake and resulting tsunami that wracked coastlines along the Indian Ocean and killed an estimated 150,000 people or more prompted generosity and classroom lessons in U.S. schools. As schools reopened after the holiday break, students and teachers were talking about the Dec. 26 tremblor that struck western Indonesia and the devastating effects. Flags were flying at half-staff to honor the dead, relief money was being raised, and science and social studies classes were seeking to understand the natural disaster and its long-term implications for human welfare. Teachers on Christmas vacation had ample time before classes resumed to reflect on how to address the catastrophe--and to gauge the appropriate presentation for students of different ages. Many geography and social studies teachers devoted classes to the destruction that hit across South Asia as far as the east coast of Africa.

Children with special educational needs and disabilities (SEND) have a profoundly higher risk of death or injury than their peers when natural disasters occur. International policies call for inclusive disaster risk reduction education (DRRE) to help ameliorate this situation. This paper focuses on Indonesia, which has one the highest incidences of these disasters. A three-part structured literature review was undertaken regarding DRRE and children with SEND, followed by a questionnaire to in schools. Firstly, potential papers were screened against explicit criteria, yielding 23 papers for inclusion in the review. Secondly, these 23 papers were screened for identifiable DRR programmes, producing 12 items. Thirdly, evaluations of these 12 programmes were sought. The findings revealed that children with SEND were largely absent within the published research, the DRRE programmes, and all subsequent evaluations of the DRRE programmes. Questionnaire responses from 769 teachers from across Indonesia indicated that DRRE was often lacking, and that no programmes that were being used were accessible for all children. This is the first study to gain this insight and it concludes that there is a need for DRRE across mainstream, inclusive, and special schools, which has an inclusive and enagaing pedagogy that is accessible for all children. [ABSTRACT FROM AUTHOR]

Financial performance is a measure of assessing the sustainability of an organization. This study aims to analyze how disaster risk impacts local governments’ financial performance as measured by the Disaster Risk Index (DRI). This study uses data from Local Governments in Indonesia for 2015-2021 with a total sample size of 3766 observations. The results show that the DRI negatively impacts the level of local autonomy, financial flexibility, and service solvency. However, the DRI has no bearing on short-term solvency. The results are robust to different measurements of the DRI, whether using scores or DRI categories, particularly the negative impact of the DRI on the level of regional autonomy and service solvency. These findings have implications for efforts to improve the financial performance of local governments and reduce disaster risk (DRR). Therefore, as a strategy to enhance financial performance while maintaining regional financial sustainability, local governments need tot establish policies and disaster mitigation programs oriented toward disaster risk reduction. [ABSTRACT FROM AUTHOR]

This study applies a relationship perspective to study tourism crisis management and resilience. Despite the growing academic interest in crisis management, few studies have examined how tourism businesses utilise their networks as a crisis management strategy. This research uses a multi-case study design and longitudinal data collection to study the effects of a natural disaster on tourism businesses in Lombok, Indonesia. Results indicate that the characteristics and capabilities of individual tourism business actors and their networking behaviour affected the speed of their recovery. Networks can be used as a strategic tool and business recovery is improved by strengthening network resilience. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)