Social Capital and Resilience School for Disaster Mitigation Education in Yogyakarta Schools

Abstract

This study was aimed at determining the usage of social capital to cope with the disaster and school resilience in disaster mitigation education and describing the resilience profiles of the schools in Bantul dan Sleman. The study was qualitative research conducted in high schools located in Sleman and Bantul, Yogyakarta. The subjects were teachers and students. The data were collected using observation, interviews, active participation, FGD, documentation, and questionnaires. The data were analyzed through the stages of data reduction, categorization, interpretation and presentation. Findings show that first, there exists social capital in the form collaboration and social norms between the schools and the society; second, disaster-prone areas need to improve and reform aspects of the school resilience consisting of improvement between the school and the society, establishment of clear rules and consistency in taking them, teaching students life skills, care and support in realizing and communicating high expectations, and providing opportunities for meaningful participation.MODAL SOSIAL DAN RESILIENSI SEKOLAH UNTUK PENDIDIKAN MITIGASI BENCANA DI SEKOLAH DI YOGYAKARTAPenelitian ini bertujuan untuk mengetahui modal sosial yang digunakan untuk mengatasi bencana dan ketahanan sekolah untuk pendidikan mitigasi bencana dan menggambarkan profil resiliensi sekolah di wilayah Bantul dan Sleman. Penelitian dilakukan di SMA Negeri di wilayah Sleman dan Bantul di, Yogyakarta. Penelitian ini merupakan penelitian kualitatif. Subjek penelitian adalah guru dan siswa. Pengumpulan data dilakukan melalui observasi, wawancara partisipasi aktif, FGD, dokumentasi dan kuesioner. Data dianalisis melalui beberapa tahapan yakni pereduksian data, kategorisasi, interpretasi dan penyajian. Data dikumpulkan melalui wawancara dan observasi. Hasil penelitian menunjukkan pertama, adanya modal sosial berupa kolaborasi dan norma sosial antara sekolah dan masyarakat; kedua, sekolah di daerah rawan bencana perlu meningkatkan dan reformasi aspek ketahanan sekolah terdiri atas aspek dalam meningkatkan antara sekolah masyarakat, aspek dalam membangun aturan yang jelas dan menjalankan secara konsisten, aspek dalam mengajar keterampilan hidup bagi siswa, peduli dan mendukung aspek dalam mewujudkan harapan dan berkomunikasi diajarkan, dan aspek dalam memberikan kesempatan untuk berpartisipasi.

Volcanoes Disaster Risk Reduction in Science Education Curriculum

“…One of the factors determining the success of disaster risk reduction efforts in education is the creation of resilience in schools as an educational institution. Schools with resilience to disasters have several indicators, such as being able to embed ties between schools, providing cooperative and consistent support for the improvement of the resilience of the school to disaster, teaching life skills, creating a caring and supportive environmental climate, always coordinating and communicating with other institutions, and opening opportunities for all the school residents to develop themselves, of course with the same direction and objectives that is for the creation of the school and a tough school citizen of disaster [33].…”

School Strategies in Strengthening Student Resilience in Disaster-Prone Areas

“…Chen & George (2005) and Dewi & Hendriani (2014) that can increase children's resilience and positive transition in adaptation and can reduce maladaptive and negative behavior. In this context, social capital becomes an important aspect in shaping resilience (Dwiningrum et al, 2013). By understanding the source of the student's resilience, schools can design various activities aimed at developing student resilience, both with personal and group approaches.…”

“…Schools are one of the strategic environments that shape school resilience. School resilience is formed by the strength of resilience that is owned by all individuals in the school, such as: principals, teachers, teaching staff, and students (Dwiningrum et al, 2013). With resilience capital, then someone will have the desire to overcome various problems in life or the ability of social adaptation in responding to various problems of life (Masten & Shaffer, 2006;Hutter & Kuhlicke, 2013).…”

“…School as a critical environment is expected to develop teachers' and students' resilience optimally, and to evoke them from adversity and adapt to various changes. Teachers have a direct role in developing students' resilience (Dwiningrum, Prihastuti, & Suwarjo, 2013). The involvement of teachers in improving school resilience is determined by many aspects such as personal competence, social competence, school culture, and school facilities.…”