Students’ Knowledge Level about Earthquake and Tsunami in Disaster and Non-Disaster Alert School in Banda Aceh
Proceedings of The 7th Annual International Conference (AIC) Syiah Kuala University and The 6th International
Conference on Multidisciplinary Research (ICMR) in conjunction with the International Conference on Electrical
Engineering and Informatics (ICELTICs) 2017, October 18-20, 2017, Banda Aceh, Indonesia
Students’ Knowledge Level about Earthquake
and Tsunami in Disaster and Non-Disaster Alert
School in Banda Aceh
*
Hasmunir and Muhammad Okta Ridha Maulidian
Department of Geography Education, Faculty of Teacher Training and Education,
University of Syiah Kuala, Banda Aceh 23111, Indonesia;
*
Corresponding author: hasmunir@unsyiah.ac.id
Abstract
Banda Aceh is the worst affected areas by earthquake and tsunami 26
December 2004 that claimed more than 75% of fatalities and also
destroyed almost all the buildings in this region. Post-tsunami, many
encouragements such as international agencies, local, and government
cooperate to rebuild the affected areas including Banda Aceh. Tsunami
and Disaster Mitigation Research Center (TDMRC), University of Syiah
Kuala, has begun to produce the disaster alert school program (DAS) by
reaching out to the prominent stakeholders in creating a community of
disaster-resistant character that is the school community. This study was
conducted to determine the level of students’ knowledge of the
Earthquake and Tsunami on Disaster Alert School and Non-Disaster Alert
School in Kuta Raja, Banda Aceh. The population is 4 elementary schools
(2 DAS and 2 Non-DAS). Samples were taken 20% of 196 or 40 students
for DAS and 40 students for Non-DAS. The method used is the
descriptive method and the data collection technique is the
questionnaire. Data analysis technique is by calculating the percentage.
The results showed that the students of the Disaster Alert School (DAS)
answered a few questions correctly with the percentage of correct
answers is 46,3%, while students from Non-DAS have 66,3% the correct
answer percentage. So the level of students’ knowledge from DAS in
Kuta Raja is less than students from Non-DAS had which is classified as
enough.
Keywords: level of knowledge, tsunami, disaster alert school.
Introduction
The territory of Indonesia has geographical, geological, hydrological, and
demographic conditions which enable the occurrence of disasters, whether caused
by natural factors, non-natural factors or human factors causing human casualties,
environmental damage, property loss and psychological impact which in certain
conditions can obstruct national development.
Indonesia was a disaster-prone area and has a large population. This is evidenced
by the increasing number of disasters each year. Disasters such as tsunami,
earthquakes, landslides, floods, hurricanes, volcanic eruptions, and industrial
accidents are often a serious threat to Indonesia. Disaster threats can cause loss of
life and damage to property.
826
Hasmunir and Muhammad Okta Ridha Maulidian
Banda Aceh City as the Capital of Aceh Province has geographical, hydrological and
demographic conditions that are prone to disaster. Banda Aceh is one of the worst
affected areas by the earthquake and tsunami on 26 December 2004, which claimed
more than 75% of fatalities and also destroyed almost all the buildings in this area
and very influenced the economic and social life of Banda Aceh’s society. In the
aftermath of the Tsunami, the various international and local agencies, as well as
the government, worked together to rebuild the affected areas including Banda Aceh
City.
There are several key factors that can lead to a catastrophe caused many casualties
and huge loss that is (a) a lack of understanding of the characteristics of the
hazards, (b) the attitude or behavior that resulted the decline of natural resources
(vulnerability), (c) the lack of information/warning (early warning) that cause
unpreparedness, and (d) the helplessness/ incompetence in the face of danger.
According to Indonesian Institute of Sciences (LIPI) (2006), there are seven
stakeholders that are closely related to community preparedness, namely:
Individuals and households, government agencies related to disaster management,
school
community,
non-governmental
organizations
(NGOs),
community
organizations, groups Professions and private parties. Among the seven
stakeholders, the three stakeholders, namely: households, government and
community schools, agreed upon as the main stakeholders, and four other
stakeholders as supporting stakeholders in disaster preparedness.
Tsunami and Disaster Mitigation Research Center (TDMRC), University of Syiah
Kuala, touch directly the main stakeholders of the school community, by creating
programs Disaster Alert School (DAS). DAS is an activity to build school capacity by
strengthening the knowledge and attitudes, school policies, emergency response
plans, early warning systems of the school, and the mobilization of resources based
on the capacity of the existing school, especially in anticipation of the risk of natural
disasters, including earthquake and tsunami.
In 2017, TDMRC launched the addition of DAS in some schools; therefore it is
important to look at the "level of students’ knowledge about Earthquake and
Tsunami At Disaster Alert School and Non- Disaster Alert School in Kuta Raja, Banda
Aceh".
Research Purposes
What is the level of students’ knowledge about the Earthquake and Tsunami on
disaster alert school and non-disaster alert school in Kuta Raja, Banda Aceh? The
aim of this study was to determine the level of students’ knowledge about the
Earthquake and Tsunami on disaster alert school and non-disaster alert school in
Kuta Raja, Banda Aceh. This research will be useful for the development of the study
about the geographic disaster. Practically as a lesson idea in teaching and learning
process activities towards knowledge and disaster alert also as a suggestion in
curriculum development in schools in terms of disaster knowledge. Moreover, adding
the literature and getting information about the level of students' knowledge about
calamity in Disaster Alert School (DAS) and Non-Disaster Alert School in Kuta Raja,
Banda Aceh. For agencies and institutions related to disasters such as BNPD, BPBD,
LIPI, and PMI can serve as the idea in order to improve the alert in facing disasters
at the school level in a more positive direction.
827
Proceedings of The 7th Annual International Conference (AIC) Syiah Kuala University and The 6th International
Conference on Multidisciplinary Research (ICMR) in conjunction with the International Conference on Electrical
Engineering and Informatics (ICELTICs) 2017, October 18-20, 2017, Banda Aceh, Indonesia
Literature Review
Disaster
Disasters are "Events or series of events that threaten and disrupt people's lives and
livelihoods caused by both natural and non-natural factors and human factors,
resulting from the loss of life, environmental damage, property loss, and
psychological impact" (RI Law No. 24, 2007). Disaster is a serious disruption to the
functioning of a community or society that results in widespread human, material,
economic or environmental losses that transcend the ability of the affected
communities or communities to cope with the use of their own resources (ISDR,
2004).
Saptadi (2012, p. 21) states "Natural disasters are disasters caused by the event or
series of events caused by nature, among others in the form of earthquakes,
tsunamis, volcanic eruptions, floods, droughts, hurricanes, and landslides". So
disaster is an event that harms human life and other living things caused by natural
factors or by the human factor itself.
Disaster Alert
Alert is any activity prior to the disaster that aims to develop operational capabilities
and facilitate an effective response when a disaster occurs (Susetyo, 2013, p. 1).
Every disaster activity undertaken is an integrated effort of all elements in society,
including society as individuals. Each element in integrated and organized joint
efforts is to respond effectively to disaster effectively and efficiently (Hayati, 2006,
p. 5).
Prasetyo (2013, p. 7) explains "Alert is an effort to develop the knowledge and
capacity of governments, institutions, communities and individuals in anticipating,
responding and recovering effectively from the possible impacts of disaster events or
conditions existing or existing". Jaelani (2008, p. 53) describes "Alert includes
measures that enable governments, communities, and individuals to respond quickly
to disaster situations effectively using their own capacity".
Alert is an action taken during pre-disaster. Disaster alert is in the interest of all
institutions, communities, and individuals. Each component in the stakeholders have
different roles and should be combined in order to achieve overall alert means,
every institution and society have a responsibility and role in tackling disasters and
prepare for disaster can quickly and accurately. Not only institutions and
communities in the community, but individuals also have to prepare themselves.
Every individual must be able to know and be able to perform actions in response to
the disaster.
Disaster Alert School (DAS)
School is one of the disaster management stakeholders who have a strategic
position. This is because the school is one source of information and knowledge. As
an institution that is the place or facilitation of the longest and most frequented by
children, schools have a role to contribute to improving knowledge and skills to be
able to deal with disasters.
After enacting the Law on Disaster Mitigation No. 24/2007, the government
developed a disaster curriculum by implementing pilot projects in several schools for
both primary, junior and senior high schools. In 2009, the Curriculum Development
Center, Ministry of Education launched a teaching module on disaster risk reduction
based on the types of disasters such as earthquakes, tsunamis, fires, landslides, and
floods. At the same time, the Indonesian Institute of Sciences (LIPI) is developing a
pilot project for disaster education-based schools called Disaster Alert Schools
(DAS). DAS is supported by the United Nations Educational, Scientific and Cultural
828
Hasmunir and Muhammad Okta Ridha Maulidian
Organization (UNESCO), has been successfully applied in different places in
Indonesia. DAS's fundamental program is to develop a disaster curriculum through
various activities including training for trainers aimed at teachers, workshops,
module development, and training for citizens.
In 2009, the DAS pilot project was implemented in Aceh supported by LIPI,
UNESCO, and TDMRC. There is one primary school, a junior high school and a high
school in Banda Aceh. Disaster themes have been incorporated primarily into the
subjects of Religion, Indonesia language, Social Sciences, Sciences and Local
Content. The module was developed by local stakeholders such as the City Education
Office, teachers, and TDMRC based on national guidelines for the disaster
curriculum.
Basically, the subject of disaster is given to all grade levels, for one subject taught in
one semester, at least more than 3 times (2 hours) of discussion with the theme of
disaster. Especially in Natural and Social Sciences, disaster issues are discussed in
more depth and detail. Initially, teachers were trained on how to develop and teach
the theme of disaster to schoolchildren. They are also encouraged to develop
different methods of teaching students such as developing simple experiments
related to such subjects and other methods such as extracurricular activities and
holding public instruction by inviting resource persons from outside the school.
Schools should be able to develop school guidance on disaster management,
contingency plans, emergency provisioning, public education exhibitions, and routine
disaster training.
In 2011, TDMRC began to emulate the DAS model in 28 schools in different places in
Aceh. Instead of implementing a curriculum-based disaster education, they started
the project with training on immediate disaster issues to teachers and schoolchildren
separate from the subjects and school hours. Although in the end, the project will
implement a school-based disaster education curriculum, a program that is taught
more interactively using various methods such as role-playing, discussion, and other
methods. Each month, TDMRC involves local government, Red Cross organizations
holding different activities at school on schedule. Although there are similar activities
related to disaster education held in schools, there are significant differences in the
different ways in which formal themes of disaster-based disaster and
implementation time are enacted.
Knowledge
Knowledge is the result of knowing and this happens after people make sense to a
particular object. Sensation occurs through the human senses, namely the sense of
sight, hearing, smell, taste, and touch. Much of human knowledge is obtained
through the eyes and ears. Cognitive domain knowledge is very important in
shaping a person's actions (overt behavior) (Notoatmodjo, 2010, p. 13). Tofu is
defined as remembering a material that has been studied previously. This knowledge
includes recalling stimulus that has been received. Therefore, this is a low level of
knowledge. Verbs to measure that people know about what they learned are
mentioning, defining, and declaring (Nurchayat, 2013, p. 26).
Factors Affecting Knowledge
Factors that affect one's knowledge are education, media/information resources,
socio-cultural and economic, environmental, and experience. Education is an
attempt to develop personality and abilities in and out of school and lasts a lifetime.
As a means of communication, various forms of media such as television, radio,
newspapers, magazines, internet, and others have a major influence on the
formation of opinions and beliefs of people.
829
Proceedings of The 7th Annual International Conference (AIC) Syiah Kuala University and The 6th International
Conference on Multidisciplinary Research (ICMR) in conjunction with the International Conference on Electrical
Engineering and Informatics (ICELTICs) 2017, October 18-20, 2017, Banda Aceh, Indonesia
Habits and traditions were undertaken by people without going through reasoning
whether done good or bad. The environment is everything that exists around the
individual, physical, biological, and social environments. Experience as a source of
knowledge is a way to gain the truth of knowledge by repeating the knowledge
gained in solving problems faced in the past (Notoatmodjo, 2010, p. 33).
Research Method
The population of this research is the entire of Disaster Alert School and NonDisaster Alert School in Kuta Raja, Banda Aceh City. Based on the data obtained,
there are 4 Disaster Alert Schools and 4 Non-Disaster Alert Schools in Kuta Raja,
Banda Aceh. The populations of the school are 196 students. The samples in this
research were taken 20% out of 196, bringing the total number of 40 students to
DAS Schools and 40 students to Non-DAS Schools. Data in this research collected by
those techniques: Literature studies Documentation, Observation, and Interview.
The interview is a method of collecting data by Questionnaire. To interpret the data,
each data obtained from the interview and questionnaire is calculated frequency and
arranged in table form then calculated the percentage. As for calculating the
percentage level of knowledge, the statistical formula is used:
P=
F
x 100%
N
Arikunto (2013, p. 52)
Description:
P = Percentage searched, F = Frequency of item is true, N = Number of questions.
After grouping the students’ knowledge level from DAS and non-DAS by categorizing
the knowledge level based on the number of correct answers. The scale of
knowledge level is as in Table 1. Based the table, the level of students’ knowledge of
DAS and non-DAS is classified based on the percentage of the number of correct
answers obtained. Each level of knowledge is categorized into the level of knowledge
of good, sufficient, less and not good.
No
1.
2.
3.
4.
Table 1. Scale of knowledge level.
Percentage of Value
Category
76-100%
Good
56-75%
Enough
40-55%
Less
Conference on Multidisciplinary Research (ICMR) in conjunction with the International Conference on Electrical
Engineering and Informatics (ICELTICs) 2017, October 18-20, 2017, Banda Aceh, Indonesia
Students’ Knowledge Level about Earthquake
and Tsunami in Disaster and Non-Disaster Alert
School in Banda Aceh
*
Hasmunir and Muhammad Okta Ridha Maulidian
Department of Geography Education, Faculty of Teacher Training and Education,
University of Syiah Kuala, Banda Aceh 23111, Indonesia;
*
Corresponding author: hasmunir@unsyiah.ac.id
Abstract
Banda Aceh is the worst affected areas by earthquake and tsunami 26
December 2004 that claimed more than 75% of fatalities and also
destroyed almost all the buildings in this region. Post-tsunami, many
encouragements such as international agencies, local, and government
cooperate to rebuild the affected areas including Banda Aceh. Tsunami
and Disaster Mitigation Research Center (TDMRC), University of Syiah
Kuala, has begun to produce the disaster alert school program (DAS) by
reaching out to the prominent stakeholders in creating a community of
disaster-resistant character that is the school community. This study was
conducted to determine the level of students’ knowledge of the
Earthquake and Tsunami on Disaster Alert School and Non-Disaster Alert
School in Kuta Raja, Banda Aceh. The population is 4 elementary schools
(2 DAS and 2 Non-DAS). Samples were taken 20% of 196 or 40 students
for DAS and 40 students for Non-DAS. The method used is the
descriptive method and the data collection technique is the
questionnaire. Data analysis technique is by calculating the percentage.
The results showed that the students of the Disaster Alert School (DAS)
answered a few questions correctly with the percentage of correct
answers is 46,3%, while students from Non-DAS have 66,3% the correct
answer percentage. So the level of students’ knowledge from DAS in
Kuta Raja is less than students from Non-DAS had which is classified as
enough.
Keywords: level of knowledge, tsunami, disaster alert school.
Introduction
The territory of Indonesia has geographical, geological, hydrological, and
demographic conditions which enable the occurrence of disasters, whether caused
by natural factors, non-natural factors or human factors causing human casualties,
environmental damage, property loss and psychological impact which in certain
conditions can obstruct national development.
Indonesia was a disaster-prone area and has a large population. This is evidenced
by the increasing number of disasters each year. Disasters such as tsunami,
earthquakes, landslides, floods, hurricanes, volcanic eruptions, and industrial
accidents are often a serious threat to Indonesia. Disaster threats can cause loss of
life and damage to property.
826
Hasmunir and Muhammad Okta Ridha Maulidian
Banda Aceh City as the Capital of Aceh Province has geographical, hydrological and
demographic conditions that are prone to disaster. Banda Aceh is one of the worst
affected areas by the earthquake and tsunami on 26 December 2004, which claimed
more than 75% of fatalities and also destroyed almost all the buildings in this area
and very influenced the economic and social life of Banda Aceh’s society. In the
aftermath of the Tsunami, the various international and local agencies, as well as
the government, worked together to rebuild the affected areas including Banda Aceh
City.
There are several key factors that can lead to a catastrophe caused many casualties
and huge loss that is (a) a lack of understanding of the characteristics of the
hazards, (b) the attitude or behavior that resulted the decline of natural resources
(vulnerability), (c) the lack of information/warning (early warning) that cause
unpreparedness, and (d) the helplessness/ incompetence in the face of danger.
According to Indonesian Institute of Sciences (LIPI) (2006), there are seven
stakeholders that are closely related to community preparedness, namely:
Individuals and households, government agencies related to disaster management,
school
community,
non-governmental
organizations
(NGOs),
community
organizations, groups Professions and private parties. Among the seven
stakeholders, the three stakeholders, namely: households, government and
community schools, agreed upon as the main stakeholders, and four other
stakeholders as supporting stakeholders in disaster preparedness.
Tsunami and Disaster Mitigation Research Center (TDMRC), University of Syiah
Kuala, touch directly the main stakeholders of the school community, by creating
programs Disaster Alert School (DAS). DAS is an activity to build school capacity by
strengthening the knowledge and attitudes, school policies, emergency response
plans, early warning systems of the school, and the mobilization of resources based
on the capacity of the existing school, especially in anticipation of the risk of natural
disasters, including earthquake and tsunami.
In 2017, TDMRC launched the addition of DAS in some schools; therefore it is
important to look at the "level of students’ knowledge about Earthquake and
Tsunami At Disaster Alert School and Non- Disaster Alert School in Kuta Raja, Banda
Aceh".
Research Purposes
What is the level of students’ knowledge about the Earthquake and Tsunami on
disaster alert school and non-disaster alert school in Kuta Raja, Banda Aceh? The
aim of this study was to determine the level of students’ knowledge about the
Earthquake and Tsunami on disaster alert school and non-disaster alert school in
Kuta Raja, Banda Aceh. This research will be useful for the development of the study
about the geographic disaster. Practically as a lesson idea in teaching and learning
process activities towards knowledge and disaster alert also as a suggestion in
curriculum development in schools in terms of disaster knowledge. Moreover, adding
the literature and getting information about the level of students' knowledge about
calamity in Disaster Alert School (DAS) and Non-Disaster Alert School in Kuta Raja,
Banda Aceh. For agencies and institutions related to disasters such as BNPD, BPBD,
LIPI, and PMI can serve as the idea in order to improve the alert in facing disasters
at the school level in a more positive direction.
827
Proceedings of The 7th Annual International Conference (AIC) Syiah Kuala University and The 6th International
Conference on Multidisciplinary Research (ICMR) in conjunction with the International Conference on Electrical
Engineering and Informatics (ICELTICs) 2017, October 18-20, 2017, Banda Aceh, Indonesia
Literature Review
Disaster
Disasters are "Events or series of events that threaten and disrupt people's lives and
livelihoods caused by both natural and non-natural factors and human factors,
resulting from the loss of life, environmental damage, property loss, and
psychological impact" (RI Law No. 24, 2007). Disaster is a serious disruption to the
functioning of a community or society that results in widespread human, material,
economic or environmental losses that transcend the ability of the affected
communities or communities to cope with the use of their own resources (ISDR,
2004).
Saptadi (2012, p. 21) states "Natural disasters are disasters caused by the event or
series of events caused by nature, among others in the form of earthquakes,
tsunamis, volcanic eruptions, floods, droughts, hurricanes, and landslides". So
disaster is an event that harms human life and other living things caused by natural
factors or by the human factor itself.
Disaster Alert
Alert is any activity prior to the disaster that aims to develop operational capabilities
and facilitate an effective response when a disaster occurs (Susetyo, 2013, p. 1).
Every disaster activity undertaken is an integrated effort of all elements in society,
including society as individuals. Each element in integrated and organized joint
efforts is to respond effectively to disaster effectively and efficiently (Hayati, 2006,
p. 5).
Prasetyo (2013, p. 7) explains "Alert is an effort to develop the knowledge and
capacity of governments, institutions, communities and individuals in anticipating,
responding and recovering effectively from the possible impacts of disaster events or
conditions existing or existing". Jaelani (2008, p. 53) describes "Alert includes
measures that enable governments, communities, and individuals to respond quickly
to disaster situations effectively using their own capacity".
Alert is an action taken during pre-disaster. Disaster alert is in the interest of all
institutions, communities, and individuals. Each component in the stakeholders have
different roles and should be combined in order to achieve overall alert means,
every institution and society have a responsibility and role in tackling disasters and
prepare for disaster can quickly and accurately. Not only institutions and
communities in the community, but individuals also have to prepare themselves.
Every individual must be able to know and be able to perform actions in response to
the disaster.
Disaster Alert School (DAS)
School is one of the disaster management stakeholders who have a strategic
position. This is because the school is one source of information and knowledge. As
an institution that is the place or facilitation of the longest and most frequented by
children, schools have a role to contribute to improving knowledge and skills to be
able to deal with disasters.
After enacting the Law on Disaster Mitigation No. 24/2007, the government
developed a disaster curriculum by implementing pilot projects in several schools for
both primary, junior and senior high schools. In 2009, the Curriculum Development
Center, Ministry of Education launched a teaching module on disaster risk reduction
based on the types of disasters such as earthquakes, tsunamis, fires, landslides, and
floods. At the same time, the Indonesian Institute of Sciences (LIPI) is developing a
pilot project for disaster education-based schools called Disaster Alert Schools
(DAS). DAS is supported by the United Nations Educational, Scientific and Cultural
828
Hasmunir and Muhammad Okta Ridha Maulidian
Organization (UNESCO), has been successfully applied in different places in
Indonesia. DAS's fundamental program is to develop a disaster curriculum through
various activities including training for trainers aimed at teachers, workshops,
module development, and training for citizens.
In 2009, the DAS pilot project was implemented in Aceh supported by LIPI,
UNESCO, and TDMRC. There is one primary school, a junior high school and a high
school in Banda Aceh. Disaster themes have been incorporated primarily into the
subjects of Religion, Indonesia language, Social Sciences, Sciences and Local
Content. The module was developed by local stakeholders such as the City Education
Office, teachers, and TDMRC based on national guidelines for the disaster
curriculum.
Basically, the subject of disaster is given to all grade levels, for one subject taught in
one semester, at least more than 3 times (2 hours) of discussion with the theme of
disaster. Especially in Natural and Social Sciences, disaster issues are discussed in
more depth and detail. Initially, teachers were trained on how to develop and teach
the theme of disaster to schoolchildren. They are also encouraged to develop
different methods of teaching students such as developing simple experiments
related to such subjects and other methods such as extracurricular activities and
holding public instruction by inviting resource persons from outside the school.
Schools should be able to develop school guidance on disaster management,
contingency plans, emergency provisioning, public education exhibitions, and routine
disaster training.
In 2011, TDMRC began to emulate the DAS model in 28 schools in different places in
Aceh. Instead of implementing a curriculum-based disaster education, they started
the project with training on immediate disaster issues to teachers and schoolchildren
separate from the subjects and school hours. Although in the end, the project will
implement a school-based disaster education curriculum, a program that is taught
more interactively using various methods such as role-playing, discussion, and other
methods. Each month, TDMRC involves local government, Red Cross organizations
holding different activities at school on schedule. Although there are similar activities
related to disaster education held in schools, there are significant differences in the
different ways in which formal themes of disaster-based disaster and
implementation time are enacted.
Knowledge
Knowledge is the result of knowing and this happens after people make sense to a
particular object. Sensation occurs through the human senses, namely the sense of
sight, hearing, smell, taste, and touch. Much of human knowledge is obtained
through the eyes and ears. Cognitive domain knowledge is very important in
shaping a person's actions (overt behavior) (Notoatmodjo, 2010, p. 13). Tofu is
defined as remembering a material that has been studied previously. This knowledge
includes recalling stimulus that has been received. Therefore, this is a low level of
knowledge. Verbs to measure that people know about what they learned are
mentioning, defining, and declaring (Nurchayat, 2013, p. 26).
Factors Affecting Knowledge
Factors that affect one's knowledge are education, media/information resources,
socio-cultural and economic, environmental, and experience. Education is an
attempt to develop personality and abilities in and out of school and lasts a lifetime.
As a means of communication, various forms of media such as television, radio,
newspapers, magazines, internet, and others have a major influence on the
formation of opinions and beliefs of people.
829
Proceedings of The 7th Annual International Conference (AIC) Syiah Kuala University and The 6th International
Conference on Multidisciplinary Research (ICMR) in conjunction with the International Conference on Electrical
Engineering and Informatics (ICELTICs) 2017, October 18-20, 2017, Banda Aceh, Indonesia
Habits and traditions were undertaken by people without going through reasoning
whether done good or bad. The environment is everything that exists around the
individual, physical, biological, and social environments. Experience as a source of
knowledge is a way to gain the truth of knowledge by repeating the knowledge
gained in solving problems faced in the past (Notoatmodjo, 2010, p. 33).
Research Method
The population of this research is the entire of Disaster Alert School and NonDisaster Alert School in Kuta Raja, Banda Aceh City. Based on the data obtained,
there are 4 Disaster Alert Schools and 4 Non-Disaster Alert Schools in Kuta Raja,
Banda Aceh. The populations of the school are 196 students. The samples in this
research were taken 20% out of 196, bringing the total number of 40 students to
DAS Schools and 40 students to Non-DAS Schools. Data in this research collected by
those techniques: Literature studies Documentation, Observation, and Interview.
The interview is a method of collecting data by Questionnaire. To interpret the data,
each data obtained from the interview and questionnaire is calculated frequency and
arranged in table form then calculated the percentage. As for calculating the
percentage level of knowledge, the statistical formula is used:
P=
F
x 100%
N
Arikunto (2013, p. 52)
Description:
P = Percentage searched, F = Frequency of item is true, N = Number of questions.
After grouping the students’ knowledge level from DAS and non-DAS by categorizing
the knowledge level based on the number of correct answers. The scale of
knowledge level is as in Table 1. Based the table, the level of students’ knowledge of
DAS and non-DAS is classified based on the percentage of the number of correct
answers obtained. Each level of knowledge is categorized into the level of knowledge
of good, sufficient, less and not good.
No
1.
2.
3.
4.
Table 1. Scale of knowledge level.
Percentage of Value
Category
76-100%
Good
56-75%
Enough
40-55%
Less