Analysis of Earthquake and Tsunami Disaster Preparedness of

University Students

Zainatunnisa

, Budi Satria

Under graduate programe, Faculty of Nursing, Syiah Kuala University, Banda Aceh, Indonesia

Community Health Nursing Department, Faculty of Nursing, Syiah Kuala University, Banda Aceh, Indonesia

Keywords: Disaster Preparedness, Earthquake, Tsunami, Disaster Education

Abstract: Disaster and Environmental Knowledge course is one of important efforts to improve university students’

disaster preparedness, but unfortunately not all of students would like to participate in this course. This

research aimed to determine the differences of earthquake and tsunami disaster preparedness among

students. This comparative study applied cross ssectional design. Proportionate stratified random sampling

was used with 196 total sample divided into two groups. Those who participated in the course was 94

respondents and those who did not participate in it was 102 respondents. The data were collected using

existing questionnaire. This research was analyzed by chi square test. The result showed that the

preparedness of those who participated in the course was in very ready category (94,7%), while those who

did not participate in it was in ready and almost ready category (56,9%). Chi square test results p-value =

0,000 (α = 0,05) which meant that there were differences of earthquake and tsunami disaster preparedness

on Syiah Kuala University students. In conclusion, the curriculum-based disaster education program was

effective to improve disaster preparedness. It is recommended to Syiah Kuala Universty to carry out disaster

simulation more frequent also students will more upgrade the knowledge related disaster.

1 INTRODUCTION

Disaster can damage or destroy the normal

functioning of people's lives (Veenema, 2007). It can

cause a negative impact on life as it can cause loss of

life, damage to the surrounding environment, damge

or loss of property, and non-material or

psychological damage (BNPB, 2010). The main

factor that caused many casualties in disaster event

was due to the lack of knowledge and preparedness

of the community (Satria and Sari, 2017).

One of the efforts to reduce disaster risk is by

increasing capacity through training and education.

It is contained in the Sendai Framework for Disaster

Risk Reduction / SFDRR (2015-2030) that

emphasize the importance of disaster preparedness

education. Disaster education is one of the important

things in improving disaster preparedness (Nugroho,

2016). Through disaster education, students are able

to anticipate and carry out disaster management

appropriately (Yuwanto, 2014). Disaster

preparedness education can also provide information

and ability to save themselves and life during or

after an emergency during a disaster (UNESCO,

2010).

To improve disaster preparedness, the

Government has very important roles and

responsibilities in disaster risk reduction efforts,

especially in community education related to

disasters, provision of public facilities, facilities and

infrastructure for emergencies. In view of this, in

September 2017 the Government has launched a

disaster resilient education in 2030 by issuing

regulations of the Minister of Education and Culture,

Minister of Technology Research & Higher

Education, and ministries / institutions on disaster

education. The Minister of Education and Culture

together with the Disaster Education Consortium has

ratified policies and regulations regarding disaster

safe education units by compiling academic texts

and draft of The Minister of Education and Culture

related to the Disaster Safe Education Unit in the

2017 Magelang declaration (Amri, 2017).

In addition to the Government, university or

college also play a very important role in disaster

risk reduction to improve disaster preparedness,

because it has enormous potential as a source of

knowledge, dissemination of knowledge/information

about disasters to the community. Syiah Kuala

Zainatunnisa, . and Satria, B.

Analysis of Earthquake and Tsunami Disaster Preparedness of University Students.

DOI: 10.5220/0008394300002442

In Proceedings of the Aceh International Nursing Conference (AINC 2018), pages 43-48

ISBN: 978-989-758-413-8

University as one of the universities in Aceh has

integrated disaster education into the education

curriculum in 2016, it is a general course on Disaster

and Environmental Knowledge. This course aims to

provide insight and introduction to the basic

principles of disaster risk reduction and its linkages

with potentially disastrous environmental conditions

(UPT MKU Unsyiah, 2016).

Therefore it is important to know how disaster

preparedness is for students who take part in the

Disaster and Environmental Knowledge Course with

students who do not participate in it to find out the

effectiveness of the implementation of the education

curriculum on Disaster and Environmental

Knowledge MKU in disaster risk reduction. The

parameters used to determine earthquake and

tsunami disaster preparedness at Syiah Kuala

University students are by using parameters

consisting of Knowledge and Attitude (KA), Plans

for Emergency Planning (EP), Disaster Warning

Systems (Warning System/WS) Resource

Mobilization Capacity (RMC) (LIPI-UNESCO /

ISDR, 2006).

2 METHODS

This study included a comparative descriptive study

conducted on May 13

to 25

, 2018 at Syiah Kuala

University. The sample in this study were 196

students consisting of two groups. The group that

participated in the Disaster and Environment

Knowledge Course is 94 students and the group that

did not participate in it is 102 students who were

selected using the proportionate stratified random

sampling technique.

Data collection in this study was conducted using

LIPI standard questionnaire which was developed

based on the concept of disaster preparedness by

LIPI/UNESCO-ISDR (2006). The questionnaire

used consists of two parts: demographic data and

statements in the form of a Likert scale about

earthquake and tsunami disaster preparedness.

Data was processed by editing, coding,

transferring and tabulating. Data analysis consists of

univariate and bivariate analysis. Univariate analysis

is used to find out the frequency distribution of the

research variables. Bivariate analysis is used to find

out the difference in preparedness of earthquake and

tsunami disasters. The research approval was

obtained from the Institutional Review Board (IRB)

of the Faculty of Nursing of Syiah Kuala University

which aims to protect and ensure the confidentiality

of respondents.

3 FINDINGS

3.1 Demographic characteristics

Demographic characteristics of the study

participants are described in Table 1.

Table 1: Demographic Data of the participants (N=196).

Demographic Data

Participated in the course, F(%)

Did not participate in the course, F(%)

Age:

18 years old

19 years old

20 years old

21 years old

22 years old

23 years old

49(52,1)

30(31,9)

15(16,0)

0(0)

6(5,9)

30(29,4)

42(41,2)

22(21,6)

2(2,0)

Gender:

Male

Female

22(23,4)

72(76,6)

34(33,3)

68(66,7)

Faculty:

Economic & Business

Veterinary

Law

Social & Political Sciences

27(28,7)

18(19,1)

30(31,9)

19(20,2)

42(41,2)

16(15,7)

22(21,6)

Semester:

VIII

74(78,7)

19(20,2)

1(1,1)

0(0)

54(52,9)

48(47,1)

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Table 1 shows that the majority of students who

participated in the Disaster and Environment Course

were aged 18 years (52.1%), female (76.6%), from

the Faculty of Law (31.9 %), and identified as

second semester students (78.7%). Students who did

not participate the course were generally identified

as 21 years old (41.2%), female (66.7%), from the

Faculty of Economics and Business (41.2%), and in

the sixth semester of their study program (54.9%).

Table 2: Earthquake and tsunami disaster preparedness of university students.

Earthquake and tsunami disaster

preparedness

Participated in the course

Did not participate in the course

Very ready

94,7

43,1

Ready and almost ready

5,3

56,9

Less ready

Table 3: The differences of earthquake and tsunami preparedness on Syiah Kuala University students

Participation in the Course

Earthquaake and Tsunami Disaster Preparedness

Very ready

Ready & Almost ready

Total

p- value

0,000

Participated

94,7%

29,7%

100%

Did not participate

43,1%

56,9%

102

100%

Table 4: Disaster preparedness.

Parameter

Participated in the course

Did not participate in the

course

Knowledge & Attitude

Very ready

100

50,0

Ready and almost ready

50,0

Less ready

Not ready

Emergency planning

Very ready

74,5

43,1

Ready and almost ready

25,5

56,9

Less ready

Not ready

Warning system

Very ready

60,6

40,2

Ready and almost ready

39,4

59,8

Less ready

Not ready

Resources mobilization

Very ready

69,1

30,4

Ready

18,1

28,4

Almost ready

9,6

25,5

Less ready

3,2

15,7

3.2 Students’ Earthquake and Tsunami

Disaster Preparedness

Students’ preparedness were classified into four

categories based on their index values: (1) very

ready, for index values from 80 to 100%; (2) ready,

for index values from 65 to 79%; (3) almost ready,

for index values from 55 to 64%; (4) less ready, for

index values from 40 to 54%; (5) not ready, for

index values less than 39%. The proportion of

students in each category is summarized in Table 2.

Table 2 shows that 94.7% of students who

participated in the Disaster and Environmental

Knowledge Course were classified as very ready

category in Earthquake and tsunami disaster

preparedness, only 43.1% of students who did not

participate the course were classified as very ready.

Analysis of Earthquake and Tsunami Disaster Preparedness of University Students

Further analysis indicates that the level of

university students’ preparedness in earthquake and

tsunami disaster were significantly different between

students who participated in the Disaster and

Environmental Knowledge Course and those

students who did not participate the course (Table 3)

3.2.1 Students’ Earthquake and Tsunami

Disaster Preparedness Based on

Knowledge and Attitude Parameter

Students’ preparedness toward earthquake and

tsunami based on knowledge and attitude parameter

are described in Table 4. Based on knowledge and

attitude parameter, Table 4 shows that all (100%) of

university students who participated in the Disaster

and Environmental Knowledge Course were

classified as very ready category in Earthquake and

tsunami disaster preparedness, and only 50% of

students who did not participate in the course were

in very ready category.

3.2.2 Students’ Earthquake and Tsunami

Disaster Preparedness Based on

Emergency Plan Parameter

Students’ preparedness toward earthquake and

tsunami based on emergency plan parameter are

described in Table 4. Based on emergency plan

parameter, Table 4 shows that 74.5% of university

students who participated in the Disaster and

Environmental Knowledge Course were in classified

as very ready category in Earthquake and tsunami

disaster preparedness, only 43.1% of students who

did not participate in the course were in very ready

category.

3.2.3 Students’ Earthquake and Tsunami

Disaster Preparedness Based on

Warning System Parameter

Students’ preparedness toward earthquake and

tsunami based on warning system parameter are

described in Table 4. Based on warning system

parameter, Table 4 shows that 60.6% of university

students who participated in the Disaster and

Environmental Knowledge Course were in classified

as very ready category in Earthquake and tsunami

disaster preparedness, and 40.2% of students who

did not participate in the course were in very ready

category.

3.2.4 Students’ Earthquake and Tsunami

Disaster Preparedness Based on

Resources Mobilization Parameter

Students’ preparedness toward earthquake and

tsunami based on resources mobilization parameter

are described in Table 4. Based on resources

mobilization parameter, Table 4 shows that 69.1% of

university students who participated in the Disaster

and Environmental Knowledge Course were in

classified as very ready category in Earthquake and

tsunami disaster preparedness, and 30.4% of

students who did not participate in the course were

in very ready category.

4 DISCUSSIONS

Preparedness is one part of the disaster management

processes. Preparedness is one of activities or

actions taken to anticipate disasters through

organizing, effective and efficient steps before a

disaster occurs (RI Law No.24 of 2007; Dodon,

2013). Improving preparedness is an important

element of disaster risk reduction activities (LIPI-

UNESCO/ISDR, 2006). Increasing capacity through

training and education is considered as one of efforts

to reduce disaster risk in the pre-disaster phase

(BNPN, 2014).

Participation in the Disaster and Environmental

Knowledge Course could provide insight and

introduction to students about basic principles of

disaster risk reduction and its linkages with

environmental conditions that have the potential to

be disastrous. Results of this study show that there

were differences between university students who

participated in the Disaster and Environment

Knowledge Course and those who did not participate

in the course. Students who participated in the

course reported high proportion in very ready

category as compared to those who did not

participate in the course. The findings are inline with

previous studies. Lestari (2017), for example,

indicates that female students who participated in the

Disaster and Environmental Knowledge Course had

high proportion in very ready category in facing

earthquake and tsunami disasters. Lestari involved

304 respondents in their study. Other study

conducted by Sabri, Sari, Milfayetty and

Dirhamsyah (2014) suggest that integrating disaster

education into the curriculum on earthquake and

tsunami disaster preparedness could provide positive

effect on students' preparedness. Adiyoso and

Kanegae (2013) assessed the effectiveness of the

AINC 2018 - Aceh International Nursing Conference

impact of the implementation of disaster education

in schools on students' preparedness in facing the

tsunami disaster and found the influence of disaster

education does not only affect students' knowledge

related to disasters, critical awareness and disaster

risk perception but also on preparedness.

Based on knowledge and attitude parameter,

results of this study showed that there was a

difference of knowledge and attitudes in facing

earthquake and tsunami disaster between university

students who participated in the Disaster and

Environmental Knowledge Course and did not

participate in the course. The proportions of students

in very ready category were higher among students

who participated in the Disaster and Environmental

Knowledge Course compared to those not

participated in the course. Dodon (2013) indicates

that individuals who have better knowledge about

disasters tend to have better preparedness compared

to those who have less knowledge. Previous research

conducted by Lestari (2017) also found that students

who had participated in the Disaster and

Environmental Knowledge Course showed a better

knowledge and attitudes in facing earthquake and

tsunami disasters. Firmansyah, Rasni and

Rondhianto (2014) found that there was a positive

relationship between knowledge with preparedness

behavior in facing disasters among 183 students in

their survey.

In term of emergency planning parameter, results

of the study suggest that there was a difference

among students who participated in the Disaster and

Environmental Knowledge Course and those who

did not participate in the course. Students who

participated in the course had a higher proportion in

very ready category compared to those who did not

participate in the course. The results of this study

were supported by Rahmawati (2016) about

students’ earthquake preparedness of SMP Siaga

Bencana conducted on 186 students found that

students' earthquake preparedness based on

emergency plan parameters which were in very

ready category (53%).

An emergency plan is a plan that is owned by an

individual in facing an emergency due to a natural

disaster. This plan is an important part of

preparedness, especially regard to evacuation, relief

and rescue, so that disaster victims can be minimized

(Dodon, 2013 and LIPI-UNESCO/ISDR, 2006).

Students who take part in the Disaster and

Environment Knowledge Course have been

equipped with knowledge about disasters, especially

regarding evacuation, relief and rescue during a

disaster so they have a very good emergency plan.

Based on warning system parameter, results of

the study suggested students who participated in the

Disaster and Environmental Knowledge Course had

higher proportion in very ready category those who

did not participate in the course. Disaster warning

systems include warning signs and distribution of

information about disasters. According to Gissing

(2009) a good early warning system will reduce

damage or loss experienced by the

community/individual. Sutton and Tierney (2006)

explained that good early warning systems is when

people understand information from these early

warning signs and know what to do (LIPI-UNESCO

/ ISDR, 2006 and Dodon, 2013). Most of the Syiah

Kuala University students who participated in the

Disaster and Environmental Knowledge Course are

aware of the disaster warning signs and they know

what to do when they hear the signs.

The results of this study are supported by

previous research conducted by LIPI-UNESCO /

ISDR (2006) about community disaster preparedness

studies in anticipation of the earthquake and tsunami

disaster in the city of Padang, obtained disaster

warning systems of students in facing earthquake

and tsunami in high/good category .The results of

this study are also supported by research conducted

by Rahmawati (2016) about students’ earthquake

preparedness of SMP Siaga Bencana conducted on

183 students, it found that students’ earthquake

disasters preparedness based on disaster warning

system parameters were in the category of very

prepared (58,06%).

In term of resource mobilization capacity

parameter, the results of the study obtained that there

was a difference between university students who

take part in the Disaster and Environmental

Knowledge Course and those who did not participate

in the course. Students who participated in the

course were in very ready category than those who

did not participate in the course. Resource

mobilization is a crucial factor. The available

resources, both human resources and funding and

essential infrastructure for emergencies are potential

that can support or otherwise become obstacles to

natural disaster preparedness (LIPI-UNESCO /

ISDR (2006). Most of the university students in the

surveyed university who participated in the Disaster

and Environmental Knowledge course had

participated in training/disaster simulations, so that

their resource mobilization were in good category.

Analysis of Earthquake and Tsunami Disaster Preparedness of University Students

5 CONCLUSIONS

Based on the results and the discussion of this

research, it can be concluded that there was a

difference in the earthquake and tsunami disaster

preparedness between university students who

participated in the Disaster and Environment

Knowledge Course and those who did not participate

in the course. Students who take part in the course

have a very ready/well prepared level of

preparedness than those who did not participate in

the course. It is suggested that university students

should continue to maximize its role in disaster risk

reduction and increase students preparedness with

disaster risk management policies and guidelines

through the curriculum of the Disaster and

Environmental Knowledge Course as a compulsory

subject for students and more often do disaster

simulations so that students always ready to be alert

when suddenly the earthquake and tsunami occur.

Students should upgrade their knowledge related to

disasters by attending disaster seminars/training to

maintain and improve preparedness. Researchers

should conduct further research related to disaster

education relationship with disaster preparedness.

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AINC 2018 - Aceh International Nursing Conference