The Mitigation Knowledge and Attitude of Students in Sekolah

Menengah Atas Boarding School of Inshafuddin Banda Aceh: A

Preparedness upon Earthquake and Tsunami Risk Reduction

Nursajidah

, Teuku Budi Aulia

, and Sulastri

The Master Program of Disaster Science, Universitas Syiah Kuala

Civil Engineering Department, Universitas Syiah Kuala

The Faculty of Teacher Training and Education, Universitas Syiah Kuala

Keywords: Knowledge, Response, The Disaster Risk Reduction, Earthquake and Tsunami, Boarding School

Abstract: A descriptive research method through quantitative and qualitative approaches within this research revealed

the level of students’ knowledge and attitude to anticipate earthquake and tsunami, particularly before and

after the drill. Located in SMA Boarding School of Inshafuddin Banda Aceh, this research was conducted

for two months. From all students three grades, having 10 classes in total, 75 students were selected as the

sample and put into the research design, one-group-pretest-posttest design. The research was then analyzed

by directing univariate and bivariate analysis. The univariate analysis showed a positive trend based on the

students’ increasing level of knowledge to anticipate earthquake and tsunami. Their knowledge was

increased from 55.55% (low), which was retrieved before the drill, to 97.37% (very high), which was

obtained after the drill. Regarding to the students’ responses, they got 56.69% (unprepared), which was

gained before the drill. Surprisingly, after the drill, their responses were 100% (extremely prepared).

Meanwhile, the bivariate analysis exposed that there was no influence between the students’ knowledge and

responses towards earthquake and tsunami before and after the drill. The students, nonetheless, should have

frequent the dissemination of disaster information, such as mitigation discussion or simulation, to anticipate

and reduce the disaster risk.

1 INTRODUCTION

Indonesia is one of the countries having vulnerable

location to natural disasters. It is proven by the

existence of its geographical location, which is

flanked by three active tectonic Earth plates namely,

the convergent-moving Indo-Australian, Eurasian

and the Pacific Plates. Such location is indeed risky

for the occurrence of earthquake. Natural disaster is

a series of threaten events and it disrupts the lives of

living creatures. Disasters can occur anytime and

anywhere, which can be caused both by natural or

non-natural and human factors. The catastrophes

happened could bring fatalities, environmental

damage, property losses, and psychological impacts

(Undang-undang No 24 Tentang Penanggulangan

Bencana, 2007). Therefore, natural disaster

preparedness is necessary to anticipate the

catastrophe through effective and efficient

organizing and methods (Undang-undang No 24

Tentang Penanggulangan Bencana, 2007).

Knowledge is the main factor and the key to

natural disaster preparedness. The knowledge

possessed commonly can influence attitudes and

concerns to be prepared to anticipate the disasters. It

becomes as one of disaster management processes.

Nowadays, the concept of disaster management

focuses on the essential of its preparedness,

particularly in the prevention activities, which are

pro-active, prior to the occurrence of a disaster

(LIPI-UNESCO/ISDR, 2006).

Natural disasters can attack anything when they

happen, therefore, all individuals must be prepared

to deal with it, including boarding school students.

When they are at home, their parents are the ones

who direct them the ways that must be done to save

their lives. On the other hand, in the boarding

schools such as Sekolah Menengah Atas (Senior

High School) Boarding School of Inshafuddin, the

dormitory and school committees must be

100

Nursajidah, ., Aulia, T. and Sulastri, .

The Mitigation Knowledge and Attitude of Students in Sekolah Menengah Atas Boarding School of Inshafuddin Banda Aceh: A Preparedness upon Earthquake and Tsunami Risk Reduction.

DOI: 10.5220/0009438201000105

In Proceedings of the 1st International Conference on Psychology (ICPsy 2019), pages 100-105

ISBN: 978-989-758-448-0

responsible for mitigating hundreds of students.

Accordingly, based on the background described

above and referring to one of points in Kerangka

Aksi Sendai, an activity to increase the disaster

preparedness for an effective response and a better

build back, a research entitled ‘The Mitigation

Knowledge and Attitude of Students in Sekolah

Menengah Atas Boarding School of Inshafuddin

Banda Aceh: A Preparedness upon Earthquake and

Tsunami Risk Reduction’ was necessary.

The preparedness upon earthquake and tsunami

for students in that school is needed to reduce,

anticipate and decrease the risk and the impact of

loss and human victims in the school environment.

Practically, not all teachers had sufficient knowledge

and abilities related to earthquake and tsunami.

Besides, almost no teachers got information from

certain institutions related to natural disasters since

both teachers and students were always changing,

making the awareness was hard to match.

Nevertheless, by conducting this research, a

useful contribution or outcome to the school is

expected, either in the form of policies, job

descriptions of disaster plan, maps, or module books

for the community of the Sekolah Menengah Atas

Boarding School of Inshafuddin. It is greatly

projected that the school is ready to prepare the

occurrence of earthquake and tsunami. In addition,

the school is expected to become an example, in

term of natural disaster preparedness, specifically for

other similar schools in Banda Aceh.

2 LITERATURE REVIEW

Disaster preparedness is an activity to anticipate

disasters through organizing with appropriate and

efficient steps (Triutomo, 2011). Normally, the

preparedness is the ability to assess disaster risk,

planning, resource mobilization, education and

training, response mechanism and information

management (Khaira, 2012). According to (IDEP,

2007), disaster preparedness has the aim of reducing

threats, people’s vulnerability and consequences.

This is in accordance with the disaster risk reduction

formula, which its capacity should be increased

compared with the vulnerability items and the

disaster threats themselves.

Furthermore, according to (IFRC, 2000), the

comprehensive disaster preparedness strategy

includes nine components. They are (1) threats, risks

and vulnerabilities, (2) response mechanisms and

strategies, (3) emergency response plans, (4)

coordination, (5) information management, (6) early

warning system, (7) resource mobilization, (8)

community education and training, and (9)

community-based preparedness. In the disaster

management cycle, the preparedness efforts are

included in the risk reduction phase prior to the

occurrence of disaster. The shifting in the concept of

disaster management into a paradigm of disaster risk

reduction increasingly emphasizes that disaster

preparedness efforts are one of significant stages to

decrease the amount of losses arising from disasters

(Paramesti, 2011). Similarly, (Blum et al., 2008)

reveals one of the most important aspects in the

disaster readiness stage at schools, providing an

understanding of emergency plan and the

reunification process to parents. Additionally, the

understanding of using communication tools like

TV, radio, telephone, or smartphone, is also

necessary as a strategy disaster preparedness. This is

also available for information media such as

newspapers and posters shown in strategic places, so

everyone can find out the information posted.

According to Notoatmodjo (2005), knowledge is

the result of knowing and it occurs after a person has

sensed certain objects. Sensing occurs through the

human senses, namely the senses of vision, hearing,

smelling, tasting, and touching. Most human

knowledge is obtained through eyes and ears. The

knowledge or cognitive thought turns into a vital

domain for the formation of one’s actions.

Knowledge can be obtained from various

sources, education, for instance. Participation in

disaster education can help improve respondents’

understanding of disaster preparedness. Finnis et al.

(2010) studied the level of knowledge, perception

and the application of disaster preparedness upon

teenagers in Taranaki, New Zealand. The research

on the 282 respondents ranging from 13 to 18 years

old proved that there were differences in the mean

scores of knowledge related to self-rescue behavior

during significant disasters within those who had

disaster education and those who had not.

Disaster, in the meantime, is a series of events

that threaten and disrupt the livelihoods of people

caused by natural, non-natural or human factors. The

impact of disasters can result in human casualties,

environmental damages, property losses, and

psychological effects (Undang-undang No 24

Tentang Penanggulangan Bencana, 2007). Disasters

can also be interpreted as an event caused by nature

or human activity and happened suddenly or

gradually, so it can lead to the loss of human life,

property and environmental damage. The

catastrophe occurs outside the capacity of the

community with all its resource (UNIDSR, 2009).

The Mitigation Knowledge and Attitude of Students in Sekolah Menengah Atas Boarding School of Inshafuddin Banda Aceh: A

Preparedness upon Earthquake and Tsunami Risk Reduction

101

Yamasaki and Erika (2012) in their study discovered

that natural disasters had no limits. Each area

actually had different potential disasters.

According to Syarif and Mastura (2015),

earthquake and tsunami became as one of big

troubles for every student who had experienced.

Students who survive will be more confident,

optimistic and assured towards their abilities in

facing problems. Students, who have disaster

training and played their roles in disaster simulation

with their teachers, also will earn optimism and self-

confidence. Hyogo Framework compiled by the

United Nations states that the education of disaster

preparedness is a priority, the Priority for Three

Actions – Using knowledge, innovation an education

to build a culture or safety and resilience at all levels

(Indriasari, 2016).

3 RESEARCH METHOD

This research applied descriptive method by using

quantitative and qualitative approaches. This pre-

experimental method employed one group pretest t-

posttest as the research design. There was t-pretest

prior to the application of the research treatment.

The same case also occurred for the posttest. By

doing so, the accurate research result could be

obtained by comparing the situation before and after

the treatment (Sugiyono, 2001).

This study aimed to analyze the influence the

knowledge and attitude in the risk reduction

preparedness of earthquake and tsunami, which was

held in Sekolah Usaha Menengah Boarding School

of Inshafuddin. The population of this research was

the whole students of that school, covering the first,

the second and the third year classes. Those 10

classes had 295 students in total. The sample

determination in this research was determined using

probability sampling techniques and simple random

sampling as its part. The sample acquired was 75

students.

Furthermore, the instrument of data collection

implemented in this study was questionnaire. The

data processing included coding, editing, inputting,

and cleaning. Those then were analyzed by utilizing

univariate and bivariate analyses. The univariate

data analysis applied percentage formula while the

bivariate data analysis employed the t-test through

SPSS 22.

4 RESULT

Based on the results of data analysis, the increase

upon 75 samples before and after the drill method

could be illustrated as follows:

Figure 1: The Comparison of Samples’ Average

Knowledge from the Pretest and Posttest Results

towards Each Parameter

Remarks:

Parameter 1: knowledge and attitude

Parameter 2: policy statement

Parameter 3: emergency planning

Parameter 4: early warning system

Parameter 5: resource mobilitation capacity

Source: LIPI- UNESCO/ISDR, 2006

Based on Figure 1, it could be perceived that

there was an increase in the score of knowledge

between the scores obtained in the pretest and

posttest. Parameter 1 in the pretest obtained 53.81%

as the average score meaning that the students had

sufficient knowledge. Yet, it increased to 60.88%

after the drill was given. Furthermore, Parameter 2

in the pretest showed that the students had low level

of policies and guidelines upon disaster

preparedness by having average score of 35.81%. It

was then increased to 74.96% after getting the drill.

Still in the pretest, Parameter 3, in addition, which

53,81

35,82

62,38

47,52

47,98

60,89

74,97

76,89

69,63

74,96

0,00

10,00

20,00

30,00

40,00

50,00

60,00

70,00

80,00

90,00

The Comparison of Samples' Average

Knowledge from the Pretest and Posttest

Results

pretes

postes

ICPsy 2019 - International Conference on Psychology

102

was related to the emergency response plan,

revealed a high average score of 62.38%. It became

higher after the drill was conducted by having

average score of 76.89%. Unfortunately, Parameter

4 in the pretest showed that the students’ average

score was 47.52% and it increased to 69.63% after

the offered drill. Parameter 5 in the same test

discovered that the students’ average score upon

resource mobilization was 47.98% and increased

significantly to 74.96% after the drill given.

Therefore, it could be assumed that there was an

increase in students’ knowledge on each parameter

before and after the drill.

Figure 2: The Comparison of Samples’ Average Attitude

from the Pretest and Posttest Results towards Each

Parameter

Remarks:

Parameter 1: knowledge and attitude

Parameter 2: policy statement

Parameter 3: emergency planning

Parameter 4: early warning system

Parameter 5: resource mobilitation capacity

Source: LIPI- UNESCO/ISDR, 2006

Based on Figure 2, the increase of score obtained

in the pretest and posttest was acquired. Parameter 1

in the pretest obtained 49.43% as the average score

meaning that the students were not ready for disaster

occurrences. Yet, it increased expressively to 100%

after the drill was given. Furthermore, Parameter 2

in the pretest showed that the students had low level

of policies and guidelines upon disaster

preparedness by having average score of 54.27%. It

was then increased fully to 100% after getting the

drill. Still in the pretest, Parameter 3, in addition,

which was related to the emergency response plan,

revealed a high average score of 51.39%. It turned

higher after the drill was conducted by having

maximal average score of 100%. Meanwhile,

Parameter 4 in the pretest showed that the students’

average score was 51.39% and it increased to a full

score of 100% after the offered drill. Parameter 5 in

the same test proved that the students’ average score

upon resource mobilization was 50.43% and

increased extremely to 100% after the drill given.

Therefore, it could be assumed that there was an

increase in students’ knowledge on each parameter

before and after the drill.

Moreover, the bivariate analysis applied the

paired t-test. It was employed since the sample

between the pretest and posttest groups was the

same. The following displays the analysis result of

the paired t-test within the student groups.

Table 1: The Analysis Result of the Paired T-test

Distributed to the Student Groups

No.

Variables

Tested

Conclusion

Remarks

Knowledge

0,430

p>0,05

Ha was

rejected

Attitude

0,000

P<0,05

Ha was

accepted

Knowledge

and

attitude

(Pretest)

0,439

p>0,05

Ha was

rejected

Knowledge

and

attitude

(Pretest))

0,000

P<0,05

Ha was

accepted

Based on Table 1, the analysis result of the

knowledge variable in the pretest and posttest

indicated that there was no influence between the

students’ knowledge and the earthquake and tsunami

preparedness, either before or after the drill.

Likewise, the analysis results from the pretest and

posttest towards the attitude promoted that there was

no influence between earthquake and tsunami

preparedness before and after the drill conducted.

49,44

54,27

53,13

51,39

50,43

100 100 100 100 100

0,00

20,00

40,00

60,00

80,00

100,00

120,00

The Comparison of Samples' Average

Attitude from the Pretest and Posttest

Results

pretes

postes

The Mitigation Knowledge and Attitude of Students in Sekolah Menengah Atas Boarding School of Inshafuddin Banda Aceh: A

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103

5 DISCUSSION

Based on the bivariate analysis result towards the

knowledge in the pretest and posttest of the students,

Ha was rejected. Literally, there was no influence

between the students’ knowledge and the earthquake

and tsunami preparedness before and after the drill.

This was in accordance with the theory of

adaptation, particularly if the samples’ knowledge

level was good. It could form, at least, the good

attitude and behavior Widodo AD, et al. (2005). In

other words, it brings a concept that there is an

influence between the knowledge and attitude.

However, the result found was contrary to the theory

mentioned. Referring to another research result by

Kurniasari Nia (2016), it was contradicted. She said

that the level of knowledge, attitude and behavior

did not always have a positive relationship towards

the disaster mitigation. This reason could be affected

by several factors, namely economy and the lack of

the Government’s support regarding disaster

mitigation. Therefore, it proved that the students

should be disseminated frequently related to disaster

information in the form of knowledge and

simulation practice.

Meanwhile, the bivariate result for the students’

attitude showed that Ha was accepted. It verified that

there was an influence between before and after the

drill. According to Ajik & Sarwanto, (1999),

knowledge is he predisposition factor where the the

change of attitude occurs. Moreover, Notoatmodjo

(2005) coins that a big chunk of information

received by an individual can affect or enhance his

or her knowledge. It also triggers the awareness that

she or he should have appropriate attitude in

accordance with the knowledge possessed.

Similarly, this is the same with the theory of

adaptation that if the level of knowledge is good,

then it can enhance someone to behave appropriately

Widodo AD, et al. (2005). Therefore, those facts and

theories led to the assumption that there was an

influence between someone’s knowledge and

attitude.

Moreover, the knowledge of natural disaster

preparedness can also be retrieved through disaster

education in schools. Teachers and school

committees can play their role in conducting disaster

drill or role-play, in this case, the earthquake and

tsunami simulation can be an option. According to

Syarif and Mastura (2015), disasters like earthquake

and tsunami become as one of big problems for each

students who have experienced those. However, they

who survived can be more confident, optimistic and

convinced towards their skills in overcoming the

problems faced. Besides, students who have

participated disaster trainings and got their role-play

with their teachers can also earn optimistic and

confident.

The same case happened in Sekolah Menengah

Atas Boarding School of Inshafuddin related with

the theory of comfortableness and trust. If the two

matters exist, those turn into the explicit knowledge.

Comfortableness is a state of good feeling where the

condition depends on the feeling of an individual

(Ardiana, 2007). Mayer et al. (1995, in Rofiq, 2007)

proposes that trust is the willingness of someone to

accept or be sensitive towards action committed by

other people. It contains expectations that they can

do certain action, which is important for the trust

giver, without seeing the ability to observe and

control the aforementioned parties. The students in

Sekolah Menengah Atas Boarding School of

Inshafuddin were in the state of receiving a new

knowledge, yet, they were still in the stage of

thinking, not in the stage of a full trust. This state

was needed to fix before the new knowledge was

associated, transferred and committed, which in the

end, those were expected to become a habit.

In addition, according to Ikujiro Nonaka and

Hirotaka Takeuchi (1995), the manifestation of

knowledge comprise of two things, tacit and explicit

knowledge. The former is more subjective and refers

to word-unexpressed experiences, while the latter is

something objective, real and rationale, which can

be expressed in the form of words. Referring to the

concept suggested by Nonaka, then the mitigation

attitude is included into the explicit knowledge,

which can be manifested in the real daily activities

of an individual. Therefore, to make it a real habit,

the required knowledge should be repeatedly given,

so the limit of comfortableness of someone will

change into a trust. As a result, an individual is

ready to determine appropriate attitude towards what

they have known and experienced.

6 CONCLUSIONS

The knowledge level of students’ average score

towards the mitigation preparedness of earthquake

and tsunami in Sekolah Menengah Atas Boarding

School of Inshafuddin Banda Aceh was sufficient

before the disaster drill was employed. However, the

average score increased highly after the drill was

given. Their average score of the same issue in terms

of mitigation attitude was also adequate. Yet, when

the drill was conducted, their score increased

ICPsy 2019 - International Conference on Psychology

104

signifmnnnn icantly, meaning that they were

extremely ready for disaster preparedness. In the

meantime, from the pretest result, there was no

influence between the students’ knowledge and

attitude towards their mitigation preparedness of

disasters like earthquake and tsunami. Conversely,

after the drill was offered, the posttest result proved

that there was an influence between the two matters

mentioned. This fact provided information that the

students should be disseminated more often,

specifically related to disaster information. It could

be in the form of mitigation discussion or simulation

in the school area or dormitory.

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The Mitigation Knowledge and Attitude of Students in Sekolah Menengah Atas Boarding School of Inshafuddin Banda Aceh: A

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