UCL Institute for Risk & Disaster Reduction
Published: May 20, 2015 5:14:34 PM
Published: Feb 17, 2015 10:46:18 PM
Published: Feb 10, 2015 10:55:30 PM
Office location: Rm 38, 2nd floor, South Wing, UCL Main Quadrangle
Integrating disaster risk reduction into senior high school chemistry curriculum in Indonesia
Professor Peter Sammonds
Source(s) of funding:
UCL Institute for Risk and Disaster Reduction, University College London, Gower Street, London, WC1E 6BT
020 3108 1108
The research will focus on integrating the Disaster Risk Reduction (DRR) concept into the Senior High School’s chemistry curriculum within the Indonesia’s government standards. The main objectives is to reformulate the chemistry education curriculum in Senior High Schools in Indonesia which is incorporated to the DRR concept in order to increase students’ awareness by which it may cause more positive attitudes toward preventing the impacts of natural disasters in Indonesia. In other words, it is an effort to develop positive attitudes of student in order to prevent and to reduce the disaster risks through understanding chemistry concepts, so that the disaster awareness of students would increase. Hence the research question is to what extent the DRR concept can be integrated into the chemistry curriculum of the Senior High Schools in Indonesia, and how this integration contributes to develop positive attitudes and to increase awareness of student toward natural disaster in their area.
The disaster impact reduction would have been an essential part of disaster management education in Indonesia. However the notion has received a little attention from the science education stakeholders particularly in chemistry education which affects to quite a few researchers on the subject. Its issue has impacted to the lack of conceptual framework and the shortage of human resources in this field. It is needed a serious effort to assess and promote this notion in order to reduce the negative impacts of natural disasters through scientific understanding of disaster itself, particularly through chemistry concept. Accordingly, this research gives an account of applicable strategy to integrate the DRR concept into Senior High School’s chemistry curriculum that would raise awareness to contribute attitudes changes of students in Indonesia, particularly in disaster vulnerable areas. In this regard the role of student awareness expected to be more essential to disseminate the knowledge both directly (informing) and indirectly (attitudes) into wider families or relatives and community as a whole.
I hope that this research will contribute mainly to conceptual development of curriculum design to integrate the DRR concept into current chemistry curriculum of Senior High School in Indonesia. The existing problem of disintegrated of chemistry and DRR concept has adversely made the chemistry subject is far away from the reality of student’s life. In this regard, Indonesia as a country recognised as a most frequent of natural disasters has not developed a well-integrated curriculum to such issue to date. Student learns chemistry purely on theoretical based, not related to the need for the DRR concept, despite there are various elements of chemistry can be developed as a tool for increasing the DRR awareness. Secondly this research will also contribute to the practicality, which is to increase the awareness of student which then it hoped to change their behaviours in anticipating and responding the common disaster in their respective areas in Indonesia.