Abstract
The purpose of this study was to explore the role of schools and local policies in disaster mitigation in Kenegerian Sihotang, Harian District, Samosir Regency. This study used a qualitative approach with descriptive analysis. Data on the role of schools in mitigation education were obtained through a questionnaire. Data on teachers' perceptions of mitigation education were obtained through a questionnaire using an attitude scale. To strengthen the quantitative data, in-depth interviews were also conducted. The research results show that (1) schools have implemented disaster mitigation education within the Independent Curriculum, both in intracurricular activities and in the Pancasila student profile strengthening project, so that students have the knowledge, skills, and attitudes related to disaster mitigation. (2) teachers' perceptions of mitigation education, including cognitive, affective, and skill aspects, are good. This good perception needs to be improved to very good, as teachers serve as role models for the community, and the Kenegerian Sihotang is located in a disaster-prone area. The novelty of this research lies in its holistic approach to disaster mitigation education in disaster-prone areas through active school involvement and local policies, with a unique and minimally explored case study.
Keywords
References
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