Main Article Content

Siti Zunariyah
Argyo Demartoto
Akhmad Ramdhon


Transformative Learning, Disaster Resilient Child, Vulnerability, Children’s Capacity and Powerfulness


Purpose of study: An objective of disaster-safety education unit program in Indonesia is to empower students (schoolchildren) in dealing with disaster. This research aimed to describe the transformative learning process about disaster mitigation to students and to analyze the changing process and the learning achievement.

Methodology:  The research method chosen was Participatory Action Research (PAR)’s approach putting school children as the subject of research. The research took place in Kampong Sewu and Semanggi Solo that was always exposed to flood disaster during rainy season. Paulo Freire’s Transformative Learning Theory was used to analyze the result of analysis with children’s knowledge production (cognitive), critical reflection (affective), and action plan (psychomotor) approaches.

Finding of study: The findings of research were as follows. Firstly, knowledge production approach was accomplished through exploring the children’s knowledge on a variety of disaster vulnerabilities in village and school environment s through illustrative picture. Secondly, critical reflection approach was carried out through identifying types of disaster and effect resulting through traditional game and docudrama. Thirdly, action plan approach was conducted by mapping evacuation map, meeting point, and disaster overcoming strategy with disaster simulation technique, and utilizing school and village resources.

Applications of study:These three approaches in transformative learning process concerning disaster mitigation were expected to improve capacity and to reduce the students’ vulnerability, thereby realizing the students’ powerfulness in dealing with disaster.

Novelty/Originality: The novelty of research was that it built school children’s powerfulness integrated into commonness and local wisdom values of Kampong Sewu and Semanggi.


Download data is not yet available.
Abstract 7 | PDF Downloads 6


1. Amri, A, (2017), PendidikanTangguhBencana. KementrianPendidikandanKebudayaanRepublik Indonesia.
2. Appelman R (2005) A key focus for immersive learning environments. TechTrends 49(3):64–74. doi:10.1007/BF02763648games in virtual environments. The 5th European conference ontechnology enhanced learning conference on sustaining TEL: from innovation to learning and practice, Springer-Verlag, Barcelona, Spain. 28 September—1 October. pp. 506–511.
3. Armitage, D.,et.al, (2008). Adaptive co-management and the paradox of learning. Global Environmental Change, 1: 86–98.
4. Asgary, A, and Md Abdul Halim (2011). “Measuring People’s Preferences for Cyclone Vulnerability Reduction Measures in Bangladesh.” Disaster Prevention and Management 20(2): 186–198.
5. Coburn, AW, et.al (1994.) MitigasiBencana, Cambridge Architectural Research Limited, The Oast House, Malting Lane, Cambridge, United Kingdom http://www.undmtp.org/Indonesian/Disaster_mitigation/Mitigasi
6. Crawford C (1984) The art of computer game design. California: McGraw-Hill.
7. Dilley, Max.(2006). “Setting Priorities: Global Patterns of Disaster Risk.” Philosophical Transactions: Mathematical, Physical and Engineering Sciences 364(1845): 2217–229.
8. Freire, P. (1986). Pedagogy of the oppressed. New York: Continum
9. Freire,P & Shor, I (1986), A Pedagogy for liberation: Dialogues on transforming education south hadley, MA: Bergin and Garvey.
10. Fujiwara T, et.al (2012) Effectiveness of educational materials designed tochange knowledge and behavior about crying and shaken baby syndrome: a replication of a randomized controlled trial inJapan. Child Abuse Negl 36(9):613–620. doi:10.1016/j.chiabu.2012.07.003.
11. Gee JP (2003) What video games have to teach us about learning and literacy. ACM computers in entertainment. http://cie.acm.org/articles/what-video-games-have-to-teach-us-about-learning-andliteracy/. Accessed on November 10, 2013.
12. Gintis, Herbert (1972), Towards a political economy of education: A radical critique of Ivan Illich’s Deschooling Society, Harvard Education Review
13. Guha-Sapir. et.al. (2013)Annual Disaster Statistical Review 2012: The Numbers and Trends. Brussels: Centre for Research onthe Epidemiology of Disasters (CRED).Intergovernmental Panel on Climate Change (IPCC). (2012). Managing the Risks of Extreme Events and Disasters to Advance Climate Change Adaptation. Special Report of the Intergovernmental Panel on Climate Change. Cambridge: Cambridge University Press.
14. Islam, MdSaidul and Lim, Si Hui (2015),When “Nature” StrikesA Sociology of Climate Change andDisaster Vulnerabilities in AsiaNature and Culture 10(1), Spring 2015: 57–80 © Berghahn Journalsdoi:10.3167/nc.2015.100104.
15. Kebritchi M and Hirumi A (2008) Examining the pedagogical foundations of modern educational computer games. ComputEduc51(4):1729–1743. doi:10.1016/j.compedu.2008.05.004.
16. Kemmis, S. and McTaggart, R. (2005). Participatory action research: CommunicativeAction and The Public Sphere. In Denzin, Norman K., and Lincoln,Yvonna S., (eds) The Sage Handbook of Qualitative Research.Sage Publication, Thousand Oaks,California,USA,pp.559-603.
17. Lave J, Wenger E (1991) Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press
18. Mezirow, J. (2009). Transformative learning theory. In J. Mezirow, E.W. & Taylor Associates (Eds.), Trans- formative learning in practice: Insights from community, workplace, and higher education (pp. 18–32). San Francisco: Jossey-Bass.
19. Prensky M (2003) Digital game-based learning. ACM computers in entertainment. http://cie.acm.org/articles/digital-game-basedlearning/. Accessed on November 10, 2013.
20. PreventionWeb.(2014).“Asia—Disaster Statistics.” http://www.preventionweb.net/english/countries/statistics/index_region.php?rid=4 (accessed on January 27, 2014).
21. Salen K, Zimmerman E (2004) Rules of play. Harvard: The MIT Press.
22. Schank RC, Berman TR, Macpherson KA (1999) Learning by doing. Instructional-design theories and models. A new paradigm of instructional theory. Mahwah.
23. Sharpe, J. (2016). Understanding and unlocking transformative learning as a method for enabling behavior change for adaptation and resilience to disaster threats. International Journal of Disaster Risk Reduction, 17: 213–219.
24. Strömberg, David (2007). “Natural Disasters, Economic Development, and HumanitarianAid.” The Journal of Economic Perspectives 21(3): 199–222.
25. S. Zunariyah& A. Ramdhon (2017)“Memetri Kali” as transformative learning model for sociology students to care about environmental issues, Regionalization and Harmonization in TVET – Abdullah et al. (Eds) © 2017 Taylor & Francis Group, London, ISBN 978-1-138-05419-6
26. Tobin, Graham A., and Burrell E. Montz.(1997). Natural Hazards: Explanation and Integration. New York: Guilford.
27. United Nations Population Fund (UNFPA). (2011). State of World Population 2011: People and Possibilities in a World of 7 Billion. New York: United Nations PopulationFund.
28. Wenger E (1998) Communities of practice: learning, meaning, and identity. Cambridge: Cambridge University Press.
29. Wisner, Ben, et.al. (2003) At Risk: Natural Hazards, People’s Vulnerability and Disasters. London: Routledge.
30. Yasuhara, K., H. et.al (2012). “Effects of Climate Change on Geo- disasters in Coastal Zones and Their Adaptation.” Geotextiles and Geomembranes30 (February): 24–34.
31. Youngman, Nicole. (2009). “Understanding Disaster Vulnerability: Floods and Hurricanes.”InTwenty Lessons in Environmental Sociology, ed. Kenneth A. Gould andTammy L. Lewis, pp. 176–190. New York and Oxford: Oxford University Press.