Exploring Teachers' Perceptions of Integrating Disaster Mitigation Into Indonesian Language Learning
DOI:
https://doi.org/10.17507/tpls.1609.28Keywords:
disaster mitigation, constructive learning, writing, teacher perceptions, innovative educationAbstract
This study aims to investigate Indonesian language teachers' perceptions of integrating disaster mitigation content into writing instruction, as well as to identify the benefits, challenges, and learning needs. This study was conducted because Indonesia is one of the countries most vulnerable to disasters, yet the integration of disaster mitigation into Indonesian language learning has not been thoroughly explored. The research method used a qualitative approach with purposive sampling of 18 Indonesian language teachers from nine high schools in disaster-prone areas in Indonesia. Data were collected through semi-structured in-depth interviews and analyzed using the Miles and Huberman framework, including data reduction, data presentation, and conclusion drawing. The results revealed three main themes: (1) the flexibility of the Merdeka Curriculum supports the integration of disaster mitigation; (2) constructive learning that utilizes disaster experiences can improve writing skills and mitigation awareness; and (3) the development of supplementary books integrating disaster mitigation into Indonesian language learning should focus on local disaster content. The results indicate that the Merdeka Curriculum has strong potential to support such integration, that the constructive approach encourages active learning, and that the experience of disasters as a source of contextual learning can strengthen students' preparedness in facing disasters and improve their writing skills. This study recommends the development of enrichment books integrating disaster mitigation content, especially for Indonesian language learning in senior high schools.
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