Integrating Digital Learning, Local Knowledge, and Community Participation to Enhance Elementary Students' Disaster Awareness
DOI:
https://doi.org/10.26811/peuradeun.v14i3.1793Keywords:
State Policy Ambivalence, Local Religions in Indonesia, Legal Pluralism, Administrative Discrimination, Religious CitizenshipAbstract
Disaster education for elementary students often remains information-oriented, while digital learning, local knowledge, and community participation are frequently examined separately rather than as an integrated pedagogical approach. This study examined whether integrating these three elements through the Ethno-Social Community-Based Digital Disaster Learning Model was associated with a greater improvement in student disaster awareness than conventional instruction. A quasi-experimental non-equivalent control group design involved 400 fifth-grade students from disaster-prone areas in four Indonesian provinces, with 200 students in each group. Disaster awareness was assessed before and after a six-month intervention, and the data were analyzed using descriptive statistics, paired- and independent-sample t-tests, effect-size analysis, and N-Gain. Students who received the integrated model demonstrated substantially greater improvement than the control group, with N-Gain scores of 0.89 and 0.27, respectively, and consistently higher gains across all measured dimensions. The findings demonstrated that combining digital resources with locally grounded disaster knowledge and community-based learning could strengthen disaster awareness beyond conventional classroom instruction. This integration provided a context-sensitive approach to elementary disaster education that could be adapted to different sociocultural, disaster-risk, and technological conditions.
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