Priority for improving disaster resilience at the Higher Education Level: awareness, integration, and Management

Muhammadiyah University (Unismuh) Palu, one of the universities in Central Sulawesi, has potential resources to ensure the use of science and technology foundations in disaster management. In addition, increasing disaster resilience is a shared responsibility and requires the involvement of all parties, including the academic community, through systematic, massive, and structured activities. The research aims to analyze the priority of increasing disaster resilience at the Higher Education Level based on the role of internal stakeholders and the determinant aspects related to awareness, integration, and management. The study used a qualitative descriptive method to describe the history of earthquake, tsunami, and liquefaction events in Central Sulawesi. The Analytical Hierarchy Process (AHP) method is used to determine the hierarchy of stakeholder priorities and aspects in increasing disaster resilience at Unismuh Palu through implementing the Four Pillars of Higher Education towards a Disaster Awareness Academic Community and a Disaster Preparedness Campus. The results show that disaster literacy is very important in efforts to increase disaster resilience at Unismuh Palu. The results show that disaster literacy is very important in efforts to increase disaster resilience at Unismuh Palu. Institutional leadership and awareness are a priority for the role of internal university stakeholders and the determining aspect that has the highest value. This is related to regulations and management that guarantee the implementation of disaster mitigation integrated with the Four Pillars of Higher Education activities to increase disaster resilience at Unismuh Palu.


Introduction
Indonesia's geographical, geological and demographic conditions have made this country known as a disaster laboratory.Based on Law No. 24 of 2007 about Disaster Management, a disaster is an event or series of events that threatens and disrupts people's lives and livelihoods caused, both by natural and/or nonnatural and human factors, resulting in human casualties, environmental damage, losses of property, and IOP Publishing doi:10.1088/1755-1315/1306/1/012036 2 psychological impact [1].Natural disasters are caused by weather factors, namely floods, landslides, cyclones, and droughts, while those caused by geological factors are earthquakes, tsunamis, and volcanic eruptions [2,3].Non-natural disasters such as forest fires and haze, flash floods, failed technology and modernization, epidemics, and disease outbreaks always lurk in Indonesia [4].Likewise, social disasters, with the plurality of the Indonesian nation consisting of various tribes, cultures, religions, social status, economy, ideology, and politics, also have the potential to cause social conflict if not managed properly.This variety of information forms the basis for disaster literacy to build an understanding of potential disasters in their respective regions and how to build a site-specific disaster resilience system [5].
The most frequent natural disasters are floods, landslides, and hurricanes, while geological disasters such as earthquakes and tsunamis are rare but have the greatest impact compared to other disasters [6].In general, the main factor in many casualties, damage, and losses due to disasters is the lack of public understanding and awareness of disasters [7].Everyone has a potential disaster risk, so disaster management is the responsibility of all parties.Therefore, it requires the role and involvement of all Parties as well as holistic action in an effort to increase disaster resilience [8].One of the important elements in disaster mitigation is the education sector, especially universities [9].Higher Education is an effective institution in changing the community's mindset and behavior through education and disaster literacy provision [10].One of the ways to mitigate disaster informal education is to increase the capacity of knowledge, skills, and attitudes to reduce disaster risk through continuous training and simulations [11].
As one of the universities in Central Sulawesi, Unismuh Palu began to take an important role together with the Muhammadiyah Disaster Management Center (MDMC) and Lazismu in dealing with the earthquake and tsunami that occurred in Palu City, Sigi, and Donggala (Pasigala) Regencies on September 28, 2018.The MDMC -Lazismu volunteer team, a combination of volunteers from all over Indonesia who have the capacity in the field of Search and Rescue (SAR), opened a Coordination Post at the Unismuh Palu Campus.Health services and logistics distribution were carried out directly to affected residents during the emergency response period of the earthquake, tsunami, and liquefaction disasters.Meanwhile, Unismuh Palu-MDMC-Lazismu held psychosocial activities in post-disaster activities to assist survivors, especially women and children, in the recovery period.However, internally at the university level, the role of mentoring and education carried out is still responsive and has not been managed in a sustainable manner.As a first step, the Leadership of the Unismuh Palu Institution took the initiative to form the Unismuh Palu Sintuvu Disaster Unit.In an effort to continuously improve disaster resilience, a study is carried out on the priority roles of internal stakeholders and aspects of increasing disaster resilience in the Unismuh Palu.

Time and Research Site
The research time starts in January-March 2020 at Unismuh Palu, Central Sulawesi Province, Indonesia.Determining the location of the research and respondents was carried out using a purposive method, namely the technique of determining the location and sample with certain considerations [12].The research location was determined purposefully, considering that Unismuh Palu is one of the universities in Palu City which has an important role in the management of earthquake, tsunami, and liquefaction disasters in Palu City, Sigi, and Donggala Regencies, Central Sulawesi which occurred on September 28, 2018, ago.The determination of respondents was also carried out by a purposive method [13,14] consisting of 10 people who represent university management related to disasters carried out purposefully.While the determination of respondents, as many as ten lecturers and ten students from various faculties, was done by the simple random sampling method.

Data Collection and Analysis
This research is descriptive analysis research with an analytical and conceptual approach, using deductive and/or inductive reasoning to obtain and find objective truth.Material and data collection techniques were carried out through literature studies, surveys, and interviews using questionnaires about the problems being studied.The results of literature studies, surveys, and interviews are references in the implementation of Focus Group Discussions (FGD), which is a systematic process of collecting data and information about a particular problem that is very specific through group discussions [15].

Data Analysis
Analysis of historical data on earthquake and tsunami events in Central Sulawesi Province was carried out qualitatively through the stages of organizing data, sorting it into manageable units, synthesizing it, finding patterns, and determining what is important and can be told to others.Meanwhile, the analysis of determining the priority of increasing disaster resilience is carried out using the Analytical Hierarchy Process (AHP) method.Analysis with the AHP method is carried out through the simplification of an unstructured, complex problem and arranging it in a hierarchy.Furthermore, the importance of each variable is given a subjective numerical value about the relative importance of that variable compared to other variables.From these various considerations, a synthesis is then carried out to determine the variables that have high priority and play a role in influencing the results of the system.The decisionmaking process is basically choosing the best alternative.The hierarchical structure allows a complex problem to be broken down into groups so that the problem is more structured and systematic [16].

History of Earthquake, Tsunami, and Liquefaction in Central Sulawesi
The Sulawesi region, especially Central Sulawesi, is indeed very vulnerable and has a fairly high potential for earthquakes because it is located above the Palu-Koro fault.Based on data released by the National Disaster Management Agency (BNPB) recorded a number of earthquake and tsunami events in the Central Sulawesi Province, as shown in Table 1.
Table 1 shows that the Donggala and Palu areas are prone to earthquakes and tsunamis.Based on the position and depth of the epicenter, the earthquake was caused by active fault activity in the Palu-Koro fault zone, which is trending northwest-southeast.The Palu-Koro fault is the fault with the second-largest movement after the Yapen Fault in the Yapen Islands, West Papua.Every year the Palu-Koro fault shifts or moves 35-45 mm, while the movement of the Yapen fault reaches 46 mm/year [17].While the land area is composed of pre-tertiary, tertiary, and quaternary rocks, most of which have undergone weathering.These Quaternary deposits are generally decomposed, loose, soft, and unconsolidated and amplify the effects of earthquake shocks.If referring to historical records in the past, disaster events are events that can be studied because the cycle is always repeated.However, it must be acknowledged that the ability of our society to understand, analyze, and deconstruct the history of disasters in the past as important lessons for dealing with current and future disasters is still not well developed.This can be proven by the incomplete records and documentation of disaster events that occurred in the past.The lower level of disaster literacy has made our society less aware of learning to deal with disasters and their impacts [18].Theoretically, disaster literacy is defined as the ability of the community to read natural signs, natural changes, and natural damage so that they are realized in disaster mitigation [19].Disaster literacy is also one of the important prerequisites of the disaster mitigation process in an effort to increase disaster resilience.Disaster literacy is not only translated into the ability to read and write but furthermore emphasizes the aspects of understanding and knowledge about a disaster that can be transformed through actions oriented toward disaster risk reduction efforts [20].
Besides Indonesia, Japan has a long history of disasters in the past.Various experiences of disasters in the past have prompted Japan to conduct in-depth studies related to earthquakes and tsunamis.Japan then carried out disaster mitigation, both structural and non-structural.Structural mitigation is carried out through the construction of earthquake-resistant houses and coastal embankments, the use of an earthquake and tsunami warning system for smartphones, and the use of Shinkansen transportation that can stop when an earthquake occurs [21].Non-structurally, Japan implements mitigation through disaster curricula in schools and maximizes the role of the media in reporting information when disasters occur.Learning from conditions The various disaster mitigation efforts that have been carried out are important lessons from the history of disasters in the past.This is in line with the statement of Dr. Rajindra (Rector of Unismuh Palu) about the importance of disaster literacy in the community.The disaster event on September 2018 showed the unpreparedness of all communities, including the academic community as well, where they lacked understanding and knowledge about disasters.

Hierarchical Structure of Disaster Resilience Improvement
Figure 1 shows the initial steps of implementing the AHP method through creating a hierarchical structure of increasing disaster resilience.In the hierarchical structure, there are several levels consisting of the main objectives and related criteria to describe the contribution or influence of each criterion on the research objectives or criteria at the previous level [22].Based on the research objectives, to analyze the priority of increasing disaster resilience at Unismuh Palu, it begins by setting criteria consisting of stakeholders and determining aspects.Criteria Stakeholders consist of institutional leaders, academic staff, and students.While the criteria for determining aspects consist of awareness, integration, and management.The results of the analysis using the AHP technique based on the combination of processed questionnaire data and Focus Group Discussion (FGD) reveal the value of the main priority criteria for increasing disaster resilience at the stakeholder level, presented in Table 2.The main priority for increasing disaster resilience is related to the role of internal stakeholders which shows that institutional leaders play the most important role in efforts to increase disaster resilience at Unismuh Palu with a score of (0.35).Although disaster preparedness is the responsibility of the entire academic community, institutional leaders are the driving force in terms of policies and institutions to build preparedness, mitigation activities to disaster risk reduction.Institutional leaders must have a high commitment to efforts to increase disaster resilience reflected in the University's Strategic Plan and Budget for the allocation of Disaster Funds.In addition, it is necessary to increase the capacity of the Sintuvu Unismuh Palu Disaster Unit, increase access to facilities and infrastructure as well partnerships to support the movement of the Disaster Awareness Academic Community and Disaster Prepared Campus.Furthermore, the active role and involvement of academic staff through the implementation of the Four Pillars activities that are innovative and based on disaster resilience is the element that occupies the second priority with a score of 0.33.Through education, publications, and disaster-based organizational development, academic staff plays a role in changing people's mindsets and behavior by providing disaster lessons [23].Even though it has the lowest priority with a score of 0.32, the involvement and contribution of students in increasing disaster resilience are very much needed.The ability of students to master technology and accessible information plays a very important role in instilling awareness and growing disaster preparedness.Students can become agents of change in the understanding and behavior of the millennial community through the adoption of technology and disaster-based collaboration.

Priority for Improving Disaster Resilience in Determinant Aspects
The results of the analysis using the AHP technique based on the combination of processed questionnaire data and Focus Group Discussion (FGD) reveal the value of the main priority criteria for increasing disaster resilience at the level of determinant aspects, as presented in Table 3.The aspect that becomes the main priority for increasing disaster resilience is the aspect of awareness with a value of 0.36.This is because the awareness of the academic community in dealing with disasters is relatively low.Therefore, it is important for Unismuh Palu to cultivate disaster awareness through disaster education.One way, according to him, is disaster awareness education as well as increasing understanding regarding disasters and their anticipation.In addition to increasing knowledge, the training also utilizes technology to produce disaster -prone information and maps.Awareness followed by learning and training by utilizing existing resources leads to the formation of behaviors to be able to participate through fundraising and volunteering as part of disaster management efforts at the national and global scale [24].In addition to awareness, the aspect that is very much needed is disaster management at the university level with a score of 0.35.Improving disaster resilience requires policies to manage matters related to disasters, before, during, and after a disaster occurs which includes prevention, mitigation, preparedness, response, recovery and reconstruction through the organization of appropriate and effective measures with the aim of avoiding a disaster or overcoming the impact if a disaster has occurred [25].Aspects of awareness and management can run optimally if it is equipped with aspects of integration even though it has the smallest value of 0.29.This is due to the fact that disaster education has not yet been integrated into the curriculum of the education unit, through classroom learning and extracurricular activities.In addition, the limited capacity of academic staff who integrates the Four Pillars of Higher Education with efforts to increase disaster resilience.

Comparison of Priority for Disaster Resilience Improvement
Overall, the results of the AHP analysis on the main priorities for increasing disaster resilience of the stakeholder and determinant aspects level are shown in Figure 2.  The main factor that becomes a priority for increasing disaster resilience at the university level is based on stakeholder involvement through the aspects of Disaster Regulations, Funding, Partnership, Institutional and Access to facilities and infrastructure.Meanwhile, the main factor that becomes a priority for increasing disaster resilience at the Higher Education level is the determining aspect based on the level of awareness related to Disaster Hazard Information and Map, Disaster Learning, Changes in Behavior, Fundraising and Volunteer.Growing preparedness to increase the awareness of the academic community towards a Disaster Resilient Campus requires regulation and high commitment from institutional leaders and in collaboration with various parties as part of the pentahelix.The Unismuh Palu is expected to have the awareness to continue to develop capacity building disaster preparedness and be able to provide information that changes behavior and collaborate with local governments in tackling disaster threats both locally and nationally.

Conclusion
Activities to increase disaster resilience will develop disaster management towards the Disaster Prepared Campus through education and literacy related to disasters to form a Disaster Awareness Academic Community.Disaster literacy is the capacity of each individual to read, understand and use disaster information to make policies in the context of disaster preparedness, response, mitigation, and recovery.Through disaster literacy, institutional leaders, academic staff, and students as internal stakeholders of Unismuh Palu are able to recognize the character of the region, potential disasters based on geographical and geological locations by studying past history and anticipating possible disasters based on science.Disaster literacy will be a reference in determining the priority roles of institutional leaders, academic staff, and students in an effort to increase awareness, strengthen management and integrate Four Pillars of Higher Education activities towards increasing disaster resilience in Unismuh Palu.

Figure 1 .
Figure 1.Hierarchical Structure of Disaster Resilience Improvement.

Figure 2 .
Figure 2. Comparison of Priority for Disaster Resilience Improvement.

Table 1 .
Earthquake event in Central Sulawesi Province since 1900

Table 2 .
Priority for Improving Disaster Resilience on Stakeholders.

Table 3 .
Priority for Improving Disaster Resilience on Determinant Aspects