Investigating natural disaster literacy levels

This research aims to determine the level of natural disaster literacy at the educational unit level, namely junior high school children. The data in this study, researchers adopted a survey design conducted on 364 children in West Java province, collected through a natural disaster literacy questionnaire. The criteria for natural disaster literacy are generally determined at high, medium, sufficient, low, and very low levels with literacy dimensions, namely knowledge, attitudes, and skills. As a result, it was determined that in general junior high school students’ natural disaster literacy was at a high level in the knowledge dimension but was at a medium level in the behavioural dimension while the skills dimension was at a low level for each literacy component. It is recommended that disaster literacy become a habit that can be implemented in everyday life.


Introduction
Indonesia is geographically an archipelagic country located in Southeast Asia, has a population of around 270.20 million people in 2020, has more than 17,508 islands, and is one of the largest archipelagic countries in the world with a coastline of up to 81,000 km.The large potential of human resources and natural resources in Indonesia makes Indonesia one of the countries most vulnerable to natural disasters.In fact, Indonesia is ranked first out of 256 countries in the world which have a higher potential for tsunami disasters compared to Japan.Quoting from [1][2][3][4][5][6] there are six factors that make Indonesia the most disaster-prone country in the world, including: Indonesia is crossed by three large tectonic plate meetings that have the potential for earthquakes; Indonesia is also an active mountain range with 129 volcanoes and 80 of them have dangerous status and make Indonesia part of the "Ring of Fire", namely a collection of active volcanoes surrounding the Pacific Ocean, giving the potential for volcanic eruptions and high slope areas.prone to landslides; Indonesia has the second longest line in the world and has the potential for a tsunami; Indonesia has a tropical climate which triggers floods, droughts, forest and land fires and abrasion; most of the Indonesia's population lives close to rivers, lakes and seas and in the foothills of mountains; Indonesian people's preparedness for disasters is very low.Inseparable from its geographical and geological location, Indonesia's social and cultural conditions have been one of the most generous countries in the world for five consecutive years based on the 2022 World Giving Index and are multiethnic and cultural [7].Even though pedagogically speaking, many Indonesian people are categorized as people with low education and economic status [8].
Based on previous research that has been conducted, disaster literacy is needed for Indonesian society.Disaster literacy seeks to provide public understanding and knowledge regarding disaster risks, appropriate responses, and necessary mitigation steps.Disaster literacy itself is basic literacy that must be possessed by every individual, especially in dealing with 21st century skills.Literacy is the ability to 1314 (2024) 012008 IOP Publishing doi:10.1088/1755-1315/1314/1/012008 2 interpret information critically so that every individual can access science and technology as an effort to improve the quality of their life [9].This makes disaster literacy play an important role in reducing disaster risk and sustainable development.Therefore, it is very important to use disaster literacy as a keyword that people must understand, so that they fully understand that where they live is in an area that is prone to natural disasters.
The aim of this research regarding disaster literacy can be expressed from the research results of Sung-Chin Chung & Cherng-Jyh Yen [10] that with disaster literacy: Increasing survival capabilities means that when an individual has disaster literacy, they understand and prepare themselves to overcome disaster situations.can be more independent and well prepared; increasing competencies and skills, meaning helping individuals understand and obtain the competencies and skills needed to overcome disaster situations, such as the actions that must be taken; increasing a sense of humanity, meaning that disaster literacy helps individuals understand the importance of solidarity and cooperation in overcoming disaster situations and increases a sense of humanity and awareness of human rights; increasing knowledge and awareness, meaning that disaster literacy helps individuals to understand and know about disasters and the impacts they cause, as well as providing knowledge and awareness for individuals to prepare themselves and help others in disaster situations; 5. increasing active participation, disaster literacy facilitates individuals to actively participate in preparing for and overcoming disaster situations, assisting the government and related parties in overcoming disaster situations.
Based on the research objectives stated by previous researchers, this research aims to reveal the knowledge and awareness of school children (individuals), especially those whose social and physical environments are prone to disasters.Another research objective is to reveal the extent to which individuals can prepare themselves to face disaster situations.The research packaging and research objectives regarding disaster literacy are based on several studies that have been described.There is still very limited research on disaster literacy in educational units whose social and physical environments are prone to natural disasters.

Research Methods
The quantitative approach used with the survey research method, which is used in this research, involves creating a series of questions that are used to collect information about a particular topic or research objective.These questions are structured, with predetermined response options.Overall, the survey method is an important research technique that allows researchers to collect data on a large scale and explore a variety of topics.However, it is important to design surveys carefully, consider potential biases, and interpret conclusions considering method limitations.The characteristics of the survey research method used are information collected by a large group of individuals to describe several aspects related to disaster literacy, so that the population of this research is children who live in disasterprone areas in West Java Province with a moderate level of vulnerability.The participants in this study were children in areas prone to very large disasters.A sample of 364 children aged 12 years-15 years was taken.The gender that filled out the disaster literacy instrument consisted of 233 girls and 131 boys.
Sampling criteria is a sampling strategy that is deliberate and not used randomly in this research, this is to ensure the quality of the sampling criteria.The data analysis technique uses a disaster literacy questionnaire from (Kimura et al., 2017; Sung-Chin Chung & Cherng-Jyh Yen, 2016) as a primary data collection tool using a closed questionnaire of 40 questions and statements covering aspects of knowledge, attitudes, and skills, while data analysis is based on descriptive statistical tests.The quantitative approach used is the survey research method.The characteristic of the survey research method used is that information is collected by a large group of individuals to describe several aspects related to disaster literacy, so that the population of this research is children who live in disaster-prone areas in West Java Province with a medium-high level of vulnerability.From a very large population, a sample of 364 children aged 12-15 years was taken.The gender that filled out the disaster literacy instrument consisted of 233 girls and 131 boys.The data analysis technique uses a disaster literacy questionnaire from Kimura et al., [11] ; Sung-Chin Chung & Cherng-Jyh Yen [10] as a primary data 3 collection tool using a closed questionnaire of 40 questions and statements covering aspects of knowledge, attitudes, and skills, while data analysis is based on descriptive statistical tests.

Research Results
Considering the research location in West Java Province, this is based on the mapping results of the National Disaster Management Agency (BNPB) and the Ministry of Education and Culture (Kemendikbud) which revealed that 70% of schools and neighborhoods where Indonesian people live are in disaster-prone areas [12].These regions include West Java, North Sumatra, Central Java, West Sumetra, East Java and South Sulawesi.A preliminary study was carried out by knowing the conditions of the area in West Java province.The findings are based on data from secondary education units exposed to disasters.West Java Province has a disaster risk index and the number of people exposed to disasters is quite high.Data presented from DIBI BNPB shows that there are 8 types of disasters that have occurred in the West Java province in the 2009-2019 period.Thus, this incident had an impact, including loss of life, loss of property and environmental damage as well as a psychological impact on the community.Floods, landslides, and tornadoes are types of disasters that often occur in West Java Province.Based on the number of events in the 2009-2019 period, landslides have the highest occurrence, followed by natural disasters, floods which can also be caused by human activities, tornadoes, forest and land fires, earthquakes, and drought.As an illustration, the community's living environment is spread across West Java province, as if it were in a disaster-prone area.
Based on BNPB data, the West Java disaster risk assessment has a potential for disaster in the medium to high category, especially in places where people live that are prone to disasters.This is also what causes the geographical conditions of the West Java province region to be diverse with natural phenomena.Based on this, it is important to introduce disaster literacy to children as a preventive measure when a disaster occurs in the environment where they live.This can be seen more clearly in Figure 2 regarding the multi-hazard map of disasters in West Java Province.With information on the multi-hazard index from low to high categories.This multi-hazard map can be used as a reference in preparing disaster management plans (PRB).Figure 2. The above provides information that West Java Province has a variety of natural disasters, so the community needs to be equipped with good disaster literacy.The following also presents the level of disaster literacy, especially among children in West Java province, especially in physical and social environments that are prone to disasters.This aspect includes the knowledge aspect consisting of disaster knowledge, preparedness knowledge and disaster response knowledge.Meanwhile, the second aspect of disaster literacy is disaster attitude which includes awareness of prevention, the value of prevention, a sense of responsibility [4,10,11,13].The final aspect of disaster literacy is skills consisting of preparedness actions and response behavior.Below are the results of the level of disaster literacy knowledge.

Disaster Literacy Knowledge Level.
The results of the research regarding the level of disaster literacy knowledge consist of 20 multiple choice questions related to disaster knowledge, disaster preparedness knowledge, and response knowledge.Meanwhile, indicators from the knowledge domain were reduced to how prepared children are in searching for disaster information, identifying disaster information, understand disaster information, and interpret disaster information.The following are the results of answers from respondents related to aspects of children's disaster literacy knowledge.Information that can be obtained from the level of disaster literacy knowledge in Figure 3, namely that children understand disaster information is high (49%), interpreting disaster information is classified as high (45%), searching for disaster information is classified as high (40%) and identifying disaster information is classified as currently (35%).It can be concluded based on this data that some children in West Java Province already know and recognize that the environment in which they live is prone to natural disasters.This knowledge is a big asset for policy developers to always provide disaster information and of course can minimize the number of victims.

Disaster Literacy Attitude Level
The research results related to the level of disaster literacy attitudes consist of 15 statement questions related to the basics of prevention, the value of prevention, and a sense of responsibility, while indicators from the attitude domain include recognizing the environment, respecting/caring for the environment, and being responsible for the environment.The following are the results of answers from respondents related to aspects of children's disaster literacy attitudes.Information that can be obtained from the level of disaster literacy attitudes in Figure 4 is that children's recognition of the environment is classified as high (55%), respect/care for the environment is classified as very high (75%), and responsibility for the environment is classified as high (45%) It can be drawn The conclusion based on this data is that some children in West Java Province have a high level of disaster literacy, especially in recognizing the environment in which they live which is prone to disasters.

Disaster Literacy Skill Levels
The results of the research regarding the level of disaster literacy skills consist of 15 statement questions related to preparedness actions and disaster response behavior.These aspects are broken down into indicators of reading disaster information, listening to disaster information, viewing disaster information, compiling disaster information, and creating disaster simulation activities.The following are the results of answers from respondents related to aspects of children's disaster literacy skills.Information that can be obtained from the level of disaster literacy skills in Figure 5, namely children reading disaster information is classified as high (39%), listening to disaster information is classified as high (45%), viewing disaster information is classified as very high (55%), compiling disaster information relatively high (45%), and creating disaster simulation activities (40%).It can be concluded based on this data that some children in West Java Province have high disaster literacy skills, especially in viewing disaster information that is prone to disasters.

Discussion
A disaster is an event caused by natural factors or factors resulting from human behavior which has the potential to cause harm to humans themselves and the living things around them.The United Nations Office for Disaster Risk Reduction [14], a disaster is a natural or man-made event that causes widespread anthropogenic, material, or environmental impacts and losses, as well as severe social malfunctions which efforts are made to overcome the disaster with adequate resources.limited.Another opinion states that the fundamental difference between a disaster event can be seen from the community's ability to cope with an incident.An event can be said to be a disaster if the affected community cannot cope with the incident using the resources they have [15].
The impact of natural disasters such as earthquakes depends not only on the type but also on the level of vulnerability of people and communities with low capacity resulting in damage, loss, loss of life and serious disruption to the functioning of society [16].This means that a disaster can be caused by factors in the form of natural or man-made events, with the impact of material and non-material losses.This disaster is not only an expression of the characteristics of the event, but also a reflection of the social context.Therefore, every time a disaster occurs can have an impact not only on the natural environmental dimension, but also on the social dimension.
Based on the impact of disasters, disaster risk reduction is a concept and practice in reducing disaster risk through various systematic efforts in analyzing and reducing the factors that cause disasters.The Indonesian government is serious about protecting its citizens against disasters by issuing a disaster policy, namely Law of the Republic of Indonesia Number 24 of 2007 concerning Disaster Management, which defines a disaster as an event or series of events that threaten and disrupt people's lives and livelihoods caused by natural factors.and/or non-natural factors and human factors, resulting in loss of life, damage to the environment, property, and psychological impacts.Apart from that, in 2008 the National Disaster Management Agency (BNPB) was formed which has the task of assisting the president in 1) coordinating the planning and implementation of integrated disaster and emergency management activities; 2) implementing integrated disaster and emergency management starting from before, at the BNPB's informal role has been to disseminate information literacy in websites, journals, and books regarding disaster data in Indonesia from 2009-2017.Websites, journals and books provide a lot of literacy information about disasters, this is also reinforced in the circular letter of the Minister of National Education Number 70a/MPN/SE/2010 regarding disaster education in schools, namely 1) disaster management training needs to be carried out in schools through the implementation of disaster risk reduction; 2) implementation of disaster risk management in schools is carried out through structural and non-structural efforts towards disaster preparedness and safety in schools through empowering institutional roles and abilities of school residents, integrating disaster risk reduction into the curriculum of formal education units, both intra and extracurricular, and assisting various parties in supporting the implementation of disaster risk reduction in schools.
The policy for implementing disaster risk reduction in schools is guided by BNPB, which was circulated through the Directorate General of Basic Education by issuing guidelines for implementing disaster safe schools on April 30, 2012.The publication of these guidelines is in line with the formulation of the Hyogo Framework for Action (HFA) 2005-2015, which is committed to creating community and state resilience from disasters through implementing DRR as a priority action.Disaster policies and disaster education should be able to provide disaster preparedness to individuals and the wider community.
It is felt that understanding of disaster literacy is still lacking based on information from UNICEF [17] that many of the victims of disasters are children and elderly parents, so it is felt that it is still lacking in people's daily lives.Some of the benefits obtained from implementing disaster literacy are that an individual can understand and prepare themselves to overcome disaster situations, understand the importance of solidarity and cooperation in overcoming disaster situations.Disaster literacy is the ability to identify, understand, interpret, and communicate information related to disasters.Understanding disaster literacy according to Brown et al., [18] needs to be implemented sequentially.combines four levels of literacy that enable people to exert greater control and personal accountability, as well as enhanced knowledge of the elements that influence their efforts, such as the context in which they work.This four-level disaster literacy model is shown in Figure 6 as follows: Figure 6.Disaster Literacy Model [18] Disaster mitigation literacy in Figure 6 above can be explained that the first stage starts from disaster information literacy so that awareness arises to read and understand the correct knowledge in implementing disaster mitigation and preparedness.At this stage, there is a tendency for capacity to still be low, but they are willing to follow instructions regarding disaster preparedness, disaster response and post-disaster recovery messages.Then we need messages that are easy to understand and respond to new information messages that are quite familiar or known to the public.
The second stage is comprehensive capabilities related to disaster information.This is proven by the following recommendations and instructions.This skill is very necessary to prepare someone to face a disaster, even though most individuals lack experience in processing information.Then the third stage is the individual's motivation and self-confidence to be proactive.At this stage the message can be received well.The message can then be modified or added to according to general provisions and can vary according to community and individual needs.And this fourth stage is where individual involvement has gone further, individuals have understood broader information, understood a broader situation, especially related to environmental and social security obstacles [19].
The levels of the disaster literacy model provide an understanding of the steps that need to be taken beforehand.Steps are outlined to reduce the impact of disasters and they include structural measures such as construction of safer buildings and non-structural measures such as education, training, and technology transfer.This form of disaster literacy refers to preventive actions taken before an emergency or disaster occurs to eliminate or reduce the impacts and risks of hazards.Educational activities will be useful for supporting disaster reduction efforts, disaster preparedness, and creating a society with a high level of disaster literacy.
This makes disaster literacy play an important role in reducing disaster risk and sustainable development.Efforts to cultivate Disaster literacy contextually are considered as a process in shaping thought patterns, behavior and building human character so that they care and are responsible for themselves, society, and the universe [20].Therefore, disaster literacy or efforts to raise public awareness in the face of a disaster are very important, making it key words that the public must understand, so that they fully understand that the geographic location of their country is in an area that is prone to disasters.Disaster literacy is a form of ability to recognize danger, take preventative action, and respond quickly and appropriately when a disaster occurs.Disaster literacy also includes the ability to understand information provided by authorities and the media and know how to get help after a disaster occurs.
Based on the results of this research, it can be concluded that children's disaster literacy level has a relatively high level of literacy so that this capital provides sufficient capital for children in preparing for disaster events that may come at any time, through disaster literacy it can at least minimize many casualties.

Conclusion
Disaster literacy is the ability of individuals or communities to understand, recognize and anticipate disaster risks and be able to take appropriate action in dealing with disasters.Disaster literacy involves the knowledge, skills and attitudes needed to reduce the impact of disasters, protect individuals and others, and build community resilience to disasters.By having good disaster literacy, individuals or communities can take appropriate steps to protect themselves and others and build resilience to disasters.Disaster literacy is a form of basic literacy which of course must be mastered by every individual considering that every individual and community already has a relatively high level of disaster literacy in the disaster literacy indicators of knowledge, attitudes, and skills.This shows that based on research results, children who live in disaster-prone areas already have good basic knowledge about natural disasters.

Figure 1 .
Figure 1.Graph of trends in natural disasters in West Java Province, BNPB, 2021

Figure 3 .
Figure 3. Level of disaster literacy knowledge, 2023 research results.

Figure 5 .
Figure 5. Level of disaster literacy skills, 2023 research results.
and after a disaster occurs.BNPB was formed based on Law number 24 of 2007 concerning disaster management and presidential regulation number 8 of 2008.Disaster Management was formed based on Presidential Regulation Number 83 of 2005.This policy was strengthened again in regulation number 21 of 2008 concerning disaster management as stated in number 3 and number 6 [6,12].