Disaster risk reduction in elementary schools in flood-prone areas (Case: disaster risk reduction in Grogol flood-prone areas, Indonesia)

Floods disaster have caused much damage and disruption to the continuity of education. Therefore, disaster risk reduction efforts must be carried out, especially in the school environment. This study aims to analyze how Disaster Risk Reduction efforts are conducted in elementary schools in the Grogol flood-prone area, Indonesia. This research is quantitative research with a survey design. Data collection is carried out using questionnaires and documentation. The instrument used is a closed questionnaire with indicators of Disaster Risk Reduction, including knowledge and attitudes, school policies, preparedness planning, and resource mobility. The population in this study were five elementary schools located in flood-prone areas of Grogol, Indonesia, including SDN Madegondo 1, SDN Madegondo 3, SDN Pandean 1, SDN Kadokan 1, and SDN Pandean 2. Respondents in this study were 40 teaching staff who consisted of principals, homeroom teachers, and teachers from each elementary school. The data analysis technique used is descriptive statistical data analysis. The results of this study were shocking; even though floods overflow the river almost every year, all schools in the flood-prone areas were classified as in the low class in implementing Disaster Risk Reduction for flood disasters. One factor that has a dominant influence was the absence of an official policy from the government that officially regulates the implementation of Disaster Risk Reduction for flood disasters in the region. The results of this study are expected to be used as a basis for implementing disaster risk reduction by elementary schools against floods.


Introduction
Floods are one of the most common natural disasters in Indonesia's varied areas.Flash floods, city floods, tidal floods, and river overflow floods are all possible in Indonesia.Floods can be harmful if they affect four elements at risk: social, economic, physical, and environmental [1].The losses most felt due to flooding are social in nature, with humans being the most affected [2].Floods can inflict injuries and even death in the short and long term, generating poverty, starvation, and disease epidemics that can lead to death [3].Economic losses include halting commercial activities, distribution of goods, and service transactions.Environmental losses can manifest as disruptions to natural ecosystem functions.Physical losses are shown by damage to building infrastructure, such as roads, bridges, and dams.
Social and physical aspects of the educational world will be severely impacted if a flood disaster occurs.Student and teacher parameters are examples of social elements in education.If the Dutch strike during learning exercises, there is a risk of damage and possibly death.Furthermore, if a calamity strikes after learning activities have been completed, the continuity of daily learning activities will be halted until the school can be reopened.
Educational facilities and infrastructural functions will likely be transferred when a calamity happens.Suppose a crisis occurs near the school building, but the school is in good condition and accessible.In that case, it can adapt its purpose to become a gathering center, evacuation point, public kitchen, and evacuation destination.Learning activities will be temporarily halted because schools are being employed as emergency response facilities and catastrophe infrastructure.The same scenario will happen if a natural disaster renders school buildings inoperable or severely damaged.As a result, mitigation and preventive actions are required to ensure that the learning process does not halt when a tragedy occurs.
Mitigation measures are performed not to eradicate disasters but to decrease the impact of disasters, particularly on infrastructure and educational activities.Flood disaster mitigation steps can be implemented structurally, such as planning school construction according to flood disaster safe standards, or non-structurally, such as planting plants that can block the flow when a flood strikes, creating evacuation routes, determining gathering points, installing an Early Warning System (EWS), and preparing documents for Disaster Risk Reduction and Contingency Plans for the school area.
Flood disaster mitigation steps connected to social aspects include increasing student and teacher readiness, knowledge and attitudes, school policies, preparedness planning, and resource mobility.Increasing preparation can be accomplished through both intracurricular and extracurricular learning [4].Preparedness content can be included in elementary and junior high school social studies disciplines and high school geography subjects.Teachers must enhance students' cognitive, emotional, and psychomotor elements to integrate disaster mitigation learning.
Aside from that, disaster learning can be carried out in the extracurricular Disaster Safe Education Unit (SPAB) for schools that have been designated to carry it out or integrated into other extracurriculars such as Scout (Praja Muda Karana or PRAMUKA) and Youth Red Cross (Palang Merah Remaja or PMR).Furthermore, student and teacher preparedness can be boosted by partnering with associated authorities such as the education service, Regional Disaster Management Agency (BPBD), Search and Rescue, Indonesian Red Cross, and partnership with adjacent universities.
Increasing student and teacher readiness as a starting point for disaster mitigation in schools can promote the development of a disaster-awareness culture.A culture of disaster awareness and learning about natural disaster risks must begin with education and be sustained over time.If this is achieved, a disaster-resilient community known as Disaster Risk Reduction Education (DRR) will be developed in schools.Enhancing resilience has become a preferred approach in efforts to curb the impact of disasters [5][6][7].Efforts to reduce disaster risk through education are projected to meet the goal of introducing all kids earlier so that they are better prepared to tackle disasters.
Disaster risk reduction is performed by considering various factors, including the care and interests of all segments of society, particularly children.Children are classified as vulnerable in disaster management laws (Law 24 of 2007, n.d.).As a result, children require efforts to comprehend catastrophe mitigation.Children are vulnerable because they have a limited grasp of the threats surrounding them and no preparation for disasters.Disaster mitigation education is critical for reducing the impact of natural disasters now and in the future [4,8].It is central to the United Nations' International Strategy for Disaster Risk Reduction and to its Sustainable Development Goals [9].
Disaster Risk Reduction summarizes the total disaster mitigation discussed above.Increasing the capability of risk components helps reduce disaster risk [1,[10][11][12].In this study, the risk component covers the elementary school community members, such as principals, teachers, students, and educational personnel.School disaster risk reduction must be implemented to decrease possible losses, particularly to kids [4].Disaster Risk Reduction in Primary School Environments has yet to be widely implemented in Indonesia; hence, this concept is critical.School administrators are essential in defining disaster risk reduction plans, particularly for schools in flood-prone locations.
Grogol, Central Java, Indonesia, is an area that is affected every year by the Bengawan Solo River floods (the Bengawan Solo River is the largest and longest river on the island of Java, Indonesia), according to data collected from BPBD Surakarta and BPBD Sukoharjo, floods that hit Grogol and impacted learning and teaching activities in elementary schools occurred in 1966, 2007, 2012, 2016, 2020, 2022, and 2023.Floods in these years hampered learning activities, particularly in elementary schools, to the point of paralysis.Efforts to lessen the risk of flood disasters in the Grogol area have been made by compiling maps of flood-prone places.However, more must be done to mitigate the risk of flooding in elementary school environments.
The survey results and preliminary observations based on the Grogol flood-prone region map suggest that five state primary schools are in flood-prone zones, hereinafter referred to as Sekolah Dasar Negeri, abbreviated as SDN.These are SDN Madegondo 01, SDN Madegondo 03, SDN Kadokan 01, SDN Pandean 01, and SDN Pandean 02.Because these schools still need the Disaster Safe Education Unit (SPAB) designation, disaster materials have yet to be integrated on a large scale.Furthermore, flood mitigation regulations have yet to be widely adopted in these schools.
More research on disaster risk reduction in flood-prone locations, mainly elementary schools, is needed.[13] did research on identifying flood-affected areas using geospatial technology.[14], analyzed mapping flood risk using Geographic Information Systems, while [15] research focuses on analyzing flood catastrophe mitigation utilizing UAV technology.[16] investigated the seasonal and spatial trends of floods in Nigeria.
Furthermore, [17] researched landslide disasters in primary schools.Flood disaster research focusing on reducing the risk of flood disasters in elementary school settings has yet to be conducted extensively, particularly in KRB Grogol, Central Java, Indonesia.As a result, this study examines flood catastrophe risk reduction in elementary school environments in KRB Grogol, Central Java, Indonesia.The findings of this study can be used to develop follow-up plans for reducing flood disaster risk in primary school settings.

Research Methods
This study takes a quantitative approach with a survey design.Questionnaires and observation were employed for data gathering.This study was conducted at the Grogol Flood Disaster Area, Central Java, Indonesia [18] (Figure 1.).This study focuses on elementary/equivalent level schools in flood-prone areas (KRB) in Grogol, Central Java, Indonesia.The object of this research is Disaster Risk Reduction of flood disasters in Elementary School Environments (Figure 2.).Saturated sampling was utilized in this study, which means that all teachers from the five schools were chosen as respondents (research sample).It was done since the population included in this study was relatively small: 40 teachers from SDN Madegondo 01, SDN Madegondo 03, SD Pandean 01, SDN Kadokan 01, and SDN Pandean 02.The instrument is a closed questionnaire developed based on knowledge and attitude, school policy, preparedness planning, and resource mobilization [19].The questionnaire comprises eight questions/statements regarding knowledge and attitudes, 13 questions/statements regarding school policies, eight questions/statements regarding preparedness planning, and eight questions/statements regarding resource mobility (Table 1).The questionnaire format refers to the Guttman scale model.On this scale, interval data, namely "Yes" and "No," will be obtained to gather a firm answer to a problem.The instruments used in this research have been validated and reliable.The instrument's validity has been tested using Product Moment Correlation (r), while the instrument's reliability test uses the Kuder and Richardson (KR) KR 20 and KR 21 formulas.

5
Availability of access for all school components to information, knowledge and training to increase capacity in terms of DRR (reference materials, participation in training, teacher deliberations, village meetings, student jamborees, etc.).

Preparedness Planning
Availability of disaster risk assessment documents prepared jointly in a participatory manner with school residents and school stakeholders.

2
Availability of school action plans for disaster management (before, during and after a disaster occurs). 1 Availability of an Early Warning System that is understood by all school components.

2
There is a school evacuation map, with signs and signs installed, which is easy for all school components to understand.

2
The agreement and availability of evacuation/shelter locations closest to the school are socialized to all school components and parents, the surrounding community and local government. 1

Resource Mobilization
The existence of school buildings that are resistant to disasters.4 The number and type of post-disaster equipment, supplies and basic needs that the school has.

1
There is a school disaster preparedness group that involves student representatives.

1
There is collaboration between the school teacher council and other professional teacher associations in the region, such as the MGMP forum regarding DRR efforts in schools.

1
There is cooperation in implementing disaster management in the city/district with local related parties (such as village/sub-district officials, sub-districts, Regional Disaster Management Agency (BPBD) and other government institutions).The data analysis technique used is descriptive statistical analysis, which aims to provide research objects with descriptive or explanatory properties based on the variable data obtained and the group of objects studied.Descriptive statistical analysis data representation includes frequency distribution tables, histograms, mean values, and deviation scores.Each question/statement in the questionnaire has a score of 1 for the answer "YES" and a score of 0 for the answer "NO."The results of respondents' answers to the questionnaire were added up per variable and then classified into three classes, namely high, medium, and low, using the equal-step equation.The total score results of respondents' answers for each variable are then added up to get a total score for Disaster Risk Reduction in the elementary school environment and classified into three classes: high, medium, and low.Furthermore, the results of the data analysis are used as a basis for determining follow-up plans for Disaster Risk Reduction in the elementary school environment.
Use the Product Moment Correlation (r) formula to test the instrument's validity: Information: r = correlation coefficient between the question item scores and the total score. xi = sum of squared deviations of scores from Xi.  xt = sum of squared deviations of scores from Xt.
To test the instrument's reliability, use the Kuder and Richardson formula, often abbreviated as KR 20 and KR 21.

Results
The data in this research were obtained from distributing questionnaires to 40 respondents at elementary schools in KRB Banjir Grogol, Central Java, Indonesia.The characteristics of respondents from each school in this study were the principal, homeroom teacher, and senior elementary school teachers.Based on the characteristics of the respondents, 40 respondents were selected from 5 schools consisting of 5 school principals, 30 homeroom teachers for grades 1 to 6, and 5 senior teachers.
The questionnaire distributed to respondents had passed validity and reality tests, where the test was carried out on 30 teacher respondents at SMP N 4 Sukoharjo and SMA N Nguter.The respondents used to test validity, and reliability are respondents who are different from the actual respondents but whose characters are close to the actual respondents.Respondents used to test validity and reliability play a role in testing the feasibility of each question or statement used for research and given to actual respondents.The number of respondents used for validity and reliability tests was 30 respondents.
The Disaster Risk Reduction analysis results of flood disasters in elementary school environments were obtained from questionnaire results based on the variables Knowledge and attitude, School Policy, Preparedness Planning, and Resource Mobility.Each variable is divided into three classes: low, medium, and high.The complete results of data analysis in this study are presented as follows.

Knowledge and Attitude level
Knowledge and attitude variables (Table 2) were discovered in three-level classes.Three of the five schools are rated as low-performing, one as medium-performing, and one as high-performing.The low class is at SDN Madegondo 1, SDN Madegondo 3, and SDN Pandean 2. Schools that have a low-class level have a score of less than 28.Meanwhile, schools with a score of 28 are classed as medium class, such as SDN Kadokan 1. SDN Pandean 1 is the school with the highest class.This school received a score of 31.

School policy
The school policy variable comes next.The school policy variable (Table 3) is the result of a 13-question questionnaire analysis.There are three class levels: low, middle, and high.The high-class group includes three schools: SD Pandean 1, SD Pandean 2, and SD Kadokan 1.The top class has a grade point average of greater than 71.Meanwhile, schools with a score of 71 are classified as medium class and may be found in SDN Madegondo 3. The lowest grade level is SDN Madegondo 1, which has a score of 60.

Preparedness Planning
The variable that follows is preparedness planning.Table 4. shows the two class levels: low and medium.The findings of this study were derived from an examination of the responses to the preparedness planning variable questionnaire, which had eight items.SD Madegondo 1 and SD Pandean 1 are both in the low-income category.In the low-income group, each school received a score between 12 and 24.Then there are three schools for the middle class: SD Madegondo 3, SD Pandean 2, and SD Kadokan 1.

Resource mobilization
The final variable is resource mobilization (Table 5).The questionnaire's Resource Mobility variable was comprised of 8 questions.All schools with a score of less than 47 are classified as low class in this variable.This class is based on respondents' responses to questions about the mobility of resources in each school.

Disaster Risk Reduction in Grogol Flood-Prone Areas, Indonesia
The data obtained from the four indicators is compiled and categorised into high, medium, and low categories.However, the results of the vulnerability class analysis of elementary schools in Grogol District's flood-prone area (KRB) are classified into one vulnerability class category (Table 6).SDN Madegondo 1, SDN Madegondo 3, SDN Pandean 2, SDN Kadokan 1, and SDN Pandean 1 all have a low vulnerability class (Figure 3).

Discussion
This research analyzes the Disaster Risk Reduction of flood disasters in elementary school environments in flood-prone areas (KRB) based on knowledge and attitude variables, school policies, preparedness planning, and resource mobility.SDN Pandean 1 has a high-grade level in the first variable, namely knowledge and attitudes.The teachers' knowledge and attitudes at SDN Pandean 1 are influenced by empirical experiences in the field and through media news related to flooding.The basis of every human knowledge and attitude is their perception, knowledge, and skills.The SDN Pandean 1 location was built near rice field irrigation so that if the intensity of rainfall is high, flooding will occur.Furthermore, the analysis of the second variable regarding school policies shows that SDN Pandean 1, SDN Pandean 2, and SDN Kadokan 1 are classified as high-class levels.It is shown by the existence of a policy regarding providing outreach about disasters in the school and providing material about disaster knowledge.School policies regarding disasters are essential to create disaster-safe schools.
The third variable regarding preparedness planning shows that SDN Madegondo 3, SDN Pandean 2, and SDN Kadokan 1 are included in the medium grade level category.At the school, there is information about disasters.The school has an evacuation map with symbols and signs that are easy for all members to understand.Preparedness planning guarantees fast and appropriate action so that when a disaster occurs, it can integrate and consider the disaster management system in the area.The product of preparedness planning is in the form of documents used for disaster preparedness; apart from these documents, there is an early warning system that is prepared with accuracy in mind.
The results on the fourth variable, namely the resource mobilization variable, show that the five schools are classified as a low-grade level.Even though all schools are in the low category, SD Pandean 1 has the highest total score of the five schools in the sample.It follows the answers from respondents who said that SDN Pandean 1 collaborates with partners in organizing disaster management and has a routine participatory monitoring and evaluation mechanism for school preparedness and security.
The total score of the four variables produces a school vulnerability class.School vulnerability class levels are classified into three classes: high, medium, and low.The results of the total score of the school vulnerability variable state that the five schools are at a low-grade level.Even though they have a low vulnerability class, each school has advantages in each variable.Based on the analysis score, each variable at SDN Pandean 1 has advantages in the knowledge, attitude, and policy variables.
Furthermore, SDN Pandean 2 excels in policy variables and a moderate level of preparedness planning.After that, SDN Kadokan 1 has superior school policies, moderate preparedness planning, and knowledge and attitudes.Furthermore, SDN Madegondo 3 has advantages in its school policies and a moderate level of preparedness planning.Unlike the other four schools, SDN Madegondo 1 has low vulnerability variables.It shows that SDN Madegondo 1 is not ready for floods that occur at school due to the need for adequate school capacity.It can hamper teaching and learning activities, causing damage that causes losses and victims.Each school needs to improve this with supporting facilities and infrastructure, such as evacuation maps and routes, danger warning system tools, disaster training areas, and others that can minimize losses.
The findings in this research indicate that disaster risk reduction, especially in the elementary school environment, has yet to become the main focus for policy stakeholders and the government in Indonesia.It is in line with research conducted by [20], where the findings show a lack of attention on DRR-related tasks in the early stages of education and emphasize the prevalence of viewing disasters as natural and unavoidable.[21] also mentioned something similar: Despite disaster risk reduction programs, local institutions take a reactive approach and manage flood risks ad hoc.
Furthermore, disaster risk reduction strategies in the school environment, particularly SPAB implementation, should be implemented in disaster-prone places such as Pekalongan, Central Java, Indonesia [22].It is because minimizing catastrophe risk in the community will be very beneficial in reducing disaster effect [23,24].

Conclusions
Based on the data analysis presented above, it is possible to conclude that SD Madegondo 1, SD Madegondo 3, SD Pandean 1, SD Pandean 2, and SD Kadokan 1 are in the low class.Pandean 1 Elementary School has a high policy class and a poor preparedness planning class.Children, particularly primary school children, require disaster risk reduction material at an early age in order to plan for disaster mitigation.It is hoped that this research will determine the preparedness of school residents in efforts to face and reduce the risk of flood disasters so that it can be used as a reference for other schools in disaster-prone areas to make the same efforts to avoid the impact of the dangers that have been threatening them.

1
Regular participatory monitoring and evaluation of school preparedness and security (testing or training school preparedness periodically).

Table 1 .
Research Instrument

Table 2 .
Knowledge and Attitude level

Table 3 .
School policy

Table 6 .
Disaster Risk Reduction in Grogol Flood-Prone Areas, Indonesia