Development Of Training Curriculum In Improving Community-Based Geological Hazard Mitigation Competency

Rusman Rusman, Asep Rohman

Abstract


The purpose of this study was to provide training curriculum model in improving community-based geological hazard mitigation competency. The goal was achieved through research and development method, is divided into three main stages. First, applied need analysis as the introduction. Second, developed the curriculum model. Third, tested the curriculum model in order to explore the curriculum effectiveness in improving the competency for mitigation measurement related to geological hazard. This study showed that the training curriculum model, which is developed based on the result of need analysis, is effective to improve the participant’s competency. The result of pre-post test shows that the improvement of the participant’s cognitive aspect.  The significant improvement is identified in the training competency showing the effectiveness of Test II in improving the participant’s practical competency to carry out the training. Some factors that support the training curriculum model development related to community-based Landslides management are: (a) the public servant’s competency for geological hazard mitigation; (b) the motivation of the community who becomes the volunteer; and (c) support from the decision maker. On the other hand, the inhibitors are the lack of competency for training related to geological field, the lack of educational background and knowledge of geology and landslides, and the lack of time. 


Keywords


Curriculum, Training, hazard mitigation, Community

Full Text:

PDF

References


Abdurahman, Oman., dkk. (2013). Hidup di Atas Tiga Lempeng – Gunung Api dan Bencana Geologi. Badan Geologi – Kementerian Energi dan Sumber Daya Mineral.

Dolotallas, A. C. & Nagtalon, J. A. (2015).The Effect of Experiential Learning Approach on the Students’ Performance in Filipino.Journal of Education & Social Policy. Vol. 2, No. 6; December 2015. Diakses Tanggal 1 Agustus 2016 dari www.jespnet.com.

Gass, J. (2012). Needs Analysis and Situational Analysis: Designing an ESP Curriculum for Thai Nurses. English for Specific Purposes World, ISSN 1682-3257, http://www.esp-world.info, Issue 36, vol. 12, 2012.Diakses Tanggal 20 Juni 2016 dari http://www.esp-world.info/Articles_36/Gass_ Nurses.pdf.

Haryani (2014), Potensi Pengembangan Atraksi Wisata Kampung Nelayan Pasie Nan Tigo Kota Padang di tengah Ancaman Bencana Abrasi dan Banjir. Jurnal Sosial dan Pembangunan, MIMBAR, Volume 30, No. 2 Tahun 2014, p.198.

Healey, M. & Jenkins, A. (2007). Kolb’s Experiential Learning Theory and Its Applications in Geography in Higher Education. Journal of Geography, 99:5, 1985-195.

Kapucu, N. Hawkins, C. V. Rivera, F. I. (2013). Disaster Preparedness and Resilience for Rural Communities.Risk, Hazards & Crisis in Public Policy, Vol. 4, No. 4, 2013.Diakses Tanggal 27 Juni 2016 dari https://www.researchgate.net/publication/262417963_Disaster_ Preparedness_and_Resilience_for_Rural_Communities.

Kaufman, R. A. (1972). Educational System Planning. New Jersey: Prentice-Hall, Inc.

Kobiah, L. K. dkk.(2015). Teacher’s Participation in Curriculum Conceptualisation and Effective Implementation of Secondary School Curriculum in Kenya. International Journal of Education and Research Vol. 3 No. 7 July 2015. Diakses Tanggal 15 Agustus 2016 dari http://www.ijern.com/journal/2015/July-2015/26.pdf

Läänemets, Urve & Kalamees-Ruubel, Katrin. (2013) The Taba-Tyler Rationales. Journal of the American Association for the Advancement of Curriculum Studies - Volume 9, 2013.Diakses Tanggal 20 Juni 2016 dari www.uwstout.edu/soe/jaaacs/upload/2013-05-1-urve.pdf.

Lunenburg, Fred C. (2011). Curriculum Development: Inductive Models.Schooling Volume 2, Number 1, 2011.Diakses Tanggal 20 Juni 2016 dari http://www.nationalforum.com/Electronic%20Journal%20Volumes/Lunenburg,%20Fred%20C.%20Curriculum%20Development-Inductive%20Models-Schooling%20V2%20N1%202011.pdf.

Masadeh, M. (2012). Training, Education, Development and Learning: What is the Difference? European Scientific Journal. May edition vol. 8, No.10. ISSN: 1857-7881 (Print). e - ISSN 1857-7431. Diakses Tanggal 20 Juni 2016 dari http://www.eujournal.org/index.php/esj/search/results.

Mayo, G. D. & Dubois, P. H. (1987). The Complete Book of Training: Theory, Principles, and Techniques. California: University Associates.

McNeil, J. D. (1990). Curriculum: A comprehensive Introduction 4th edition. United States of America: Scott, Foresman/Little. Brown Higher Education.

Nudu, Josef H. & Muhammad, Chaznin R.(2001). Pendekatan Sistem untuk Menghasilkan Kurikulum Pendidikan Teknik yang Kompetitif dan Perbaikan Kualitas yang Berkesinambungan. Jurnal Sosial dan Pembangunan, MIMBAR, Volume 17 No. 1 Tahun 2001, p.60.

Print, M. (1993). Curriculum Development and Design. N.S.W.: Allen & Unwin.

Republik Indonesia. (2007). Undang-Undang Nomor 24 Tahun 2007 tentang Penanggulangan Bencana.

Taba, H. (1962). Curriculum Development: Theory and Practice. USA: Harcourt, Brace & World, Inc.

Taylor, P. (2003). How to Design a Training Course – A guide to participatory curriculum development. London: Continuum.

Yuvaraj, R. (2011). Competency Mapping–A Drive for Indian Industries. International Journal of Scientific & Engineering Research, Volume 2, Issue 8, August-2011 1 ISSN 2229-5518 IJSER © 2011. Diakses Tanggal 1 Agustus 2016 dari http://www .ijser.org

Zais, Robert S. (1976). Curriculum: Principles and Foundation. New York:Harper &Row Publishers.




DOI: https://doi.org/10.29313/mimbar.v33i2.2722

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.