Disaster mitigation training to “dokter kecil” Commented [A1]: Menggunakan sesuai templet atlantis (2),

In Santa Maria and Santo Yusuf Cimahi Primary School

F A Pontjosudargo1, V S Paramita2, Wendra1, H Priyadi3
1
Department of Anatomy, Faculty of Medicine, University of Jenderal Achmad Yani,
Cimahi Indonesia
2
Faculty of Economics and Business, University of Jenderal Achmad Yani, Cimahi
Indonesia
3
Department of Medicine Faculty of Medicine, University of Jenderal Achmad Yani,
Cimahi Indonesia Commented [A2]: Jika departemen sama ditulis jdi 1 saja

fransiska.ambarukmi@lecture.unjani.ac.id

Abstract. The “Dokter Kecil” partnership program is implemented with the aim of forming Commented [A3]: Abstrak bold. Memakai kata kunci mak 5
healthy behaviours and disaster preparedness in Santa Maria and Santo Yusuf Primary School
students, which is located in Cimahi. Cimahi is located in the red zone of Lembang Fault disaster,
so it has potential to very severe damage in the event of an earthquake due to displacement of
Lembang Fault. In this program, the students were given the opportunity to do the simulation of
disaster mitigation, doing the role of a doctor and a patient which is assisted by doctors and
students of Faculty of Medicine, University of Jenderal Achmad Yani (UNJANI). This activity is
a community service which implemented from April 2019 to November 2019, with the aim of
increasing the knowledge and skills of community, especially primary school students in disaster
mitigation to develop disaster preparedness school students. The education and training conducted
on 33 participants “Dokter Cilik” in Santa Maria and Santo Yusuf Cimahi Primary school. The
students conducted training, educational video screening, disaster mitigation simulation and
control both before (pre test) and also after the activity (post test). There is an increase in
knowledge, skills and attitude students after an intervention in the form of training, educational
video screening and control both pre-test and post-test. Children have the ability to learn, use,
provide, disseminate information and cooperate before and after emergencies. Various programs
have been implemented with the full support of students is ultimately able to increase the
understanding and attituted of disaster mitigation and improve the ability of the school community
in maintaining a healthy environment and disaster preparedness.

1. INTRODUCTION
Indonesia is the country that has a high level of disaster risk in the world. In World Risk Index 2017,
Indonesia is 33rd position in the world compared with other countries. Indonesian part of the island is
geographically situated between three major plates and also is in The Ring of Fire, so that the possibility
of a disaster can happen anytime. According to Wisner (2003), natural disasters classified as rapid onset
type of disaster and has 13% total risk of death. Disaster serious interruption of the capacity of a
community involving widespread human, material, economic or environmental impacts and losses, which
exceed the capacity of the influenced community to come with using its own resources. Indonesia has 1st
position of 10 world disaster events based on the number of victims who were killed. Children often
become victims of the injury during natural disasters.[1], [2], [3].
The United Nations International Strategy For Disaster states as many as 60% of children in the world
was a natural disaster victims. The impact of disasters on education sector resulted in many casualties
both learners and educators, cessation of teaching and learning, school facilities and infrastructure
damage and loss of school documents. The learning process is expected to continue to run under any
circumstances and the school communities have the capacity and disaster preparedness in schools.
Therefore, the necessary public awareness of natural disasters, especially the student who are particularly
vulnerable affected if a disaster occurs in during school hours. Education Unit for Disaster Safety
program is important to be applied in order to develop a culture of disaster awareness. The formal
national education system is needed. The education and training of disaster mitigation from an early age
through formal education in basic and informal curriculum in community development programs is
necessary. Training is the systematic acquisition of knowledge and skills to developing competencies
necessary for effective performance in work environtment. Disaster preparedness training and education
is needed to prevent the large number of victims among student in schools. [4], [5], [6], [7], [8].
Earthquakes and volcanic eruptions are natural disasters that might not be prevented. The thing that can be
done is by disaster risk reduction (DRR). DRR is a series of efforts to minimize losses when disaster strikes,
especially in schools. DRR that already includes mitigation and preparedness, is part of the awakening facing the
threat of disaster. One of the sub-system preparedness is the manufacture SOPs regarding the disaster at school. It
is absolute existence, because, very little knowledge of school community about what they should do, and where
they have to save themselves when the disaster happened. [3], [4], [6], [7].
Disaster preparedness training program will affect the level of safety for students due to natural disasters.
Because preparedness training and education to be important in the preventive part before the disaster. According
Anisah (2018), education and training in creating a disaster preparedness school in addition to increasing
knowledge, also affect to the formation of the student character include discipline, responsibility, cooperation,
mutual trust, mutual help, and preparedness. More are expected to be born a new smart schools in Indonesia,
which is able to educate the whole society about the disaster, so that in the future Indonesia going to be a state of
disaster preparedness.[9], [10], [11].
For enhancing the character of primary school student, The Indonesian government issued a Joint Regulation
No.6/2014, No. 73/2014, No. 41/2014 and No. 81/2014, on Building and Developing School Health Unit (Unit
Kesehatan Sekolah/UKS). The student is very vulnerable to health problems. Through coaching and developing
UKS program, schools are expected to play a role in character building of their students early. Healthy behavior
is expected to develop the character and behavior of health care for personal and environmental hygiene. The
students with the good character, is expected to become agents of change in their environment and surroundings.
[12], [13], 14].
Then implementation of school health activities (UKS) is “Dokter Kecil” program as extra-curricular
activities of students. Dokter Kecil is the selected students by their teachers to participate in implementing
the majority of healthcare program to themself, family, friends and school environtment. Dokter kecil
program is expected to form the students as agents of change in creating healthy living behaviour in their
schools. Therefore, the promotion and development of “Dokter Kecil” in schools needs to be done
properly and have clear goals.[15], [16], [17], [18].
Cimahi as one of the cities in West Java is only about 5.8 to 12 km from Lembang Fault. This
geographical condition causes Cimahi become one of the cities with the greatest risk of damage in case of
Lembang fault movement. According to the study of Cimahi Disaster Management Agency (Badan
Penanggulangan Bencana Daerah/BNPB), based on the potential damage, Cimahi could be affected by
the amplification of the earthquake two times larger than the other areas around the fault. Cimahi is in the
red zone of Lembang Fault disaster. Therefore, information dissemination and promotion of disaster
mitigation become one of the important steps that need to be encouraged, as disaster risk reduction
efforts. Santa Maria and Santo Yusuf Primary School are one of school in Cimahi. The schools have
developed “Dokter Cilik” program which is expected to be an agent of change in behavior and character
of disaster preparedness for other student and environment in the school. [3], [19] Commented [A4]: ab

2. METHOD
This activity is a community service which implemented from April 2019 to November 2019, with
the aim of increasing the knowledge and skills of community, especially primary school students in
disaster mitigation to develop disaster preparedness school students. Disaster mitigation education and
training conducted on 33 participants “Dokter Cilik” in Santa Maria and Santo Yusuf Cimahi Primary
school. The students ages 8 to 10 years old, along with four teachers counselor of the program. The
students conducted training, educational video screening, disaster mitigation simulation and control both
before (pre test) and alsoafter the activity (post test).
The instrument consisted of 27 item to evaluated general information regarding disaster definition, causes,
and effet, disaster preparedness and impact disaster on schools. For every question there were 2 choices:
“False” or “True”. Score one (1) was given for each correct answer and zero (0) for incorrect answer. The total
knowledge was considered in 3 categories: “Good” when the percent scores ≥75%, “Satisfactory” when the
score 56%-74% and “Less” when the score ≤ 55%. Participants were also trained in basic physical
examination to measure vital signs.. They performed was evaluated by checklist, consisting of an assessment
of the ability to measure pulse, respiration and temperature. Score one (1) was given for each stage of the
procedure correctly and zero (0) if incorrect. To assess the attitude of participants about the importance of
disaster mitigation, participants fill out a questionnaire consisting of 4 questions with a choice of answers”
Strongly Agree”, “Agree”, “Netral”, “Disagree” and “Strongly Disagree”.
Data processed with Excel and the Statistical Package for The Social Science (SPSS). Data is
analyzed descriptive to describe the results of activities in graphical form.

3. RESULTS AND DISCUSSION

3.1. Dokter Cilik knowledge regarding Disaster Mitigation
Figure 1. shows the pre-test result on the students. The result were 2 (6%) student had Good knowledge
about disaster mitigation, 15 (45%) Satisfactory and 16 (48%) Less. After the intervention by video education
and training, the percent of student with Good knowledge increased to be 27 (82%) Good, 6 (18%) Satisfactory
and 0 (0%) Less.

Commented [A5]: gambar dibuat hitam putih

30
25
20
15
10
5
0
Good Satisfactory Less
Pre-test 2 15 16
Post-test 27 6 0

Figure 1. Dokter Cilik Knowledge Regarding Disaster Mitigation

3.2. Skills Dokter Cilik In Doing Examination Vital Signs

Figure 2. showed the result befor and after training examination. Student performance in conducting pulse
examinations before training were 9 (27%) Good, 17 (52) Satisfactory and 7 (21%) Less. At body temperature
measurements were 12 (36%) students had Good performance, 18 (55%) Satisfactory and 3 (9%) Less. And for
the respiratory rate measurement as much as 15 (36%) students had Good performance, 8 (55%) Satisfactory and
10 (9%) Less. After the students got education and training about vital signs examination, their skill increased. In
conducting the pulse examination, 25 (76%) of the students had Good performance, 8 (24%) Satisfactory and 0
(0%) Less. On the measurement of the body temperature 30 (91%) students had Good performance, 3 (9%)
Satisfactory and 0 (0%) Less. The student skills to check respiratory rate were 27 (82%) students had Good
performance, 6 (18%) Satisfactory and 0 (0%) Less. It shows that training can improve the student’s skills.
 30
25
20
15
10
5
0
Before After Before After Before After
Good Satisfactory Less
Pulse examination 9 25 17 8 7 0
Body Temperature 12 30 18 3 3 0
Respiration 15 27 8 6 10 0
Figure 2. Dokter Kecil Skills in Conducting Vital Signs Examination

3.3. Dokter Kecil Attitude Toward Disaster Mitigation

Based on the benefits, the number of Dokter Kecil who showed Strongly Agree were 24 (73%),
Agree 9 (27%), and the rest were Neutal. The students attitude towards the importance of understanding
about disaster mitigation, shown by 18 (55%) students Strongly Agree, 9 (24%) Agree and 6 (18%)
students Neutral. The interest in studying disaster mitigation, shown by 15 (45%) students Strongly
Agree, 18 (55%) Agree and 3 (9%) students Neutral. Meanwhile, based on the expectations of students to
be able to perform disaster mitigation shown by 17 (52%) students Strongly Agree, 13 (39%) Disagree
and 3 (9%) Neutral. There are no students Disagree and Strongly disagree (0%). Figure 3.

25

20

15

10

0
Strongly Agree Netral Disagree Strongly
Agree Disagree
Beneficial 24 9 0 0 0
Understandable 18 9 6 0 0
Interested 15 18 3 0 0
Trust 17 13 3 0 0

Figure 3. Attitude Young Doctors In Disaster Management

4. DISCUSSION
Children are the center of attention in disaster because of they are being one of the most vulnerable group
when a disaster occur. As a student, children spend most their time in school were they are suspectible to various
types of disasters and emergencies, which can influence their present and future health and endanger their life.
For this reason, it is expected The Education Department has main duties and fuctions of Education Department
in terms of earthquake disaster management mitigation to educate students and teachers at school. Hegazy, 2014,
in his research stated that the educational program implicated change in teachers’ knowledge, and practices
regarding disaster management in primary governmental schools. It is expected to have an impact on disaster
mitigation education for students. [4], [6], [11].
School-age children are very vulnerable to health and disaster issues. Although the main responsibilities of
children's health and safety are in the parents' hands, the school can play a role in developing healthy living
behavior and disaster preparedness early on. This is because students are usually obedient to the rules and orders
of teachers. Therefore school students must be familiarizing to behave healthy and can be trained in disaster,
through learning activities in the classroom and implemented directly in daily life. This habituation is expected to
be able to build the character and behavior of caring for health and personal safety and the environment, so it is
expected to be able to transmit their ability to the people around him. Ultimately, it is impact on improving the
quality of society. [7], [8],
This study showed that education and training increases student knowledge regarding disaster management.
Training has effectiveness on enhancehing student performance in conducting vital sign examination. The
effectiveness of training is due to the memory ability of the students, which are the children that age 8 to 12 years
old were they have the greatest and most powerfull intensity memory. There are the differences in ability of
children at different age levels in the event of an emergency (UNICEF, 2007). Children aged 9-12 years old can
be trained to provide first aids play and entertain children who lose family members, entertain sad friends, and
help provide food for others. Children have the ability to learn, use, provide, disseminate information and
cooperate before and after emergencies. Providing information about emergencies is an important part of disaster
mitigation efforts. [6], [9].
Expected outcomes in disaster mitigation training for children age 7 to 11 years are: 1) what is right, knowing
the right as a child and able to communicate the child's policy rights in disaster situations, 2) knowing the risks
and hazards in the community and the local range, what they can do to reduce danger and remain safe, 3)
knowing the DRR procedures that have been in the community, and 4) gaining the ability to implement the
dependency and relevance between local and communities ecosystems. Education can help build the
knowledge, skills and attitudes of children, which will later serve as agent of change in the community, to
form a disaster conscious culture of society. It is expected that the Government of Indonesia with related
agencies, continue to cooperate in implementing disaster curriculum into all levels of education, adjusted
to the age and capacity of children in the face of emergency. [6], [7].

5. CONCLUSIONS AND SUGGESTIONS

Education and training at the elementary school students of Santa Maria and Santo Yusuf Cimahi was
able to increase knowledge and their attitudes towards the importance of disaster mitigation, as prevention
against a lot of the number of victims of natural disasters. In order to establish rapid response disaster
behavior, the monitoring and evaluation needs to be done to minimize the casualties due to natural
disasters. Periodic training programs for students and teachers in primary schools are recommended.

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