Development Of Disaster Mitigation Curriculum To Improve Disaster Response Capabilities At The Elementary School In Indonesia

: Disasters threaten the safety of vulnerable groups such the eldery, children and women. Based on the case of natural disasters that occurred in Indonesia, the need for a pragmatic strategy in forming the Indonesian people are aware of the dangers of natural disasters. One strategic step that taken is through the education sector. This research aims to create a disaster mitigation curriculum that has been formulated to produce disaster responsive learners. This research uses R&D (research and development method) by Borg and Gall (2003), in the stages of research and information, planning and initial product development. While for curriculum development used the Tyler model with the infusion method and block method. Data collection techniques used namely interviews, observation, and documentation. The findings of this research are based curriculum products to the stages of disaster mitigation include, 1) the concept of disaster mitigation curriculum, 2) The concept of the learning process (Intrakurikuler), 3) The concept of training process (Extracurricular, and 4) The concept of the assessment process (Evaluation). These results indicate curriculum products are made to increase disaster response capabilities of students through intracurricular and extracurricular activities as well as minimizing the impact of the disaster victims and improve disaster response capabilities for students in Indonesia.


INTRODUCTION
In terms of geology, Indonesia is a very interesting region. Indonesia has large continental shelf areas that have the most active plate movements and many mountain folds. According to BNPB  Based on the perspective of Geography, Geology, Climatology and Demography, Indonesia is ranked 7th from the list of countries most vulnerable to natural disaster risk (Rizaldy, D.2018  Describe new instructional techniques, 5) Identify new skills and skills that are needed, and 6) Describe any activities and topics , (Judy, A.B, et.al. 1993.)  design aimed to achieve objectives to be controlled by taking into account the learning experience that will be given to the learners. ( Howard, 2007).

Disaster Mitigation Based Curriculum
Disaster mitigation    SKL is a reference to curriculum development, content standards, process standards and assessment standards.

Assessment Process (Evaluation)
Evaluation is carried out on students, institutions, and educational programs in each education units (UU.No. 20 Tahun 2003). The process of assessing or evaluating disaster mitigation curriculum used a type of evaluation of results and processes with the main objectives among others: 1) to measure the level of disaster mitigation skills of students after the learning and training process, and 2) to assess the success of the intracurricular and extracurricular programs on the disaster mitigation curriculum (Redaksi Buletin Sanjaya, 2013). The evaluation of student learning outcomes is carried out by educators or teachers to monitor the process, progress, and improvement of student learning outcomes on an on going basis (UU.No. 20 Tahun 2003). The evaluation of process is an assessment that includes a directed, planned, systematic effort to examine the teaching and learning process that has been carried out (Dinata, et.al. 2014). The evaluation of process aims to measure the success of the program that has been designed.
The procedure for evaluating of results and processes begins with the evaluation planning step which includes designing main objective, indicators, targets, models till technical aspects of the evaluation. After that, the process of composing the instrument took the form of a question and draft that has previously been tested for validity and reliability (Arifin, 2012). The process of collecting data is the implementation step to obtain data using instruments that have been developed. The form of evaluation implementation depends on the type of instrument and evaluation model used.
The evaluation results is raw data that needs to be processed. The processing of data is the conversion of raw data into a data presentation that is easily understood and meaningful. Evaluation data in the form of qualitative data are processed and analyzed qualitatively, while quantitative data is processed and analyzed using descriptive and inferential statistical methods that have been processed with value conversion techniques (Dasimah 2015). The results of the evaluation process are reported to the parties related to the program and are used as material for improvement in the implementation of the learning and training process, see in Figure 6. Thus, we know that disaster mitigation curriculum is an effort to improve students' ability to respond about disasters). By increasing these capabilities, the impact of casualties at a young age can be minimized because of the right rescue efforts.
Therefore, learning and disaster mitigation training in elementary schools is needed because young people have the ability to receive better material, so that the number of casualties can be minimized.