Disaster mitigation learning in elementary schools located in areas vulnerable to Mount Merapi eruptions should go beyond introducing basic disaster concepts. Such knowledge needs to be connected with students’ lived experiences, their surrounding environment, and the local wisdom of communities living on the slopes of Mount Merapi.
This finding became one of the foundations for the development of the EduMERAPI Model, developed by Mukhlis Mustofa as part of his doctoral research in the Doctoral Program in Social Studies Education (PIPS), Faculty of Social and Political Sciences (FISIP), Universitas Negeri Semarang (UNNES).
The study developed a thematic learning model on volcanic eruption disasters that integrates disaster mitigation education with the local wisdom of the Merapi community. The model was designed to increase elementary school students’ awareness and concern for disaster mitigation from an early age.
Mukhlis presented the findings of his research during the open examination for the Doctoral Program in Social Studies Education, held at the FISIP UNNES Hall, Sekaran, Gunungpati, Semarang, on Wednesday (August 12, 2026).
According to Mukhlis, the novelty of the research lies in its effort to incorporate the social and cultural conditions of communities living on the slopes of Mount Merapi into disaster education. To date, local content and aspects of community life in the area have not been sufficiently incorporated into disaster mitigation learning.
“The novelty of EduMERAPI lies in examining the conditions of the communities and the culture practiced by people living on the slopes of Mount Merapi, students’ learning activities, and research related to local content. It is this integration of local wisdom that I have highlighted,” said Mukhlis.
He also examined the applicable curriculum, including the 2013 Curriculum, as well as the learning materials used in elementary schools in the research area. One example was the lesson plan used at Tlogolele Elementary School, which had already connected learning with the surrounding environment through the theme “My Beloved Earth, My Troubled Earth.”
The research was conducted in disaster-prone areas around Mount Merapi, particularly Jrakah, Klakah, and Tlogolele villages in Selo District, Boyolali Regency. These areas have experienced the direct impact of Mount Merapi’s activity, including increased volcanic activity in 2020 and various seismic events in subsequent years. The fact that eruptions cannot always be predicted precisely has become an important consideration in disaster education at schools.
From the research, Mukhlis produced a Thematic Learning Module on Volcanic Eruptions for elementary school students as well as the EduMERAPI Model. The module places the local wisdom of the Merapi community as one of the learning resources.
The model does not focus solely on students’ mastery of knowledge about volcanic eruptions. Based on a constructivist foundation, the learning process is organized into several stages: orientation to the eruption phenomenon, exploration of students’ prior knowledge, problem-based thematic learning, integration of local wisdom, mitigation simulations, reflection on the value of caring, and concrete preparedness actions.
The model also adopts an ecological systems theory perspective. This means that children’s awareness and preparedness for disasters are shaped not only through classroom learning but also through their interactions with families, local government policies, schools, and the cultural values of the communities in which they live.
During the examination, Prof. Eva Banowati, one of the examiners, emphasized the importance of ensuring that the model and module could be effectively implemented in elementary school learning. According to her, the thematic learning approach draws upon three fields of knowledge and has been developed into a learning module on Mount Merapi eruptions for fifth-grade students.
The module can be used as a supplementary learning resource to complement primary textbooks and other supporting materials. To ensure effective implementation, teachers need to understand the content of the module before introducing it to students.
Another issue raised during the examination concerned mitigation practices. The use of the module is expected to go beyond simply reading the material and should be translated into learning activities such as evacuation simulations and role-playing. Mukhlis explained that the implementation of the model is also connected with the presence of school preparedness teams and the learning methods applied.
The language used in the module was also discussed. Mukhlis explained that before the module was printed, feedback had been sought from various parties to ensure its suitability, including its alignment with the characteristics of fifth-grade elementary school students.
The research findings indicate that volcanic eruption mitigation learning in elementary schools in Selo District had previously not been implemented optimally. The implementation of the MERAPI-EDU Model subsequently demonstrated an increase in students’ awareness and concern regarding disaster mitigation.
The model was considered feasible, practical, and effective as an alternative learning approach for elementary schools in disaster-prone areas. Its main contribution lies in integrating thematic learning, disaster mitigation education, and local wisdom within a single learning framework.
Chair of the Examination Team, Prof. Arif Purnomo, expressed his appreciation for Mukhlis’ research, which he considered closely connected to the realities of communities living in disaster-prone areas.
“Dr. Mukhlis is the 18th doctoral graduate of FISIP. The examination proceeded smoothly, and he answered the questions enthusiastically and confidently. I am truly proud to be here today,” said Prof. Arif.
He also highlighted the strong relevance of Mukhlis’ interest in disaster education to his background as an elementary school teacher and to the conditions faced by communities living on the slopes of volcanoes that remain exposed to eruption hazards.
Through the EduMERAPI Model, disaster education is positioned not merely as knowledge about disasters but as part of an effort to build a culture of disaster awareness and preparedness from an early age. Mukhlis’ research also opens opportunities for developing similar models for other types of disasters and at different levels of education.
This approach also contributes to the achievement of the Sustainable Development Goals (SDGs), particularly SDG 4: Quality Education, by strengthening contextual disaster education and preparedness based on local wisdom. The integration of local wisdom into disaster mitigation learning also supports SDG 11: Sustainable Cities and Communities, particularly efforts to build resilient communities in disaster-prone areas.
