Progress and Potential for Integration at the Implementation Level: Case Study of Chemistry in the High School Level Curriculum in Aceh

This section contains our results of an analysis based on the key themes during the FDGs. We first present the strategies for integration into chemistry identified by the teachers, then outline challenges for implementing those strategies.

Based on the overview of the presentation in the introduction of the FGD, respondents had a clear view what is meant by disaster in the research and they captured the possibility to do this in the subject of chemistry. It was suggested that any integration strategies need to consider local values that related to disaster events in the past. However, the participants mentioned that the integration of DRR into a chemistry lesson needs to be considered as a new knowledge for teachers and students, so it would be likely to integrate this within the well-defined tools for both of them. The participants also worry if their works might not be counted as a point for the teacher certification, which means there is no point of doing this even if they believe that this issue is very important for students who live in disaster prone areas.

Some topics have been considered as potentials in introducing DRR content in the chemistry lesson. This included the periodical system where students can work on hazard mapping by identifying the hazards from different resources. The idea would be similar to mind mapping learning. In particular, for example, when students learn the Chemistry periodical system, they will be asked to put the relevant hazard that they might think to be related or can be explained through chemistry Climate change is likely to be one of the potential topics to develop student understanding about the impact of using fossil fuels, for instance.

In general, the teachers’ discussion yielded that DRR is likely to be taught in chemistry curriculum and act as a tool to increase students’ awareness to communicate the risk of disasters. The participants believed that the dissemination of the DRR concept into the chemistry curriculum has potential to be applied. For instance, looking at the chemical process of forest burning and air pollution, etc. which is a very common problem in Indonesia.

Table 8.5 shows the key topics discussed with the chemistry teachers, which include how they identify methods for integration, the selections of topics within chemistry subjects and the problems that teachers might encounter if they were to implement those strategies. The discussion goes toward identifications of disaster and chemistry related content based on the standard and basic competence in the curriculum.

Table 8.6 below summaries the discussion in this section, which list potential topic of integration DRR and CCA, progress and challenges for integration at the national and local level at different education level.

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