scholarly journals Kelud Community Activities in Disaster Management

2021 ◽  
Vol 5 (1) ◽  
pp. 339-343
Author(s):  
Vitaria Wahyu Astuti ◽  
Rimawati Rimawati
Keyword(s):  
Disaster Management ◽  
Disaster Preparedness ◽  
Phenomenological Study ◽  
Group Discussion ◽  
Volcanic Eruptions ◽  
Active Role ◽  
Study Data ◽  
Community Activities ◽  
Public Data ◽  
Qualitative Phenomenological

Background: Society is an important element in a nation, especially in disaster management. Based on the law, one of the obligations of the community in disaster management is to carry out disaster management activities so that this requires every Indonesian citizen to play an active role in disaster management activities. The purpose of this study was to determine the activities carried out by the Kelud slope community in disaster management that had been carried out. Methods : design of this research is a qualitative phenomenological study, data collection is carried out using online Focus Group Discussion. The participants in this study were good community leaders consisting of government elements, disaster preparedness teams, and the general public. Data analysis was carried out based on a qualitative research design. Results: The results of this study show that community activities in disaster management are following the experiences that have been carried out in the pre-disaster, during, and post-disaster phases. Conclusion : Communities in the Kelud slope area are active in volcanic eruption disaster management activities that are resilient in dealing with volcanic eruptions.

Disaster Preparedness in Aplaya Coastal Community, Digos City, Philippines

2016 ◽  
Vol 17 (1) ◽  
Author(s):  
Rogelio P. Bayod ◽  
Daisy Mae Abawag ◽  
Jessa May Luardo ◽  
Jean Padlan ◽  
Jonathan Macias
Keyword(s):  
Disaster Preparedness ◽  
Group Discussion ◽  
Developed Countries ◽  
Active Participation ◽  
Government Officials ◽  
Community Members ◽  
Coastal Community ◽  
Community Needs ◽  
Phenomenological Research Design ◽  
Qualitative Phenomenological

When disasters happen, people are defenseless for disasters cannot be avoided nor predicted even in highly developed countries throughout the world. This study aimed to explore and determine the disaster preparedness of Aplaya, a coastal community in Digos City, Philippines. It focused only on their ways of preparing for disasters and the needs of enhancing their disaster preparedness. Using qualitative phenomenological research design, focus group discussion, and in-depth interviews were conducted with selected residents of the communities in Apalya, Digos City. Results revealed that their ways of preparing for disasters had been through alertness to the community alarm system, participation in drills, adherence to a warning of friends from upland areas and listening to a warning from Community officials. Moreover, the community needs the infrastructure support through the renovation of the dike, active participation of the community members and evacuation center within the community. The implication of this study is for government officials especially those that are incharge of disaster preparedness and relief operation to look into the possibility of organizing communities for active participation during disaster preparedness and relief operation, for the academe to provide the expertise needed for disaster preparedness and for the community to utilize whatever traditional skills and practices that have employed which had been proven effective in preparing for disaster in the past. 

scholarly journals Unveiling the parents’ perceptions on no-homework policy in Nangan Elementary School

2021 ◽  
Vol 2 (2) ◽  
pp. 63-100
Author(s):  
Roy Galenzoga Garing
Keyword(s):  
Elementary School ◽  
Time Management ◽  
Phenomenological Study ◽  
Group Discussion ◽  
Lower Grade ◽  
Research Participants ◽  
Grade Levels ◽  
Continued Learning ◽  
Qualitative Phenomenological ◽  
Qualitative Phenomenological Study

This qualitative-phenomenological study was initiated to explore and understand the lived experiences and different perceptions of parents on no-homework policy in Nangan Elementary School, Nangan, Governor Generoso, Davao Oriental. Subsequently, this qualitative exploration hoped to draw out conclusions on the perceptions of the parents. The data source in this study derived from seven (7) research participants for the in-depth interview and another seven (7) parents for the focus group discussion. The research participants of this study were the selected Grade Five to Grade Six parents in Nangan Elementary School who were usually having many assignments compared to lower grade levels. The following themes emerged from analysis based in the perspectives of participant interviews: no-homework policy can be optional; no-homework policy is unfavorable and unhelpful to students; no-homework policy causes students to become irresponsible; and no-homework policy causes less learning among students. Concerning the experiences of parents in dealing with the assignments of their children, five major themes were manifested such as: having difficulties in answering homework; being able to help children; having fun while doing the assignment; being unable to finish work or chores; and bonding opportunity. Moreover, the participants about their challenges in dealing with the assignments of their children, four major themes emerged: understanding how to answer the lesson; having balance and time management; giving encouragement; and having follow-ups and rules. Lastly, their suggestions as regards the no-homework policy revealed four emergent themes: parents should always be responsible and helpful to their children; parents should have time management and balance; teachers should give appropriate, simple and uncostly homework; and teachers should give homework to students for continued learning.

scholarly journals Fathers’ role in sustainability of exclusive breastfeeding practice in post-cesarean-section mothers

2021 ◽  
Author(s):  
Tri Budiati ◽  
Seno Adjie ◽  
Jajang Gunawijaya ◽  
Setyowati Setyowati
Keyword(s):  
Cesarean Section ◽  
Exclusive Breastfeeding ◽  
Health Care Professionals ◽  
Group Discussion ◽  
Phenomenological Approach ◽  
Study Data ◽  
Self Confidence ◽  
Internal Support ◽  
Qualitative Phenomenological

Background: The success of breastfeeding among post-cesarean-section mothers requires strong willingness and commitment, self-confidence, support from various professionals, and internal support (especially from their husband) and the belief and value of their family. Exclusive breastfeeding remains low in some cities such as in West Java, especially in post-cesarean-section mothers, who are influenced by certain factors. The purpose of this study is to identify husbands’ role and their support for post-cesarean-section mothers in exclusive breastfeeding.Design and Methods: This study used a qualitative phenomenological approach. with a combination of different data collection techniques: focus group discussion and in-depth interviews. Twelve husbands of post-cesarean-section mothers participated in this study. Data were analyzed by thematic content analysis.Results: Four themes were identified namely knowledge about exclusive breastfeeding, the role of the father during breastfeeding, the experience of the husband and the family in supporting breastfeeding, and Women’s lack of knowledge, inconvenience due to pain as the most impending factors of exclusive breastfeeding.Conclusion: Most fathers seem eager to be involved and assist their partners to give breastfeeding to their baby.  Furthermore, adequate support from family members, health care professionals, and employers can enable fathers to encourage and help their partners initiate and maintain exclusive breastfeeding. Fathers’ emotional, practical, and physical supports are also important factors that promote successful breastfeeding and enrich the experience of mothers.

scholarly journals NSTP-CWTS of the Higher Education System: The Philippine Experience

2017 ◽  
Vol 9 (9) ◽  
pp. 48
Author(s):  
Edna Liza M. Victoria
Keyword(s):  
Disaster Preparedness ◽  
Solid Waste Management ◽  
Tertiary Education ◽  
Group Discussion ◽  
Educational Innovation ◽  
The Philippines ◽  
Tree Planting ◽  
Higher Education System ◽  
Community Activities ◽  
Service Training

The NSTP-CWTS is an effective/good educational innovation in the tertiary education in the Philippines under the Republic Act No. 9163 known as the Act of Establishing the National Service Training Program (NSTP) for Tertiary Level Students. The study explored the HEIs’ contextualized practice on NSTP-CWTS course regarding the syllabi, community activities, and evaluation scheme. It utilized a mixed design of quantitative (survey) and qualitative (appreciative inquiry) methods. Twenty-two selected HEIs in Central Luzon represented by 22 faculty and 643 students were involved as the respondents. Using Stake’s Responsive Model of evaluation, the triangulated data from survey questionnaire, interview, and focus group discussion revealed that the HEI respondents demonstrate great extent of contextualized CWTS practice under the CHED standards. Likewise, the quantitative and qualitative results indicate the unified practice on the functionality of syllabi, methodology, nature of community activities, and learning assessment criteria. The community activities were comprised largely of ecological-environmental initiatives like tree planting, lecture on climate change, proper solid waste management, and calamity-disaster preparedness. This paper proposed an indigenous framework “Kalingang Tugon sa Kapwa at Kalikasan” or “KaTUKK” for integration in the community service education of the HEIs in the Philippines and neighboring ASEAN countries.

scholarly journals SURVEY OF FLOOD DISASTER PREPAREDNESS AMONG SCHOOL-AGE CHILDREN AT KEMIRI VILLAGE, PANTI DISTRICT, JEMBER

2017 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Latifa Aini Susumaningrum ◽  
Yerry Pristiwandono
Keyword(s):  
Natural Disaster ◽  
Disaster Preparedness ◽  
Flash Flood ◽  
Univariate Analysis ◽  
Simple Random Sampling ◽  
Active Role ◽  
Study Data ◽  
Flood Disaster ◽  
School Age Children ◽  
School Age

School-age children as one of population play an important role in flood natural disaster preparedness. The occurrence of flood natural disaster in Kemiri village of Panti gave both material and immaterial impacts. Flood natural disaster preparedness that can be carried out independently by the community can help empower the community independently or jointly reduce its impact. This research was a descriptive explorative research that aimed to determine the ability of school-age children about preparing themselves in the preparedness of natural flood disasters. The sample was taken by simple random sampling with 75 school age children participated in this study. Data were collected by using flood disaster preparedness questionnaire and analyzed with univariate analysis in percentage form. The results obtained that school-age children were still lacking in the 7 indicators of preparedness toward natural flash flood disaster. It was shown from each indicator that majority of children still do not have the ability toward flood natural disaster preparedness. School-age children as part of a community need to get a disaster preparedness skill that will help them take an active role in the communinity including at home and school.

scholarly journals A PHENOMENOLOGICAL STUDY ON THE EXPERIENCES OF SCHOOL HEADS, TEACHERS AND LEARNERS ON A MAKESHIFT CLASSROOM: ACCOUNTS ON BENEFITS, DRAWBACKS, AND INSIGHTS

2021 ◽  
pp. 3-21
Author(s):  
Herrick O. Agustin ◽  
Dr. Ronald S. Decano
Keyword(s):  
Phenomenological Study ◽  
Group Discussion ◽  
Sampling Technique ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Information And Communication ◽  
Qualitative Phenomenological ◽  
Keywords Education ◽  
Sectional Analysis ◽  
School Heads

This phenomenological-cross sectional study navigates the views of school heads, teachers, and learners in Kapalong East District. This phenomenological study aims to describe and understand the experiences of school heads, teachers, and learners in makeshift classrooms. This perspective encourages educators, families, and schools to understand that learners develop and learn new skills and knowledge by reacting to their environment. Five school heads, five teachers, and five learners participated in the in-depth interview and focus group discussion, selected through the purposive sampling technique. The experiences of the school heads resulted in nine major themes, which include: the makeshift classroom is not safe and conducive to learners; the makeshift classroom is an immediate solution to lack of classrooms; a big challenge to face; accepting the situation; providing support and motivation to teachers; involvement of stakeholders in the improvement of classrooms; making use of available resources, and provision of the concrete classroom. Nine major themes also emerged for teacher-participants: the makeshift classroom is not conducive and not secured; teachers used varied teaching styles; a challenge to take; integrating different strategies in teaching; motivating one’s self to do the best; being positive despite the present situation; needs for support from DepEd; integration of Information and Communication Technology (ICT) in teaching. Eight major themes revealed from learner-participants: not conducive to learning; willingness to learn; the desire to have a concrete and spacious classroom; determination to study; classroom cleanliness; learners should give their best to succeed, and government should provide additional concrete classroom. These results imply that having a good environment for learning can affect learners’ learning, particularly and the quality of education in general. The results of this study are critical to school heads, teachers, learners, and stakeholders in promoting better education. KEYWORDS - education, views of school heads, teachers and learners on makeshift classrooms, school heads, teachers and learners, qualitative-phenomenological research, cross-sectional analysis

scholarly journals conventional educational with indoor & outdoor modules on disaster preparedness in high school students in Tomohon

2019 ◽  
Vol 14 (1) ◽  
pp. 91
Author(s):  
Rolly Harvie Stevan Rondonuwu ◽  
Monica Tandiayuk ◽  
Dorce Sisfiani Sarimin
Keyword(s):  
High School ◽  
High School Students ◽  
Disaster Management ◽  
Disaster Preparedness ◽  
Intervention Group ◽  
Volcanic Eruptions ◽  
Educational Interventions ◽  
Control Group ◽  
School Students ◽  
Experimental Group

Indonesia is one of the countries that experiences quite a lot of natural disasters such as floods, landslides, earthquakes, volcanic eruptions, tsunamis. Increased volcanic volcanic activity in Indonesia's volcanoes allows for potential eruptions in several regions. Disasters that occur in the community require good handling based on targeted disaster management, given that disasters come unexpectedly, for that many things must be prepared carefully including educational interventions on disaster management. This study aims to determine the differences using conventional indoor modules and modules indoor & outdoor on volcanic disaster preparedness in high school students in the city of Tomohon, North Sulawesi.The research design in this study was Quasi experiment one group pre-post-test. In this design high school students were given a pretest before being given education to find out the initial condition, and posttest after being given education, then it would be known whether there was a difference between the scores pretest and posttest . The population in this study were all Lokon high school students, and the sample was 10th grade students totaling 60 people, held in September 2016.The results showed that the experimental group student learning outcomes were better than the control group. The average posttest value of the experimental group students (73.27) was higher than the mean value of the control group posttest (66.17). thus there are differences in scores in the group given the indoor module intervention with the indoor-outdoor module intervention group with a value of p 0.001. (t independent test)Based on the results of the study concluded that there are differences in knowledge between students who are taught using the method indoor learning with students who use methods indoor & outdoor learning. Suggestion: expected teaching methods indoor + outdoor can be developed as a variety of learning methods Keywords: conventional Education, indoor & outdoor modules, Disaster

scholarly journals A Phenomenological Study of th Passers and NonPassers in the Licensure Examination for Teachers

2020 ◽  
Vol 5 (8) ◽  
pp. 1704-1721
Author(s):  
Binayao, Bernadette S ◽  
Dales, Zita I.
Keyword(s):  
Social Support ◽  
Professional Education ◽  
Phenomenological Study ◽  
Group Discussion ◽  
Quality Education ◽  
University Education ◽  
Licensure Examination ◽  
External Stakeholders ◽  
Qualitative Phenomenological ◽  
Internal Stakeholders

The delivery of quality education is gauge with the performance of the graduates in the licensure examination. In the field of education, the Licensure Examination for Teachers (LET) is a tool which assesses the preparedness of teacher education graduate to practice the profession. This study explored the lived experiences of the passers and non-passers in the Licensure Examination for Teachers (LET) of the Bukidnon State University education graduates from the main campus, external centers, and the Certificate of Teaching who took the professional education units during the years 2016-2018. The experiences of the LET-takers with the internal stakeholders and external stakeholders were disclosed. The qualitative phenomenological descriptive method of Creswell (2013) was used in this study. Interviews and focus group discussion were conducted to gather the data and analyzed using Colaizzi (1978) as cited by Morrow and King (2015). The total participants of the study were the 36 LET-takers comprised the 18 passers and 18 nonpassers with two (2) sampled participants from each group. There were six (6) emergent themes transpired from the experiences of the passers and non-passers in LET with the internal stakeholders and the external stakeholders. These were engaging to self-directed undertakings; demonstrating teaching credibility; institutional commitment for quality education; imparting kin-based social support; exhibiting capability and quality; and extending non-kin based social support. An intervention plan to address the areas of concern of the non-passers was designed.

scholarly journals A Phenomenological Study of Community Preparedness Experiencesin Facing the Flood Disaster in Napai Village of West Woyla Sub-District of West Aceh District

2018 ◽  
Vol 5 (3) ◽  
pp. 3610-3615
Author(s):  
Bustami . ◽  
Baharuddin .
Keyword(s):  
Disaster Preparedness ◽  
Phenomenological Study ◽  
Group Discussion ◽  
Sampling Technique ◽  
Flood Disaster ◽  
Descriptive Phenomenology ◽  
Government Organizations ◽  
Aceh Province ◽  
Community Preparedness ◽  
The Government

West Aceh District, one of the districts in Aceh province, Indonesia, is often affected by natural disasters. At the end of 2016, the number of flooded areasreached139 villages in nine sub-districts,causing flood victims and displaced of 14,245 families,consisting of 49,856 people and one died. The most affected area in West Aceh was Napai Village of West Woyla sub-district since the village was traversed by WoylaRiver. The significant impact of floods was not only on the destroyed physical environment, but also on the declining health status of the families due to the emergence of post-disaster diseases. Therefore, aside from the government, the community should also make an effort for disaster preparedness to minimize the losses. Disaster preparedness can be defined as an attempt that allows the government, organizations, communities and individuals to respond quickly and effectively to any disaster. This study aimed to explain or explore the experiences of the community to flood preparedness in Napai Village, West Woyla sub-district. This was a qualitative study using a descriptive phenomenology approach. Respondents were the residents affected by floods located inthe Napai area. The respondents were selected by using the purposive sampling technique, following the principles of appropriateness and adequacy. Data collection techniques involved standard procedural methods such as in-depth interview, focus group discussion and observation. The results of the study showed four important themes: the flood impact experienced by the community, the sources of knowledge of the flood prevention program,the community preparedness in coping with the flood disaster, and the government's role in dealing with the flood disaster. It is suggested that the BPBD improve the public preparedness in facing the flood disaster by conducting socialization and simulation of flood disaster management.

scholarly journals EXPLORING THE STUDENTS' EXPERIENCE IN LEARNING LITERATURE: CHALLENGES OF CONTEXTUALIZATION

2021 ◽  
pp. 1-6
Author(s):  
Jennifer D. Suganob ◽  
Elleine Rose A. Oliva
Keyword(s):  
High School Students ◽  
Lived Experiences ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Group Discussion ◽  
Sampling Technique ◽  
Snowball Sampling ◽  
School Students ◽  
Qualitative Phenomenological ◽  
Qualitative Phenomenological Study

This qualitative-phenomenological study aimed to explore the lived experiences of the Senior High School students in region 11, particularly their learning experience in contextualizing literature. This inquiry was gleaned from Vygotsky, Brunner, and Dewey (1997). Employing the sampling technique, snowball sampling, five (5) students were selected for the in-depth interview. Another five (5) students were selected for the focus group discussion with ten (10) students from five regions’ schools. As to the participants’ lived experiences in learning literature, the following four (4) significant themes emerged: Enjoying the familiarity of content, participating in discussions, developing knowledge expansion, and using familiar examples as learning guides. For the students’ perspective in situations that influence the challenges in contextualization, the following five (5) majors emerged: Listening carefully to the teacher, participating actively during classwork, acquiring life-long lessons, giving participation opportunities for community-based programs, and employing teaching materials. Finally, the students’ perspectives on overcoming contextualization issues were organized into three (3) primary themes. Improved knowledge through contextualization, effectively employing contextualization and learning to study well. The findings of this study are essential for academic institutions to comprehend students’ contextualization experiences. KEYWORDS:Contextualization, qualitative phenomenological study, thematic analysis, region 11, Philippines

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