Developing Sustainable Schools in the Shadow of Active Stratovolcano: A Study at Disaster-Prone Areas of Merapi Volcano

Education is a right for people that must be given to children, even in an emergency of eruption disaster. To ensure the sustainable education during the crisis situations, ideas on how to develop a sustainable school system in the stratovolcano area which is prone to eruption disaster are needed. This research was conducted at schools located in the western side of Merapi Volcano, attempting to provide alternative information about the potential and role of schools in providing education during emergency situations of eruption disaster. Data in the study were collected through interviews, observations, remote sensing image interpretations, and documentations. Data were analysed by scoring and spatial analysis using geographic information systems. The results of the study are as follows. First, schools have the potential to provide education during the disaster emergency situations. School potential consists of physical infrastructure and human resource potential in the form of the role of the principal and teachers. Second, most of the level of school preparedness in facing disasters is still in the low category. This needs to be strengthened to ensure that the schools continue to function during the crisis period. Last, a division of roles in the sister school system is needed based on the location of the school toward the eruption centre. The schools in the safe zone act as a buffer for schools in vulnerable areas. Overall, schools have the potential to keep running the learning process during the crisis periods. This requires good management through the sister school system within the framework of sustainable school initiatives.

REDESAIN LINGKUNGAN SEKOLAH DARUSSALAM PANONGAN SEBAGAI RUANG BELAJAR TERINTEGRASI BERKELANJUTAN MELALUI PENDEKATAN PARTISIPATIF [REDESIGNING THE DARUSSALAM PANONGAN SCHOOL ENVIRONMENT AS A SUSTAINABLE INTEGRATED LEARNING SPACE THROUGH PARTICIPATIVE APPROACHES]

<p class="p0">The school environment is a powerful tool to stimulate and enhance creativity, concentration, motivation, and understanding for students. Darussalam School, Panongan has a GSM program which is Fun School Movement. This GSM program encourages students to create a friendly, safe and comfortable school ecosystem. With a total of about 700 students ranging from PAUD to SMK (Vocation Senior High School), this school has the potential to produce students who have sensitivity and responsibility for their environment. Community Service Activities (PkM) is directed to design a Darussalam School-Build environment that is able to create sustainable schools based on the GSM program. In the process, it is hoped that the design is not just the result of the thaught of the architech but also is the result of the formulation of the needs and desires of the user be it teachers, students, parents, and other stakeholders through a participatory design approach that emphasizes community joint planning, with the aim of increasing ties high and sustainable social and participation. Through the implementation of Darussalam school design, it is expected to produce a school environment that is able to stimulate the students to be sensitive to envoronmental problems. Academically, this participatory design process is a good learning process because the approach is different from the conventional architectural design process, so the resulting design products can be relevant to the needs and desires of school users. Although this design has not yet been fully developed, this participatory process encourages teachers and students to be more sensitive in caring for their environment through collaboration spirit.</p><p class="p0"><strong>Bahasa Indonesia Abstrak</strong>: Lingkungan sekolah merupakan alat yang ampuh untuk menstimulasi dan meningkatkan kreativitas, konsentrasi, motivasi, dan pengertian bagi para siswanya. Sekolah Darussalam, Panongan memiliki program GSM yakni Gerakan Sekolah Menyenangkan. Program GSM ini mendorong agar siswa dapat mewujudkan ekosistem sekolah yang ramah, aman, dan nyaman. Dengan jumlah peserta didik sekitar 700 siswa mulai dari PAUD sampai dengan SMK, sekolah ini berpotensi mencetak siswa yang memiliki kepekaan dan tanggung jawab terhadap lingkungannya. Kegiatan Pengabdian Kepada Masyarakat (PKM) ini diarahkan untuk merancang lingkungan binaan sekolah Darussalam yang mampu mewujudkan sekolah berkelanjutan berlandaskan program GSM. Dalam prosesnya, diharapkan desain bukan semata sekedar hasil olah pikir dari arsitek namun juga merupakan hasil formulasi dari kebutuhan dan keinginan pengguna baik itu guru, siswa, orang tua, dan stakeholder lainnya melalui pendekatan desain partisipatif yang menekankan perencanaan bersama komunitas, dengan tujuan untuk meningkatkan ikatan sosial dan partisipasi yang tinggi dan berkelanjutan. Melalui pelaksanaan perancangan sekolah Darussalam ini, diharapkan dapat menghasilkan lingkungan sekolah yang mampu menstimulus siswanya untuk peka terhadap permasalahan lingkungan. Secara akademik, proses desain partisipatif ini menjadi sebuah pembelajaran yang baik dikarenakan pendekatannya yang berbeda dari proses desain arsitektur yang konvensional, sehingga produk desain yang dihasilkan dapat relevan dengan kebutuhan dan keinginan pengguna sekolah. Meskipun desain ini belum sepenuhnya terbangun, namun proses yang dilalui secara partisipatif ini mendorong guru dan siswa untuk lebih peka merawat lingkungannya melalui semangat kolaborasi.</p><div id="gtx-trans" style="position: absolute; left: 257px; top: 333.286px;"> </div>

Potential-Focused Learning in Sustainable Schools

Potential-Focused Learning is based on constructivist concepts and concentrates on the ‘patterns of construction of learning relevant realities’ and the ‘self-organisation’ of individuals and systems. On the basis of constructivism we will present in this article a new dynamic concept of potentials and ‘positive differences’ that expand the perception of teachers and students with regards to favourable learning steps and thus their scope of action. The approaches of potential-focused learning are theoretically underpinned throughout this article. The effects of dynamic concepts on teaching design and the prerequisites for potential-focused learning are discussed by describing the essential elements of learning designs in potential-oriented teaching such as organisational frameworks, potential-focused performance assessment and the meaningful task development of learners. First empirical studies show the positive effects of potential-oriented teaching on ‘autonomy’ and ‘intrinsic motivation’ of learners.

Requirements for the activation of sustainable schools at the primary level in Almadinah Almunawwarah: متطلبات تفعيل المدارس المستدامة بالمرحلة الابتدائية بالمدينة المنورة من وجهة نظر خبراء في مجال الاستدامة

The study aimed to identify requirements for the activation of sustainable schools at the primary level in Almadinah. So it used both quantitative and qualitative measures. And applied the questionnaire on a random sample of 181 female leaders and 364 teachers, while the interview was applied to a sample of 7 sustainability experts. The results of the quantitative data showed that sustainability is applied in intermediate schools in Al- Madinah Al- Munawara. The social dimension ranked first. the results of the interviews have presented a set of requirements needed for initiating sustainable schools and some obstacles to the application. The human resources requirements were represented by the need for senior leaders who adopt the concept of sustainability and its goals together with sustainability coordinators at schools. The study then concluded with the construction of a proposed vision for initiating sustainable schools that are expected to contribute to the sustainability of the community (150).

Erratum: Algan, E.K.; Ummanel, A. Toward Sustainable Schools: A Mixed Methods Approach to Investigating Distributed Leadership, Organizational Happiness, and Quality of Work Life in Preschools. Sustainability 2019, 11, 5489

The authors would like to make the following corrections in the published paper [...]