1Postgraduate Program of Nursing, School of Nursing, Universitas Brawijaya, Indonesia
2Department of Neurology, Medical Faculty, Universitas Brawijaya, Indonesia
3Department of Emergency Nursing, School of Nursing, Universitas Brawijaya, Indonesia
*Corresponding Author’s Email: imroatus.sholihah.ijo@gmail.com
Methods: A quasi-experimental with a pretest-posttest nonequivalent control group was used in this study. One hundred and four students in tenth-grade vocational high school participated in this study and were divided into two groups, TDE group, and the educational film group. Samples were taken using a simple random sampling technique. Data were analyzed using paired t-test and independent t-test with SPSS software version 22.0.
Result:There was a significant difference in disaster preparedness between the two groups before and after treatment (p=0.000), and there was a significant difference in disaster preparedness between the TDE and educational film (p=0.000), with a higher variance of TDE of 6.94.
Keywords: Tabletop Disaster Exercise, Educational Film, Disaster Preparedness
Indonesia lies on the convergence between the Australian plate, the Pacific Plate, and the Eurasian plate (Adi, 2013; Agustiana, Wibawa, & Tika, 2013; Saputri & Sudarmilah, 2019) which cause the high potential for natural disasters. Being located at the equator, Indonesia has a high potential for hydrometeorological disasters such as floods, flash floods, extreme weather, drought, abrasion, land, and forest fires (Maarif, 2014). Badan Nasional Penanggulangan Bencana (2018) or The National Disaster Management Agency of Indonesia claims that floods, landslides, and tornadoes dominate the highest number of disasters in Indonesia.
Flash flood is a hydrometeorological disaster whose intentions have been increasing lately (Adi, 2013). Flash floods have their characteristics, and it has a rapid onset that makes this phenomenon very dangerous (Hoedjes et al., 2014). Jember is a city located in East Java that has a high incidence of flash floods (Badan Nasional Penanggulangan Bencana, 2019).
Since 2010 Indonesia began to change the paradigm of disaster management from responsive to preventive which is considered more effective because it can reduce or eliminate the impact of disasters more effectively, save lives, reduce the risk of injury, prevent the effects of extensive damage and accelerate the post-disaster recovery process (Johnson et al., 2016; Maarif, 2014; Wandasari, 2013).
Teenagers play an essential role in disaster risk reduction (Newnham et al., 2019). Therefore teenagers need to get adequate knowledge related to disasters and adapt to the post-disaster environment through disaster preparedness education to build disaster conscious behavior that will continue into an adult (Newnham et al., 2019; Rahmawati & Asyanti, 2017).
Previous studies showed that disaster education for teenagers using conventional simulation methods brings poor results (Codreanu, Celenza & Ngo, 2016). Various efforts were made in developing effective learning media in disaster education, such as Tabletop Disaster Exercise (TDE) that can be used to test the disaster preparedness of various elements related to disaster preparedness and management (Nielson & Kitching, 2012; Sandström et al., 2014). Audiovisual media such as video and film are widely used in disaster education in this digital era. Previous studies mention that educational film about disasters can increase preparedness and self-efficacy in dealing with emergencies (Faradinah, Rokhmah, & Ririanty, 2015; Saputri & Sudarmilah, 2019).
The purpose of this study is to compare between Tabletop Disaster Exercise (TDE) and educational film in increasing disaster preparedness of high school students in facing flash floods.
The data obtained were analyzed using SPSS software version 22.0. Univariate analysis was used to determine respondent characteristic data and disaster preparedness before and after treatment. Bivariate analysis using a paired t-test was used to find out the increase in preparedness in both groups. In contrast, the independent t-test was used to find out the differences in preparedness between the two groups.
Validity and Reliability: The validity test was performed using the Pearson Product Moment test with the results of all r counts for 25 questions >r tables (r table = 0.576 for n = 12, a significance level of 5%) so that all questionnaire questions were concluded as valid. The reliability test was carried out using the Cronbach's alpha test, and the results obtained α
= 0.967 and r table 0.567 (n =12, a significance level of 5%) so that α> r tables means that the questionnaire was reliable or consistent.
Table 1: Distribution of Respondents by Gender and Majors
No. | Characteristics of respondents | Frequency (n) | Percentage (%) |
1. | Sex | ||
Male | 57 | 55 | |
Female | 47 | 45 | |
Total | 104 | 100 | |
2. | Major | ||
Agribusiness | 25 | 24 | |
Accounting | 28 | 27 | |
Marketing | 30 | 29 | |
Multimedia | 21 | 20 | |
Total | 104 | 100 | |
Table 1 showed most of the respondents were male, the number of male respondents (55%) was more significant than female respondents (45%). Respondents are divided into 4 majors, and marketing is the highest number of respondents amounting to 30 respondents.
Table 2: Distribution of Respondent by Age
No. | Characteristics of respondents | N | Mean±SD | Min- Max |
1. | Age | 104 | 15.95±0.68 | 15-18 |
Table 2 showed the average age of respondents being 16 years with the lowest age is 15 years, and the highest age is 18 years.
Table 3: Level of Disaster Preparedness Before and After Disaster Education TDE Group and Educational Film Group
Variable | Groups | N | Pre-test/ post-test | Category | Frequency (n) |
Disaster preparedness | TDE | 52 | Prettest | High | 1 |
Medium | 19 | ||||
Low | 32 | ||||
Post-test | High | 37 | |||
Medium | 12 | ||||
Low | 3 | ||||
Educational film | 52 | Pret-test | High | 0 | |
Medium | 8 | ||||
Low | 44 | ||||
Post-test | High | 4 | |||
Medium | 41 | ||||
Low | 7 |
Table 3 showed the distribution of respondents based on their level of disaster preparedness before and after disaster education in TDE group and educational film group. The TDE group before treatment showed that most of the respondents had a low level of preparedness (n=32). After surgery, the majority of respondents' preparedness level was high (n=37). In the educational film group, the majority of respondents' preparedness level before treatment was low (n=44), after treatment, the respondent's preparedness level was mostly medium (n=41).
Table 4: Disaster Preparedness Before and After Disaster Education Using TDE and Educational Film
Variable | Groups | N | Pre-test/ post-test | Mean | Difference | P* |
Disaster preparedness | TDE | 52 | Pret-test | 13.98 | 6.94 | 0.000 |
Post-test | 20.92 | |||||
Educational film | 52 | Pret-test | 12.02 | 4.53 | 0.000 | |
Post-test | 16.55 |
Table 4 showed the distribution of respondents' disaster preparedness between the TDE group and educational film before and after disaster education is given. It was found that the disaster preparedness of respondents in each group, both TDE and educational film, had different mean. In the TDE group, difference means before and after was 6.94, and in the education, film group difference means before and after treatment was 4.53.
Based on the table above it can be seen that there was a p-value 0.000 (α <0.05) in both groups, which means a significant difference in disaster preparedness before and after treatment in both groups. This shows that both TDE and educational film provide a significant increase in the preparedness variable.
Table 5: Different Tests for Preparedness Before and After Disaster Education Using TDE and Educational Film
Variable | Groups | N | Difference | P* |
Disaster preparedness | TDE | 52 | 6.94 | 0.000 |
Educational film | 52 | 4.53 |
Table 5 showed the difference in respondents' disaster preparedness between the TDE group and the educational film group. The TDE group has a higher score which is different from that of the educational film group. So it can be concluded that disaster education using TDE is better in increasing disaster preparedness for teenagers. Independent t-test obtained p- value=0.000 (p-value <0.05) that interpreted there is a significant difference in increase disaster preparedness after getting disaster education between those using TDE with educational film.
Disaster education using Tabletop Disaster Exercise (TDE) provided a significant increase in the preparedness in tenth-grade students. Disaster preparedness consists of some indicators: knowledge about disasters, planned activities for disasters, disaster warning systems, and resource mobilization. TDE is one of the simulation media that makes respondents actively involved. Sandström et al., (2014), in their study, claims that disaster education using TDE media is more interesting compared to conventional simulations. This will have an impact on the retention of knowledge, which makes it easier for respondents to understand simulated material. Pate et al., (2016) argues that there is a significant increase in respondent preparedness after being given treatment in the form of disaster preparedness education using TDE. Respondents seemed very enthusiastic, and this improves their attention. Proper attention during education helped to acquire maximum understanding. Chung (2013) claims that TDE is effective in improving the knowledge and confidence of health practitioners. The study showed there was a significant increase in the knowledge and confidence of respondents in dealing with pediatric patients during disasters after receiving treatment using TDE. Respondents' confidence increases due to increased knowledge. Another study conducted by Colleran-Santos & Toronto (2014) involved 12 final-year nursing students who were given TDE treatment regarding hepatitis A outbreak. The results showed a significant increase in disaster preparedness and emergency management of the hepatitis A outbreak disaster.
Disaster education using TDE makes respondents actively involved. Respondents are involved in role-play, which is part of the simulation, according to the scenario in TDE. Role- play is effective in the development and improvement of respondent skills by combining concepts and problems that occur in the surrounding environment. Respondents are actively involved in learning and trained to think critically in problems solving. Besides, respondents were also active in conducting movements and interactions among them during the activity. This interaction allows information processing at various levels. Movement allows both sides of the brain to be activated. Various studies have proven a strong relationship between motoric and cognitive behaviour. This allows the information input process to be more leverage (Clapper, 2010). Rao & Stupans (2012) further explore the effectiveness of role- playing in education. Role-play is an active learning approach that involves active student involvement in learning so that it has the potential to increase students' understanding of the material. Role-play can be a valuable teaching approach to knowledge acquisition (cognitive domain), learning about communication in health education, practicing skills by replaying roles using feedback (psychomotor domain), developing attitude (affective domain), and spontaneous emotions may be important (Clapper, 2010; Rao & Stupans, 2012). Heyward (2010) mentioned that role-play as a pedagogical approach to improve learning through students' emotional involvement. When students are involved in class activities, and they are emotionally involved, their chances of understanding and defending the concepts they learn will increase. It seems that emotions associated with social interactions that occur in learning activities are important and fundamental points in maintaining the long-term retention of the concepts.
Disaster education that researchers used in this study consist of the definition of disaster, the definition of flash floods, signs of flash floods, plans before flash floods occurrences, disaster warning systems, and evacuation routes during disasters. The total time required in one session is 60 minutes. 10 minutes for preparation, 15 minutes for scenario sharing, roles and rehearsals, and 30 minutes for the TDE simulation process. The scenario includes the case and the role of each respondent. Respondents were getting time to learn their role and dialogue. Researchers as facilitators are tasked to arrange the course of activities to fit the scenario. During the activity, the respondents seemed enthusiastic and enjoyed the simulation from the beginning to the end.
The educational film is one of the media that can be used in disaster education. Statistical analysis showed a significant increase in knowledge among tenth-grade students before and after getting disaster education using educational film. Najafi Ghezeljeh et al., (2019) claims that a combination of text, sound, and images significantly increased disaster preparedness for respondents. The study showed that respondents who received interventions in the form of virtual social networks showed higher disaster preparedness compared to the control group. The combination provides positive cognitive stimulus in learning as well as motivation (Hicks et al., 2017; Ismaili, 2013; Stoddard & Marcus, 2010) so that learning outcomes indicated by posttest scores are better than before. The video makes respondents interested in learning.
Statistic results indicate disaster education using both TDE and educational film increases the disaster preparedness of tenth-grade students, and the TDE is better in increasing the disaster preparedness of tenth-grade students. TDE makes respondents to actively participate in simulations through a role-play. So the retention of knowledge obtained is better than the lecture method without assistive media or disaster education using passive electronic games (Addiarto & Wahyusari, 2018; Chung, 2013). A previous study conducted by Chung (2013) compared 2 different treatments among 175 respondents divided into table-top role-playing group and electronic games group. This study obtained 85% of respondents who received treatment of table-top role-playing with higher increase in knowledge compared to respondents who received disaster education using electronic games, which was 77%. The active involvement of respondents in simulations using TDE helps respondents understanding more optimally. A real learning experience that closely resembles an actual setting and reflection is the key component to improve understanding and communication skills about process of communication flow and the action to be taken in disaster.
Disaster education using both TDE and educational film can increase disaster preparedness, with their advantages and disadvantages. TDE is an interactive media because it involves students in activities. Ranging from scenarios to media in the form of miniatures on the table. Facilitators in TDE must also be compatible, given their crucial role in organizing activities to fit the scenario. While educational film are easier to use because they can be done without specific preparation. The video or film that uses can be repeated. But the duration of the film will determine the attention and retention of knowledge among respondents. Educational film must be short to maximize the attention of respondents. Guo, Kim & Robin (2014) examined the optimum duration of students watching streaming video. They explained that the average engagement time for film with a duration of <6 minutes was close to 100%, which meant students tended to watch the whole film. But when the duration is extended, the involvement of students decreases. The maximum duration for film is 6 minutes. Therefore, making film longer than 6-9 minutes is likely to be in vain.
This study did not analyze academic intelligence as a confounding factor that might have an effect on increasing student disaster preparedness before and after disaster education.
The study concluded that both TDE and educational film significantly increases disaster preparedness of tenth-grade students Vocational High School (SMK) in facing flash floods, and TDE is better in increasing disaster preparedness compared to educational film.
Tabletop Disaster Exercise (TDE) is an interactive and innovative media that can be used in disaster education for vocational or high school students. This process significantly improves the disaster preparedness in facing flash floods. Standardization of scenarios, modifications, and development of TDE is needed to get more applicable and standardized media for maximum output.
The authors declare that they have no conflict of interest.
The authors are thankful to the institutional authority for completion of the work.
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