The Effect of Role-Play and Audio-Visual Interventions Based on Local Wisdom in Enhancing Disaster Preparedness Behavior among Elementary Schoolchildren

Introduction: Disaster-prone regions like Karangasem Regency, located in the Ring of Fire, are susceptible to earthquakes and volcanic eruptions. The objective of this study was to evaluate the efficacy of role-playing and audio-visual educational interventions based on local wisdom in improving disaster preparedness behavior among elementary school students. Methods: This study employed a quasi-experimental design using a pre-test and post-test approach, including a control group. The study participants consisted of elementary school students in grades 4, 5, and 6 who were willing to participate and physically fit. A total of 56 students were included in the study, selected through simple random sampling, with 28 students assigned to each of the intervention and control groups. The research was conducted at Ban 6 Public Elementary School, Kubu, Karangasem, Bali. Results: The utilization of audio-visual educational videos and locally rooted role-playing activities significantly enhanced disaster preparedness behavior among elementary school students at Ban 6 Public Elementary School. This effectiveness was demonstrated by the p-values, which were 0.001, 0.002, and 0.001 for knowledge, attitude, and behavior, respectively, indicating a substantial positive impact of the intervention on all three aspects. Conclusion: The audio-visual educational videos and locally rooted role-playing activities have proven to be effective in enhancing the elements of knowledge, attitude, and behavior among elementary school students. It is our hope that this method can be consistently applied as an ongoing intervention to further improve disaster preparedness among students


INTRODUCTION
Nearly all the provinces of Indonesia are disaster-prone areas [1].Bali Province is no exception, facing the constant threat of earthquakes and volcanic eruptions [2].This vulnerability stems from Bali's location within the Pacific Ring of Fire, making it highly susceptible to volcanic eruptions [3].Notably, Mount Agung, one of Bali's active volcanoes, exhibited heightened volcanic activity in 2017 [2] [3].According to data from the Regional Disaster Management Agency (BPBD) of Karangasem Regency, a significant portion of the residents chose not to evacuate to shelters, instead opting to continue their daily routines in disaster-prone areas despite the escalating volcanic activity [1].While this did not lead to casualties, it had repercussions across various sectors, including education [4].
The education sector severely impacted by the activities of Mount Agung includes schools situated within an 8-kilometer radius of the mountain, placing them in a high-risk zone [5].This situation underscores the potential threat posed by volcanic eruptions to these schools [6].Furthermore, the physical characteristics of these school buildings, which are situated near hills, amplify the potential impact of disasters, particularly in the event of a volcanic earthquake [7].Most of the schools located in the danger zone of Mount Agung are primary schools.Consequently, an analysis of this situation reveals that children represent the most vulnerable demographic affected by disasters within the school context [8] [9].On the flip side, it is important to note that schools can function as a community capable of fostering a culture of disaster preparedness, playing a strategic role in building disaster resilience, particularly among students [10] [11].Students serve as key conduits for disseminating essential information to the community and serve as valuable sources of knowledge for enhancing preparedness, especially concerning school safety and disaster education [12].
Information from the National Disaster Management Agency (BNPB) indicates that 75% of schools in Indonesia are situated in regions prone to disasters [13].Drawing on the eruption of Mount Merapi in 2018, it was reported that this event resulted in 2 fatalities and significant damage to 5 school buildings.
Additionally, records of climate changerelated incidents reveal that approximately 175 million children annually experience the effects of disasters [14].Previous research data highlights a concerning lack of disaster knowledge among students, particularly those at Pilangede Elementary school in Bojonegoro Regency [15].This deficiency in knowledge among elementary school children is evident in their limited understanding of the causes and occurrence of disasters [16].
Moreover, this limited awareness corresponds with suboptimal attitudes and behaviors, as evidenced by children continuing to engage in activities within disaster-prone areas [17].In contrast, students at Cepokosawit 2 Public Elementary School exhibit a higher level of knowledge, along with positive attitudes and behaviors related to disaster preparedness [18].

Study Design
This study employed a quasi-experimental design that incorporated a pre-test and posttest methodology, including a control group.

Place and Participants
The

Instrument and Data Collection
In this study, the instruments utilized

Data Analysis and Ethical Approval
The data analysis for this study involved both

RESULTS
The

ACKNOWLEDGMENTS
We express our gratitude to the Ministry of Research, Technology, and Higher Education for their generous funding, which supported our research from its inception to completion.
We extend our heartfelt thanks to all the individuals and organizations that contributed to the research process, with special appreciation to the school, respondents, and our dedicated team members who collaborated to successfully conduct this research.
included questionnaires assessing knowledge, attitudes, and behaviors related to disaster preparedness to gauge the participants' disaster preparedness behavior.The researchers were involved in seeking permission for data collection, which was sought from the Head of the Karangasem District Education Office, the Kubu II Health Center, and the Head of Ban Village.Prior to participating in the study, the researchers will ensure that respondents are willing to take part by obtaining their signatures on an informed consent form.The intervention group was provided with a blend of audio-visual educational videos and locally rooted role-playing activities, whereas the control group solely received audio-visual educational videos.The research took place over the course of one month, during which participants engaged in one-hour sessions of audio-visual educational videos and role-plays twice a week.The progress of the participants was evaluated on a weekly basis, with the assessment spanning a total of four weeks.
univariate and bivariate analyses.Univariate analysis was employed to describe the characteristics of the respondents, providing a detailed overview of their individual attributes.In contrast, bivariate analysis was utilized to examine the relationship between two variables.Before conducting the bivariate analysis, a normality test was performed using the Kolmogorov-Smirnov test at a significance level of 5%.Subsequently, the Paired Samples T-test was employed to compare the average levels of knowledge, attitudes, and actions before and after the intervention within the same group.Meanwhile, the Independent Samples T-test was used to determine whether there were significant differences in the average levels of knowledge, attitudes, and actions before and after the intervention among different groups.Ethical approval for the research was obtained from ITEKES Bali under Reference Number 04.0387/KEPITEKES-BALI/VIII/2023.
tend to exhibit an increased ability to concentrate on objects and initiate analytical thinking, reducing their reliance on imagination.This concept was distinctly evident among the research respondents.Throughout the study, it was observed that all students were highly attentive, displayed cooperative behavior, and diligently followed all instructions right from the start of the research.Additionally, they actively participated and provided positive responses during the question-andanswer sessions.The children also exhibited a strong focus on the commands given by the researcher, resulting in highly efficient data collection sessions.As a result, it can be concluded that the age range of 10-12 years for elementary school students is highly suitable for disaster preparedness education, given their receptive and engaged demeanor during the study[33][23].Moreover, the study findings highlight a notable contrast in the average knowledge levels of students in the two groups.In the intervention group, where students received audio-visual educational videos and engaged in role-plays grounded in local wisdom, there was a substantial and significant improvement.Conversely, in the control group, where students were provided with only leaflets, there were no significant changes observed.These outcomes suggest that delivering education through audiovisual videos and interactive role-playing activities can enhance elementary school students' comprehension of the material and improve their ability to concentrate on the subject matter.Consequently, such anapproach can also foster greater empathy toward real-life events and situations[34].Furthermore, the use of audio-visual educational videos and locally rooted roleplays facilitates the enhancement of students' preexisting knowledge, particularly their fundamental understanding.This effectiveness stems from the incorporation of local culture, which is inherently intertwined with their daily lives.Throughout the study, it was apparent that children found it considerably easier to grasp the presented material, particularly in the control group.They expressed that the language used in the educational materials helped them better understand the concepts related to disaster preparedness for Mount Agung eruptions.Conversely, in the leaflet group, younger students encountered some challenges in interpreting the material, indicating that the leaflets might not have been as effective in conveying the information.Therefore, it can be concluded that by integrating the local wisdom of Balinese culture, elementary school children can more easily enhance their foundational knowledge in disaster preparedness [35].The domain of attitudes displayed a contrast between the intervention group and the control group.In the intervention group, a significant disparity emerged between attitudes before and after exposure to the audio-visual educational video and locally rooted role-play based on local wisdom.However, in the control group, there was no discernible shift in attitudes before and after receiving the leaflet.These findings align with research conducted by previous research [36], which underscores the effectiveness of educational media employing audio-visual videos incorporating "Mesatua Bali" and roleplay activities involving the game "Goak Maling Taluh."These materials are deeply rooted in local wisdom and are meticulously designed to present content related to disaster preparedness in a structured manner.They utilize harmonious visuals and sounds that resonate with the cultural context, are highly pertinent to the characteristics of elementary school children residing in disaster-prone areas, particularly in Disaster Prone Areas I (KRB I) like Daye Village.Conversely, the attitude data in the control group of elementary school children displayed no significant differences before and after receiving the leaflets.This outcome can be attributed to several factors, primarily that children may not possess the full capacity to comprehend disaster preparedness materials conveyed through leaflets.Consequently, their knowledge may remain insufficient, leading to a lack of positive reception and acceptance of attitudes toward disaster preparedness.In conclusion, the provision of audio-visual educational media and roleobserved in the intervention group, with a notable mean difference observed before and after the intervention.This outcome is likely due to the utilization of educational media in the form of audio-visual educational videos like "Mesatua Bali" and role-playing activities in the game "Goak Maling Taluh," which are highly accessible and comprehensible for students.When students engage with audio-visual educational videos presented in a simple language that they can easily understand, they are more likely to apply the knowledge effectively.This is further reflected in their behavior during disaster role-play exercises, which are designed as enjoyable games.These findings align with prior research [38], which emphasizes that individuals, especially elementary school children, who possess a better level of knowledge, are more inclined to modify their behavior concerning disaster preparedness.The content within the videos and the meaningful inclusion of traditional games as part of the role-play experience effectively cater to the needs and context of elementary school children in the local village.The findings of this study are corroborated by previous research [32][39], which affirms that behavior change is more likely to occur when it is rooted in knowledge compared to situations where knowledge is lacking.Elementary school children who exhibit positive tendencies toward disaster preparedness typically do so because they have received comprehensive knowledge, which aligns with positive attitudes and can consequently be translated into positive behaviors.This solid knowledge foundation is achieved through appropriate methods of information delivery that cater to local cultural characteristics and address the specific needs of disaster analysis.By incorporating local wisdom as the cornerstone of the local community's way of life, the acceptance of disaster preparedness concepts becomes more effective among elementary school children.This stands in contrast to merely using leaflets, which may not be as easily digestible for elementary school children [40].Integrating local wisdom, which is deeply rooted in the community's way of life, will lead to a more effective understanding and acceptance of information among elementary school children.Additionally, the use of methods that are more child-friendly than simply relying on leaflets which may not be easily comprehensible for elementary school children.LIMITATION The researcher acknowledges that one limitation of the study is related to the data collection frequency.Ideally, data collection should occur twice a week; however, due to factors such as the Galungan and semester holidays, data could only be collected once a week during certain periods.CONCLUSION AND RECOMMENDATION The audio-visual educational videos and roleplaying activities grounded in local wisdom had a significant impact on improving the knowledge, attitudes, and behaviors related to disaster preparedness among the students at Ban 6 Public Elementary School.These methods were proven to enhance all three aspects and are highly recommended for continued use.It's crucial to emphasize that disaster-prone areas require instilling awareness of disaster preparedness from a young age, highlighting the importance of early education in this regard.

Table 2
research took place at Ban 6 Public Effect of Intervention towards Knowledge, Attitudes and Behavior