Challenges in Implementing Gender-based Disaster Safe Education Unit in Muhammadiyah Schools

Siti Hadiyati Nur Hafida; Muhammad Musiyam; Eva Yulianti; Aji Wahyu Utomo; Nasurullah Nasurullah

doi:10.21580/sa.v21i2.29088

Authors

Siti Hadiyati Nur Hafida Department of Geography Education, Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Sukoharjo, Indonesia https://orcid.org/0000-0002-3419-7492
Muhammad Musiyam Department of Geography Education, Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Sukoharjo, Indonesia https://orcid.org/0009-0005-5133-5884
Eva Yulianti Department of Geography Education, Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Sukoharjo, Indonesia
Aji Wahyu Utomo Department of Geography Education, Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Sukoharjo, Indonesia
Nasurullah Nasurullah National Disaster Management Authority, Islamabad, Pakistan

DOI:

https://doi.org/10.21580/sa.v21i2.29088

Keywords:

disaster, gender, Muhammadiyah, SPAB, Sukoharjo

Abstract

Potential disaster threats that endanger students’ safety require an inclusive, gender-responsive, and protective approach to disaster education for all members of the educational community. This study aims to identify the challenges of implementing the gender-based Safe School Disaster Unit (Satuan Pendidikan Aman Bencana/SPAB) program in Muhammadiyah schools located in disaster-prone areas in Sukoharjo Regency. The focus of the study was directed at female students’ perceptions of school readiness and responsiveness in implementing gender-inclusive SPAB principles. A total of 238 female students became respondents in this study. The method used was a quantitative approach with Relative Importance Index (RII) analysis to determine the priority of the challenges faced. The results showed that the main challenges in both schools included infrastructure aspects such as safe building design, availability of emergency facilities, and lack of routine renovations. These findings emphasize the importance of integrating a gender approach in developing SPAB policies and practices to create a safe, resilient, and inclusive learning environment for all groups, especially female students.

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