EPIC (Education Priority Compact) Strategy as A Solution

for Education of Post-Disaster Refugee Children in Palu City,

Central Sulawesi

Rafid Mahful1*, Ahmad Algifari2, Djeaned A Jacobus2, and Ahmad Haqiq M2

1
Urban Regional and Planning, West Sulawesi University
2
Urban Regional and Planning, Tadulako University

E-mail: *rmahful@gmail.com

Abstract. Disaster victims' children are required to live in temporary shelters provided by
Non- Government Organizations (NGOs) and the government. In the first phase, 699 units
have been built in 72 locations (Kencana, 2019). The focus of the government in the first three
months after the earthquake and tsunami in Central Sulawesi was to rescue the emergency and
clean up the area after that the focus then began to shift to improving the economy of the
affected area. (Kompas TV 08/2019) In handling post-disaster, the government does not
prioritize education as its main aspect, so many of the victims of disasters do not go to school
until they drop out of school. Focus Group Discussions conducted in several HUNTARA
locations in the city of Palu, resulted in education being one of the concerns of the people
living in temporary shelters. The community is concerned about the sustainability of their
children's school education, due to the absence of educational facilities in the shelter as well as
the community's economy that has fallen due to lack of work (FGD data, 2019) is exacerbated
by the government's lack of attention to the education of children in refugee camps /
HUNTARA. These methods are Focus Group Discussion (FGD) that has the main target of
refugee communities. On the other hand, researchers also the distribution of questionnaire in
several refugee locations in the city of Palu, in order to obtain accurate data for supporting this
research. By quantitative SWOT methods and AHP Analysis to determine priorities in
determining the EPIC (Education Priority Compact) Strategy which is expected to be one of
the solutions for post-disaster education in Central Sulawesi.

1. Introduction
September 28, 2018 was one of the biggest disasters in the world that occurred in Central Sulawesi,
Indonesia. Material losses are estimated at around Rp. 18.48 trillion and claimed 4,340 lives (Pusdatin,
2019). According to the report on the finalization of data and information on the earthquake, tsunami
and liquefaction disaster in Central Sulawesi dated December 20, 2018, it showed that 386 schools
were affected, 107 schools were severely damaged, 114 schools were moderately damaged, and 165
schools were slightly damaged. As for the condition of students and teachers, 183 students died, 171
students were lost, 22 students were seriously injured, and 27 teachers died, 33 teachers were lost, and
8 teachers were seriously injured. (Central Sulawesi Provincial Government, 2018).
In disaster situations, often education services are not the main concern. Even though, it is very
clear, education is the social sector most affected by disasters. Therefore, efforts to pay more attention
to the world of education must begin. This can be realized by ensuring there is access and learning
environment, sustainability of learning activities, availability of teachers and education personnel,
adequate educational policies accompanied by strong coordination between institutions, community
participation and assessment of educational needs, response strategies and monitoring and evaluation.
(Guidelines for Providing Education in Emergencies, 2018).
In post-disaster situations, damage to educational facilities and infrastructure including
transportation infrastructure as well as situations such as the child's family life and abnormal family of
teachers can cause the regular teaching-learning process to cease. In addition, the disruption of the
economy due to the disaster also puts children in a vulnerable position to drop out of school. Based on
this condition, alternative education programs provided by stakeholders will greatly assist child
victims. Emergency school programs, drawing programs, storytelling, (Absor, 2011).
Therefore, this research tries to design a new strategy called EPIC (Education Priority Compact)
which involves three parties including the Government, NGOs (Non-Government Organization), and
the Community. To get a solution for post-disaster education.

2. Literature review
2.1. Post Disaster Education
The low level of education in post-disaster children makes the family a productive place in improving
children's education in the aftermath of the term. The term that is often used as a substitute for the
designation of the educational environment in the family is "informal education", is part of the path of
implementing education in Indonesia, in contrast to formal education carried out in a structured and
tiered manner. Non-formal education is held for citizens who need educational services that function
as substitutes, additions, and/or complementary formal education in order to support lifelong
education. (Sunarti, 2018).

2.2. Fun Learning Method

The world of education is a dynamic world and needs to update new things continuously (Chatib,
2013, p. 84). Thus was born the fun learning strategy developed by Bobby DePorter by giving positive
suggestions. Bobbi DePorter states that a fun learning strategy (Fun learning) is a strategy used to
create an effective learning environment, implement a curriculum, deliver material, facilitate the
learning process that results in improved student learning achievement, learning with a fun system is
very necessary in the learning process, because it is very helpful for students to be able to make
learning materials meaningful, motivate learning, and provide learning satisfaction. Because fun
learning will make children feel unburdened and forced to learn. (Darmasyah, 2010).

3. Method
3.1. Questionnaire
In this study, researchers used an open questionnaire. Open questionnaire is a questionnaire that gives
freedom to the object of research to answer. With the aim that the data obtained is accurate data in
accordance with the conditions that occur. The object of this research is the people living in
Temporary Shelter (HUNTARA). The number of questionnaires distributed in the community was 213
questionnaires in three Huntara, including: Petobo Huntara, Huntere Lere, and Silae Huntara.

3.2. Focus Group Discussion (FGD)

In this study Focus Group Discussion was conducted in 3 places, namely Pantoloan Village, Petobo
Village and Panau Village. The author uses FGD to find out post-disaster education problems that
occur in the city of Palu, which later will be the main concern that will be addressed.

4. Results and analysis

4.1. Focus Group Discussion (FGD)
Based on the results of the Focus Group Discussion that the fulfilment of post-disaster education in the
Palu area is still lacking. There are three main areas of concern in post-disaster education issues,
namely: Pantoloan, Petobo and Panau. In Pantoloan Village, after the disaster, many children dropped
out of school, according to Pak Mukades, the head of RT 2 RW 2 Petobo Village that Children in
Huntara need education. In Huntara there are only elementary schools, the other schools are far away.
The condition of school zoning also hampered the implementation of post-disaster education as was
the case in the Panau village where the community wanted that the government could change the rules
related to zoning for schools because currently children living in the Panau village had to go to
Kayumalue village. As a result, poor people cannot afford to pay for school and eventually drop out of
school.

4.2. Analysis of the description based on the results of the questionnaire

Fun Learning Method Formal Method

Iya Iya
52% 15%2
% % Tidak
Tidak

93% Tidak 83% Tidak

Paham Paham

Figure 1. Comparison of Fun Learning and Formal Methods

Source: Survey Results, 2019

The analysis shows that people who live in temporary shelters (huntara) 93% of the people have
the view that non-formal education with fun learning methods after disasters is effective to apply,
when compared with the application of formal methods in post-disaster education shows that 83% of
people who agree with the method.
Other results show that 88% of the community respondents stated that the learning that was carried
out was in accordance with the child's developmental age. 84% of the community thinks that it takes
more than three months to eliminate trauma after a disaster, vulnerable learning time in a week is
obtained that by 51% the public has the perception that four to five times a week is vulnerable time
that should be done for learning to fill in the blanks of time.
As with the person in charge of implementing education, about 56% chose the government as an
important role in children's education after disasters. 73% of the community stated that there had been
a transparency in the administration of emergency education units. 75% of the people think that the
stakeholders have provided programs that support education optimally. 56% of the people think that
there are enough teachers in the post-disaster period. 51% of the people think that the government
does not recruit teachers after disasters. 77% of the community thinks that the community has
participated and contributed in the implementation of the education unit. In addition, according to the
public perception, 85% of respondents thought that the teaching staff who taught after the disaster
consisted of elements of education and psychologists.
 Figure 2. Data and information on the
unit of educators, students and affected
teaching staff
Source: Survey Results, 2019

From the results of the analysis based on information and data related to education units, students
and teachers affected by the disaster, it was found that about 89% of the public thought that they had
obtained the data and information after the disaster. 94% of post-disaster children have the same
learning opportunities without any difference. 93% access or route to safe learning environments.
The conclusion from the results of the questionnaire distributed to respondents is that the
community wants fun learning methods to be applied after disasters before entering the school age of
children (formal learning) and in the education process the community thinks it must be distributed
according to its age development and the time period needed is more from three months which is done
three to four times a week.

4.3. SWOT analysis

Table 1. SWOT Analysis Table
EKSTERNAL OPPORTUNITY THREATS
1. New methods for post- disaster
education. 1. Vulnerable to the child's
INTERNAL 2. Learning to be entertainment psychological recovery time
for children
STRENGTHS SO Strategy ST Strategy
1. Improving the Quality of Post-
Disaster Education.
2. Psychological recovery of The establishment of cooperation
children after disaster. between the government, NGOs
Provision programs stakeholders
3. Children are motivated to learn and the community in improving
of from educational local
again. the Quality of post-disaster
4. The fulfillment of children's education
education during the
reconstruction period
WEAKNESS WO Strategy WT Straregy
Conduct training for teachers on
Conducting recruitment for teachers
1. Teacher quantity and capacity psychological recovery of
after a disaster
children.
Source: Researchers' Results, 2019

Based on the analysis table above. SO (Strengths, Opportunity), ST (Strengths, Threats), WO

(Weakness, Opportunity), WT (Weakness, Threat) which find external and internal factors indicate
that SO strategy is the formation of cooperation between government, NGOs and the community in
improving quality post disaster education. The ST Strategy is the provision of educational programs
from local stakeholders. WO's strategy is to recruit teachers after the disaster. The WT strategy is the
quality of the instructor towards the psychological recovery of children.
 4.4. Analisis AHP

Belajar Belajar Belajar Belajar Belajar Belajar Belajar

Belajar
Metode sambal sambal sambal sambal sambal tentang tentang Nilai egen Jumlah Rata
Formal
bermain menyanyi melukis berdongeng membaca sejarah agama

Belajar
sambal 0,00892 0,495 8,6626 0,24772 0,168 0,199 0,134 0,327 0,148 1,721 0,215
bermai 110 110 110 110 110 110 110
n 8571 359 053 3578 189 625 31 33 847 471 184

Belajar
sambal 0,504 9,9931 0,25222 0,171 0,203 0,136 0,333 0,151 2,752
menya 112 103 112 112 112 112 112 112 0,344
366 814 7643 247 254 752 281 554 000
nyi
Belajar
sambal 0,00909 0,00925 0,00925 0,000 8,9834 0,24321 0,165 0,195 0,131 2,76E 0,146 0,882 0,110
meluki 108 108 108 108 108
0909 9259 9259 041 425 9513 131 995 868 -05 141 514 314
s
Belajar
sambal 0,00970 0,00970 0,00970 0,00970 0,00970 0,000 9,4195 0,157 0,125 0,139 0,422 0,052
berdon 103 103 103 2,18644 1,76 2,89
8738 8738 8738 8738 8738 044 320 487 763 375 831 854
geng
Belajar
sambal 0,00934 0,00934 0,00934 0,00934 0,000 9,0673 0,163 0,194 0,130 0,144 0,633 0,079
memba 107 107 107 107 2,1047 2,78
5794 5794 5794 5794 042 999 602 18 647 788 399 175
ca
Belajar
Belajar 0,012 0,000 1,2127 0,097 0,097 0,012
0,0125 0,0125 0,0125 0,0125 0,0125 80 0,0125 2,81504 1,91 2,27 3,72 1,69
tentang 5 056 647 68 982 248
sejarah
Belajar 0,00877 0,00877 0,000 8,5106 0,25673 0,174 0,206 0,139 0,339 0,154 1,270 0,158
tentang 114 114 114 114 114 114
agama 193 193 040 297 1709 305 884 194 233 26 732 842

Belajar 0,01176 0,01176 0,01176 0,01176 0,01176 0,01176 0,000 1,1414 0,103 0,115 0,219 0,027
85 85 2,64945 1,8 2,14 3,5
Formal 4706 4706 4706 4706 4706 4706 053 256 785 018 071 384
222,061 103,070 444,043 654,024 551,033 336,052 739,0
Jumlah 819 1
1821 279 3192 2647 9734 5785 125

Source: Researcher's analysis results, 2019

Based on the results of AHP analysis shows that learning while playing is the method most
interested by respondents, then learning while singing and learning about religion.

4.5. EPIC (Education Prioriti Compact) Strategy

Source: Researcher Analysis Results, 2019

The EPIC (Education Priority Compact) Strategy is a new strategy that brings together
communities, governments and NGOs to form a synergy in meeting post-disaster education. The
government as stakeholders functions as the party who is fully responsible for the implementation of
education. NGOs as subjects directly descend in the intervention of the community in post-disaster
fulfillment. Society as a subject and object in the fulfillment of post-disaster education. These three
elements are reciprocal in fulfilling post-disaster education.

5. Conclusion
From the results of research conducted in several Temporary Resettlement (HUNTARA) Related to
Post-Disaster Education, the authors conclude that:
 From the results of the FGDs, it was found that there were still many children who dropped out of
school, did not go to school because there were no facilities or because there was a system that
made it difficult for them to go to school. It is hoped that this can be overcome immediately so that
there are no more children who do not receive education as a result of the disaster.
 Fun Learning Method is a good method to be applied in the fulfillment of post-disaster education in
Palu City. The results of the Questionnaire that was submitted to community respondents living in
HUNTARA showed that 93% of the community's opinion chose the Fun Learning method in
learning that was carried out post-disaster.
 EPIC strategy can be a solution in handling post-disaster education. A strategy that involves the
participation of the Government, NGOs, and the community to work together in meeting the
educational needs of the affected location.

Acknowledgement

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