Strengthening Post-Disaster Basic Education Services Through Social Resilience in Majene Regency Indonesia
Keywords:
Social Resilience, Basic Education, Public Services, Disaster, Majene DistrictsAbstract
This study aims to examine the dynamics of social resilience in post-disaster basic education services in Majene Regency. The method used is a qualitative approach with an intrinsic case study design focusing on three main dimensions: coping capacity, adaptation, and transformation in shaping the educational ecosystem following the 2021 earthquake. Research data were collected through in-depth interviews, field observations, and analysis of secondary data, which were then analyzed thematically. The findings indicate that schools’ social resilience is collectively shaped through the roles of local actors such as school principals, teachers, parents, and the community. Informal practices such as organizing emergency learning in residents’ homes, establishing disaster response structures, and collaborating with external institutions were key factors in maintaining educational continuity. This resilience emerged from bottom-up initiatives but still faces challenges due to a lack of institutional support, technical policies, and local regulations that hinder systematic institutionalization. Based on these findings, this study proposes a model for disaster-resilient basic education consisting of three main elements: operational, institutional, and social-community resilience. This model is expected to be integrated into education and disaster policy planning at the local level. Additionally, this study recommends strengthening regulations, allocating a dedicated budget, and developing school-based disaster response standard operating procedures (SOPs) to establish an adaptive and sustainable basic education system in disaster-prone areas.
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