Building Resilient Schools: Analysis of Indonesian and Japanese Educational Institutions

Abstract As a country with the same characteristics as Indonesia, Japanese schools integrate disaster education into their curriculum to ensure that students are well-informed and capable of responding effectively in emergencies. This research investigates the distinct approaches to building resilient schools in Indonesia and Japan, highlighting the impact of cultural, historical, and educational factors on their respective strategies. Through comparative case studies, interviews, focus groups, and surveys, the study reveals that both countries recognize the importance of integrating disaster education into the curriculum to empower students with the knowledge and skills needed to respond effectively to disasters. However, significant differences emerge in their approaches to infrastructure, curriculum, and community involvement. Japan, with its long history of disaster preparedness, has invested heavily in earthquake-resistant infrastructure and comprehensive disaster education, fostering a culture of uniformity and preparedness across schools. Indonesia, while facing challenges related to infrastructure, resources, and community engagement, emphasizes a community-based approach to education, recognizing the importance of cultural and social factors in building resilience. The research concludes that building resilient schools requires a multi-faceted approach that encompasses infrastructure, disaster preparedness, community engagement, and educational continuity. By learning from the strengths of both countries, policymakers and educators can develop more effective strategies for creating schools that are not only safe but also capable of thriving in the face of adversity.