BUILDING NATURAL DISASTER MITIGATION AWARENESS IN EARLY CHILDHOOD THROUGH VOLCANIC ERUPTION SIMULATION: A QUALITATIVE STUDY BASED ON EXPERIENTIAL LEARNING

Abstract

Disaster mitigation education for early childhood is a strategic effort to build risk awareness and preparedness from an early developmental stage, particularly in disaster-prone areas. This study aims to examine in-depth the disaster mitigation learning process through volcanic eruption simulations as a form of experiential learning for early childhood. The study used a qualitative approach with a descriptive design and was conducted at the Tunas Bangsa Kindergarten. Data were collected through participant observation, reflective interviews with educators and children, and documentation of learning activities. Learning activities included a volcanic eruption simulation using simple and safe materials, followed by demonstrations and practice of basic mitigation measures such as self-protection and evacuation behavior. Data analysis was conducted thematically to identify patterns of children's cognitive understanding, behavioral responses, and emotional regulation during the learning process. The results showed that multisensory simulations of natural phenomena helped children build an initial understanding of the concepts of danger, risk, and safety in a contextual manner. Children demonstrated active involvement, the ability to follow mitigation measures with functional understanding, and adaptive social-emotional responses without indications of excessive anxiety. The role of educators as mediators proved crucial in maintaining a balance between increasing risk awareness and children's emotional safety. This study confirms that experience-based disaster mitigation learning can be a meaningful pedagogical approach and is appropriate to the developmental characteristics of early childhood.

Keywords: Disaster Mitigation, Early Childhood, Experiential Learning, Volcano Simulation, Qualitative Research