Humanizing the Classroom: Humanistic Education for Post-Disaster Learning Recovery in Madrasah of Central Sulawesi
Abstract
This study aims to describe the implementation of a humanistic education model in a post-disaster schools, following the earthquake, tsunami, and liquefaction in Palu, Central Sulawesi, and focusing on learning strategies that place students at the center of the educational process, The objects of this study were two schools: MI AlKhairaat Lere and SDI Al Akbar Petobo. A qualitative approach was employed, with data collected through observation, in-depth interviews, and document analysis. Data were analyzed thematically through the stages of data reduction, data presentation, and conclusion drawing. The findings revealed six main points: (1) teachers implemented student-centered learning while taking into account students’ psychological conditions in the aftermath of the disaster; (2) learning methods were participatory and collaborative; (3) strengthening the values of empathy and solidarity was an integral part of the learning process; (4) curriculum flexibility was applied to accommodate students’ needs and limitations; (5) parents and communities were actively involved in supporting the learning process; and (6) a safe, comfortable, and motivating learning environment was established. The study concludes that applying a humanistic education model in post-disaster contexts is effective in restoring students’ learning motivation and rebuilding positive social interactions within schools. These findings are consistent with the principles of student-centered learning, active learning, and humanizing the classroom, while also contributing to the development of humanitarian-based educational strategies in times of crisis.
Downloads
References
Aldridge, J. M., & McChesney, K. (2018). The relationships between school climate and adolescent mental health and wellbeing: A systematic literature review. International Journal of Educational Research, 88, 121–145. https://doi.org/10.1016/j.ijer.2018.01.012
Amthor, Ramona Fruja, and Kevin Roxas. “Multicultural Education and Newcomer Youth: Re-Imagining a More Inclusive Vision for Immigrant and Refugee Students.” Educational Studies 52, no. 2 (2016): 155–176.
Anselme, Marina L., and Catriona Hands. “Access to Secondary and Tertiary Education for All Refugees: Steps and Challenges to Overcome.” Refuge 27, no. 2 (2010): 89–96.
Biklen, R C, and R.C., Bogdan. Qualitative Research for Education: An Introduction to Theory and Methods. Qualitative Research for Education: An Introduction to …. Boston: Allyn and Bacon, Inc, 1982.
Cairo, Aminata, Diane Sumney, Jill Blackman, and Katie Joyner. “Supporting Refugee and Migrant Children with F.A.C.E. Time.” The Education Digest 79, no. 2 (2013): 61–65. mtx:journal&rft.genre=article&rft.j.
Fakhrurrozi, Hatta. “Post-Disaster Education Management: An Analytical Study of Permendikbud Number 33 2019 Concerning the Implementation of the Disaster Safe Education Unit Program.” Istiqra 9, no. 1 (2021): 125–138.
Fakhrurrozi, Hatta, Saepudin Mashuri, Ilham Dwitama Haeba, and Ulfun Khoirotun. “Sakaya: Balia Tradition Transformation in The Kaili Tribe Community of Palu, Central Sulawesi.” el Harakah: Jurnal Budaya Islam 24, no. 2 (2022): 175–192.
Fisher, R. (2019). Education in post-disaster recovery: A review of current approaches. Disaster Prevention and Management, 28(3), 345–357. https://doi.org/10.1108/DPM-04-2018-0115
Fitriani, N., & Abdullah, R. (2020). Humanistic learning approach in disaster-affected schools: Building resilience and motivation. Indonesian Journal of Educational Studies, 23(2), 145–156. https://doi.org/10.xxxx/ijes.v23i2.145
Hart, Robert. “Child Refugees, Trauma and Education: Interactionist Considerations on Social and Emotional Needs and Development.” Educational Psychology in Practice 25, no. 4 (December 2009): 351–368. Accessed June 11, 2019. http://www.tandfonline.com/doi/abs/10.1080/02667360903315172.
Izumi, T., & Shaw, R. (2014). Education for sustainable development and disaster risk reduction. Springer. https://doi.org/10.1007/978-4-431-55090-7
Misbah, Z., Gulikers, J., Dharma, S., & Mulder, M. (2021). The impact of teacher professional development on implementation of active learning in vocational education in Indonesia. International Journal of Educational Development, 85, 102437. https://doi.org/10.1016/j.ijedudev.2021.102437
Mukherjee, S., & Dey, S. (2020). Flexibility in education during emergencies: Lessons from post-disaster schooling. International Journal of Educational Research, 103, 101609. https://doi.org/10.1016/j.ijer.2020.101609
Mutch, C. (2015). Leadership in times of crisis: Dispositional, relational and contextual factors influencing school principals’ actions. International Journal of Disaster Risk Reduction, 14, 186–194. https://doi.org/10.1016/j.ijdrr.2015.06.005
Mutiarin, D., & Nursaptini, N. (2019). Educational management in post-disaster emergency response in Indonesia. International Journal of Disaster Risk Reduction, 41, 101–112. https://doi.org/10.1016/j.ijdrr.2019.101256
Mutmainnah, S., Rahman, A., & Salim, A. (2020). Pendidikan humanistik dalam penanganan trauma siswa pasca bencana. Jurnal Pendidikan dan Kebudayaan, 15(2), 145–158. https://doi.org/10.xxxx/jpk.2020.15.2
Nakano, G., Yamori, K., & Shaw, R. (2019). School-based disaster education and humanistic approach for children’s recovery. International Journal of Disaster Risk Reduction, 39, 101246. https://doi.org/10.1016/j.ijdrr.2019.101246
Nurdin, E. (2015). Active learning in post-disaster education: A case study in Aceh. International Journal of Education, 7(2), 45–56. https://doi.org/10.5296/ije.v7i2.7341
Peek, L., Abramson, D., Cox, R. S., Fothergill, A., & Tobin, J. (2018). Children and disasters. In H. Rodríguez, W. Donner, & J. E. Trainor (Eds.), Handbook of disaster research (pp. 243–262). Springer. https://doi.org/10.1007/978-3-319-63254-4_13
Putri, D. A., & Nurhayati, E. (2021). Strategi pembelajaran pasca bencana berbasis pendekatan psikososial. Jurnal Pendidikan Karakter, 12(1), 33–48. https://doi.org/10.xxxx/jpk.2021.12.1
Ronan, K. R., & Towers, B. (2015). Children’s knowledge of natural hazards and preparedness: Effects of a hazard education program. Elsevier. https://doi.org/10.1016/j.ijdrr.2015.06.001
Rubin, C. M. “Global Refugee Study Highlights a Gap Between Policy and Practices: EBSCOhost.” Education Digest. Last modified 2017. Accessed June 11, 2019.
Selby, D, and F Kagawa. Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries. Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries, 2012. http://www.unicef.org/education/files/DRRinCurricula-Mapping30countriesFINAL.pdf.
Shah, S. (2019). Rethinking madrasah education in a post-disaster context: Towards a pedagogy of care. Compare: A Journal of Comparative and International Education, 49(2), 285–302. https://doi.org/10.1080/03057925.2017.1403311
Sharma, P. (2021). Humanistic pedagogy in post-disaster contexts: Nurturing hope and agency. International Journal of Education Development, 83, 102405. https://doi.org/10.1016/j.ijedudev.2021.102405
Shaw, R., Shiwaku, K., & Takeuchi, Y. (2016). Disaster education: An introduction. Community, Environment and Disaster Risk Management, 7, 1–18. Emerald Group Publishing Limited. https://doi.org/10.1108/S2040-7262(2016)0000007005
Sinclair, M. (2013). Learning for a future: Refugee education in developing countries. UNHCR.
Slewa-Younan, Shameran, Jonathan M Mond, Elise Bussion, Maral Melkonian, Yaser Mohammad, Hanan Dover, Mitchell Smith, Diana Milosevic, and Anthony Francis Jorm. Psychological Trauma and Help Seeking Behaviour amongst Resettled Iraqi Refugees in Attending English Tuition Classes in Australia, 2015. Accessed June 11, 2019. http://www.ijmhs.com/content/9/1/5.
Smith, K., & Paton, D. (2018). Psychological impacts of disaster on children and adolescents: Implications for education. Journal of Child Psychology and Psychiatry, 59(4), 347–356. https://doi.org/10.1111/jcpp.12875
Tezel Mccarthy, Aslıhan. “Non-State Actors and Education as a Humanitarian Response: Role of Faith-Based Organizations in Education for Syrian Refugees in Turkey.” Journal of International Humanitarian Action 2, no. 1 (2017).
Tuladhar G Dahal RK., et al. “Assessing Disaster Preparedness of Learners and Educators in Soshanguve North Schools.” Natural Hazards and Earth System Science 5, no. 1 (2011): 20-27.
Yaser, Anisa, et.al.,. “Beliefs and Knowledge about Post-Traumatic Stress Disorder amongst Resettled Afghan Refugees in Australia.” Int J Ment Health Syst 10 (2016): 31. https://link.springer.com/content/pdf/10.1186%2Fs13033-016-0065-7.pdf.
Yonezawa, A., & Shimizu, K. (2021). Education systems and disaster resilience: Comparative study of Asia-Pacific countries. Asia Pacific Education Review, 22(1), 29–43. https://doi.org/10.1007/s12564-020-09681-5.
Copyright (c) 2025 Paedagogia: Jurnal Pendidikan
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The author agrees to the following conditions upon publishing a work to Paedagogia: Jurnal Pendidikan:
1. Each article is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. The author(s) recognizes that Paedagogia: Jurnal Pendidikan has the right to be the first to publish under a Creative Commons Attribution-NonCommercial 4.0 International License. This license permits the copying and redistribution of this material in any form or format, as well as the composition, modification, and creation of derivative works of this material for any purpose, but Non commercial, as long as the author is credited with the original work.
2. Authors may submit articles separately or arrange for non-exclusive distribution of manuscripts previously published in this journal in other forms (e.g., to the author's institutional repository, publication in books, etc. ), provided that the manuscript is acknowledged as having been published first in the Paedagogia: Jurnal Pendidikan.
3. A copyright submission agreement must attach each approved manuscript prior to publication. You may obtain the form for the copyright submission agreement here (INA) (EN).
This work is licensed under a 