Effectiveness of Earthquake-Resistant Housing Training in Enhancing Disaster Mitigation Understanding among Vocational School Teachers
DOI:
https://doi.org/10.21831/jpts.v7i2.92444Keywords:
Structure, Earthquake-Resistant Housing, Disaster-Resilient EducatorsAbstract
Background: Several studies indicate that teachers still have limited comprehension of reinforcement detailing, structural behaviour, and the application of SNI 1726:2019 and SNI 2847:2019. These limitations highlight the need for practical, hands-on training that strengthens both conceptual knowledge and technical construction skills, particularly for simple residential structures that frequently experience seismic damage.
Methods: This study employed a descriptive qualitative approach to analyse the implementation and results of socialization activities and training on earthquake-resistant housing for teachers in the construction and property engineering department at SMK Negeri 1 Padang. Data collection was conducted through direct conceptual socialization, documentation, and participant engagement notes. The training consisted of conceptual socialization, demonstrations of the use of structural teaching aids such as a type 36 house model and reinforcement assemblies, hands-on practice, and field simulations designed to connect theoretical concepts with real-world practice.
Results: The result of this study indicates that the practice-oriented training model is a valuable strategy to improve the competence and teaching skills of vocational teachers in earthquake-resistant housing construction and is proven to be effective in strengthening their contribution to disaster mitigation efforts.
Conclusion: The training activity significantly improved teachers’ understanding of building structural components, reinforcement techniques, and basic load flow mechanisms in earthquake-resistant housing construction. Teachers’ active involvement in concepts and enabling them to apply construction principles in accordance with SNI. The collaborative learning environment provided a platform for the exchange of experiences among teachers, and field simulations also strengthened the connection between theoretical understanding and field processes.
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Copyright (c) 2026 Laras Oktavia Andreas, Fitra Rifwan, Agri Americo Agamuddin, Fani Keprila Prima, Annisa Prima Melindab
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