Disaster mitigation based on Minangkabau indigenous knowledge in social studies learning

Abstract

Indonesia ranks among the world’s most disaster-prone countries due to its location within the Pacific Ring of Fire. West Sumatra, in particular, frequently experiences earthquakes, tsunamis, volcanic eruptions, flash floods, and hydrometeorological hazards. These recurring disasters highlight the urgent need for mitigation strategies that integrate scientific approaches with traditional indigenous knowledge. This study explores the potential of Minangkabau indigenous knowledge as a source of values, knowledge, and socio-cultural practices that can be incorporated into social studies (IPS) learning to enhance students’ disaster literacy. Using a qualitative descriptive-analytical design, data were collected through a literature review, classroom observations, in-depth interviews with teachers, students, traditional leaders, and disaster management officials, and documentation of curricula, lesson plans, and cultural practices. The data were analysed using Miles and Huberman’s interactive model through reduction, display, and verification. Findings reveal that Minangkabau indigenous knowledge encompasses technical, social, spiritual, and ecological dimensions. Technically, Rumah Gadang architecture embodies earthquake-resistant principles through its flexible wooden-peg construction. Socially, oral traditions transmit collective memories of past disasters to strengthen community preparedness. Spiritually, proverbs such as alam takambang jadi guru [nature as the ultimate teacher] nurture ecological awareness and moral reflection. Ecologically, the rimbo larangan [sacred forest] system supports environmental sustainability and flood prevention. Integrating these dimensions into social studies through project-based learning, folklore documentation, and culture-based disaster simulations enhances students’ disaster literacy while preserving cultural identity.
Contribution: This study contributes to disaster education by linking traditional ecological knowledge with modern mitigation science and proposing a culture-based learning model that promotes resilience, environmental empathy, and sustainability aligned with the Sendai Framework and UNESCO’s Education for Sustainable Development goals.