Understanding 'Tunjuk Ajar Melayu Riau': Integrating local knowledge into environmental conservation and disaster education.

Disaster education remains crucial in building resilient communities, especially in natural disaster-prone areas. An essential element of the educational strategy in this paper involves local wisdom integration into teaching and learning processes. As such, the 'Tunjuk Ajar Melayu Riau' (TAMR) offers valuable insights with its profound knowledge of nature and environmental conservation. The research in this paper explores local wisdom integration values in TAMR into disaster education to enhance knowledge and didactic transpositions. The main research objectives in this paper include understanding the perspectives and values of local wisdom in TAMR concerning nature conservation as an investment in disaster preparedness values and knowledge (RQ1) and examining how a prototype model of nature conservation values in TAMR could guide local knowledge about disaster integration into disaster education (RQ2). The descriptive qualitative research studied in this paper contains four stages: data collection, data reduction, data display, and conclusion drawing. The study reveals three forms of knowledge transposition in TAMR: expressions, advice, and taboos. These aspects underline the TAMR values as guidance and local knowledge about the disaster - the keeping, utilizing, and preserving nature. The further findings split this preservation concept into land and water areas, which is crucial for spatial planning to reduce disaster risk. TAMR forms the foundation for knowledge and didactic transposition in disaster education to emphasize preventing floods, landslides, droughts, and forest and land fires. The meanings and values of TAMR necessitate further academic exploration to create a more comprehensive understanding and preservation. Integrating TAMR values as knowledge and didactic transposition based on local wisdom into disaster education emerged as a viable strategy for building a community resilient to disasters.

Corrigendum to "Why is didactic transposition in disaster education needed by prospective elementary school teachers?" [Heliyon 9(4) (April 2023) e15413].

[This corrects the article DOI: 10.1016/j.heliyon.2023.e15413.].

Why is didactic transposition in disaster education needed by prospective elementary school teachers?

Disaster risk reduction is a significant focus on sustainable development. One way to reduce disaster risk is through disaster education. Through disaster education, disaster knowledge and disaster mitigation knowledge will be obtained. This research is a preliminary study of didactic transposition in disaster education. The method used in this study is the SLR approach and bibliometric analysis. The research findings indicate four forms of connectedness, classified based on the main keyword, disaster knowledge. The four linkages are described as (a) co-occurrence network analysis; (b) word cloud analysis; (c) word tree maps analysis; and (d) network visualization analysis. Subsequently, the findings of the four connectedness are grouped into four clusters. The first cluster is disaster risk reduction, the second cluster is knowledge, the third cluster is disaster mitigation, and the fourth cluster is disaster knowledge. The four connectedness and four clusters will be used as recommendations for future research on the design and development of didactic transpositions in disaster education for prospective elementary school teachers.