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.


Introduction
Indonesia has a region with its uniqueness and characteristics in the world. Indonesia has the world's largest island and longest coastline, with over 17,000 islands and over 80,000 km of coastline. In terms of biodiversity, Indonesia ranks third after Brasilia and Colombia. However, behind these advantages, Indonesia has the most active volcanoes globally that meet tectonic plates that can cause disasters. The disasters are volcanic eruptions, earthquakes, and tsunamis. The disaster occurred because Indonesia is a region where tectonic plates confluence, namely Eurasia, Indo-Australia, the Philippines, and the Pacific [1]. It shows that Indonesia is an area traversed by the ring of fire, resulting in most areas in Indonesia being areas with high disaster risk. Disaster risk in this region of Indonesia can be seen from 34 provinces, 19 (55.88%) provinces are in the high disaster risk category, and 15 (44.12%) provinces are in the medium disaster risk category (Table 1). Source: BNPB, 2020 [1].
E. Noviana et al. disaster education [14,15]. The essence of disaster education is expected to provide knowledge to minimize the impact and damage caused by disasters [16][17][18][19]. Thus, it can effectively build awareness in dealing with disasters [20,21]. Research on disaster education obtained from theoretical and empirical literature studies regarding the urgency of disaster mitigation knowledge for prospective teachers is essential. Research on the impact of education on disaster vulnerability in the Southeast Asian region states that through education and learning, individuals acquire knowledge, abilities, skills, and perceptions that enable them to prepare themselves effectively for and cope with disasters [22]. Subsequently, the research identifies that the relationship between disaster prevention awareness and concern for disaster preparedness is very relevant, so disaster preparedness education needs to be recommended to prepare teachers to know about disaster mitigation [23]. Based on other research on disaster resilience learning opportunities in the Australian curriculum, schools are essential for students to learn disaster resilience [24]. Therefore, the teacher's knowledge of disaster is a success factor in implementing disaster preparedness learning.
All research above is a study on disaster education that is carried out using an empirical and theoretical approach to state the conclusions from the results of the research that has been conducted. Only a few have surveyed the existing literature to explain disaster education, disaster knowledge, and disaster mitigation knowledge. Thus, this research will describe the relationship between disaster knowledge and disaster mitigation knowledge as the primary source of content in disaster education for prospective elementary school teachers through a systematic literature review (SLR) approach. SLR is a research approach that summarizes the results of preliminary research to present facts that are more comprehensive and balanced [25,26] used for scientific research that focuses on specific questions in identifying, selecting, assessing, and summarizing findings from similar studies [27][28][29], which in this case are about disaster education, disaster knowledge, and disaster mitigation knowledge.
In addition, this research also uses bibliometric network analysis to establish connectivity and identify the general focus of the articles used as reference sources in this research. Network analysis facilitates the identification of the most significant articles while extracting their output and determining their grouping [30]. Subsequently, it describes the significant results of the research direction and the main themes that will attract the scientific community's attention. Therefore, we utilize bibliometric network analysis, which describes the objectives of the research: to conduct investigations on disaster knowledge and disaster mitigation knowledge as well as to produce a research topic in the future, namely didactic transposition in the context of implementing disaster education for prospective elementary school teachers.
This research is a preliminary study on didactic transposition in disaster education. Didactic transposition is the competency of prospective elementary school teachers in teaching disaster content and disaster mitigation through educational processes, courses, and training. Hence it can be utilized in learning about disaster content in elementary schools. It is hoped that the disaster mitigation knowledge possessed by prospective teachers in elementary schools can be transferred back to students so that students can have disaster knowledge, disaster mitigation knowledge, and learn resilience in dealing with disasters.

Method
The research method used is a SLR. SLR is a research method that summarizes preliminary research results to present more comprehensive and balanced facts [25,26]. SLRs are scientific research that focuses on specific questions and uses a defined, explicit scientific method to identify, select, assess, and summarize findings from similar studies. In addition, this method provides a deeper understanding of the research question through an extensive database of the articles to be reviewed. The main reason for choosing SLR is to adopt an excellent literature review in the research on disaster knowledge, disaster knowledge, and disaster education, which will be used as a preliminary study of didactic transposition in disaster education in elementary schools. The pattern of this research in determining criteria and data collection uses Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA). By adopting the PRISMA, the stages are (a) the identification; (b) the screening; (c) the eligibility; and (d) the quality assessment (Fig. 1).

Identification
The identification is the stage in the literature search from database sources. A literature search from the database is collected in two ways. The first way is to use the Publish or Perish (PoP) application version 8 for Windows to search for English-language published articles in Scopus-indexed journals. Meanwhile, the second way is to directly access the Garuda Portal database page (https:// garuda.kemdikbud.go.id/journal) to search Indonesian-language publications published in journals in Indonesia ( Table 2).
The reason for using PoP is to ease the authors to track, retrieve, and analyze articles contained in the database on Scopus. PoP can also help to select articles in the Scopus database according to the quality of the articles. It refers to accessing the Scopus database via PoP and entering the API key in the preferences menu. The API key can be accessed free of charge and obtained through registration at https://dev.elsevier.com/. In addition, the database on the Garuda Portal is a database of scientific journals developed by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia, which is used as a repository for Indonesian-language journals published in Indonesia.
The next step is to search using the keywords "disaster knowledge" for articles published in English and "pengetahuan bencana" for articles published in Indonesian. Subsequently, the search for articles in both databases is limited to issues from 2019 to 2022. The literature search results indicate 221 articles, which are 200 articles published in Scopus-indexed international journals and 21 in journals published in Indonesia.

Screening
The screening stage is applied through filtering based on the title, abstract, and keywords. Screening results indicate 43 articles of which number of articles came from (a) 12 articles that could not be accessed as a whole and (b) 166 articles that were not put in this research are the focus of research in the field of education and culture (local genius). The reason for choosing the field of education and culture is that education and culture are mutually integrated. Education constantly changes following cultural developments because education is a process of transferring cultural values [31][32][33][34][35][36][37][38]. Education is also a process of involving someone in a culture and making them behave based on each culture [31,35,39]. Therefore, education and culture are formed into a system that can support the achievement of educational goals, in this case, disaster education. It is hoped that disaster education can provide disaster knowledge and disaster mitigation knowledge for prospective elementary school teachers as a form of didactic transposition.

Eligibility
In this stage, manual checking is carried out by evaluating the title and abstract to ensure that all articles meet the criteria by looking at the contents of the entire text in the article. Several articles not related to the research theme were excluded from the list of 13 articles. After an eligibility check, 30 articles were obtained.

Quality assessment
This stage is a validation process for the retrieved articles. Selected articles come from publications indexed by Scopus, Garuda Portal, or both. We selected articles registered on the Scopus website and the Garuda Portal during the specified period from 2019 to 2022. Thus, this research examined 30 articles, consisting of 17 English articles published in Scopus-indexed journals and 13 Indonesian-language articles published in journals in Indonesia.

Data presentation and analysis
We conducted a descriptive analysis by presenting information on the article's progress by reviewing the journal, author, and country. In addition, we grouped them through network and content analysis based on the main keywords, namely disaster knowledge, through bibliometric analysis. Bibliometric analysis was performed using Biblioshiny for Bibliometrics and VOSviewer software. In addition, we conducted a thematic analysis by examining the similarity of patterns across the articles.

Descriptive analysis
In this section, fundamental facts regarding the source of the data, the result of research and analysis of disaster knowledge, classification of indigenous disaster mitigation by themes belief, and classification of disaster knowledge will be described to find the similarities between previous articles and the research in this paper. It can be seen in Table 3 as follows.
As regards Table 3 above, there are four criteria regarding the sources of the data, main information, documents, abstracting and categories, and authors. In the main information section for 2019-2022, the highest number of articles was obtained from the Scopus database, with 17 documents. In addition, the most significant number in the document section was 24 journal articles. Subsequently, in the abstracting and categories section, most articles came from Scopus-indexed journals (Q1) with seven documents. Moreover, based on the author's side, the number of authors from the 30 articles was 96. Most of them came from Indonesia, with a total of 22 authors. It implies the basis for determining and conducting analysis because the article's research result contains disaster knowledge content and disaster mitigation knowledge as the main component of didactic transposition for prospective elementary school teachers in disaster mitigation education.
In general, research on disaster knowledge provides information that there has been an increase in respondents' knowledge, understanding, and attitudes about disaster preparedness. Increasing knowledge, understanding, attitudes, and disaster preparedness are carried out through the application of learning methods, disaster management training, outreach activities, training on the use of GPS for education, and integration into the curriculum, as well as the use of information systems and technology tools in learning for research in the field of education. As for the cultural sector, increasing knowledge, understanding, attitudes, and disaster preparedness is carried out through socialization and applying local wisdom related to the environment and nature in the community. The results of research and analysis of disaster knowledge from 30 articles can be described in Table 4.
In addition to discussing disaster knowledge, 30 articles that were analyzed also discussed local knowledge and wisdom related to   (2020) attitude, earthquake, knowledge Provide information that the knowledge possessed by high school students is suitable, but they can still not take the right attitude to deal with earthquake disasters. Therefore, it is expected to hold regular training or socialization related to this matter. 9 Riska Oktavia Siregar, Yeni Solfiah, Hukmi (2020) knowledge, disaster management, haze Provide information that the description of PAUD teachers' knowledge about haze disaster management is 82.71%, which is in the excellent category in meeting the indicators to be said to be good in haze disaster management. 10 Nia Maharani, I Kadek Ariesta Andika (2020) student, school, preparedness for earthquake Provide information that the level of student's knowledge about preparedness for natural earthquake disasters is in the excellent category with experience of earthquake disasters and counselling provided by community leaders, health workers, and others that make students more aware of the causes of earthquakes and earthquake mitigation. 11 Juli  the environment and nature in society, especially disaster mitigation knowledge. Local knowledge is the understanding, skills, and philosophy of specific communities that contain science and technology, traditional knowledge, or local wisdom. Local knowledge or local wisdom is needed in the implementation of disaster education. It is because education and culture are formed into a system that can support achieving educational goals. The following is an overview of local wisdom regarding disasters in Indonesia [15], as shown in Table 5. Above all, Tables 4 and 5 describe fundamental facts regarding the source of the data, the result of research and analysis of disaster knowledge, the classification of indigenous disaster mitigation by themes belief, and the classification of disaster knowledge can be seen in Fig. 2 as follows. Fig. 2 is a summary of 30 articles that provide information on the types of disasters explored from research on disaster knowledge, which are (a) disaster mitigation with a percentage of 36.67% or as many as 11 articles, (b) landslides with a percentage of 16.67% or as many as five articles, (c) earthquake disasters and forest and land fire disasters with a percentage of 10% each or as many as three articles, (d) floods, volcanoes and tsunamis with a percentage of 6.67% each or two articles, and (e) tornado and fire disasters with a percentage of 3.33% each or as much as one article. The data reveals that the knowledge that is most widely researched is knowledge of disaster mitigation.

Co-occurrence network
The conceptual structure network is the connection between the main keywords of 30 articles-the conceptual structure network of the two main keywords, disaster knowledge and disaster knowledge. The selection of the two keywords was carried out to find out connections between articles using English and Indonesian. The conceptual structure network of the two main keywords, namely "disaster knowledge" and "pengetahuan bencana". An overview can be seen in Fig. 3. Fig. 3 describes the conceptual structure network on the keyword "disaster knowledge", which is connected to risk, education, indigenous, students, mitigation, management, perception, preparedness, attitude, community, and disasters. In addition, the keyword "pengetahuan bencana" has a connection with Sikap (attitude), Kesiapsiagaan (preparedness), Mitigasi (mitigation), Masyarakat (community), dan Pelatihan (training). It provides a close relationship between knowledge, disaster knowledge, and disaster mitigation knowledge as a necessary component of disaster mitigation education [40].

Table 5
Classification of indigenous disaster mitigation by themes belief.

Forms of disaster mitigation Region
Awig-Awig (customary rules) aims to maintain forest sustainability as a form of mitigation of landslides and weather changes

Tenganan Village, Bali
Pikukuh by the Baduy Community has forest-related rules and prohibitions aimed at avoiding soil erosion and landslides

Kanekes Village, Lebak, Banten
Smong, namely tsunami mitigation in the form of a story, when an earthquake occurs and is followed by sea waves, the people of Simeulue shout the word Smong to prepare to save themselves The people of Kota Pariaman believe that a disaster will come marked by the number of birds flying by making noise, the catch of fishermen who are enough to eat or not getting results, the structure of the soil and sand near the beach which feels soft and empty when stepped on and the appearance of clouds with a straight line pattern

Pariaman, West Sumatra
Tanda ingat ke anak cucu, (a sign of remembrance for posterity), merusak hutan hatinya malu (destroying the forest he is ashamed of himself), tanda ingat ke hari tua (a sign of remembering the old days), laut dijaga, bumi dipelihara (protect the sea, protect the earth), tanda ingat ke hari kemudian (a sign of remembering the day after), taat menjaga laut dan hutan (obedient to protect the sea and the forest)

Riau
Source: adaptation of traditional disaster mitigation with the theme of belief [15].

Word cloud
Based on the 30 articles, the reference sources analyzed in this research produce a list of words that are often used in articles. The list of words that are used more and more will be more extensive in size, and vice versa. Word list analysis can be seen in Fig. 4.
Based on Fig. 4, the list of words that are often used is the word "knowledge," the word "disaster management," the word "indigenous knowledge," and the word "preparedness." It indicates that knowledge has an essential component for someone to have. Knowing someone can be the basis for behaving and acting. By having local knowledge about the disaster, it is hoped that it can impact attitudes and actions to deal with disasters. Therefore, disaster education is essential because disaster education is a means to provide disaster knowledge and disaster mitigation knowledge.

Word tree maps analysis
30 articles that were analyzed produce a summary of the level of connectedness between concept structures. An overview can be seen in Fig. 5.
Regarding Fig. 5 description above, it is clear that disaster risk reduction, knowledge, disaster knowledge, and disaster mitigation have comparable and significant levels of connectedness. It implies that disaster risk reduction can be made through increasing knowledge, disaster knowledge, and mitigation. Knowledge, disaster knowledge, and disaster mitigation are components of disaster education [41][42][43]. Thus, disaster education can provide knowledge about disaster knowledge, and knowledge of disaster mitigation as a form of disaster risk reduction efforts [44][45][46].

Network visualization
The summary of 30 articles published from 2019 to 2022 indicates an interrelation of the concept structures. The findings from the connectedness regarding the concept structures of knowledge, disaster mitigation, and disaster mitigation knowledge, it can be shown  E. Noviana et al. in Fig. 6. Fig. 6 provides information about the interrelation of concept structures. The concept structures are knowledge, disaster mitigation, and knowledge of disaster mitigation. It indicates that implementing disaster education requires knowledge, disaster mitigation, and knowledge of disaster mitigation. If one looks at the relationship between the knowledge structure and disaster mitigation, a new concept will emerge from knowledge of disaster mitigation. Clearly, in designing didactic transpositions in disaster mitigation education, components of knowledge, disaster mitigation, disaster knowledge, and disaster mitigation knowledge are needed.

Discussion
This research was conducted as a preliminary study in designing and developing didactic transposition in disaster education. Based on the research findings, four forms of connectedness were obtained and classified based on the main keyword, disaster knowledge. The four connectedness are illustrated in the form of (a) co-occurrence network analysis, (b) word cloud analysis, (c) word tree maps analysis, and (d) network visualization analysis. Furthermore, the findings of the four connectedness are grouped into four clusters. The first cluster is disaster risk reduction, the second is knowledge, the third is disaster mitigation, and the fourth is disaster knowledge. The concept structure's connectedness for each cluster can be explained as follows.

Cluster 1. disaster risk reduction
The connectedness of the concept structure to the cluster on disaster risk reduction can be seen in the red network. Disaster risk reduction is connected, among others, with the concept of knowledge integration, the concept of scientific knowledge, the concept of hybrid knowledge, the concept of disaster risk management, the concept of traditional knowledge, the concept of indigenous knowledge, and indigenous people [47][48][49]. To see the connectedness of the concept structures in the first cluster can be illustrated in Fig. 7. Fig. 7 illustrates the relationship between disaster risk reduction and various knowledge, in this case, knowledge about the disaster.  Disaster risk reduction is disaster management that emphasizes disaster management efforts on disaster risk identification in the form of vulnerabilities and hazards and developing the capacity to reduce disaster risk [2,[50][51][52]. It shows that traditional knowledge, scientific knowledge, and or hybrid knowledge about disaster have essential functions and roles in reducing disaster risk [53,54].

Cluster 2. knowledge
The connectedness of the concept structure to the knowledge cluster can be seen in the orange network. Knowledge is related, among others, to learning performance, e-learning behaviour, disaster emergency knowledge, preparedness, student, and perception. The connection indicates that knowledge is needed in disaster education [55,56]. The knowledge provides perceptions and attitudes, becoming actions [57,58]. With the knowledge of disaster, various information regarding the types of disasters is obtained, which are estimated disaster coverage areas, disaster symptoms, procedures for escaping, recommended places to evacuate, and other information that would significantly assist communities in dealing with disasters and reducing the impact and risks of disasters [3,59,60]. Connectivity analysis in the second cluster can be seen in Fig. 8.

Cluster 3. disaster mitigation
The connectedness of the concept structure in cluster three on disaster mitigation can be seen in the grey network. Disaster mitigation interconnects with disaster preparedness, local knowledge, and disaster mitigation knowledge. The connectedness regarding the concept structures in cluster one can be illustrated in Fig. 9. Fig. 9 shows that the network of connectedness between the structures of the concept of disaster mitigation is slightly discussed in research on the disaster. The concept of disaster mitigation should be essential because disaster mitigation is an effort to reduce the risks and impacts caused by disasters on people in disaster-prone areas [61][62][63], natural disasters or man-made disasters, or a combination of both within a country or society.

Cluster 4. disaster knowledge
The connectedness of the concept structure to the disaster knowledge cluster can be seen in the yellow network. Disaster knowledge is connected, among others, to disaster risk and environmental literacy. The focus of studies on disaster knowledge is slightly discussed in research on disasters, even though this is very important and necessary [40,[64][65][66][67]. Disaster knowledge is an ability to remember events that disrupt people's lives, both by natural and non-natural factors and human factors that can result in casualties, environmental damage, loss of property, and psychological impacts. Connectivity analysis in cluster four can be seen in Fig. 10.

Connectedness of the concept structure of the four clusters
The four clusters of the connectedness of the concept structure are cluster one disaster risk reduction, cluster two knowledge, cluster three disaster mitigation, and cluster four disaster knowledge. The position of each cluster can be seen in Fig. 11. Based on Fig. 11 above, clusters one and two are in Quadrant I, while three and four are in quadrant III. Quadrant I implies that the E. Noviana et al. relationship between the conceptual structure in the disaster risk reduction cluster and the knowledge cluster has a positive relationship. Moreover, Quadrant III indicates that the concept structure's connectedness to the disaster mitigation and disaster knowledge clusters has a negative relationship. A positive relationship in the Quadrant I means that disaster risk reduction and knowledge are the concepts most widely discussed and used as the focus of studies in research on disaster education. Meanwhile, the negative connectedness in Quadrant III indicates that disaster mitigation and disaster knowledge are the concepts that are slightly discussed and are the focus of discussion and study in research on disaster education. Knowledge of disaster and disaster mitigation is essential to ensure the availability and accessibility of  accurate and reliable disaster risk information [10,[68][69][70] through effective learning and disaster education implementation [19,71]. Disaster education can identify key factors, knowledge of disaster, and knowledge of mitigation [40] that will be driving the success of disaster management [10,72,73] so that the focus of studies on disaster mitigation and disaster knowledge [74][75][76][77] is used as a basis as preliminary study in the design and development of didactic transpositions in disaster education.

Conclusion
Preliminary research has been described in this research to show the didactic transposition in disaster education. Based on the bibliometric analysis, four clusters were disaster risk reduction, knowledge, disaster mitigation, and disaster knowledge. The position of the disaster risk reduction and knowledge cluster was in Quadrant I, while the disaster mitigation and disaster knowledge cluster was in Quadrant III. Quadrant III was the position that slightly discussed the study of disaster education research. Therefore, it is recommended for future research to make design and development of didactic transpositions in disaster education for prospective elementary school teachers. In addition, it can be utilized and used in learning about disaster content in elementary schools. It is expected that the disaster mitigation knowledge possessed by prospective teachers in elementary schools can be transferred back to students so that students can have disaster knowledge and disaster mitigation knowledge, and learn resilience in dealing with disasters.

Author contribution statement
All authors listed have significantly contributed to the development and the writing of this article.

Funding statement
This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

Data availability statement
Data will be made available on request.

Declaration of competing interest
Dominikus David Biondi Situmorang has a position to declare that he is one of the members of the journal's Editorial Teams or Associate Editor. However, this article is handled by another unknown Associate Editor and reviewed by the Reviewers objectively and double-blind, based on applicable regulations from Elsevier, Heliyon, and Cell Press.