Adapting Pelintau Pencak Silat Teaching in Non-Formal Education During Early Recovery After a Flash Flood
DOI:
https://doi.org/10.61255/jupiter.v4i4.1619Keywords:
Disaster Recovery, Non-Formal Education, Pelintau Pencak Silat, Teaching Strategies, Trauma-Informed PedagogyAbstract
Background: A late-2025 flash flood disrupted the physical, social, and psychological foundations of Pelintau Pencak Silat learning in Aceh Tamiang, Indonesia. Objective: This study examined disaster impacts, instructors’ adaptive teaching strategies, and a provisional framework for disaster-responsive Pencak Silat teaching. Method: An intrinsic qualitative case study was conducted from January to March 2026. Seven purposively selected participants two lead instructors, two junior coaches, and three athletes completed 45–90-minute interviews; four training sessions were observed; and photographs, attendance records, and community archives were reviewed. Results: Interview evidence described loss of the training venue and cultural materials, dispersal, interrupted participation, and anxiety. Curriculum changes were supported mainly by lead-instructor accounts; method changes by junior-coach and athlete accounts; and organizational changes by instructor, coach, and athlete accounts. Observation and documentary materials contextualized the case, but the available record did not preserve item-level links that independently confirm particular interview claims. Cross-theme synthesis produced an interpretive pathway from disruption, through curriculum, method, and organizational adaptation and the relational mechanisms of safety, reconnection, identity, and autonomy, to participant-perceived early-recovery contributions. Conclusion: Pelintau instruction functioned as a flexible cultural learning space during early recovery. The framework is provisional rather than causal and requires stronger data-source traceability, longitudinal follow-up, and cross-site validation.
Abstract views: 0
, 
PDF downloads: 0
Downloads
References
Angga, P. D., Hariyanto, E., & Tomi, A. (2020). Pengembangan bahan ajar multimedia interaktif pencak silat berbasis CourseLab 2.4. Jurnal Pendidikan Jasmani Indonesia, 16(1), 9–17. https://doi.org/10.21831/jpji.v16i1.29285
Badan Nasional Penanggulangan Bencana. (2025, December 30). Enam wilayah administrasi Aceh berstatus transisi darurat ke pemulihan. https://www.bnpb.go.id/berita/enam-wilayah-administrasi-aceh-berstatus-transisi-darurat-ke-pemulihan
Carello, J., & Butler, L. D. (2015). Practicing what we teach: Trauma-informed educational practice. Journal of Teaching in Social Work, 35(3), 262–278. https://doi.org/10.1080/08841233.2015.1030059
Creswell, J. W., & Poth, C. N. (2025). Qualitative inquiry and research design: Choosing among five approaches (5th ed.). SAGE.
Dolev, N., & Levi, Y. (2025). Expanding the application of positive education to non-formal settings through training nonformal education teachers. Frontiers in Education, 10, 1591987. https://doi.org/10.3389/feduc.2025.1591987
Guelmami, N., Ben Ezzeddine, L., Hatem, G., Trabelsi, O., Ben Saad, H., Glenn, J. M., El Omri, A., Chalghaf, N., Taheri, M., Bouassida, A., Ben Aissa, M., Trabelsi, K., Ammar, A., Bouzouraa, M. M., Saidane, M., Eken, Ö., Clark, C. C. T., Parsakia, K., Dhahbi, W., … Dergaa, I. (2024). The ethical compass: Establishing ethical guidelines for research practices in sports medicine and exercise science. International Journal of Sport Studies for Health, 7(2), 31–46. https://doi.org/10.61838/kman.intjssh.7.2.4
Higgins, N. (2022). Changing climate; changing life—Climate change and Indigenous intangible cultural heritage. Laws, 11(3), 47. https://doi.org/10.3390/laws11030047
Ihsan, N., Hanafi, R., Sepriadi, Okilanda, A., Suwirman, & Mario, D. T. (2022). The effect of limb muscle explosive power, flexibility, and achievement motivation on sickle kick performance in Pencak Silat learning. Physical Education Theory and Methodology, 22(3), 393–400. https://doi.org/10.17309/tmfv.2022.3.14
Inter-agency Network for Education in Emergencies. (2024). INEE minimum standards for education: Preparedness, response, recovery. INEE.
La Belle, T. J. (1982). Formal, nonformal and informal education: A holistic perspective on lifelong learning. International Review of Education, 28(2), 159–175. https://doi.org/10.1007/BF00598444
Lafuente, J. C., Zubiaur, M., & Gutiérrez-García, C. (2021). Effects of martial arts and combat sports training on anger and aggression: A systematic review. Aggression and Violent Behavior, 58, 101611. https://doi.org/10.1016/j.avb.2021.101611
Laime, S., Balcare, K., Gailīte, E., Grīnvalde, R., & Vaivade, A. (2024). Perspectives on climate change impact on intangible cultural heritage. Anthropological Journal of European Cultures, 33(1), 26–36. https://doi.org/10.3167/ajec.2024.330104
Martinkova, I., Parry, J., & Vagner, M. (2019). The contribution of martial arts to moral development. Ido Movement for Culture, 19(1), 1–8. https://doi.org/10.14589/ido.19.1.1
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE.
Moore, B., Dudley, D., & Woodcock, S. (2020). The effect of martial arts training on mental health outcomes: A systematic review and meta-analysis. Journal of Bodywork and Movement Therapies, 24(4), 402–412. https://doi.org/10.1016/j.jbmt.2020.06.017
Mulyana, Sagitarius, Ajid, O. N., & Novian, G. (2024). Digital-based Pencak Silat learning in Indonesia. Retos, 60, 1205–1212. https://doi.org/10.47197/retos.v60.107986
Mutch, C. (2014). The role of schools in disaster preparedness, response and recovery: What can we learn from the literature? Pastoral Care in Education, 32(1), 5–22. https://doi.org/10.1080/02643944.2014.880123
Mutch, C. (2023). How schools build community resilience capacity and social capital in disaster preparedness, response and recovery. International Journal of Disaster Risk Reduction, 92, 103735. https://doi.org/10.1016/j.ijdrr.2023.103735
Ning, B., Omar, R., & Ye, Y. (2025). Intergenerational transmission or cultural loss? The continuity of ethnic identity among the Yao minority in China. Qualitative Research Journal. https://doi.org/10.1108/QRJ-09-2024-0193
Norqvist, L., & Leffler, E. (2017). Learning in non-formal education: Is it ‘youthful’ for youth in action? International Review of Education, 63(2), 235–256. https://doi.org/10.1007/s11159-017-9631-8
Nugroho, H., Gontara, S. Y., Dwina Angga, P., & Jariono, G. (2024). Pencak Silat as a comprehensive method of mental, physical, and spiritual growth: A systematic review. Physical Education Theory and Methodology, 24(6), 1015–1025. https://doi.org/10.17309/tmfv.2024.6.20
Protschky, S. (2022). Disaster in Indonesia: Along the fault line toward new approaches. Indonesia, 2022(113), 1–8. https://doi.org/10.1353/ind.2022.0000
Salsabila Zafila, S., & Purnairawan, R. E. (2024). Budaya lokal sebagai sarana pemulihan trauma: Sebuah studi pada Generasi Z di Indonesia. Saneskara: Journal of Social Studies, 1(2), 53–71. https://doi.org/10.62491/sjss.v1i2.2024.18
Sasmita, K., Barlian, E., & Padli, P. (2023). Pencak Silat wajah budaya bangsa Indonesia. Journal on Education, 5(2), 2869–2880. https://doi.org/10.31004/joe.v5i2.935
Tarricone, P., Mestan, K., & Teo, I. (2025). A policy monitoring framework to prepare for, respond to, and recover from education in emergencies. Education Inquiry, 16(3), 459–486. https://doi.org/10.1080/20004508.2023.2260105
Thomas, M. S., Crosby, S., & Vanderhaar, J. (2019). Trauma-informed practices in schools across two decades: An interdisciplinary review of research. Review of Research in Education, 43(1), 422–452. https://doi.org/10.3102/0091732X18821123
Tykha, U. (2025). Fostering resilience in higher education: Exploring trauma-informed pedagogy through expressive writing practices. Journal of Learning Development in Higher Education, 35. https://doi.org/10.47408/jldhe.vi35.1329
United Nations Office for Disaster Risk Reduction. (2015). Sendai framework for disaster risk reduction 2015–2030. United Nations.
Watson, K. R., & Astor, R. A. (2025). Trauma-informed schools: A systematic review of the evidence base. Review of Education, 13, e70025. https://doi.org/10.1002/rev3.70025
World Medical Association. (2013). World Medical Association Declaration of Helsinki: Ethical principles for medical research involving human subjects. JAMA, 310(20), 2191–2194. https://doi.org/10.1001/jama.2013.281053
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Johaidah Mistar , Muhammad Sulfa, Myrza Akbari, Prista Cindi Navera, Madhan Anis
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
