Research Proposal
Target Situation Analysis of Road Safety Education for Senior High School Student in Yogyakarta City
A. Background
Road safety has now become the main concern in the world. According Global Status Report on Road Safety published by the World Health Organization, road accident becomes the ninth leading cause of death in 2004. It is reported that more than 1.2 million people die each year on the world’s road and between 20 to 50 million suffer non-fatal injuries (WHO, 2009). Over 90% of the world’s fatalities on the roads occur in low-income and middle-income countries, which have only 48% of the world’s vehicles. Furthermore, in terms of cause of death by age, WHO reported that road traffic injuries had become the first leading cause of death for people of 15-29 years old.
Responding the above condition, General Assembly of the United Nations had declared Decade of Actions (DoA) for Road Safety 2011-2020 on March 2010. In general, the DoA is aimed at controlling and reducing fatality of road traffic casualties by increasing the number of activities conducted in national, regional and global level. The DoA has targeted to reduce the number of fatality by 50% in 2020.
In Indonesia, according to the data from Indonesia Traffic Police, the number of road traffic accident in 2010 was 109,319, causing 31,234 deaths and 69,977 serious injuries. The number has made road traffic become the seventh leading cause of death in Indonesia. Furthermore, from the total number of accident, 69% accidents involved motorcycle and 27% involved people of 17-30 of age. In the effort to reduce road traffic fatality, the Government of Indonesia had established National Road Safety Master Plan (subsequently called as Rencana Umum Nasional Kesemantan (RUNK)). RUNK is a long-term (25 years) plan with the spirit of sustainability, coordination and togetherness based on the understanding that road safety is everyone’s responsibility. Furthermore, to comply with the DoA for Road Safety program as launched by UN, the first 10-year programs of RUNK have been declared as DoA for Road Safety 2011-2020 programs of the Republic of Indonesia. The main objective of RUNK is to reduce fatality rate as assessed based on fatality rate per 10,000 vehicles, commonly called as fatality index per 10,000 vehicles. The reduction is calculated based on the accident data published by the traffic police in 2010.
As the strategy to achieve their objectives, DoA for Road Safety 2011-2020 as declared by UN and RUNK as established by the Government of Indonesia will apply five-pillar approach: (1) building management capacity; (2) influencing road design and framework management; (3) influencing vehicle safety design; (4) influencing road user behavior; and (5) improving post crash care. As stipulated in the RUNK, each pillar will have different action programs and activities. In the implementation, each pillar will consist of various government agencies which use their authority based on mutually inclusive principle.
Pillar Four, in particular, will be responsible to improve road user behavior through the development of comprehensive programs, including law enforcement and education improvement. Several programs and activities have been stipulated in RUNK to achieve its target. One of the programs is establishment of formal and non-formal education on road safety which is the main responsibility of Ministry of Education and Culture, supported by Indonesia Traffic Police, Ministry of Transportation, and Ministry of Labor. It is expected that road safety education could contribute to influence road user behaviors, particularly those causing accident. This true as education is the process to change attitude and behavior of individual, group, or community so that they could perform as expected by the educators (Soekidjo Notoatmodjo, 2003).
In Indonesia, furthermore, the implementation of education is stipulated by Law Number 20 Year 2003 Regarding National Education System. According to the law, formal education is structured and staged education path which may consist of elementary education, secondary education, and higher education. Meanwhile, non-formal education is education path outside the formal education which can be implemented structurally and in grade.
Considering the importance of road safety and comprehensively understanding the general concept of education, it is believed that road safety education could provide great contribution in influencing road user behaviors and that road safety education can be implemented through both formal and non-formal education paths. This implies that road safety can be delivered in elementary, secondary, and higher education institution as well as in training course and that the delivered material should be adjusted with the needs of each group. As the consequence, needs analysis should be conducted to find the appropriate material for each group.
B. Objectives
The objectives of this research are:
- To provide description on target needs analysis, which include necessities, wants and lacks;
- To investigate the possible objectives of road safety education for senior high school students; and
- To recommend the appropriate material for road safety education for senior high school students.
C. Method and Approach
Adapting from the language learning, according to Iwai et al. (1999), the term needs analysis generally refers to the activities that are involved in collecting information that will serve as the basis for developing a curriculum that will meet the needs of a particular group of students. Needs analysis is actually consists of target needs analysis and learning needs analysis, as presented in the following figure.
Figure 1 Needs Analysis (Hutchinson and Waters, 1987)
Furthermore, “target needs” is what the learner needs to know and do in the target situation (Hutchinson and Waters, 1987). “Target needs” is like an umbrella term, which in practice hides a number of important distinctions: necessities, wants, and lacks. The interrelation among necessities, wants, and lacks is presented in the following figure.
Figure 2 Interrelation among Necessities, Wants, and Lacks
In this study, necessities not only include what (basic) knowledge drivers should comprehend (target knowledge) but also how riders should behave in the road (target behavior). Wants are what the drivers expect to acquire from road safety education. Wants could also include what the drivers want know about road safety. Lacks include what basic knowledge drivers do not comprehend and what behavior they could not perform. In developing the curriculum, necessities and wants may be reflected as instructional objectives.
To investigate each element, the researcher will use the following research approach. Furthermore, focus group discussion, questionnaire, in-depth interview, observation, and pre-test will be used to collect data.
Figure 3 Research Approach
1. Formulation of necessities
In order to identify “necessities” (target knowledge and target behavior), focus group discussion (FGD) will be conducted. Furthermore, the principles used as the basis to identify necessity are that (1) motorized vehicle driver should prioritize the safety of non-motorized users and pedestrians and should yield to emergency vehicle and that (2) smaller vehicle shall yield to larger vehicle. As the consequence of the principles, large vehicle and emergency vehicle driver as well as non-motorized user will determine target behavior of motorcyclist and small car driver. The FGD will be attended by road safety expert, traffic police, transportation agency, motor club, safety riding initiator, bus driver, truck driver, bicyclist, and emergency vehicle driver (ambulance and fire truck). Each party will contribute to identify target knowledge and/or target behavior, as presented in the following table.
Table 1. Contribution of each party in identifying necessities
|
Target Knowledge |
Target Behavior |
What aspect novice drivers should know for them to drive safely and smoothly?
Material tested for driving license applicants (Driver License C and A);
Traffic management;
Preparation before riding;
Vehicle specifications related to safety aspect; |
Driving behavior causing accidents or near miss; type of accident.
Real live experience on how motorcyclist and small car driver (Driver License C holder) interact with bus; how bus driver perceive about driving behavior of motorcyclist and small car driver; how motorcyclist and small car driver should behave in the road.
Real live experience on how motorcyclist and small car driver (Driver License C holder) interact with (big) truck; how truck driver perceive about driving behavior of motorcyclist and small car driver; how motorcyclist and small car driver should behave in the road.
Real live experience on how motorcyclist and small car driver (Driver License C holder) interact with emergency vehicle; how emergency car driver perceive about driving behavior of motorcyclist and small car driver; how motorcyclist and small car driver should behave in the road.
Real live experience on how motorcyclist and small car driver (Driver License C holder) response to bicycle; how cyclist perceive about driving behavior of motorcyclist and small car driver; how motorcyclist and small car driver should behave in the road. |
2. Identification of wants
“Wants” include what motorcyclists and small car drivers want to know about road safety; why they need road safety education; and what they expect to achieve from attending road safety education. Data will be collected by using questionnaire and in-depth interview. Data will be analyzed qualitatively.
3. Identification of lacks
“Lacks” include what basic knowledge (target knowledge) drivers do not comprehend and what driving behavior (target behavior) they could not perform. For identifying lacks, the researcher will use paper-based pre-test and observation. Target knowledge test will be given to all target groups. Target behavior test will consist of motorcyclist test and small-car driver test. The former is for those wishing to drive motorcycle and the later is for those wishing to drive small car. Besides, the researcher will conduct field observation to investigate the real behavior of motorcyclist and small car driver.
4. Formulation of target needs analysis
Target needs analysis will identify what are the possible objectives of road safety education (combination of necessities and wants); what are the appropriate material to be given in the road safety education (gap between necessities/wants and lacks).
In terms of sample, the researcher will take senior high school students as the sample. The reason is that this age group is the most vulnerable road users and that this groups is most frequently involved in accident. Purposively, the researcher will take Yogyakarta as the research site.
D. Expected Outputs
- Formulation of road safety education objectives;
- Recommendation on the appropriate material for road safety education for senior high school students.
E. Advantages
The result of this research can be valuable reference to develop road safety curriculum for senior high school; novice drivers; and driving license applicants.
Bagong 