1

Knowing and Learning Vulcanology

Merapi Volcano Museum as Media To Learn Mount Merapi
Fahimah.M.Mooduto1, Ida Bagus Alit Sancana1, Sandy Suseno1
1
Gadjah Mada University, Indonesia
Abstract
Merapi Volcano is the most famous volcano among the 127 active volcanoes in Indonesia,
which is located in yogyakarta. Besides it is familiar with the volcanic activity, it is also very
thick with mythology, cultural, social and economic aspects. Merapi Volcano is a natural
phenomenon that can provide a good life from the fertility and natural resources. Merapi
volcano is located at 70325 south latitude and 1100265 also holds the potential disaster
[1]. Since 1798 until 2010, Merapi Volcano has been 50 times eruption with scale VEI 4 [2].
In the last 10 years, Merapi Volcano has been twice eruption on the 2006 and 2010. In the
2006, the material loss reached $ 530 million and 2 people died. In 2010 the material loss
reached $ 730 million [3] and 347 peoples died with displaced people as 410.388 [4].
Because of the possibility of the volcanic disaster in the future, public need a media for
learning the impact of the volcano. Museum is a one of alternatives media for learning
disaster to the public. In addition, the museum is a place to share knowledge between
museums and visitors, visitor and visitor [5] as well as remember and what is feel disaster
victim through the collection on the display in the museum.
In this paper, we write the Merapi Volcano Museum as a medium of learning about
vulcanology. This paper begins with a general overwiew of the social, cultural and
communities around Merapi Volcano. The next section is how presentation of the Merapi
Volcano and the surrounding community in an exhibition at the Merapi Volcano Museum.
The last section of this paper discuss about learning outcomes that may be accepted by the
visitor at the Merapi Volcano Museum. The method used to discuss the results of Learning
exhibition at the Merapi Volcano Museum, namely The Generic Learning Outcomes
(GLOs). The Generic Learning Outcomes (GLOs) divided into five parts: "Knowing and
understanding", "Skill", "Attitude and Values", "Enjoyment, Inspiration, and Creativity","
Activity, Behaviour and Progression". Merapi Volcano Museum became one of the concepts
for learning vulcanology, disaster response, and even the memory of the victims volcano
disaster. The most important part is the concept of Merapi Volcano Museum is an another
alternative learning about the disaster.
Keywords: Disaster, Merapi Volcano Museum, Learning, Generic Learning Outcome(GLOs),

Society and Merapi Volcano

Mount Merapi is a strato volcano with the type that has a lava dome. Mount Merapi is
located in Central Java province, on the border of Yogyakarta, district of Magelang, Boyolali,
and Klaten. Astronomically, the position of Mount Merapi is located in 7032'5 "south latitude,
110026'5 'east longitude. Mount Merapi has an altitude of 2986 mdpl [6].
Yogya society who lives near from Mount Merapi is inseparable from Mount Merapi,
even though whenever Merapi volcano suddenly erupted and gives a negative impact in terms
of both health and economics to them. However, it is not an excuse and a barrier for them to
leave. They prefer to remain living in the area. Because they depend at all on the fertility of
land which located around Mount Merapi. The land that gives them sufficient income to get
the needs of their everyday lives. Since most of the residents living near from Mount Merapi
is farmers who live either in the middle plains or highlands. The crops grown are vegetables,
fruits, and other ornamental plants. In addition, besides one of the Merapi volcano land
livelihood for the farmers who live close to Mount Merapi, it is also used as one of the
attractions in Yogyakarta. In other words, Mount Merapi is one of the identity of Yogyakarta.
In this case, it is important for farmers equipped with basic knowledge of agriculture and
technology, so that its application can be as much as possible in producing quality farm
production. The engagement between Yogyakarta government and people is very important
through their cooperation and mutual support between each other. Every farmer has different
characteristics. In addition, each of the characteristics is possessed by each farmer will also
largely determine the different outcome. The characteristics that form certainly strongly
influenced by the background knowledge of each farmer, their views about the economy and
agriculture, information and communication that have developed between farmers and local
governments, as well as systems that have been created previously in those environments
there may be changes or new innovations that began they apply in obtaining maximum
quality results from the previous farmer.
Moreover, based on mentioned above, not all farmers are equal in welfare. Ownership
of land, both in terms of capability of knowledge and skills that they have, and the results will
determine the level of farmers' living standard of each one.
It is inevitable that is not only a science serve as a handle for the people of
Yogyakarta, but also it cannot be separated from mysticism, culture, and religion. The reallife relationship with the mystique of the people of Yogya is very closely related. One
example can be seen in the close relationship between the mystical powers among the
monument Yogyakarta, Mount Merapi and Parangtritis South Sea. Each occurrence of
Merapi Eruption, Yogyakarta residents, especially they who live close to Mount Merapi will
do the ritual as a symbol to ask for the safety of the Universe. Although there is an element
of any mystical ritual performed by the people of Yogyakarta, but there is no doubt that
Islamic prayers are conducted by them in the mosque. In other words, the culture, and
religion are very closely linked. In this case, they have a caretaker entrusted by the sultan and
the people of Yogya as a leader in both mystical rituals as well as religion.
The purpose of the ritual for the safety of the universe cannot be separated from the
activities of Mount Merapi. The activities of Mount Merapi is from 1768 to 2010 has
recorded more or less than 50 times the eruption occurred with VEI (Volcano Explosive
Index) of the 4th scale [7].
Merapi eruption in 2010 is one of the largest Merapi eruptions as recorded with VEI
of the forth scale. The VEI of 4th scale is the measurement of volcanoes eruption by the
amount of material which released more than hundred thousands of cubic meters. In 2010 the
material loss reached $ 730 million and 347 peoples died with displaced people as 410.388
(see Figure 1 and 2).

The potential threatening posed Mount Merapi could be divided into two parts, namely, the
disadvantages of primary and secondary hazards. The primary dangers are volcanoes, hot
clouds, ash, lava, and poisonous gases. Meanwhile, the secondary danger of Mount Merapi is
lava. Lava is volcanic flow which is generated to due to deposition of eruptions and
pyroclastic products are carried by rain and to form a concentrated stream to a lower area in
volcanoes slope [8].

Merapi Volcano Museum as the Representations of Mount Merapi

Merapi Volcano Museum (see Figure 3) is located in Banteng village which is far
from urban areas, Hargobinangun village, Pakem subdistrict, Sleman district, Yogyakarta.
Museum was built on a village treasury land area of 3.5 hectares with the main building
Museum which an area of 4,470 m2 [9]. The museum was founded on the initiative of the
Ministry of Energy and Mineral Resources RI, Directorate General of Geology and Mineral
Resources, Government of Sleman District and Yogyakarta Provincial Government. The
museum management is under the Ministry of Energy and Mineral Resources of Indonesia.
Merapi Volcano Museum was inaugurated on October, 1st, 2009 by the Minister of Energy
and Mineral Resources (ESDM).
It is like other museums which also has the vision and mission of the establishment.
The vision of this museum is the realization of society's ability about the understanding and
knowledge of volcano disaster. In addition, the mission of this museum is to improve a worth
Geotourism science education of volcano mountain in DI Yogyakarta [10].
The museum building is shaped irregularly triangular pyramid was built which appropriate to
the philosophy of building customized Java with custom rules (Source book for the Java
shadow play stories) following the imaginary line. An imaginary line which connects Mount
Merapi, Yogya Monument, Yogyakarta Palace and southern sea [11]. Merapi Volcano
Museum is also inspired by the architecture of a temple . It can be seen from the architecture
of the museum has three parts, namely: head, torso, and legs (see figure 4). In Hindu
philosophy, described as a leg part is like the beneath natural or hell, body parts described as
the real world inhabited by humans and other living things, and the head is like realm or
heaven.
The purpose of the construction of Merapi Volcano Museum is a center for the
development of knowledge and education which associated with volcanoes. As for the
educational efforts undertaken by the museum that is by making an educational exhibition.
The exhibition is designed as attractive as possible to be able to make visitors feel happy
when they are in the exhibit hall. Museum exhibition hall is located on the first and second
floor of the museum building (see Figures 5 and 6). As for the storyline presented in the
museum exhibition consists of two main topics, on the first floor that is the world of
volcanoes and surrounding Mount Merapi Volcano (see chart 1), and 3 main topics on the
second floor, namely, general information of Merapi, earthquakes, and tsunami (see chart 2).
On the first floor of the exhibition, the topic of world volcanoes have 5 sub - topics,
they are:
a.
The evolution of the earth's crust, the topic talks about the formation process
of the islands in the world (see figure 7). The evolution of the Earth's crust
occurs in 5 times that of the Permian age (290-250 million years ago), the
Triassic age (250-210 million years ago), the Jurassic Period (210-140 million
years ago), Cretacious Period (140-65 million years ago), the Quaternary
Period (1.7 million years ago - Present).

b.

c.

d.
e.

Type of active mountains in the world and Indonesia, this topic contains of
information about the mountains that are still active or potentially erupt in
Indonesia and other countries .
Types of volcanic eruptions, this topic describes the type of eruption that often
occur in volcanic mountain (see figure 8). There are 6 types of eruptions,
namely: Plinian-type eruption, vulcanian-types eruption, strombolian-type
eruption, Pelean-type eruptions, Merapi eruption types, and Hawaian-type
eruption .
The shape of volcanoes is about the topic forms volcanoes in Indonesia, such
as layered Krucut, caldera, mar, and the dome shield (see figure 9).
Benefits volcanic eruption, this topic discusses the benefits felt by the people
living near the volcano area, such as volcanic resources are used as materials
in building houses. The resulting volcanic lava also gives fertility to the soil,
so that both are used in farming or gardening. Volcanoes can also be used as a
tourist attraction, so as to provide income for the village .

Topics is about Merapi Volcano located on the 1st floor also has five sub - topics ,
among others :
a.
Overview of Mount Merapi, this topic provides an information of the Mount
Merapi condition which is presented by displaying photographs of Mount
Merapi via satellite photographs (see figure 10).
b.
Changes in the dome of Mount Merapi, this topic describes the changes that
occur in the dome of the summit of Mount Merapi. Occurred 6 times change
dome on Mount Merapi which in 1872, 1883, 1930, 1931, 1960, and 2007 (see
Figure 11).
c.
How to escape from Mount Merapi disaster, this topic describes ways of
escape that can be done when the eruption of Mount Merapi. For example,
how to rescue themselves from the toxic gases caused by the eruption of
Mount Merapi, namely (1) to distance themselves from the source of the
release of toxic gases; (2) keep away from valleys, crevices, and hollow when
the weather is cloudy, rainy, and foggy; and (3) using a mask or cloth masks
soaked in water.
d.
Myth, this topic contains motos-myths that exist in local communities
associated with Mount Merapi and Mount Bromo. For example, the myth of
"Jasmine Nyai Bluebird" is a figure who is believed to live on Mount Merapi.
Bluebird Nyai Jasmine is a troop leader and protector spirits environment
around Merapi area.
e.
History of Mount Merapi, this topic tells the history of the formation of Mount
Merapi. Merapi is made up of several phases, namely Phase Pre - Merapi
(400,000 years ago), Mount Bibi which the parts can still be seen on the east
side of the peak of Merapi. Old Merapi stage occurs when Merapi started to
form but not formed conical yet (60000-8000 years ago). Phase of the Middle
Merapi (8000-2000 years ago), is characterized by the formation of the high
peaks, such as Mount Gajahmungkur and Batulawang, which is composed of
andesite lava. Newer peak phase is the peak of Merapi, which began to form
about 2,000 years ago.
On the second floor of the exhibition, the public information Merapi has three subtopics, they are:

a.

b.

c.

Merapi eruption, this topic explains the volcanic eruption that occurred in
Merapi volcano, in 1930-2010 and also the impact of the eruption of Merapi.
A total of 4 times the eruptions that occurred at Merapi volcano eruption
including of 1930, 1961, 1994, and 2010.
Merapi volcano monitoring, this topic describes ways of monitoring conducted
by BMKG (the Meteorology, Climatology and Geophysics) on the activities of
Merapi volcano.
Panorama of Merapi, this topic contains of Merapi documentation from the
years 1990 -2010.

Topic of earthquake in the exhibition hall on the second floor provides information of
the impending earthquakes signs, actions to be taken before and after the earthquake, and the
impact of the earthquake in Yogyakarta in 2006.
Topics tsunami in the exhibition hall on the second floor provides information about
the signs of impending tsunami, tsunami causes, actions to be taken in the event of a tsunami,
and the impacts that is emerged tsunami disaster in Aceh in 2004.
Merapi Volcano Museum Collection and a lot of diverse kinds, including the form of
mock Mount Merapi, there are also numerous examples of volcanic rocks, various kinds of
pictures about everything which related to volcanoes in Indonesia and in the world, and
various dioramas. In delivery collection some of them using 3D animation and interactive
games. As seen from the museum collection is included of the special museum, because it
shows only one theme of the collection, namely the theme of the volcano. The museum
collection besides the product of Mount Merapi eruption, it is also derived from the items
which people affected from the eruption (see figure 12). The collection have several
important values such as the important history that shows a picture of the activities of Mount
Merapi eruption and the important science that shows how dangerous eruption of Mount
Merapi emerged.
Collection presented by using thematic layout, full color in some parts made striking
impression to attract visitors (see Figure 13). In some parts there are sound effects, such as
the roar of the Merapi volcano during eruption. The lighting used in this museum that utilize
directly sunlight and there is also the use of light. To convey the information to visitors
several collections labeled as supporting the existence of the collection on display. Label
information contains of information about the origin of objects, stories, or events, such as
those that influence the collection of rocks (see figure 14). In the interest of visitors, there are
several collections that can be touched or played by visitors as the effort to increase visitor
interactive (see figure 15). At the end of the display, there are the documentary film about
Mount Merapi are displayed in a special room (see figure 16).

Generic Learning Outcomes (GLOs) on Mount Merapi Museum

The previous section discussed the representation of Merapi that is on display in the
museum exhibition of Mount Merapi. The representation shows that the exhibits in the
Merapi museum exhibits is not object -oriented, but it has become an exhibition oriented
concepts. In object-oriented exhibitions, the collection becomes the main thing while learning
is a little bit given to visitors, while the concept-oriented exhibitions, transfer the information
to visitors is a priority while the collection only serves to shape the imagination and
illustrations to support the information provided. The most mission of the museum in
education can be seen through the exhibition is given to the public. The exhibition is

presented in the museum which is made to establish the curiosity of visitors so that led to a
desire to learn about the information provided [1].
The exhibition become a media to provide learning to visitors. Therefore, it also can
be seen that the learning results is obtained by visitors through the exhibition. There are
many forms of learning outcomes that can be received visitors, but to make the results of the
study can be used more easily visible Generic Learning Outcomes framework (GLOs). As
stated by Hooper - Greenhill Ellian that framework GLOs is divided into five sections namely
"Knowledge and Understanding", "Skills: Intellectual, practical, professional", "attitudes and
values", "pleasure, inspiration, creativity", "activity, behavior, development", for more
details, (see the cycle 1). Using GLOs framework to determine learning outcomes in an
exhibition at the Museum of Merapi, it can be seen through the results of his analysis as
follow:

"Knowledge and understanding"

"Knowledge and understanding" includes of facts learning and developing the
facts in depth study in a particular field or fields specified more diverse. Such
knowledge can be obtained in various ways such as reading, listening, speaking,
seeing and trying the practical ways. Knowledge of facts and information will form an
understanding fo rmuseum visitors if they have understood the facts and information
provided through the exhibition. Understanding more is personal because it is
developed by a visitor to explain to themselves how things work. Therefore,
knowledge and understanding lead to a connection between the object (the exhibition
at the museum) and the subject (museum visitors) [2].
On exhibition at the Museum of Merapi, visitors can get a knowledge of the
information and facts about volcanoes, tsunami, and earthquakes. The information
contained of the exhibits at the Merapi Museum, the origin of them in the formation
of volcanoes, tsunamis and earthquakes, as well as the activity of Merapi volcano
monitoring equipment. While facts can be seen through the exhibition at the Museum
is a historical eruptions of Mount Merapi volcano in various regions, the impact of the
eruption of Mount Merapi, the impact of the tsunami and earthquakes. The
information and fact provide new knowledge to the visitors about the natural disaster
that occur around them. Through additional facilities such as Film, Aids, and the
Virtual Instrument, the visitors easily grasp the knowledge they get from the
exhibition at the Museum of Mount Merapi. The example of knowledge and
understanding of instructional media, (see figure 17).
By knowing how visitors learn and desire that they want to get after visiting
the museum exhibition, is one way that can be done by the organizers of the museum
in order to visitors can gain knowledge and understand the message to be conveyed
through the exhibition at the Museum [3].

Skills: intellectual, practical, professional

Skills refer to how to do something. Skills can be broadly divided into the
dimensions of cognitive/intellectual, social, emotional and physical. Imagination can
also be understood as a skill, especially in relation to empathy and creativity. In the
formal learning process there are various learning processes that are tailored to their
objective. Some of the key skills in the learning process, namely: arithmetic,
communication, and the use of learning media. In other cases, communication skills
also can be subdivided into the ability to write, speak, hear, and even recounted [4].
The learning result is the development of skills which is little hard to see from
the exhibition at the Museum of Mount Merapi. But in a survey conducted in this

study, Merapi Museum held a program to interact with visitors. The program is
referred to children is quite simple, but it still has value which can develop their skills
and intellectual. The program is like the panting competition on the theme "Museum
of Mount Merapi and Mount Merapi". Some competitions results show the processing
skills of children in painting while enhancing their intellectual in studying of
volcanoes. Through this method, the Museum of Mount Merapi provides an
alternative for children to know the Mount Merapi as the figure of volcanoes that they
imagine, not as an actual figure that every year eruption.
Results of the study is also obtained from the exhibition at the museum of
Mount Merapi is disaster response skills. Disaster response learning is given to
visitors in the form of the first steps if occurs in case of disasters such as volcanic
eruptions, earthquakes, and tsunami. In the study of the disaster response of each
individual skill in anticipating disaster will branch out. Results and Skills learning
Media in Merapi museum can be seen in (figure 18).
The learning programs is conducted indirectly in shaping skills to interact with
the visitors at the Merapi museum. Indirectly, the program also establishes a dialogue
between the visitors with the other visitors, and even visitors to the museum. It also
confirms that communication skills are very important because humans are quite
social creatures. Man is a product of socio-cultural relations. Therefore, the museum
must also understand the culture of social relations that occur in the community,
especially the visitors as one of the learning outcomes [5].

Attitudes and Values

The formation of attitudes and values are a vital part of visitors learning in the
formal and informal environments. As a newly absorbed information, attitudes and
understanding of the information forming the values that will contribute to visitors'
decision in living their own lives. Through the exhibition in the museum made a shift
or change possible in attitude and understanding of the values that exist in the
exhibition at the museum. The shifting and the changing may not be seen
immediately, but occurs slowly in a certain period. Shifts and changes that occurred to
the understanding of the attitudes and values depend on a personal and individual,
because of the shift and the change could lead to a positive experience or a negative
experience may reverse direction [6].
The formation of attitudes that can be generated through the learning
contained of the exhibits at the museum which include of the volcanoes formation
attitude towards disaster response. On the exhibit in the museum, there are 3 at least
the formation of attitudes disaster response can be seen directly. The responsiveness
of the disaster is the eruption of Mount Merapi disaster response, disaster response
earthquake and tsunami disaster response. Through the exhibition at the Museum of
volcanoes, the attitude formation of the response is given to visitors in the form of
preventive measures and self-rescue in the event of a disaster.
Continuation of the formation of attitudes toward the response that the formed
environmental values and local wisdom of the volcanoes. Through the exhibition at
the Museum of Mount Merapi can be seen in the depiction of local knowledge in the
form of cultural unity that occurs between people and the environment around Mount
Merapi. Even the cultural unity depicted in confidence in Ngayogyakarta Hardiningrat
Palace that lasted for hundreds of years. Local ceremonies and giving offerings
become commonplace in communities around Mount Merapi. The exhibition at the
Museum of Mount Merapi gives a positive picture to visitors happen upon local
knowledge is not a thing that goes against the dominant religion in Indonesia.

Value formation is the result of learning that is common during the exhibition
at the Museum of Mount Merapi. Remnants of disaster impact is accompanied by the
depiction of the important position of volcanoes on the lives of residents in the
surrounding museum shows like to form a harmony between the environment and
people who inhabit it. The remains of the impact of disasters shows hot and heavy of
the eruption of Mount Merapi, even by the eruption is not only a primary but also the
danger of secondary hazards that can still be felt until a few months after the eruption.
But, through the exhibition at the Museum of Mount Merapi given value of learning
to do not give up on post- eruption conditions. Communities around Mount Merapi
had to fight hard to get back up to build lives, homes, and livelihoods. The exhibition
at the museum of volcanoes shows that after the eruption of Mount Merapi, the
potential of natural resources to support the population lives around volcanoes will be
more abundant. Learning about these values instilled especially to younger
generations are becoming the most visitors in the Museum of Mount Merapi.
Learning Media of attitudes and values in harmony with the environment in public
relations can be seen in (Figure 19).

Enjoyment, inspiration, creativity

Enjoyment, inspiration and creativity of learning outcomes is likely to lead to
the development of the visitor 's identity in a positive direction and created a desire to
repeat the experience gained after visiting the museum. After visiting the museum,
learning with fun created a desire to learn more, inspiration and creativity will emerge
after the notice of discovery and innovative ways that reflected from the exhibition.
Museum is basically an open learning environment, where visitors can control the
speed, direction and focus of their own learning and can remain open to new insights,
connections and relationships [7].
Learning outcomes in the form of Enjoyment, inspiration, and creativity
further confirm the position of the museum as an edutainment (educationentertainment). Unlike formal education, learning in museums packed like to entertain
visitors. Thus, one of the enjoyment that also occurred in the museum volcanoes are
documenting personal moments and also play props. How Enjoyment can be seen in
diners? Directly Enjoyment visitors can be seen through their smile and their way in
communicating to the group.
In communicating with a group of individuals will certainly arises the
responses to the exhibition. The process of this interaction is very important to
stimulate and inspire thoughts of the individual. On exhibit in the Merapi museum,
stimulation for visitors is also presented in the form of contribution figures. Learning
from the success of the character, thoughts, and dedication to science, especially
related to the gifts of the Holy Mountain is expected to inspired visitors, especially the
younger generation to follow in the footsteps of the characters. Inspiration that does
not only arise from the figures with his thought, but also it is from disaster volunteers
documented in an exhibition at the museum of Mount Merapi. By looking at the
dedication of the volunteers who documented the disaster which makes visitors
inspired and gave rise to concern for others affected by the disaster. Learning
Outcomes Media pleasure and inspiration at the Museum of Merapi can be seen in
(Figure 20).
Value of Enjoyment become an essential part of the modern museum because
the modern museum is increasingly understood as a part of the entertainment industry
which refers to education (edutainment) [8]. Value of enjoyment will be more

meaningful to visitors if it can bring inspiration and creativity that will determine
what to do with the attitude of visitors in the future.

Activity , behavior , progression

Activity and behavior can be observed directly because it relates to the act of a
person does. Activity and behavior as a result of the learning process which have an
impact on the balance of individuals in managing their lives. For visitors to the
museum is quite possible to observe the type of activity or behavior during the visit
the museum of the way they recounted what they did during the visit [9].
Learning outcomes associated with the activity, behavior, and development of
the individual which is closely associated with the museum. Learning outcomes are
closer to the results of the interaction between the museum with visitors as a form of
two-way communication, not between exhibitions/collections with visitors one-way
communication. Learning outcomes in the form of activities, behavior and
progression of one of them generated by the program tour guide in a museum. The
Mount Merapi Museum also presents a tour-guide programs especially for groups of
visitors. In the course of the tour-guide visitors will get a detailed explanation of the
exhibits at the Museum. Detailed description of these also allow for questions and
answers between the visitors with tour-guide. Learning outcomes in the form of
activities, behavior, and development cannot be separated from the existing active
attitude to visitors. It is like the most group visits from the school. The school will
provide a kind of list of questions or interview that the answer can only be obtained
from exhibitions or inquire with the tour -guide. Things are like these really help the
learning process for learning outcomes in the form of activity, behavior, and
progression. Visitor interaction as a form of learning activity can be seen in (Figure
21).

10

Conclusion
Merapi Volcano Museum was built as a center of knowledge and education
development relate to the volcanoes. As for the educational efforts undertaken by the
museum is to create educational exhibits. The exhibition is designed attractively to make
visitors feel happy when they are in the exhibit hall. For example, the collection are presented
by using the thematic layout, provision of sound effects in the exhibition space and provide a
collection that can be touched or played by visitors.
Based on the analysis of GLO (Generic Learning Outcomes), the learning outcomes at
Merapi Volcano Museum exhibition, such as;
1. Knowledge and understanding
Visitors get a new knowledge from the information and facts about Merapi
Volcano, tsunami, and earthquakes. The information contained in the exhibits at
Merapi Volcano Museum such as the initial formation of Merapi Volcano, tsunami,
and earthquakes as well as the equipment used to monitor the activities of Merapi
Volcano. In other words, facts can be seen through the exhibition at Merapi Volcano
Museum is the history of volcanic eruption in various regions, the impact of the
eruption Merapi volcano, the impact of the tsunami and earthquakes.
2. Skills: intellectual, practical, professional
Merapi Volcano Museum held a program to interact with visitors, such as
painting competitions for children with the theme of Merapi Volcano Museum and
Merapi Volcano. This program can develop the skills and intellectual to children.
Other skill gained from the exhibition of Merapi Volcano Museum is disaster
responsiveness skills. The learning of disaster response given to visitors such as
actions should be taken in case of volcanic eruption, earthquake and tsunami.
3. Attitudes and values
Establishment of attitudes that can be generated through the learning contained
in the exhibits of Merapi Volcano Museum is establishment of disaster
responsiveness. On the museum exhibition, there are three disaster responsiveness can
be seen directly. The disaster responsiveness was responsiveness of eruption Merapi
Volcano, earthquake, and tsunami. Exhibition of Merapi Volcano Museum gives an
overview to the visitors about local wisdom contained in the region of Merapi
volcano. Exhibition of Merapi Volcano Museum also gives the value of learning to
not give up on post-eruption conditions.
4. Enjoyment, inspiration, creativity
One of pleasure is perceived in Merapi Volcano Museum is documenting
personal moments and also plays interactive display. The pleasure of visitors can be
seen through their smile and their way in communicating to the group. Museum
exhibition can also give inspiration to visitors, especially the younger generation to
become scientists as well as disaster volunteers.
5. Activity, behavioral, progression
Learning outcomes such as activities, behavior, and progression are generated
by museum can be seen on tour guide program. This program would cause interaction
between visitors and museum. In the tour guide program, visitors would get a
detailed explanation about museum exhibition if they asked a question to tour guide.

11

References
[1] www.merapi.bgl.esdm.go.id
[2] Buletin Berkala Merapi/ISSN 1693-9212 Pusat Vulkanologi dan mitigasi Bencana Vol
07/02/edisi agustus 2010 hal 07
[3] www.republika.com
[4] http://www.vsi.esdm.go.id
[5] Progressive Education and Museum Education: Anna Billings Gallup and Louise
ConnollyAuthor(s): George E. HeinSource: The Journal of Museum Education, Vol. 31,
No. 3, The Professional Relevance of Museum Educators: Perspectives from the Field
(Fall, 2006), pp. 161-173Published by: Left Coast Press, In
[6] Data base Indonesian volcano, the Catalogue of reference in Indonesian volcanoes with
eruptions in historical Time, Yogyakarta: Yogyakarta BPPTK, 1979 page 250 in
Indigenous Communities in the slopes of Merapi Merapi eruption disaster preparedness
by Eko Yulianto
[7] Newsletter Merapi / ISSN 1693-9212 Volcanology and Disaster mitigation Vol 07/02 /
August 2010 edition case 07
[8] Bulletin periodically trim / ISSN 1693-9212 Center volcanology and mitigation vol 06/01
/ April 2009 edition page 7
[9] http://jogjatrip.com/id/84/Museum-Gunung-Merapi
[10] http://museum-merapi.blogspot.com/p/visi-misi.html
[11] www.comounttour.wordpress.com/tag/museum-gunung-api-merapi/
[12] David Dean, Museum Exhibition Theory and Practice 2007, pp. 3-7
[13] Ellian Hooper-Greenhill, Museum and Education Purpose, Pedagogy, Performance
2007, pp. 53
[14] David Dean, Museum Exhibition Theory and Practice 2007, pp.19
[15] Ellian Hooper-Greenhill, Museum and Education Purpose, Pedagogy, Performance
2007, pp. 54
[16] John H. Falk, Lynn D. Dierking, and Mariana Adams, Living Learning Society:
Museums and Free-Choice Learning 2006, pp.327
[17] Ellian Hooper-Greenhill, Museum and Education Purpose, Pedagogy, Performance
2007, pp.54-55
[18] Ellian Hooper-Greenhill, Museum and Education Purpose, Pedagogy, Performance
2007, pp.55-56
[19] Andrea Witcomb, Interactivity: Thinking Beyond 2006, pp.353
[20] Ellian Hooper-Greenhill, Museum and Education Purpose, Pedagogy, Performance
2007, pp. 56-57
[21] Ellian Hooper-Greenhill, Museum and Education Purpose, Pedagogy, Performance
2007, pp. 52

12

Figure 1: Eruption of Merapi Volcano 2010 (Doc.PVMBG)

Figure 2: Impact of Merapi Eruption 2010 (www.kompas.com)

Figure 3: Merapi Volcano Museum

13

Figure 4: Architecure of Merapi Volcano Museum inspired by Temple Building

Figure 5: First Floor Sketch of Merapi Volcano Museum

Figure 6: Second Floor Sketch of Merapi Volcano Museum

14

Figure 7: Evolution of the earths crust

Figure 8: Types of Volcanic Eruptions (plinian type (a), vulcanian type (b), strombolian type
(c), pelean type (d), merapi type (e), dan hawaian type (f))

15

Figure 9: Volcano Structure (Strato Volcano(a), Caldera Volcano(b), Maar Volcano(c),

Dome Volcano (d), Shield Volcano(e))

Figure 10: Satellite Imagery of Merapi Volcano

Figure 11: Dome of Merapi Volcano 2007

16

Figure 12: Collection at Merapi Volcano Museum from the community grants

Figure 13: Presentation of the museum collection with the color and light system

Figure 14: Presentation of the museum collection with the label

17

Figure 15: Hands-on Presentation at Merapi Volcano Museum

Figure 16: Theater at Merapi Volcano Museum to a screening documentary movie

The exhibition as a media
to submit data and
information

Screening movie as a
media to understand
massage from the museum
to the visitors

Figure 17.Knowledge and understanding learning media at Merapi Volcano Museum

18

Earthquake Display as media to

learning Disaster Response

Painting from Painting Program for

Children at Merapi Volcano Museum

Figure 18. Skilllearning Media and Result from Learning Skill at Merapi Volcano
Museum

Primer Impact from The

Merapi Eruption

Natural Resources from

The Merapi volcano that
can be exploit by
communities

Figure 19. Attitudes and Values learning media at Merapi Volcano Museum

Personal Documented and

Gestured with the group, can
be an indicator of enjoyment

Biography can be inspired the

visitor in their lives

Figure 20. Result of Enjoyment Learning and Enjoyment Learning Media at Merapi
Volcano Museum

19

Visitor and Museum

Interaction with the Tour
Guide as a intermediaries

Visitor and visitors

Interaction at The Merapi
Volcano Museum

Figure 21.Interaction as a Result of Activity,Behaviour and ProgressionLearning at Merapi

Volcano Museum

20

Earth Crust Evolution

Kinds of volcanoes in the
world and Indonesia
Volcano World

Type of Volcanic Eruptions

Volcano Structure

Use of Volcanic Eruptions

1st Floor
Merapi Volcano in Figure

The Development on Merapi

Dome (1872 2007)
On the Merapi
Volcano Trail

How to Survive From

Volcanoes Eruption
Myth
History of Merapi Volcano

Chart 1: Storyline on the 1st Floor in the Merapi Volcano Museum

Eruption of Merapi (1920 -2010)

Information about the
Merapi Volcano

Monitoring of Merapi
Panorama of Merapi

2nd Floor

Earthquake

Tsunami

Chart 2: Storyline on the 2nd Floor in the Merapi Volcano Museum

21

Knowledge
and
Understanding

Activity
Behaviour and
Progression

Enjoyment,
Inspiration,
Creativity

Skills

GLO

Attitudes and
Values

Circle 1. Generic Learning Outcomes (GLOs )Circle[10]