<![CDATA[Disaster education in elementary schools faces persistent challenges, primarily because it lacks cultural relevance to students' experiences, especially in regions prone to natural disasters. This research examines the incorporation of local knowledge, notably the Merthi Bumi tradition, to enhance disaster education within elementary school settings. Data collection employed a descriptive qualitative methodology alongside an ethno-pedagogical framework, utilizing observation, in-depth interviews, and document analysis involving community leaders, educators, and school. Data analysis was performed using NVivo 14, with application of open, axial, and selective coding techniques. The results reveal that the Merthi Bumi tradition embodies various cultural elements, including the harmony among humans, nature, and the divine; customary regulations aimed at safeguarding sacred sites and forests; expressions of gratitude; and the integration of experiential knowledge with sensory science. These components cultivate students' disaster mitigation behaviors through environmental stewardship, engagement in traditional practices, and culturally pertinent interpretations of disasters. This investigation demonstrates that the Merthi Bumi tradition provides valuable insights as an ethnopedagogical framework for enhancing culturally relevant, context-specific disaster education in elementary schools.]]>
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