At present, the earthquake-risk perception research in Aceh only focuses on the general public. Limited research examines earthquake-risk perceptions amongst students. This exploratory study is focused on geography education students because this study programme has integrated disaster education into its curriculum. This study aims to find the extent to which earthquake knowledge and fatalism beliefs affect earthquake-risk perception. The survey was conducted on 210 students using questionnaires. Using the Spearman correlation test, the results of this study revealed that there was a positive and significant relationship between earthquake knowledge and risk perception with coefficients (0.200) and significance (0.004). Meanwhile, fatalism beliefs have a negative and significant relationship to the perception of earthquake risk with correlation coefficient (−0.224) and significance (0.001). This means that the higher the fatalism attitude of students towards disasters, the lower the perception of earthquake risk. It is feared that fatalism will have an impact on the lack of disaster preparedness. Fatalism beliefs are complex issues that require joint efforts from governments, religious leaders, educational institutions and the media to reduce them.
The propensity of geography specialization is increasingly prevalent (especially in Indonesia). Geography is no longer interpreted as integrative, covering both physical and human aspects. This resulted in a study by geographers concerning only material objects of geography. Not infrequently it would be overlapping with other science clusters. This condition is disadvantageous, geography can be considered not as a science if it does not have the characteristics/differentiation with other science. It may affect the existence of geography in the future. This article aims to provide the description of the geography from the perspective of philosophy of science. By reviewing the literature, this paper attempts to explain aspects of ontology, epistemology, and axiology. Ontology geography is a science that examines the physical and human aspects. Characteristic of geography study using spatial approach, environment, and area complex. Epistemologically, geography uses both quantitative and qualitative methods. Caused, in examining the physical and human aspects of using the two methods is highly recommended so that the results of geographic studies more comprehensive. As axiology, the existence of geography is increasingly important to sustainable development goals.
Air merupakan material yang sangat dibutuhkan oleh semua makhluk hidup yang ada di bumi, tanpa apa air kehidupan tidak dapat berlangsung dengan sempurna. Akan tetapi ketersediaan air di setiap daerah berbeda-beda antara satu dengan lainnya. Tujuan dari penelitian ini untuk mengetahui bagaimana tipologi dan pemanfaatan sumber daya air di Aceh. Metodologi yang digunakan yaitu library research (penelitian kepustakaan). Hasil yang didapatkan yaitu, Aceh memiliki berbagai tipologi sumber daya air, Pertama, memiliki 14 CAT (Cekungan Air Tanah), ada yang skala kabupaten/Kota, skala lintas kabupaten/kota bahkan skala lintas provinsi. Kedua, memiliki 10 Sungai, 11 WS (Wilayah Sungai), 15 DAS (Daerah Aliran Sungai) dan 7 Danau. Berbagai sumber daya air tersebut yang dimanfaatkan oleh penduduk Aceh berjumlah 5.189.466 jiwa, dengan jumlah kepala rumah tangga (kepala keluarga) 1.231.058 KK, dan tingkat kepadatan penduduk 91 Jiwa/Km², sehingga dapat dipastikan dengan sumber daya air yang sangat melimpah, pasokan air yang dibutuhkan oleh masyarakat akan selalu tercukupi. Terlebih lagi dalam hal pemanfaatan air untuk berbagai keperluan masyarakat, seperti MCK (mandi, cuci, kakus), keperluan ibadah, keperluan pertanian, perkebunan, peternakan, perindustrian, dan berbagai keperluan lainnya dalam rangka menunjang kebutuhan hidup masyarakat yang terdapat di Aceh.
This study aims to analyze climate change content integrates into the new geography curriculum in Indonesia. This research uses content analysis method of curriculum document consisting of basic competence and syllabus. Results represent that overall basic competence provides a huge opportunity for students to learn climate change. But the condition is not supported by the syllabus. The topics of climate change in the syllabus are a bit and also dominated by aspects of cognition of climate change. Those are serious problems to integrate the climate change in curriculum. The Teachers will get into difficulty to teaching maximum because the teacher’s understanding of the concept of climate change in Indonesia is very limit. Therefore, it needs to be supported by a syllabus that explicitly presents topics and learning activities. The findings of this research are essential to provide input to the government in future curriculum reviews.
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