Ciliwung River Basin is one of 13 watersheds located in the Special Capital Region of Jakarta (DKI Jakarta), one of the most vulnerable cities facing flood disaster. Modeling hydrographs in a flood computer model is a crucial process in understanding the hydraulic processes in floods; however, more often than have adequately not studied watersheds do not available observed data. Well-calibrated hydrographs serve as the basis for a basin-wide flood model. In this study, the Snyder, ITB, and SCS Unit Hydrograph are constructed in the study case of flooding in the Ciliwung River Basin, with West Java rainfall distribution method and Alternating Block Method as the adopted rainfall distributions, providing six combinations of approaches. Calibration and validation analysis show a combination of West Java rainfall distribution and SCS UH with a lag time of 5.5 gives the smallest deviation, with an accuracy of 83.3%, therefore it is recommended for use to estimate design future flood hydrograph.
Konten Pembelajaran telah menjadi bagian penting dalam pembelajaran di masa pandemi saat ini. Pembelajaran yang memanfaatkan jejaring sangat mudah diakses. Tujuan dari penelitian ini adalah merancang rancangan konten pembelajaran geografi pariwisata berbasis wisata pantai botutonuo berintegrasikan photography essay. Metode yang digunakan dalam penelitian ini Deskriptif eksplorasi yang akan mendeskripsikan fenomena secara konprehenship. Data dikumpulkan melalui observasi, wawancara dan dokumentasi. Desain penelitian dilakukan dengan analisis kebutuhan, yang disesuaikan dengan rencana pembelajaran semester, capaian pembelajaran dan karakteristik materi. Hasil penelitian mengungkapkan bahwa 1). Hasil analisis kebutuhan materi geografi pariwisata berdasarkan capaian pembelajaran menunjukan sumber belajar dari Wisata pantai botutonuo antara lain Sumber daya wisata pantai Botutonuo, Pendukung wisata pantai Botutonuo, Wisatawan Pantai Botutonuo, Kawasan Wisata Pantai Botutonuo dengan 11 sub bagian yang memiliki Materi Pembelajaran yang sesuai yaitu Daya Tarik Wisata, Daya Tarik wisata dari Unsur alami, Daya tarik wisata dari unsur non alami, Jenis sarana pendukung wisata, Jenis prasarana pendukung wisata, Kebutuhan dasar wisatawan, Karakteristik wisatawan, Toponimi wisatawan, Komponen dasar Wisata, Atraksi wisata, Amenitas, Aksesibilitas. 2) Komponen wisata yang menjadi sumber belajar antara lain atraksi wisata (pesisir pantai botutonuo, Vegetasi, dan Spot dermaga), amenitas (penginapan, gasebo, menara pandang botutonuo, market, warung makan, tempat ibadah, toilet, area parkir, penerangan) dan akessibilitas (bandara, pelabuhan, terminal, akses jalan). Sebagai kesimpulan Wisata Pantai Botutonuo yang berintegrasikan photography essay memiliki karakteristik yang bersesuaian dengan materi geografi pariwisata, capaian pembelajaran dan karakteristik materi yang terfokus pada komponen wisata. Sehingga dapat menjadi rekomendasi yang efektif kepada pihak terkait, bahwa Wisata pantai Botutonuo yang berintegrasikan photography essay dapat dijadikan sebagai konten pembelajaran pada materi geografi pariwisata.
Education system has it's own problems. Indonesia's education also involves the challenge of implementing the new curriculum. The schools are not ready yet to implement the new curriculum, the 2013 curriculum. The 2013 curriculum which emphasizes character development, requires teachers to carry out comprehensive learning and a full assessment of each student's development. This study aims to describe and evaluate the implementation of the 2013 Curriculum and SBC in geography learning at High School in Padang city. This research used descriptive qualitative by using purposive sampling. The sample of this paper are teachers and students who teach and learn geographic subject, principals and vice-principals. The Data were collected through observation, interviews and documentation. The results revealed that: (1) Evaluation of the implementation of KTSP; The planning of learning in SBC emphasizes more on the delivery of material whose learning success is measured through cognitive tests. The implementation of KTSP learning is carried out conventionally, depending on the teacher and creative learning. Teachers' creativity in teaching is the main in creating creative learning so that national education goals are achieved. Assessment of KTSP learning uses reference criteria; that is based on what students understand after participating in the learning process, using a test gauge. Learning success can be seen in the acquisition of student learning outcomes. (2)evaluation of the 2013 curriculum, planning is designed based on instructions from the government and must explore all the potentials and abilities of students and all norms of life. The implementation of 2013 curriculum learning, learning is carried out holistically to achieve overall objectives as well, so that all potential students will be explored listed in the four core competencies by using various assessment instruments, Assessment in the 2013 curriculum is carried out based on scientific assessments that assess all potentials possessed by participant. Assessment is not only limited to the test instrument, but also through various instruments
Pelaksanaan pengabdian berfokus pada edukasi kesiap-siagaan bencana tsunami pada anak dikawasan pesisir Teluk Tomini sebagai langkah awal untuk pengurangan resiko bencana. Hal ini dilakukan berdasar pada upaya untuk mengurangi risiko bencana pada anak, yang mana anak-anak merupakan golongan yang rentan terhadap suatu bencana. Anak-anak perlu dibekali akan berbagai informasi mengenai bencana alam, tentu saja muatan informasi tersebut dan cara penyampaiannya perlu disesuaikan dengan usia mereka. Alternatif yang mudah dalam mengenalkan konsep bencana alam ialah melalui penggunaan media pembelajaran interaktif. Penggunaan media bertujuan untuk menarik minat anak untuk belajar dan memberikan kemudahan dalam menyajikan materi kepada anak. Pelaksanaan pengabdian edukasi kesiap-siagaan bencana tsunami pada anak menggunakan media interaktif ini menunjukkan hasil yang positif. Anak-anak lebih mengetahui tentang konsep dan penyebab dan tanda-tanda terjadinya bencana tsunami, serta tindakan-tindakan dalam menghadapi bencana tersebut. Selain itu, anak-anak bersedia untuk berbagi informasi kepada teman-teman dan keluarga tentang konsep bencana tsunami dan sikap kesia-siagaan dalam menghadapinya.
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