<p style="text-align: justify;">In some places of the world, disasters occur virtually every day. If disasters are not properly foreseen, they may result in many fatalities. This research aims to examine the growth and pattern of literature on natural disaster education in schools. This analytical strategy combines quantitative and statistical methods to discover trends, assess quality, and track development. A total of 216 documents were chosen from the 403 documents collected. Following 2015, there was a considerable increase in four-year publications. Authors from the United States contributed to 45 papers with 37% citations and ranked first, followed by authors from Japan (31 documents; 15% citations) and Indonesia (31 documents) with rankings citations below the top 10. Most publications were published in the International Journal of Disaster Risk Reduction (12 docs; Q1 Scimago Journal Rank 1.1 (SJR 1.1)). The Journal of Child Psychology and Psychiatry and Allied Disciplines had the most citations (100; Q1 SJR 3.6) and was ranked first in its discipline. The existing core literature on school education on natural disasters demonstrates that this topic is developing rapidly, but with insufficient international research collaboration. Research cooperation in this area must be strengthened to better the global response to natural disaster mitigation, which should begin in schools worldwide. There is a need to widen the scope of study in this field to include natural disaster preparedness education in the school curriculum, assessments, learning media, disaster response education, and instructional designs. Finally, disaster education in schools must be addressed as soon as possible to contribute to disaster preparedness.</p>

Mathematical representation and connection ability are part of the student's ability. Because of their low ability, educators will find it difficult to determine learning tools in the classroom. Therefore, finding a link between the two abilities is necessary to make it easier for teachers to prepare lessons. This study aims to determine the relationship between representational abilities and students' mathematical connections. The population in this study were all grade eight students at a state junior high school in Merbau Mataram, with a total sample of 34 selected using a class random sampling technique. The research instrument was a mathematical representation test and a connection ability test with a total of six questions. Data analysis used the correlation coefficient test of the Pearson/Product Moment formula. The results showed a significant relationship between students' mathematical representation ability and the overall connection. This means that the ability of mathematical representation is directly proportional to the ability of mathematical connections. The higher the student's mathematical representation ability, the higher the student's connection ability, and vice versa. Teachers can focus on preparing learning tools for one of these two abilities.

Although many studies on entrepreneurship learning have been conducted, no ethnopreneurship-loaded entrepreneurial learning module uses virtual reality media. This research aims to develop an entrepreneurship learning module with Virtual Reality-assisted Ethnopreneurship. This study adopted the research development of the Borg and Gall model using four stages (data collection, planning, product draft development, and field trials). The data was collected through instruments that included a literature review, an expert validity test, and a questionnaire followed by descriptive analysis. The results showed that developing entrepreneurship learning modules containing Ethnopreneurship assisted by Virtual Reality was effectively used in learning to increase entrepreneurial intentions. Research implications and recommendations are also discussed for future research.

Mathematical representation is essential as the gateway to mastering mathematical literacy. This literature study aims to determine the growth of students' mathematical representation abilities in the last three years. This literature study presents a literature review on the development of mathematical representations, including media, strategies, and measurement instruments to serve as the basis for future mathematical representations. The literature study method used is the SLR (Systematic Literature Review), utilizing a review procedure that refers to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework in the period 2020 to 2022 because the growth in literature studies on mathematical representations is very significant and latest. Data were collected by reviewing 24 Scopus-indexed articles and proceedings from the Scopus database. The study's results reveal that from the 24 selected literature, it can be interpreted if the mathematical representation ability can be improved and fulfills the indicators of mathematical representation itself by providing innovation in media, strategies, and instruments in learning mathematics. The innovations provided can be in the form of technology integration (Geogebra), no longer conventional strategies (RME strategy), and instrument indicators of the representation itself. Thus the ability of students' mathematical representations is no longer included in the low category in solving mathematical problems.