Disaster risk reduction activities as learning

Kitagawa, Kaori

doi:10.1007/s11069-020-04443-5

Cited by 32 publications

(31 citation statements)

References 61 publications

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“…The content section consists of material and learning outcomes and the final section consists of a bibliography. In the preparation of the PKL module, various references are needed regarding the material and module writing (Kitagawa, 2020;Musliyadi, et al, 2018).…”

Section: Product Designmentioning

confidence: 99%

“…To support the achievement of the mandate of the curriculum framework indicted to PKL courses, it is necessary to develop learning materials in the form of modules that are expected to be able to answer student needs and can contribute to learning in Disaster and Environmental Knowledge courses at the Universitas Syiah Kuala (Kitagawa, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Development of Students Learning Module for Disaster and Environmental Knowledge Subject for Undergraduate Students of Universitas Syiah Kuala

Atmaja

Sulastri

Nazli

2021

JIPI

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Disaster education is an essential part of disaster mitigation steps in shaping character and building a culture of disaster preparedness. Knowledge on Disaster and Environmental (PKL) is a general course taught at the Undergraduate level at Syiah Kuala University. This research and development aim to produce valid, effective, and practical modules for PKL. The research and development model used in this study is an adaptation of the research and development steps proposed by Borg Gall, and the learning design model used in the initial product planning stage adapting the model proposed by Dick Carey. Expert validation and student readability test were followed to confirm the quality of the module. Three expert validators were involved, and 24 students were enrolled in several questionnaire-based approach of their perspective to the pre-and post-revision product module. The results of this study created a PKL learning module that has valid value (score 4.01-4.33), and the average results on the student readability test were in the good category (score 4.13-4.56). The final product that has been revised according to input and suggestions from the validator has the quality for exemplary utilization.

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Section: Product Designmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Development of Students Learning Module for Disaster and Environmental Knowledge Subject for Undergraduate Students of Universitas Syiah Kuala

Atmaja

Sulastri

Nazli

2021

JIPI

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“…Such an integrative approach that considers the reciprocal interaction between nature and culture can solve problems, especially in environmental problems that can be implied in education [23]. In addition to knowing the disaster hazard, it is also necessary to know the causes, vulnerabilities, community resilience, duration, and area of the disaster [24,25]. Therefore, government policies, emergency planning, warning systems, and resource mobilization are the main things to deal with these disasters [15,5].…”

Section: Implementation In Learning At Schoolmentioning

confidence: 99%

The implementation of disaster education after the sixteen years of the 2004 Indian Ocean Tsunami in Aceh-Indonesia: Progress or regress?

et al. 2022

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Strengthening disaster education for the community is an effort to build awareness, knowledge, and actions that need to be taken before, during, and after a disaster. Disaster risk communication plays an important role in disaster education as an effort to provide views about disasters to the community. This study aims to look at the progress of the implementation of disaster education school-based after the 2004 Indian Ocean tsunami. Progress is assessed through two aspects, namely: (1) the national curriculum in education unit level, namely Elementary Schools; Junior High School; and Senior High Schools, and (2) the implementation of disaster education school-based in the learning process. The national curriculum will synthesize by using a comprehensive literature review in national curriculum documents. This study applied a content analysis method in analyzing the qualitative data. The questionnaire survey was conducted at (Sekolah Siaga Bencana, SSB) in two districts affected by the 2004 tsunami. A literature study on the national curriculum documents in schools shows that disaster education has been integrated into the curriculum; for example, learning in elementary schools uses a thematic learning approach following factual conditions in the field, such as learning related to disasters. In junior high schools, the curriculum is integrated in an integrated manner in social science learning to provide awareness and knowledge about disasters. Meanwhile, the high school curriculum is integrated into geography subjects to increase knowledge and skills about disasters and make decisions before, during, and after a disaster occurs. This progress has occurred since the change in the curriculum from the KTSP curriculum (2006-2012) to the National Curriculum (2013). However, there are still several obstacles in implementing disaster education in Aceh, such as a lack of facilities for disaster learning. Therefore, a synergy between the government and schools is needed to improve disaster education school-based implementation within the national curriculum.

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“…Through teaching and learning activities student can participated in disaster risk reduction directly, as stated that children participation have positive impact in disaster risk reduction management [14,15]. In the learning context the selection of instructional method was essential [16] one of it was in media selection. In this study, the teaching strategies to enhance the understanding of disaster was through the implementation of several instructional media.…”

Section: Instructional Strategies For Hydrometeorological Tornado And...mentioning

confidence: 99%

Improving natural disater understanding of junior high school students

Dewi

Suharjo

Dahroni

et al. 2022

IOP Conf. Ser.: Earth Environ. Sci.

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Natural disaster management efforts are critical, especially in disaster-prone areas. One of them is carried out through education in schools. This study aims to implement disaster mitigation teaching media, analyze and compare the effectiveness rate of these implementations in Klaten Regency. This study was carried out quantitatively using the one-group pretest and posttest design. Respondents were determined by purposive sampling based on the location of schools in areas prone to natural disaster in the Klaten Regency. They consist of 704 students, 291 students were respondents of intracurricular learning, and 413 students were respondents of extracurricular learning. The study results showed that of all instructional media applied in disaster mitigation learning strategies, five learning media had the best effectiveness, namely volcanic mock-ups, animated videos, presentation slides, supplementary books, and posters. Furthermore, there were differences in the effectiveness of implementation, namely in intracurricular including volcanic mock-ups by 37.5%, earthquake video by 24.8%, landslide video by 25.7%, and floods slide presentation by 59.9%. Extracurricular include volcanic eruption video by 41.6%, earthquake video by 27.3%, floods supplementary book by 35.3%, hydrometeorological poster by 46.7%. An interesting finding was that the effectiveness of learning strategies with advanced digital media was not better than other simpler instructional media.

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Disaster risk reduction activities as learning

Cited by 32 publications

References 61 publications

Development of Students Learning Module for Disaster and Environmental Knowledge Subject for Undergraduate Students of Universitas Syiah Kuala

Development of Students Learning Module for Disaster and Environmental Knowledge Subject for Undergraduate Students of Universitas Syiah Kuala

The implementation of disaster education after the sixteen years of the 2004 Indian Ocean Tsunami in Aceh-Indonesia: Progress or regress?

Improving natural disater understanding of junior high school students

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