Evaluating Disaster Instructional Material Questions in Geography Textbook: Using Taxonomy of Spatial Thinking to Support Disaster Preparedness

Abstract

This paper discusses whether instructional material questions about disaster in geography textbooks contain three components of spatial thinking, namely: 1) concepts of space, 2) tools of representation, and 3) processes of reasoning. The taxonomy of spatial thinking is used to evaluate the instructional material questions about disaster in geography textbook of senior high school in Indonesia. A survey was conducted to select geography textbooks that were most dominantly used in senior high school. Four geography textbooks with curriculum 2013 were chosen and evaluated. These textbooks are used as learning resources by majority of teachers and standardized by the National Education Standards Agency (BSNP).Then, the books were reviewed in instructional material questions about disaster and the questions were evaluated. Evaluation is done by coding technique using taxonomy of spatial thinking. The evaluation result showed that spatial concepts of instructional material questions about disaster were still classified as low, even 73 percent of questions was designed without using concepts of space (non-spatial). Besides, the majority of representation tools were not used. From 189 questions evaluated, only 27 questions or 14 percent used tools of representation. In addition, the majority of reasoning processes was at the average level (processing) or 47 percent. The processes of reasoning should be run with student’s activities to obtain high level cognitive processes, for example by create maps and designing an area for disaster evacuation. In brief, from spatial perspective, this study revealed that instructional material questions about disaster in geography textbooks have not supported preparedness in facing disaster. Therefore, teachers and textbook writers need to develop instructional material questions about disaster from spatial perspective to support disaster preparedness.

The Effect of Experiential Learning Models on High School Students Learning Scores and Disaster Countermeasures Education Abilities

“…Geography lessons at the high school level are able to provide learning experiences to students related to disaster countermeasures (Healey & Jenkins, 2000). This is also evident from previous studies that support the role of geography education in disaster education including: the use of local wisdom (Immaniar et al, 2019;Maryani & Yani, 2014), development of learning models (Maryani, 2010), and development of learning tools (Student activity sheets, modules, hand-outs, geography textbooks) (Akbar & Hartono, 2017;Iryanthony, 2015;Ridha et al, 2019;Ridhwan et al, 2019;Widyaningsih, 2014). Preparing students in facing disasters should be supported by curriculums that contain disaster education.…”

“…This is also increasing in line with public awareness of potential disasters in Indonesia. Education was chosen as an effective way to enrich the knowledge of preparedness (Irawan et al, 2018;Ridha et al, 2019) because knowledge transfer to the area's potential disasters, the level of vulnerability, and efforts in disaster risk reduction can be carried out through education (Amirudin et al, 2016;Bachri et al, 2015;Irawan et al, 2018). To realize this, universities can be a basic step towards achieving goals.…”

Výzkum učebních úloh v učebnicích geografie: přehledová studie

“…Výsledky pěti studií, které s taxonomií učebních úloh dle prostorového myšlení pracují, dokládají, že učebnice geografie obsahují z velké části úlohy, které nerozvíjejí prostorové myšlení (Jo a Bednarz 2009, Scholz et al 2014, Mishra 2015, Ridha et al 2019a, 2019b. Úlohy po žácích nevyžadují použití nástrojů reprezentací (např.…”

Pengembangan Instrumen Tes Kemampuan Berpikir Spasial Bagi Siswa SMA

“…Selain itu, pendidikan geografi mampu mempersiapkan siswa SMA memiliki kemampuan dalam menghadapi persaingan dan tantangan revolusi industri 4.0. Salah satu kemampuan yang dibutuhkan dalam menghadapi tantangan tersebut dan permasalahan di bidang geografi adalah kemampuan berpikir keruangan (Spatial Thinking) (Aliman et al, 2018;Ridha et al, 2019;Subhani et al, 2017;Subhani & Agustina, 2018).…”

“…Namun, penelitian ini fokus pada kemampuan berpikir spasial dengan mengembangkan instrumen tes berpikir spasial. Berpikir spasial tidak saja dapat diintegrasikan dalam pembuatan bahan ajar (Ridha et al, 2019;Subhani et al, 2017), pertanyaan berbasis berpikir spasial dalam buku teks (Nguyen et al, 2018), lembar kerja mahasiswa (Subhani & Agustina, 2018). Namun berpikir spasial juga dapat diintegrasikan dalam pengembangan instrumen penilaian kemampuan siswa SMA.…”