Spatial Thinking and Decision-Making Abilities to Learn About Disaster Preparedness

Abstract

Disaster preparedness is one concern in Indonesia for natural disasters have frequently occurred in the country, both geologically and environmentally. Disaster preparedness focuses on activity series which are related to organizational ability, spatial thinking, and decision-making abilities. However, the two latter are still unconcerned. This study aims to improve disaster preparedness through spatial thinking. It is an action research, with the subject of 32 high school students who were studying geography lesson. The data were analyzed using descriptive statistical techniques. The study results are: (1) there was an increase in students’ knowledge about disasters with the classical completeness of 92%, proving the effectiveness of the learning process (2) It is easier for students to understand the concept of disaster through spatial thinking. Spatial thinking includes three components, namely: (a) the spatial concept as the space and direction, such as points, regions, distances, which are vital during disaster; (b) tools of representation, such as maps of an area as representations of the real-world; (c) the process of reasoning for problem-solving through a spatial perspective by using a variety of cognitive skills and knowledge. Therefore, schools need to facilitate teachers to implement spatial thinking-based disaster education in preparing young people to face disasters.

Perilaku Spasial Anak Usia Sekolah dalam Mitigasi Bencana Banjir

“…Faktor sosial dan budaya, serta persepsi risiko dan kepercayaan pada pihak berwenang, dapat memengaruhi adopsi dan keberhasilan tindakan mitigasi banjir. Dengan mempertimbangkan parameter perilaku spasial dalam pengelolaan mitigasi banjir, pengambil keputusan dapat mengembangkan pendekatan proaktif dan juga adaptif untuk meminimalkan dampak banjir, melindungi jiwa dan harta benda, serta membangun masyarakat yang tangguh dalam menghadapi perubahan iklim dan peningkatan risiko banjir (Ridha et al, 2021).…”

Apakah Model Earthcomm Dan Gaya Belajar Dapat Mempengaruhi Kemampuan Berpikir Spasial Siswa Sma?

“…permasalahan desain interior sebuah rumah (Bateman et al, 2022;Febrianto et al, 2021;Putra et al, 2021;Ridha et al, 2021). Pentingnya kemampuan berpikir spasial ini perlu dikembangkan sejak usia dini.…”

“…Oleh karena itu, siswa perlu diberikan bekal dan kemampuan dalam memahami sudut pandang spasial tersebut agar mudah memahami pelajaran geografi (Ervina et al, 2022;Gersmehl & Gersmehl, 2007;Juliasz, 2021). Kemampuan dalam berpikir spasial dibutuhkan oleh siswa untuk lebih mengenal kondisi lingkungannya serta mampu memecahkan permasalahan termasuk memutuskan sebuah kebijakan yang ada secara spasial (Ridha et al, 2021;Wong, 2022).…”

“…Berpikir spasial telah banyak dikembangkan dan diteliti di Indonesia dan beberapa negara. Seperti halnya pengembangan berpikir spasial pada penerapan model pembelajaran antara lain; Model PBL (Amin et al, 2020;Dewi et al, 2021;Luthfi & Surtani, 2019;Muntarwikhi et al, 2022;Silviariza & Handoyo, 2020;Si̇lvi̇arza et al, 2020), Model Guided Discovery Learning (Medani et al, 2022;Zakiy et al, 2022), Model PjBL (Putra et al, 2021;Rahayu et al, 2022), Model Investigation (White & Forbes, 2021), Model REACT (Hidayanti et al, 2019), Model Earthcomm (Aliman, Budijanto, et al, 2019;Hidayat et al, 2017;Nisa et al, 2021), pendidikan pramuka (Anggara et al, 2022), penelitian tindakan kelas (Astawa, 2022;Ridha et al, 2021). Selain itu, berpikir spasial juga berkaitan dengan bahan ajar; buku teks geografi (Ridha et al, 2019(Ridha et al, , 2020Sandria & ahyuni, 2019), e-book (Ervina et al, 2022;Yusup et al, 2018), media belajar (Bateman et al, 2022;Halimah et al, 2022;Permadi, 2022;Rizaldy & Aji, 2022), pertanyaan (Vianof & ahyuni, 2019), model praktikum (Asiyah et al, 2020;Krzyzanowski et al, 2022) lembar kerja (Subhani & Agustina, 2018).…”

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

“…After sixteen years of the tsunami disaster, there have been many developments felt by the people of Aceh, one of which is disaster education. In the national curriculum, disaster education is one of the materials studied in high school [7,8]. Disaster material is studied in class XI in ge- ography.…”