Student Perception on Teaching Materials Development to Increase Students’ Knowledge of Aceh's Maritime Potential

Abstract

Aceh has the potential as a world trade route, fish catch lane and marine tourism in Indonesia. Therefore, students' knowledge of Aceh's maritime potential needs to be developed. The purpose of this study was to determine student perceptions of teaching materials to Increase Students' Knowledge of Aceh's Maritime Potential. This study used quantitative research design. The results of the study were obtained from the answers to the questionnaires that were developed, validated, and tested by researchers. The results were analyzed through descriptive statistics. The results of the study indicate that geography education students need teaching materials to Increase Students' Knowledge of Aceh's Maritime Potential. Teaching materials were very important to be developed because there was no teaching material and students' knowledge of Aceh's maritime potential was very lacking. Based on the research, it was suggested to develop teaching materials to increase students' knowledge of the Aceh Maritime Potential comprehensively.

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 activity can also teach students to solve problems in their environment (Aliman et al, 2019). Resolving these environmental problems is a human responsibility in reducing the potential for disasters (Ridhwan et al, 2019).…”

Pre-service biology teacher’s perception on local environment problems as contextual learning resources

“…As mentioned by Bustami, Syafruddin, and Afriani [28], the development of learning media such as student worksheets should address local potentials and issues, and the development of textbooks should be based on local wisdom [69]. Similarly, Ridhwan, et al [43] reported that the development of teaching materials could be derived from local potentials. Besides, the survey results also showed that Lake Tempe could be used as a learning resource.…”

“…However, the lake's potential should be aligned with the learning outcomes that students should achieve at all education levels. According to previous research [43], the utilization of local potential can enhance learners' comprehension of facts and process skills through direct observations. According to previous research [70], direct observation activities can provide students with experiences and understand phenomena based on facts.…”

“…A number of researchers have examined local potentials as a source of contextual learning [25], [26], [28], [40], [42], [43] through the development of monograph books [44]- [46], student activity sheets [28], [47], learning module [16], [48]- [51] and other types of instructional media [3], [52]- [54]. However, there is still little information available on students' perception of the local potential after conducting direct exploration activities on the study participants.…”