Tanggap Bencana, Solusi Penanggulangan Krisis Pada Anak

Hidaayah, Nur

doi:10.33086/jhs.v7i1.493

Cited by 3 publications

(2 citation statements)

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“…Preparedness and rapid response to handling become a significant focus after a disaster to No 1, February 2023: 154-164 accelerate adaptation and improve the quality of life, mainly for children who perform child development tasks according to the developmental phase, including learning, playing, and going to school (Hartini, 2017). Developmental failure and trauma in post-disaster children will produce a negative self-concept that requires mutual support from teachers, parents, other family members, the health team, and the child's involvement (Hidaayah, 2014). School teachers positively influence children and adolescents because they can help students believe more in themselves and achieve their goals (Dhital et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Empowerment of elementary school teachers on Psychosocial Structured Activities (PSSA)

Tyas

Mardhika²,

Qona'ah³

et al. 2023

ABDIMAS J. Pengabdi. Masy. Univ. Merdeka Malang

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Natural disasters (floods) can cause psychological impacts and potential public health hazards. Children carrying out daily activities will be disturbed, including learning, fear, and remembering the flood under normal conditions. Children need mental health and psychosocial support, which are essential in creating and supporting states that allow optimal growth and welfare of children in disaster situations. Deket Sub-district, one of the sub-districts in Lamongan Regency, is a frequent flood. Sidomulyo Village has the highest flood height, with water levels between 15 to 37 centimeters in 2022. SDN Sidomulyo 1 is one of the schools affected by this annual flood. This activity aims to increase elementary school teachers' knowledge and skills in providing Psychosocial Structured Activities (PSSA) through empowering elementary school teachers. The method used is the first stage: training elementary school teachers, the second stage: assisting elementary school teachers in carrying out PSSA for elementary school students, and the third stage: is evaluation and follow-up plans. The teachers and students were enthusiastic and active in participating in the various stages of the activity. There is an effect of training PSSA on the level of teacher knowledge (p = 0.014), and all teachers have good skills after being given training and mentoring.

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Section: Discussionmentioning

confidence: 99%

Empowerment of elementary school teachers on Psychosocial Structured Activities (PSSA)

Tyas

Mardhika²,

Qona'ah³

et al. 2023

ABDIMAS J. Pengabdi. Masy. Univ. Merdeka Malang

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“…Institusi pendidikan perlu digandeng sehingga peserta didik mendapatkan bekal pengetahuan kebencanaan. Tidak dapat dipungkiri bahwa anakanak juga berpotensi menjadi korban keganasan bencana ketika tidak dibekali pengatahuan kebencanaan, sehingga dampak yang mereka rasakan, seperti berpisah dengan keluarga, kehilangan anggota tubuh (cacat), bahkan sampai kematian (Hidaayah, 2018).…”

Section: Pendidikan Kebencanaanunclassified

Model Alternatif Konstruksi Pengetahuan Bencana di Masyarakat

Larobi

Handayani

2022

jbo

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Indonesia is one of the countries prone to natural disasters. This raises public anxiety about the coming disaster which sometimes cannot be predicted with certainty. In some communities, the construction of knowledge about disasters is still considered as a destiny that is felt to be unavoidable. Such belief in destiny reduces efforts to take preventive measures against the impact of disasters. Furthermore, there is a building on the importance of disaster knowledge through various alternatives. This study aims to explain various alternative methods of disaster knowledge construction. The method used in this study is library research, which is a technique carried out by reviewing various related literatures that are relevant to the discussion. The results of the study show that currently there are several alternative models that can construct public knowledge about disasters, including local wisdom, disaster education, disaster socialization, and the use of social media. The disaster knowledge construction base is explained with different conditions in each area to be compared. These various sources of knowledge can still be developed and can be used as a framework for developing transformative steps, as an effort to improve the character of community preparedness for disasters. Indonesia merupakan salah satu negara yang rawan mengalami bencana alam. Hal ini menimbulkan kecemasan masyarakat akan datangnya bencana yang terkadang tidak bisa terprediksi secara pasti. Pada sebagian masyarakat, konstruksi pengetahuan mengenai bencana masih dalam anggapan sebagai suatu takdir yang dirasa tidak dapat dihindari. Kepercayaan mengenai takdir yang seperti demikian membuat berkurangnya usaha untuk melakukan langkah preventif dampak bencana. Selanjutnya, mulai terdapat bangunan atas pentingnya pengetahuan kebencanaan melalui berbagai alternatif. Kajian ini bertujuan untuk menjelaskan berbagai alternatif metode konstruksi pengetahuan bencana. Metode yang digunakan dalam kajian ini adalah studi kepustakaan atau library research, yaitu teknik yang dilakukan dengan mengkaji berbagai literatur terkait yang relevan dengan pembahasan. Hasil penelitian menunjukkan bahwa saat ini terdapat beberapa model alternatif yang dapat mengkonstruksi pengetahuan masyarakat terhadap bencana, antara lain kearifan lokal, pendidikan kebencanaan, sosialisasi kebencanaan, serta pemanfaatan media sosial. Basis konstruksi pengetahuan bencana dijelaskan dengan kondisi yang berbeda pada setiap daerah yang akan dikomparasikan. Ragam sumber pengetahuan tersebut masih bisa berkembang dan dapat menjadi kerangka dalam menyusun langkah-langkah transformatif, sebagai upaya meningkatkan karakter kesiapsiagaan masyarakat terhadap bencana.

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Lift the Flap Book Media Affect Disaster Preparedness in Early Childhood

Ulfah,

Rolina,

Alfina

2024

PAUD

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Children are still not aware of the dangers of disasters; knowledge of preparedness is still lacking. Another problem is that children don't know exactly what to do before, during, or after a disaster. This research aims to analyze the influence of using the lift the flap book media "Let's be prepared for disasters" on disaster preparedness in early childhood. This research uses a quantitative approach with a quasi-experimental type with a nonequivalent control group design. The subjects in this study were divided into two classes, namely the experimental class and the control class with the total number of subjects being 80 Kindergarten B children. In the experimental class there were 40 children who used lift the flap book media, and in the control class there were 40 children who used conventional learning. The instrument used is a disaster preparedness instrument in the form of an observation sheet. The analysis technique uses the Independent Sample t-Test with a significance level of 0.05. The results of the research show that there is a difference. The results of the independent t test on the disaster preparedness variable obtained a t value of 32.822 and p = 0.000 < 0.05, so Ho is rejected, so it can be concluded that the hypothesis states that there is a significant influence of the use of lift the flap book media on the introduction of preparedness disasters in children aged 5-6 years.

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Tanggap Bencana, Solusi Penanggulangan Krisis Pada Anak

Cited by 3 publications

References 0 publications

Empowerment of elementary school teachers on Psychosocial Structured Activities (PSSA)

Empowerment of elementary school teachers on Psychosocial Structured Activities (PSSA)

Model Alternatif Konstruksi Pengetahuan Bencana di Masyarakat

Lift the Flap Book Media Affect Disaster Preparedness in Early Childhood

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