Teaching Material using SETS Approach for Volcanic Dust Disaster Mitigation

Salawane, Cherly; Supriyadi, Supriyadi; Rusilowati, Ani; Indriyanti, Dyah Rini; Binadja, Achmad

doi:10.21009/1.06206

Cited by 2 publications

(2 citation statements)

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“…Students communicate the findings of group discussions, and then all listen, especially teachers who understand the course of learning concepts. A material presentation will require students to criticize each other's findings of the concept (Salawane et al, 2020). Sometimes, limitations or differences in understanding a topic will result in a concept that is different from the original concept.…”

Section: Solidification Of Conceptsmentioning

confidence: 99%

Ecoliteracy Learning Design with Augmented Reality-Based SETS Approach for Flood Disaster Education

Safitri,

Juhadi,

Aji

2024

IJORER Int. J. Recent Educ. Res.

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Objective: : Environmental damage is strongly related to the threat of flood disasters. To reduce the impact of the risk, environmental care behavior and flood disaster education are needed in formal education. The purpose of this study is to apply Ecoliteracy learning design with an Augmented Reality-based SETS approach to increase students' knowledge about environmental care and efforts to reduce the impact of flood risk. Method: This study uses a mixed method of concurrent embedded design; the trial was carried out in one Class XI specialization in geography at State high school 1 Sayung. The research syntax uses the SETS (Science Environment Technology Society) approach with Augmented Reality Ecoliteracy Application media. Results: The results showed that AR Ecoliteracy media has an assessment score percentage of 90.46% with very good criteria, the SETS learning process with AR Ecoliteracy media can make students more interested in learning the material, but in the realm of science still needs support from teachers. The results of the Pre-Test and Post-Test paired sample tests obtained a value of Sig.<0.05. This means that this research design is effective in increasing students' knowledge, caring for the environment and efforts to reduce the impact of flood risk. Novelty: The use of augmented reality media is needed in education, especially with Generation Z. Research using the SETS approach in geography maple has yet to be conducted, so it can be the first step in developing this design.

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Section: Solidification Of Conceptsmentioning

confidence: 99%

Ecoliteracy Learning Design with Augmented Reality-Based SETS Approach for Flood Disaster Education

Safitri,

Juhadi,

Aji

2024

IJORER Int. J. Recent Educ. Res.

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“…If natural disasters are used in a method that integrates science, environment, technology, and society, the notion of natural disasters will be simple to grasp. This educational model is packaged and integrated into learning in schools carried out at the elementary school education level for the following reasons: (1) educational outcomes are durable and long-term, (2) reach a population that is large enough for the future of the nation, and (3) is a very appropriate time to instill socio-moral values for students (Rusilowati, Binadja, & Mulyani, 2012;Salawane, Supriyadi, Rusilowati, Indriyanti, & Binadja, 2020). This research produced a Science, Environment, Technology, and Society (SETS)-based disaster education learning model in Disaster Mitigation and Resilience.…”

Section: Introductionmentioning

confidence: 99%

The impact of sets education on disaster education on student mitigation skills and resilience

Atmojo

Rahmawati

Anggriani

2023

Nurture

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Purpose: The high potential threat of disasters that will occur in Indonesia requires anticipation from various sectors including education. The concept of natural disasters will be easy to understand if applied in an integrated manner between natural disasters and science, environment, technology, and society. Therefore, it is very important for today's youth that it has a long-term impact and reaches a very wide population so that it is possible to minimize the risk in the event of a disaster. This study aims to 1) analyze the characteristics, 2) analyze the validity of the SETS-based disaster education model in disaster mitigation and resilience 3) analyze the effectiveness of the SETS-based disaster education model in natural disaster mitigation and resilience. Design/Methodology/Approach: Participants in this study were elementary school students. The method used is development research from Borg and Gall. According to professional judgement, this study followed five of the ten procedures outlined by Borg and Gall to develop a viable product. Finding: The results showed that 1) the SETS-based disaster education learning model has six stages; 2) the SETS-based disaster education model in disaster mitigation and resilience is valid and feasible to use; 3) The results of the effectiveness test show that the SETS-based disaster education model is effective in increasing students' fatigue and resilience skills. Conclusion: This research contributes to the body of knowledge by informing the public about the importance of SETS-based disaster education for individuals to improve their mitigation and resilience skills in the event of natural disasters. Furthermore, the research findings are enhanced by the literature on SETS-based disaster education, which is currently understudied. The limitation of this study is that it was only done up till professional validation was done. Therefore, it is necessary to carry out further research with more complete and extensive stages.

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Teaching Material using SETS Approach for Volcanic Dust Disaster Mitigation

Cited by 2 publications

References 0 publications

Ecoliteracy Learning Design with Augmented Reality-Based SETS Approach for Flood Disaster Education

Ecoliteracy Learning Design with Augmented Reality-Based SETS Approach for Flood Disaster Education

The impact of sets education on disaster education on student mitigation skills and resilience

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