Volcanic Eruption Disaster Response: A Model for Assisting Children in Learning in Refugee Camps in Indonesia

Abstract

The purpose of this study was to reveal the existing learning assistance model in the refugee camps at the evacuation site of the eruption of Mount Merapi. The aspects of the model revealed are syntax, reaction principle, social system, support system, instructional impact, and accompaniment impact. The research was conducted on school-aged refugees at the final evacuation site, Deyangan, Magelang. The research design uses a qualitative approach to the type of phenomenology. Efforts to ensure the validity of the research results are carried out by triangulation, namely triangulation of sources and methods. Source triangulation is to ensure the same data is obtained from different sources. The same core questions with different languages were given to data sources, namely teachers and students. Method triangulation is carried out by using different methods to reveal the same indicator. The results of the research show: (1) The learning syntax adapts the emergency curriculum to the curriculum that is applied in schools. (2) The principle of reaction in mentoring is directed at student-cantered learning, where the teacher provides opportunities for students to explore their knowledge and experiences. (3) The social system is directed at the affection of a volunteer for children by upholding good manners in every learning activity. (4) The support system uses LKS, which is prepared by teaching volunteers by adopting official books from the government. (5) Instructional impact by helping children achieve schooltargeted learning outcomes and ensuring that the right to learn and obtain an education is fulfilled in refugee camps. The implication is that volunteers need to be prepared in volcanic eruption refuge areas; it is necessary to prepare a system of coaching volunteers to teach in the psychosocial, psychosocial field in mentoring learning so that student learning rights can be fulfilled and sustainable.

Pengaruh Pembelajaran Awareness Training Berbasis Kognitif Sosial (ATEKSI) Terhadap Konsep Diri Siswa Kelas V di SD Negeri Krogowanan

“…Kelemahan sebelumnya dibutuhkan pengembangan konsep diri yang tidak hanya berfokus pada kepentingan diri tetapi mampu melakukan aksi sosial. Pengujian atau penerapan model Awareness Training bisa dikolaborasikan dengan teori yang mengarah pada aksi sosial.Awareness Training berbasis kognitif sosial atau sering disingkat dengan ATEKSI adalah model hasil pengembangan yang berfokus pada membangun kesadaran pribadi yang berorientasi pada aksi social(Rasidi, Ghufron, and Wangid 2023). PenerapanAwareness Training berbasis kognitif sosial, merupakan konsep Bandura mengenai triadic reciprocal causation(Bergman, Bergman, and Thatcher 2019;Wood and Bandura 1989).…”

“…Mereka dapat menilai dampak tindakan orang lain terhadap mereka. Mekanisme refleksi diri yang paling penting adalah self-efficacy(Rasidi et al 2023).Pentingnya peningkatan interpersonal dalam menumbuhkan kesadaran pribadi (individual self-understanding), ada empat jenis perkembangan diperlukan untuk mewujudkan potensi penuh individu: (1) fungsi tubuh, (2) fungsi pribadi, termasuk perolehan pengetahuan dan pengalaman, kemampuan berpikir logis, kreatif, dan berintegrasi secara intelektual, (3) perkembangan interpersonal, (4) hubungan antara pranata sosial, organisasi sosial dan budaya masyarakat(Ewen 2010;Mulhollem 2017).Urutan kegiatan pembelajaran dalam modelAwareness Training berbasis kognitif sosial mengarah (ATEKSI) meliputi: bertujuan, berencana, berkonsekuensi, berobservasi, berinteraksi dengan alam dan lingkungan, berkarya dan mennampilkan, berapreasiasi, menghargai dan merayakan, berefleksi (tanggung jawab, perasaan, umpan balik). Urgensi penelitian konsep diri dalam praktisnya mengungkap praktek pengujian model Awareness Training berbasis kognitif sosial (ATEKSI) yaitu menyelesaikan fenomena konsep diri siswa dalam proses pembelajaran untuk peningkatan konsep diri positif siswa di sekolah.…”