Disaster mitigation material in geography learning requires not only critical thinking skills but also independence and optimism from students. In this regard, the effective approach needed relies not only on theory but also on practice in independent assignments and exercises. It makes limited face-to-face learning, which has been applied recently, unable to optimize learning outcomes. This study aims to analyze the impact of flipped classroom learning based on disaster map visualization on students' self-efficacy and critical thinking skills in disaster mitigation materials. The study used a quasi-experimental design with a pretest-posttest control group design. The research sample consisted of the experimental class (30 students) and the control class (30 students), which were determined randomly after the equivalence test. Data on critical thinking skills were collected using a test method in 10 description items, and self-efficacy data were collected using a questionnaire consisting of 30 statements. The data were analyzed using quantitative descriptive and inferential statistical analysis with MANOVA. The results show a significant effect simultaneously or partially with the sig value. 0.05, so it can be concluded that there is an effect of flipped classroom learning based on disaster map visualization on students' self-efficacy and critical thinking skills in disaster mitigation materials.

Non-routine mathematical problems are complex problems that require a level of creativity and uniqueness in solving them. Classification students’ characteristics of solving non-routine problems have not been many researchers who provide an overview. This study aims to classify the characteristics of students’ problem solving skills. This type of research is a qualitative study involving five students of class VIII at SMP Negeri 1 Kintamani. Five students were selected through a purposive sampling technique on the condition that students of class VIII have high, medium and low mathematical skills. Data regarding non-routine mathematical problem solving students are collected through problem solving tests and supported by interview tests to obtain a picture of students’ ability to understand the questions along with an understanding of the answers that have been done. Data were analyzed with data reduction, data presentation, and data verification steps. Data that has been verified are analyzed using the constant comparison method. Characteristics of non-routine mathematical problem solving students can be classified into 4 levels, namely Level 1 (students’ understanding of problems along with mathematical problem solving is very lacking), Level 2 (Students’ understanding of problems less and students’ problem solving is lacking but able to plan problem solving), Level 3 (students ‘understanding of problems takes a long time and students’ problem solving is good), and Level 4 (students ‘understanding of problems is good and students’ problem solving is very good). Classification is obtained based on reference to problem solving according to Polya.

Penelitian ini bertujuan untuk menganalisis perbedaan literasi ekologis dan hasil belajar antara siswa yang mengikuti pembelajaran model discovery learning berbantuan subak sebagai sumber belajar dengan siswa yang mengikuti pembelajaran model konvensional, baik secara parsial maupun simultan. Penelitian dilakukan di kelas VIII SMP Negeri 4 Singaraja pada tahun ajaran 2019/2020. Populasi penelitian berjumlah sebelas kelas dengan total siswa  352 orang. Sampel penelitian adalah kelas VIII B3 yang dipilih secara random sampling setelah dilakukan uji kesetaraan kelas. Data dikumpulkan dengan teknik observasi dan tes. Analisis data dilakukan dengan teknik statistik infrensial, yaitu analisis Manova. Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan literasi ekologis antara siswa yang mengikuti model discovery learning berbantuan subak sebagai sumber belajar dengan siswa yang mengikuti model pembelajaran konvensional dengan Fhitung = 19,397 (p < 0,05), (2) terdapat perbedaan hasil belajar IPS antara siswa yang mengikuti model discovery learning berbantuan subak sebagai sumber belajar dengan siswa yang mengikuti model pembelajaran konvensional dengan Fhitung = 86,899 (p < 0,05), dan (3) terdapat perbedaan literasi ekologis dan hasil belajar IPS secara simultan antara siswa yang mengikuti model discovery learning berbantuan subak sebagai sumber belajar dengan siswa yang mengikuti model pembelajaran konvensional dengan FWilks' Lambda = 1024,079 (p < 0,05). Implikasi penelitian adalah perlu reorientasi penggunaan model pembelajaran konvesnsional kearah model pembelajaran inovatif seperti discovery learning dan mengoptimalkan pemanfaatan lingkungan lokal sebagai sumber pembelajaran IPS.

Community Service entitled: "Niti Sari Farmer Group Development in Baturiti Village, Baturiti District" is one of the Udayana Program Grants for the Community. The purpose of this service is to provide guidance to the Niti Sari Farmer Group on how to improve the health of cattle and utilize agricultural waste into organic plus compost.  The method used to achieve this goal begins with providing counseling to members of the Niti Sari Farmer Group, then supported by direct practice in the field.  The counseling provided includes: Cattle health counseling, cattle reproductive health education, appropriate agricultural technology extension by utilizing agricultural waste using Trichoderma mushrooms to make compost plus.  The compost plus Trichoderma produced in this training is expected to be able to solve the problem of Niti Sari's cabbage plant disease.  The counseling activity was opened by the Head of Baturiti Sub-District, Chairperson of LPPM Unud, Tripika Baturiti District, Village Head and Village officials, Niti Sari Farmer Group and Farmer Group in Baturiti and Tamantanda Villages. Thus, it is hoped that the Niti Sari Farmer Group and the surrounding Farmer Groups will be able to absorb the transfer of technology taught by the service team from Udayana University.