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Valid and reliable instruments are an important part of the process of evaluating and correcting the quality of a 'model of teaching'. Therefore, this study aims to develop an 'evaluation instrument' constructed from the CIPP model to measure the quality of the Spatial Problem Based Learning. This study uses research and development methods; 4D Models. Data collection through interviews and questionnaires. Product validity analysis was obtained from a questionnaire using V'Aikens. While the reliability analysis uses Inter Class Correlation (ICC). Interview data became supporting qualitative data. This research was then reviewed by an expert jury and four practitioners (geography teachers) as evaluators, and twenty-two high school students in geography class as users. Analysis of the validity and reliability of the questionnaire data was carried out with the help of SPSS. The product 'evaluation instrument' has a V'Aikens value of 0.63 from evaluators and 0.78 from users stating that the product 'evaluation instrument' is categorized as "medium". The ICC value of 0.781 means that the product 'evaluation instrument' is in the "good" category. In addition, the expert states and supports that the product 'evaluation instrument' can measure the quality of the 'model of teaching'. The results show that the product 'evaluation instrument' constructed by CIPP has a category that is not only valid but also reliable. The 'evaluation instrument' is then used to evaluate the quality of the spatial problem-based learning.

Problem Based Learning (PBL) is widely developed and applied to many multidisciplinary sciences. PBL in learning geography needs to be developed to fit the main characteristics of geography, namely the spatial approach. In geography learning, the Spatial Based Learning (SBL) model is often used. SBL is a model that encourages students to think in space. Integrating PBL and SBL will create learning models that are appropriate to the characteristics of geography. The purpose of this study is to develop PBL models by presenting phenomena or spatial problems. The research development design is the method of Borg and Gall (2006): (1) needs analysis, (2) planning, (3) developing initial product forms, (4) initial field testing, (5) major product revisions, (6) carrying out testing field, (7) product revision, and (8) final product revision. The research subjects were geography students and the validator was a doctor of geography education. Data from the validator in the form of in-depth interviews are used to improve product quality. Data from students in the form of questionnaire results are used to determine product eligibility. Data analysis was performed descriptively and statistically. The product of development is Spatial Problem Based Learning (SPBL) which has five steps, namely: (1) spatial problem orientation, (2) formulating spatial problems, (3) collecting and organizing spatial data, (4) analyzing spatial data and discussion, (5) communication. The results of expert validation have a score >65%. The average field test score of the five SPBL syntaxes is 93.2. Based on trials that the SPBL syntax is feasible This is an open access article under the CC-BY-SA license Tersedia secara online http://journal2.um.ac.id/index.php/jpg/

This study aims to determine the level of resilience in farming communities in flood-prone areas which include Bojonegoro District, Balen District, and Trucuk District. This type of research is quantitative using a survey approach. The sample in this study amounted to 153 respondents with predetermined criteria, namely farmers with land ownership of less than 1 hectare. Collecting data using a resilience instrument developed by CD-RISC, and then modified by the researcher according to the characteristics of the respondents. Data analysis used one way ANOVA test. The results showed a p value < 0.001, so there was a significant difference between the levels of resilience in the three regions with the highest value in the Bojonegoro sub-district, namely 112.805, which means that it has a better resilience level than Balen and Trucuk Districts. The frequency in which the Bojonegoro sub-district receives floods > 2 times a year makes the people in this area have the ability to adapt, so that their resilience is better. Keywords: resilience, farmers, flood disaster