The objectives of this research were to analyzed the disaster education integration strategy in primary school in disaster-prone area III of Sleman Regency, and to analyzed the implications of disaster education in the community resilience to faced the eruption of Mount Merapi. The research was conducted with using qualitative research with primary data collection techniques through in-depth interviews, observation, and documentation. The results showed that primary schools of disaster alert schools in disaster-prone areas III of Sleman District had undertaken various strategies in the integration of disaster education. Disaster education integration strategies include (1). Disaster education integration strategy using newspapers as instructional media, (2). Disaster education integration strategy with real object media by bringing students to the object directly, (3). Disaster education integration strategyby using the media images and student worksheet random word volcano eruption of Mount Merapi. Disaster education integration strategies implemented could improve students' disaster knowledge and skills in coping with disasters to be transferred to families, thereby maximizing the community resilience in the face of disasters.

The aims of this study are to identify (1) the implementation of primary school DRR education in Indonesia, (2) strategies that can be implemented in integrating primary school DRR, and (3) the proposed framework for primary school resilience in disaster management.  The method used in this research was Systematic Literature Review (SLR).  The results showed that the implementation of DRR education in Elementary Schools in Indonesia was carried out through the integration of DRR materials into the curriculum, the integration of DRR materials into local content, and the integration of DRR materials into self-development.  Strategies that can be implemented in integrating primary school DRR education include integration through an online platform created by the Ministry of Education and Culture, involving multi-stakeholders in disaster management in schools, implementing schools independently, integration through scout extracurriculars, through the civil servant pre-service system, and  through local regulatory policies. The proposed framework for primary school resilience in disaster management include: (1) School disaster risk assessment and planning for the integration of DRR Education, (2) Teacher and staff training related to the integration of DRR Education, (3) Implementation of DRR Integration in accordance with school characteristics and taking into account the sustainability of integration, (4) Evaluation of the implementation of DRR Education Integration, and (5) DRR Integration Innovation.

Psychosocial knowledge and skills are very important considering guidance and counseling services are also needed in crisis counseling during disaster response. This refers to the Minister of Education and Culture number 23 of 2008 concerning Indonesian Counselor Competency Standards (SKKI), counselors must have professional competence to master counseling service practices in various areas of individual life. Ideally the competence of the counselor must be in accordance with the rules in SKKI, but the fact that psychosocial service competencies are not yet possessed by the guidance and counseling study program students. Therefore, the Guidance and Counseling Study Program carries out psychosocial training for students. The purpose of this study was to analyze student capacity building in disaster preparedness through psychosocial training organized by the Guidance and Counseling Study Program. This research is a qualitative research with data collection in-depth interviews, observations, and documentation. The results showed that (1) there was an increase in students' knowledge and skills related to psychosocial, (2) students were very active in participating in training, (3) students needed further training to increase psychosocial capacity for disaster preparedness.

The purpose of this research was to improve improve the skills of observing in science learning by using guided discovery. This type of research is a collaborative classroom action research with teachers and research subjects Elementary School fourth grade students in SD Lempuyangan 1, Yogyakarta. The results showed that the percentace of students who has score B on pre-action of 23.53%; in the first cycle increased to 38.24%; and 91.18% in the second cycle. Thus in the first cycle an increase of 14.71%, 52.94% in the second cycle, and the accumulated increase of 67.65%. It shows that guided discovery method can improve the skills of observing students and enables students to find their own concepts of science so that learning will be more meaningful. Keyword : skills of observing, guided discovery method, science learning ABSTRAK Penelitian ini bertujuan untuk meningkatkan keterampilan mengamati pada pembelajaran IPA dengan menggunakan metode guided discovery. Jenis penelitian ini adalah Penelitian Tindakan Kelas kolaboratif dengan subjek penelitian guru dan siswa kelas IV SD Negeri Lempuyangan 1, Yogyakarta. Hasil penelitian menunjukkan bahwa persentase siswa yang memperoleh nilai B pada pratindakan sebesar 23,53%; pada siklus I meningkat menjadi 38,24%; dan pada siklus II 91,18%. Dengan demikian pada siklus I terjadi peningkatan sebesar 14,71%, pada siklus II 52,94%, dan akumulasi peningkatan sebesar 67,65%. Hal itu menunjukkan bahwa metode guided discovery dapat meningkatkan keterampilan mengamati siswa dan membuat siswa dapat mencari sendiri konsepkonsep IPA sehingga pembelajaran akan lebih bermakna.