Disaster drills as experiential learning opportunities for geographic education

Zavar, Elyse; Nelan, Mary M.

doi:10.1080/03098265.2020.1771684

Cited by 11 publications

(9 citation statements)

References 11 publications

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“…the use of technology in learning such as multimedia helps solve the problem of verbalism by providing videos, animated images etc. in the learning process [16]. Lee (2010) stated that disaster rescue information was not fully understood due to the lack of alignment of disaster literacy and preparedness regarding disaster recovery [17].…”

Section: Resultsmentioning

confidence: 99%

“…The attitude of disaster prevention is evaluated based on the sensitivity of disaster prevention items, values related to disaster management, and responsibility for disaster prevention. According to The National Literacy Act (Metiri Group, 2003) literacy is closely related to a person's ability to read, write, speak, and process information obtained to solve problems encountered in everyday life [16].…”

Section: Discussionmentioning

confidence: 99%

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The importance of disaster mitigation literacy in social studies learning

Logayah

Maryani

Ruhimat

et al. 2022

IOP Conf. Ser.: Earth Environ. Sci.

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Education is one of the conscious and planned efforts in shaping the character of students for the cultivation of knowledge, attitudes, and skills. One of them is that social studies learning contributes to providing students’ knowledge, attitudes, and skills in dealing with disasters that are objective and subjective. In sustainable development efforts, social studies learning has a crucial role in reducing disaster risk. This paper aims to reveal that Indonesia is a disaster-prone country, especially in the community, one of which is the school environment. There are approximately 126,681 education units located in moderate and high disaster risk areas. Disaster literacy seeks to minimize disasters by providing knowledge about disasters, attitudes, and skills about disaster risk reduction. This research approach uses a literature review. The research results that have been carried out on disaster literacy show that there is still a lack of knowledge and understanding of social studies teachers and students related to disasters, lack of learning tool guidelines on disaster and disaster vulnerability: physical condition, facilities, and infrastructure of schools against catastrophe.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The importance of disaster mitigation literacy in social studies learning

Logayah

Maryani

Ruhimat

et al. 2022

IOP Conf. Ser.: Earth Environ. Sci.

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“…Di Taiwan, dikembangkan game interaktif berbasis Shikakeology agar siswa memiliki kepekaan terhadap bencana banjir dan sekaligus upaya mitigasi untuk mencegahnya (Tsai, Wen, Chang, & Kang, 2015). Di Amerika Serikat, digunakan model drill atau latihan simulasi bencana agar siswa memiliki pengalaman nyata dan kesiapan bila situasi bencana benarbenar terjadi (Zavar & Nelan, 2020). Sementara di Jepang, negeri yang memiliki kerawanan bencana yang hampir sama dengan Indonesia, telah sejak lama mengembangkan berbagai model pendidikan kebencanaan sejak mereka kalah dalam Perang Dunia Kedua (Kitagawa, 2015).…”

Section: Pendidikan Kebencanaan Dalam Sejarahunclassified

Belajar Dari Masa Lalu, Bersiap Untuk Masa Depan: Integrasi Pendidikan Kebencanaan Dalam Pembelajaran Sejarah Indonesia

Widiadi

2022

JPSI

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Indonesia is a disaster-prone country. History has proven that this country has been hit by various types of natural disasters for a long time. Unfortunately, disaster mitigation efforts through disaster education seem to be still not optimally conducted in Indonesia. There are only two subjects that formally contain the content of disaster education. Meanwhile, other subjects, including Indonesian history, are not required to provide students with the content of disaster education. Even though, there are many historical events in the subject of history of Indonesia that discuss the occurrence of disasters in Indonesia. Another challenge is how to integrate disaster education in history learning. One alternative method offered by this paper is through ADIT learning model. Indonesia merupakan negara yang rawan bencana. Sejarah telah membuktikan bahwa negara ini telah dilanda berbagai jenis bencana alam sejak lama. Sayangnya, upaya mitigasi bencana melalui pendidikan kebencanaan tampaknya masih belum maksimal dilakukan di Indonesia. Hanya ada dua mata pelajaran yang secara formal memuat muatan pendidikan kebencanaan. Sedangkan mata pelajaran lain, termasuk sejarah Indonesia, tidak wajib membekali siswa dengan muatan pendidikan kebencanaan. Padahal, banyak peristiwa sejarah dalam mata kuliah sejarah Indonesia yang membahas tentang terjadinya bencana di Indonesia. Tantangan lainnya adalah bagaimana mengintegrasikan pendidikan kebencanaan dalam pembelajaran sejarah. Salah satu alternatif metode yang ditawarkan oleh makalah ini adalah melalui model pembelajaran ADIT.

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“…This learning model emphasises the active involvement of students in conducting hazard risk assessments. The direct experiential learning increases students’ understanding of hazards (Zavar & Nelan 2020 ). However, there is currently limited literature on the application of IBL in disaster studies, specifically in Indonesia.…”

Section: Inquiry-based Learning In Disastermentioning

confidence: 99%