Learning About Landslide Disaster Mitigation Based on a Role-Playing Method Assisted by the Disaster Education Pocket Book

Year 2020, Volume: 10 Issue: 4, 618 - 638, 31.12.2020

Erni Suharini , Moh. Baharsyah

https://doi.org/10.33403/rigeo.767474

Abstract

The importance of understanding disaster issues affecting Indonesia encourages the integration of disaster mitigation into the education system. For instance, the inclusion of disaster mitigation occurs in the subject of geography. However, the implementation of disaster mitigation learning still faces several obstacles. This aim of this study is to describe the implementation of a role-playing learning method assisted by the disaster education pocket-book and to analyze its effectiveness. This research was conducted at SMAN 11 Semarang. The samples of this study were XI IPS 2 as the experimental class and XI IPS 3 as the control class. The variable of this research was the role-playing learning method assisted by the disaster education pocket-book. The sub-variables include teacher performance, learning outcomes, and students’ responses. The study found that implementation of the experimental class obtained teacher performance scores of 89 percent and control classes obtained teacher performance scores of 86 percent. Both scores were very good. The comparison of cognitive learning outcomes showed that disaster mitigation learning with a role-playing method and assisted by a pocket-book about disaster education was more effective than learning through lectures and discussion methods. Responses to a questionnaire showed an average score of 82.7 percent, stating that students were very interested in such learning. The results of this study indicate that disaster mitigation learning must be implemented with a method that involves active student participation and is also complemented by interesting learning materials such as the role-playing method assisted by use of a disaster education pocket book.

Keywords

Disaster Mitigation, Disaster Education, Pocket Book, Role Playing Method

Thanks

This work was supported by the Department of Geography Faculty of Social Sciences Universitas Negeri Semarang.

References

• Artvinli, E. (2010a). Teaching styles of geography teachers. Electronic Journal of Social Science, 9(33), 387–408.
• Artvinli, E. (2010b). The contribution of geographic information systems (GIS) to geography education and secondary school students’ attitudes related to GIS. Kuram ve Uygulamada Egitim Bilimleri, 10(3), 1277–1292.
• Artvinli, E. (2013). Configuring of geography lessons: design of a lesson based on action research. Mamara Geographical Review, 21, 184–218.
• Asyhari, A., & Silvia, H. (2016). Pengembangan media pembelajaran berupa buletin dalam bentuk buku saku untuk pembelajran IPA terpadu. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 5(1), 1-13.
• Bhattacharjee, S. (2014). Effectiveness of role-playing as a pedagogical approach in construction education. 50th ASC Annual International Conference Proceedings. Westin, Washinton DC: The Associated Schools of Construction.
• Byers, T., Imms, W., & Hartnell-Young, E. (2018). Comparative analysis of the impact of traditional versus innovative learning environment on student attitudes and learning outcomes. Studies in Educational Evaluation, 58(4), 167–177.
• Castro, L. (2019). Strengthening english language teaching in rural schools through the role-playing: teachers motivations. International Journal of Educational Methodology, 5(2), 289–303.
• Davis, B., & Summers, M. (2015). Applying dale’s cone of experience to increase learning and retention: A study of student learning in a foundational leadership course. QScience Proceedings, 2(4), 6-13.
• Fahma, N., Suryani N., & Musadad, A. A. (2018). The development of pocketbook as an accounting teaching material. Advances in Social Science, Education and Humanities Research, 165(9), 99-103.
• Fajriah, N., & Churiyah, M. (2015). Utilizing instructional media for teaching infrastructure administration. Jurnal Teknologi Informasi & Komunikasi Dalam Pendidikan, 2(2), 187–200.
• Fatonah, A., Safriani E. W., Wiwin, H., Rose, A., & Fajariah, A. (2018). Peningkatan pengetahuan bencana menggunakan buku panduan pembelajaran kebencanaan di kabupaten klaten. Seminar Nasional Geografi Dan Pembangunan Berkelanjutan, Jakarta, Universitas Indonesia.
• Frankenberg, E., Sikoki, B., Sumantri, C., Suriastini, W., & Thomas, D. (2013). Education, vulnerability, and resilience after a natural disaster. Ecology and Society, 18(2). 16-26
• Guthrie, D. M., Davidson, J. G. S., Williams, N., Campos, J., Hunter, K., Mick, P., … Wittich, W. (2018). Combined impairments in vision, hearing and cognition are associated with greater levels of functional and communication difficulties than cognitive impairment alone: Analysis of interRAI data for home care and long-term care recipients in Ontario. PLoS ONE, 13(2), 1–27.
• Hani’ah, Firdaus, H. S., & Nugraha, A. L. (2017). Analysis of environmental vulnerability in the landslide areas (case study: semarang regency). IOP Conference Series: Earth and Environmental Science, 98(1).
• Hanifah, M., Mohmadisa, H., Yazid, S., Nasir, N., & Balkhis, N. S. (2019). Professional and pedagogical competencies of geography teachers in Malaysia. Review of International Geographical Education Online, 9(2), 304–318.
• Hoffmann, R., & Blecha, D. (2020). Education and disaster vulnerability in Southeast Asia: Evidence and policy implications. Sustainability (Switzerland), 12(4), 1–17.
• Ichsan, I. Z., Rahmayanti, H., Purwanto, A., Sigit, D. V., Kurniawan, E., Dewi, A. K., … Marhento, G. (2020). Covid-19 dan e-learning: perubahan strategi pembelajaran sains dan lingkungan di SMP. Journal Inovasi Pembelajaran. 6, 50–61.
• Ichsan, I. Z., Sigit, D. V., Miarsyah, M., Ali, A., Arif, W. P., & Prayitno, T. A. (2019). HOTS-AEP: Higher order thinking skills from elementary to master students in environmental learning. European Journal of Educational Research, 8(4), 935–942.
• Ilyasa, F., Rahmayanti, H., Muzani, M., Ichsan, I. Z., & Suhono, S. (2020). Environmental education for prevent disaster: a survey of students knowledge in beginning new normal of COVID-19. International Journal on Advanced Science, Education, and Religion, 3(2), 1–8.
• Jackson, J. (2016). Myths of active learning: edgar dale and the cone of experience. HAPS Educator, 20(2), 51–53. Khulafa, F. N., & Santosa, P. (2018). The developmet of pocket book as learning media to make batik jumput in multicultural arts and scraf subject. Asia Pasific Journal of Contemporary Education and Communication Technology, 4(1), 51–57.
• Kilgour, P. W., Reynaud, D., Northcote, M. T., & Shields, M. (2015). Role-playing as a tool to facilitate learning, self reflection and social awareness in teacher education. International Journal of Innovative Interdisciplinary Research, 2(2), 8–20.
• King, K. P. (2010). the King’S carpet: Drama play in teacher education. Online Submission, 3(1), 39–60.
• Krebt, D. M. (2017). The effectiveness of role play techniques in teaching speaking for EFL College Students. Journal of Language Teaching and Research, 8(5), 863.
• Krisdiana, B. P., Irawati, E., & Kadarisman, A. E. (2018). The effectiveness of role-play integrated with word cards on students’ speaking skill for communication. Jurnal Pendidikan Humaniora, 6(2), 78–84.
• Kurniawan, E., Sriyanto, & Sari, S. N. (2019). Development strategy of cadres students on school based environmental and disaster awareness. IOP Conference Series: Earth and Environmental Science, 243(1).
• Kurniawan, Edi, Sriyanto, S., & Syifauddin, M. (2020). The academic community capacity of The Universitas Negeri Semarang (UNNES) in dealing with natural disasters. 1st International Conference on Environment and Sustainability Issues (ICESI). Semarang City: Universitas Negeri Semarang.
• Kurniawan, Edi, & Trimasukmana, D. J. (2020). Korean drama as geography’s audio-visual learning media of disaster mitigation. Universal Journal of Educational Research, 8(5), 2184–2190.
• Lamina, O. G. (2017). School-community cooperation in natural disaster education and preparedness in Barangay Dolores, Taytay, Rizal, Philippines. Higher Education Forum, 129–144.
• Ma, Z. F. (2020). Role play as a teaching method to improve student learning experience of a bachelor degree programme in a transnational context: an action research study. Compass: Journal of Learning and Teaching, 13(1), 1–10.
• Mahat, H., Hashim, M., Saleh, Y., Nayan, N., & Norkhaidi, S. B. (2019). Factor analysis on energy saving knowledge among primary school students in Malaysia : A case study in Batang Padang district, Perak. Kasetsart Journal of Social Sciences, 40, 448–453.
• Matijević, M. (2012). The new learning environment and learner needs this century. Procedia - Social and Behavioral Sciences, 46, 3290–3295.
• McCarthy, M. (2010). Experiential learning theory: from theory to practice. Journal of Business & Economics Research (JBER), 8(5), 131–140.
• Mona, D., & Azalea, F. W. (2018). Leaflet and pocketbook as an education tool to change level of dental health knowledge. Bali Medical Journal, 7(3), 760–763.
• Moreno-Guerrero, A. J., Rodríguez-Jiménez, C., Gómez-García, G., & Navas-Parejo, M. R. (2020). Educational innovation in higher education: Use of role playing and educational video in future teachers’ training. Sustainability (Switzerland), 12(6).
• Mudofir, I., Maftuh, M. F., Supriyanto, M., & Purwaningsih, H. (2019). Improving fluency skill in english speaking through role playing learning strategy at english study program, administration business department, state polytechnic of madiun. International Journal of Multicultural and Multireligious Understanding, 6(4), 52.
• Nugraha, A. L., Hani’Ah, & Pratiwi, R. D. (2017). Assessment of multi hazards in Semarang City. AIP Conference Proceedings, 1857, 1–9.
• Nurjannah, & Dwi, D. F. (2019). The Implementation of pocket book as development of learning media to improve students’ motivation. Middle-East Journal of Scientific Research, 27(6), 508–510.
• Pathirage, C., Seneviratne, K., Amaratunga, D., & Haigh, R. (2012). Managing disaster knowledge: Identification of knowledge factors and challenges. International Journal of Disaster Resilience in the Built Environment, 3(3), 237–252.
• Perbowo, K. S., & Anjarwati, R. (2017). Analysis of students’ learning obstacles on learning invers function material. Infinity Journal, 6(2), 169.
• Pinar, A. (2017). What is secondary school students’ awareness on disasters? a case study. Review of International Geographical Education Online, 7(3), 315–331.
• Prasetyo, Y., Bashit, N., & Azeriansyah, R. (2018). Analysis of landslide disaster impact identification using unmanned aerial vehicle (UAV) and geographic information system (GIS) (case study: Ngesrep Sub District, Semarang City). MATEC Web of Conferences, 159, 0–5.
• Pudjiastuti, S. R., Suparno, Sutisna, M., & Ati, H. M. (2019). The development of pocket book learning media based on mind mapping, dynamic material application of indonesian democracy in senior high school. Advances in Social Science, Education and Humanities Research,, 418, 313–320.
• Rashid, S., & Qaisar, S. (2017). Role Play: a productive teaching strategy to promote critical thinking. Bulletin of Education and Research, 39(2), 197–213.
• Rogayan, D. V., & Dollete, L. F. (2020). Disaster awareness and preparedness of barrio community in Zambales, Philippines: Creating a baseline for curricular integration and extension program. Review of International Geographical Education Online, 10(2), 92–114.
• Sakurai, A., Bisri, M. B. F., Oda, T., Oktari, R. S., & Murayama, Y. (2017). Assessing school disaster preparedness by applying a comprehensive school safety framework: A case of elementary schools in Banda Aceh City. IOP Conference Series: Earth and Environmental Science, 56(1). https://doi.org/10.1088/1742-6596/755/1/011001
• Shaw, R., Takeuchi, Y., & Rouhban, B. (2009). Education, capacity building and public awareness for disaster reduction. Landslides-Disaster Risk Reduction, 499–515. https://doi.org/10.1007/978-3-540-69970-5_26
• Sofyan, N., Buaja, T., & Rahman, O. R. (2018). The implementation of role play method in improving students’ speaking skill: A classroom action research at grade ix students of smp muhammadiyah 1 ternate. International Journal of Scientific and Technology Research, 7(12), 267–269.
• Suharini, E., Meliana, D., Sanjoto, T., & Kurniawan, E. (2020). The Strategy of disaster mitigation literacy through problem-based learning (PBL) in the school prone to tidal floods. 1st International Conference on Environment and Sustainability Issues. Semarang: Universitas Negeri Semarang.
• Suharini, E., Setyowati, D. L., & Kurniawan, E. (2017). Pembelajaran kebencanaan bagi masyarakat di daerah rawan bencana banjir DAS Beringin Kota Semarang. Forum Ilmu Sosial, 42(2), 184–195.
• Susilowardhani, A. (2014). The potential of strategic environmental assessment to address the challenges of climate change to reduce the risks of disasters: a case study from Semarang, Indonesia. Procedia-Social and Behavioral Sciences, 135, 3–9. h
• Thayaparan, M., Malalgoda, C., Keraminiyage, K., & Amaratunga, D. (2014). Disaster management education through higher education – industry collaboration in the built environment. Procedia Economics and Finance, 18(9), 651–658.
• Tjahjono, H., Suripin, & Kismartini. (2019). Spatial analysis of field vulnerability concerning landslide in Southern Semarang Environment. IOP Conference Series: Earth and Environmental Science, 243(1).
• Tjahjono, Heri, Suripin, & Kismartini. (2018). Strategies for determining priority area for mitigation of landslide disaster in Semarang City. Advances in Social Science, Education and Humanities Research (ASSEHR), 313, 301–305.
• Wijaya, A. K., Rahmat, R., & Kokom, K. (2018). Reflective experiences of students to the integration of role playing model with multimedia in citizenship education. Advances in Social Science, Education and Humanities Research, 251(ACEC), 418–421.
• Yulianto, T., Suripin, S., & Purnaweni, H. (2019). Zoning landslide vulnerable area according to geological structure, slopes, and landuse parameters in trangkil sukorejo gunungpati semarang city’s residental area. Journal of Physics: Conference Series, 1217(012029).
• Zamboanga, B. L., Ham, L. S., Tomaso, C. C., Audley, S., & Pole, N. (2016). “Try walking in our shoes”: teaching acculturation and related cultural adjustment processes through role-play. Teaching of Psychology, 43(3), 243–249.
• Zukmadini, A. Y., Kasrina, K., Jumiarni, D., & Rochman, S. (2020). Pocketbook based on local wisdom and its effectivity in improving students’ knowledge on the utilization of traditional medicine plants. Biosfer, 13(1), 59–74.