The Effect of Experiential Learning Models on High School Students Learning Scores and Disaster Countermeasures Education Abilities

Abstract

Learning experiences are useful in increasing the learning scores. The purpose of this study was to: (1) Determine the effect of problem-based learning on learning outcomes; (2) Determine the effect of problem-based learning on disaster education abilities; (3) Know the effect of experiential learning on learning outcomes; and (4) Know the effect of experiential learning learning on disaster education abilities. This study used an experimental design with a pretest-posttest control group design. Data collection used observation sheets, questionnaires as an instrument of the implementation of learning models and education education, and tests that were used to know the learning scores. The results obtained  was tested by ANOVA using SPSS for windows version 21. The results showed: There is a significant influence of problem-based learning models on learning scores; There is a significant influence of the problem based learning model on the disaster education ability; There is a significant influence of experiential learning model on the learning scores; There is a significant influence of the experiential learning model on disaster education abilities. The experiential learning model has higher influence to learning value than to problem based learning. The experiential learning model has higher priority on the disaster education abilities than on problem based learning.

Keywords

• Experiential Learning,Problem Based Learning,Learning Score,Disaster Education.

References

1. Adi, S. (2014). Karakterisasi bencana banjir bandang di Indonesia. Jurnal Sains Dan Teknologi Indonesia, 15(1).
2. Akbar, F. I., & Hartono, R. (2017). Pengembangan Lembar Kegiatan Peserta Didik Dengan Model Pengembangan 4-D Pada Materi Mitigasi Bencana dan Adaptasi Bencana Kelas X SMA. Jurnal Pendidikan Geografi: Kajian, Teori, Dan Praktek Dalam Bidang Pendidikan Dan Ilmu Geografi, 22(2), 134–145.
3. Aliman, M., Budijanto, B., Sumarmi, S., & Astina, I. K. (2019). Improving Environmental Awareness of High School Students’ in Malang City through Earthcomm Learning in the Geography Class. International Journal of Instruction, 12(4), 79–94. https://doi.org/10.29333/iji.2019.1246a
4. Amirudin, A., Handoyo, B., & Soekamto, H. (2016). Characteristics Of Desaster Pre Liminary Re-Search In Developing Learning Model Of Environ-Ment Education Based On The Disaster In Efford To Grow An Cultural Anticipatory. Jurnal Pendidikan Geografi, 20(1). http://dx.doi.org/10.17977/pg.v20i1.5012
5. Angriani, P., Sumarmi, Ruja, I. N., & Bachri, S. (2019). Local community-based river management: A case study of kuin river, Banjarmasin, South Kalimantan – Indonesia. Ecology Environment Conservation, 25(1), 82–93.
6. Ankem, K., Uppala, V., & Durst, A. (2019). Integrating Experiential Learning: Using an EHR System to Teach CDSS in Health Informatics. Issues in Information Systems, 20(3), 194–207.
7. Bachri, S., Stötter, J., Monreal, M., & Sartohadi, J. (2015). The calamity of eruptions, or an eruption of benefits? Mt. Bromo human–volcano system a case study of an open-risk perception. Natural Hazards and Earth System Sciences, 15(2), 277–290. https://doi.org/10.5194/nhess-15-277-2015
8. Baidowi, A., Sumarmi, S., & Amirudin, A. (2015). Pengaruh Model Pembelajaran Berbasis Proyek terhadap Kemampuan Menulis Karya Ilmiah Geografi Siswa SMA. Jurnal Pendidikan Geografi, 20(1), 48–58. https://doi.org/10.17977/um017v20i12015p048

9. Davies, L. (2016). Informal Learning: A New Model for Making Sense of Experience. Aldershot, England ; Burlington, VT: Routledge.
10. Education, A. for E. (1994). AEE definition of experiential education. Association for Experiential Education Boulder, CO.
11. Gall, M. D., Gall, J. P., & Borg, W. R. (2006). Educational Research: An Introduction (8 edition). Boston: Pearson.
12. Healey, M., & Jenkins, A. (2000). Kolb’s experiential learning theory and its application in geography in higher education. Journal of Geography, 99(5), 185–195.
13. Immaniar, B. D., Sumarmi, S., & Astina, I. K. (2019). Pembelajaran Lingkungan Berbasis Kearifan Lokal dengan Model Experiential Learning. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 4(5), 648–653. https://doi.org/10.17977/jptpp.v4i5.12431
14. Irawan, L. Y., Ayuni, I. K., & Sumarmi, S. (2018). School Preparedness toward Kelud Eruption Hazard (Case Study on Kelud Disaster Prone Area). IOP Conference Series: Earth and Environmental Science, 145, 012027. https://doi.org/10.1088/1755-1315/145/1/012027
15. Irfianti, M. D., Khanafiyah, S., & Astuti, B. (2016). Perkembangan Karakter Peduli Lingkungan Melalui Model Experiential Learning. UPEJ Unnes Physics Education Journal, 5(3), 72–79. https://doi.org/10.15294/upej.v5i3.13768
16. Iryanthony, S. B. (2015). Pengembangan Modul Kesiapsiagaan Bencana Angin Puting Beliung Untuk Mahasiswa Pendidikan Geografi UNNES. Jurnal Geografi: Media Informasi Pengembangan Dan Profesi Kegeografian, 12(2), 143–154.
17. Ives-Dewey, D. (2009). Teaching Experiential Learning in Geography: Lessons from Planning. Journal of Geography, 107(4–5), 167–174. https://doi.org/10.1080/00221340802511348
18. Kemendikbud. (2012). Laporan Akuntabilitas Kinerja Kementerian Pendidikan dan Kebudayaan Tahun 2011. Jakarta.
19. Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and Higher Education, 8(1), 13–24. https://doi.org/10.1016/j.iheduc.2004.12.001
20. Kolb, D. A. (2014). Experiential Learning: Experience as the Source of Learning and Development. FT Press.
21. Kotval, Z. (2003). Teaching experiential learning in the urban planning curriculum. Journal of Geography in Higher Education, 27(3), 297–308.
22. Kurniawan, B., Idris, I., Purnomo, A., Wiradimadja, A., & Sukamto, S. (2019). Using Broadcasting Learning Design to Enhance Student’s Experiential Skill. International Journal of Emerging Technologies in Learning (IJET), 14(16), 172. https://doi.org/10.3991/ijet.v14i16.10652
23. Løvoll, H. S. (2019, August 15). Experiential learning in the outdoors : The Norwegian tradition. https://doi.org/10.4324/9780429298806-3
24. Mallawaarachchi, V., Wickaramarachchi, A., Weliwita, A., Perera, I., & Meedeniya, D. (2018). Experiential Learning in Bioinformatics – Learner Support for Complex Workflow Modelling and Analysis. International Journal of Emerging Technologies in Learning (IJET), 13(12), 19. https://doi.org/10.3991/ijet.v13i12.8608
25. Marni, S., Suyono, S., Roekhan, R., & Harsiati, T. (2019). Critical Thinking Patterns of First-Year Students in Argumentative Essay. Journal for the Education of Gifted Young Scientists, 7(3), 733–747. https://doi.org/10.17478/jegys.605324
26. Maryani, E. (2010). Model Pembelajaran Mitigasi Bencana Dalam Ilmu Pengetahuan Sosial Di Sekolah Menengah Pertama. Jurnal Geografi Gea, 10(1), 42–58.
27. Maryani, E., & Yani, A. (2014). Kearifan Lokal Masyarakat Sunda dalam Memitigasi Bencana dan Aplikasinya sebagai Sumber Pembelajaran IPS Berbasis Nilai. Jurnal Penelitian Pendidikan, 14(2).
28. Mellor, A. (1991). Experiential learning through integrated project work: An example from soil science. Journal of Geography in Higher Education, 15(2), 135–149.
29. Moon, J. A. (2013). A handbook of reflective and experiential learning: Theory and practice. Routledge.
30. Nomba, S., Uno, H., & Kaku, A. (2018). Pengaruh Model Pembelajaran Penemuan Terbimbing Terhadap Kemampuan Generalisasi Matematis Peserta Didik Ditinjau dari Gaya Kognitif Peserta Didik (Suatu Eksperimen di Kelas VIII SMP Negeri 1 Kabila). Jurnal Pascasarjana, 2(2), 303–307.
31. Nurhasanah, S., Malik, A., & Mulhayatiah, D. (2017). Penerapan Model Experiential Learning Untuk Meningkatkan Keterampilan Berpikir Kritis Siswa. WaPFi (Wahana Pendidikan Fisika), 2(2), 58–62. https://doi.org/10.17509/wapfi.v2i2.8280
32. Nurlaksito, B., & Legowo, B. (2012). Identifikasi Bidang Gelincir Pemicu Bencana Tanah Longsor Dengan Metode Resistivitas 2 Dimensi Di Desa Pablengan Kecamatan Matesih Kabupaten Karanganyar. Indonesian Journal of Applied Physics (2012), 2(1), 1–10.
33. Ozyaprak, M. (2015). The Effectiveness of SCAMPER Technique on Creative Thinking Skills. Journal for the Education of Gifted Young Scientists, 4(1), 31–40.
34. Purnomo, A. (2015). Pengaruh Pembelajaran Outdoor terhadap Pengetahuan, dan Sikap Pelestarian Lingkungan Mahasiswa S1 Pendidikan Geografi Universitas Kanjuruhan Malang. Jurnal Pendidikan Geografi: Kajian, Teori, dan Praktek dalam Bidang Pendidikan dan Ilmu Geografi, 20(1), 37–47. https://doi.org/10.17977/jpg.v20i1.284
35. Ridha, S., Utaya, S., Bachri, S., & Handoyo, B. (2019). Evaluating Disaster Instructional Material Questions in Geography Textbook: Using Taxonomy of Spatial Thinking to Support Disaster Preparedness. IOP Conference Series: Earth and Environmental Science, 273, 012035. https://doi.org/10.1088/1755-1315/273/1/012035
36. Sari, R. M., Sumarmi, S., Astina, I. K., Utomo, D. H., & Ridhwan, R. (2019). Measuring Students Scientific Learning Perception and Critical Thinking Skill Using Paper-Based Testing: School and Gender Differences. International Journal of Emerging Technologies in Learning (IJET), 14(19), 132–149.
37. Soehaimi, A. (2008). Seismotektonik dan potensi kegempaan wilayah Jawa. Indonesian Journal on Geoscience, 3(4), 227–240.
38. Steele, C., & Neimann, T. (2020). The Affective Phenomena of Childhood Trauma: Can Experiential Learning, Social Emotional Learning Enhance Healthy Brain Development? In Challenges and Opportunities in Global Approaches to Education (pp. 204–222). IGI Global.
39. Sumarmi. (2015). Model-model Pembelajaran Geografi. Yogyakarta: Aditya Media Publishing.
40. Suryani, S., Rudyatmi, E., & Pribadi, T. A. (2014). Pengaruh Experiential Learning Kolb Melalui Kegiatan Praktikum Terhadap Hasil Belajar Biologi Siswa. Journal of Biology Education, 3(2). Retrieved from https://journal.unnes.ac.id/sju/index.php/ujbe/article/view/4463
41. Syafrizal, S., Masrupi, M., & Mauludah, I. (2019). The Impact of Experiential Learning Method and Vocabolary Mastery Toward Indonesiaon Students’ Reading Comprehension Though Animation Video. Journal for the Education of Gifted Young Scientists, 7(3), 449–458. https://doi.org/10.17478/jegys.531412
42. Syah, A. F. (2012). Strategi adaptasi masyarakat pesisir Bangkalan terhadap dampak banjir rob akibat perubahan iklim. Jurnal Kelautan: Indonesian Journal of Marine Science and Technology, 5(2), 167–174.
43. Trinugroho, A. R. (2017). Pengaruh Model Outdoor Experiential Learning Terhadap Prestasi Belajar dan Sikap Peduli Lingkungan Siswa pada Mata Pelajaran IPA Kelas IV MIM 2 Kasegeran (bachelor). Universitas Muhammadiyah Purwokerto, Purwokerto. Retrieved from http://repository.ump.ac.id/3696/
44. Widyaningsih, R. (2014). Pengembangan Hand-Out Geografi Berbasis Penanggulangan Bencana Melalui Pembelajaran Contextual Teaching And Learning (CTL) Di Kelas XI IPS SMA Negeri 1 Trawas. Swara Bhumi, 3(2).