scholarly journals Pelatihan Pengurangan Risiko Bencana (Prb) STIKes WCH Bekerja Sama dengan SMA/SMK Malang

2020 ◽  
Vol 2 (1) ◽  
pp. 92
Author(s):  
Yahmi Ira Setyaningrum ◽  
Guritan Indra Sukma
Keyword(s):  
High School ◽  
High School Students ◽  
Risk Reduction ◽  
Disaster Risk Reduction ◽  
Disaster Risk ◽  
Vocational High School ◽  
School Students ◽  
Material Loss ◽  
Post Test ◽  
Disaster Training

AbstrakGempa merupakan bencana alam yang sering terjadi di Malang Raya. Gempa menimbulkan berbagai dampak negatif yang merugikan baik material maupun non material. Gempa tidak dapat dihindari, tetapi dapat diminimalkan risiko kerugian melalui suatu pelatihan pengurangan risiko bencana (PRB). Tujuan penelitian ini adalah meningkatkan pengetahuan dan kesiapsiagaan remaja dalam menghadapi bencana gempa bumi melalui pelatihan PRB. Metode penelitian dengan quasi eksperimen rancangan the group pretest-posttest. Hasil implikasi pelatihan PRB terhadap siswa SMA/SMK menunjukkan adanya peningkatan pengetahuan mengenai definisi gempa, potensi gempa, usaha PRB sebesar 55 poin. Pengetahuan siswa sebelum pelatihan rata-ratanya 42, setelah mengikuti pelatihan meningkat menjadi 97. Kesadaran remaja terhadap� PRB juga meningkat sebesar 64%. Kesadaran siswa sebelum pelatihan sebesar 18%, setelah pelatihan kesadaran menjadi 63%. Kesiapsiagaan remaja ketika terjadi bencana juga akan meningkat dari 18% menjadi 89%. Berdasarkan hasil penelitian dapat disimpulkan bahwa pelatihan PRB mampu meningkatkan pengetahuan, kesadaran dan kesiapsiagaan remaja SMK/SMK di Malang dalam menghadapi bencana gempa bumi.�Kata kunci: gempa; bencana; pelatihan; pengurangan; risiko.��Abstract Earthquake is a disaster that frequently occurs in Malang. The earthquake has caused �undesireble impacts not only material but also non material loss. Earthquakes cannot be avoided, but the risks of loss can be minimized through� disaster risk reduction training ( PRB).� The training target is enhancing knowledge and preparedness of teenages in facing disaster through PRB training. The method� carried out is by quasi experimentdesign using pre-test and post-test. The implication result of PRB training to �high school and vocational highschool �students shows there is enhnced� knowledge on disaster definition, disaster potentials recognition, and� disaster risk reduction effort as much as� 55 point. Students knowledge before training� is 49 for the average.after the training it becomes 97. The students� awareness on disaster risk reduction improves 64 % .The students� awareness before is 18 % and� it becomes� 63% after the training. The teenagers� preparedness when a disaster occurs improves� 18 % to become 89%. Based on the research it can be concluded that disaster risk reduction training PRB could enhance knowledge, awareness and preparedness of high school and vocational high school students in facing disaster especially earthquake.�Keywords: earthquake; disaster; training; reduction; risk

scholarly journals Awareness and Practices on Disaster Preparedness of Students of a Public High School in Antique

2020 ◽  
Vol 3 (2) ◽  
pp. 45-46
Author(s):  
Gerry L. Ventura ◽  
Dennis V. Madrigal
Keyword(s):  
High School ◽  
High School Students ◽  
Risk Reduction ◽  
Junior High School ◽  
Disaster Preparedness ◽  
Disaster Risk Reduction ◽  
Disaster Risk ◽  
Public High School ◽  
School Students ◽  
The Government

Disasters cause deaths and serious disruptions in society, which call for the global community to take drastic steps to address and reduce the impacts of these inevitable calamities. That is why the government, through the Philippine Disaster Risk Reduction Management Act of 2010, requires the integration of disaster risk reduction in the school curriculum to strengthen the awareness and practice of personnel and students on calamity preparedness. Hence, the paper assessed the level of awareness and extent of practice on disaster preparedness before, during, and after the disaster of public junior high school students in Antique. Likewise, it sought to establish a difference in awareness and practice on disaster preparedness relative to sex, residence, and grade level and the relationship between awareness and practice. 

Challenging Assumptions: What Do We Need to Address in Our Disaster Risk Reduction Efforts?

2017 ◽  
Vol 32 (2) ◽  
pp. 134-147 ◽  
Author(s):  
Tudor A. Codreanu ◽  
Hanh Ngo ◽  
Andrew Robertson ◽  
Antonio Celenza
Keyword(s):  
High School ◽  
Economic Development ◽  
High School Students ◽  
Risk Reduction ◽  
Disaster Preparedness ◽  
Disaster Risk Reduction ◽  
Developed Countries ◽  
Disaster Risk ◽  
School Students ◽  
Post Disaster

AbstractIntroductionSpecific knowledge and skills are required, especially in the first 72 hours post-disaster, to bridge the time gap until essential services are restored and Emergency Medical Services (EMS) can focus on individuals’ needs. This study explores disaster knowledge and preparedness in the first 72 hours as a function of the individual’s engagement in discussions about disasters, and several other factors (both at personal and community/country level), as well as the entities/organizations perceived by the individual as being responsible for disaster risk reduction (DRR) education.MethodsA prospective, cross-sectional survey of 3,829 final-year high-school students was conducted in nine countries with different levels of disaster risk and economic development. Regression analyses examined the relationship between a 72-hour disaster preparedness composite outcome (ability to make water safe for drinking, knowledge of water potability, home evacuation skill, and improvising a safe room) and a series of independent predictors.ResultsRespondents from countries with lower economic development were significantly better prepared for the first 72 hours post-disaster than those from developed countries (OR=767.45; CI=13.75-48,822.94; P=.001). While several independent predictors showed a significant main effect, combined disaster risk education (DRE) efforts, as a partnership between school and local government, had the best predictive value (OR=3.52; CI=1.48-8.41; P=.005).ConclusionsDisaster preparedness in final-year high-school students is significantly better in developing countries. Further improvement requires a convergent effort in aligning the most effective educational policies and actions to best address the individual’s and the community needs.CodreanuTA, NgoH, RobertsonA, CelenzaA. Challenging assumptions: what do we need to address in our disaster risk reduction efforts?Prehosp Disaster Med. 2017;32(2):134–147.

scholarly journals Comic worksheets for integrated disaster risk reduction learning in the subject of Geography

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Ahmad Yani
Keyword(s):  
High School ◽  
High School Students ◽  
Risk Reduction ◽  
Disaster Risk Reduction ◽  
Visual Learning ◽  
Disaster Risk ◽  
Assessment Instrument ◽  
School Students ◽  
Significant Difference ◽  
The Subject

Indonesian students have limited visual learning capacity. Low literacy of such students has gained the researcher’s attention in developing their literacy through comic worksheets. The researcher created comic worksheets with blank speech bubbles to help high school students build their conceptual framework about disaster risk mitigation. This study attempts to investigate the effectiveness of comic worksheets in helping high school students learn disaster risk reduction (DRR) in the subject of Geography. This study followed the research and development (RD) approach to develop comic worksheets with blank speech bubbles. A paired sample t-test was used to analyse the mean difference between the pre-and post-test scores of 103 students. The results show a significant difference between both means. It indicates that using comic worksheets could improve student learning outcomes. It could also effectively be used as an assessment instrument for the students’ affective aspects. Dialogues among comic characters compiled by students record their attitudes and behaviour in their everyday life. Collaboration between teachers, learning media developers, and artists is needed to create comic packages for learning Geography.

scholarly journals Spatial Representation Developing Geographical awareness for Disaster Risk Reduction

2021 ◽  
Vol 884 (1) ◽  
pp. 012022
Author(s):  
Muhammad Nursa’ban ◽  
Mukminan ◽  
Muhsinatun Siasah Masruri ◽  
Iis Kurnia Wati ◽  
Rias Murti Lestari ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Risk Reduction ◽  
Disaster Risk Reduction ◽  
Spatial Representation ◽  
Disaster Risk ◽  
Disaster Mitigation ◽  
School Students ◽  
Sustainable Living ◽  
Quantitative Descriptive

Abstract Reducing the risk of various natural disasters makes us learn more about the meaning of safe and sustainable living space. Geographical awareness which is formed by understanding spatial representation should be owned as a capital for disaster mitigation. This study aims to describe the level of geographic awareness with the spatial representation of high school students in Yogyakarta. The study used a quantitative descriptive research design with a questionnaire technique by stratified random sampling on 180 samples of high school students in Yogyakarta. Data are presented as a percentage in tables, charts, and graphs. The results showed that the level of geographic awareness through understanding the spatial representation of high school students' disaster risk reduction varied from low to high. A high understanding of spatial representation is shown by around 30 percent of students, 50 percent in the medium category, and less than 15 percent in the low category. Three factors of geographical awareness, namely: caring, polite, responsive, and tolerant attitude towards the surrounding environment; trying to be part of the solution to environmental problems; love the homeland. All respondents agreed with geographic awareness through spatial representation as an alternative to disaster risk reduction.

scholarly journals PENERAPAN RELAKSASI ATENSI UNTUK MENINGKATKAN KONSENTRASI BELAJAR PADA SISWA SMK

2013 ◽  
Vol 3 (2) ◽  
pp. 103
Author(s):  
Olievia Prabandini Mulyana ◽  
Umi Anugerah Izzati ◽  
Ni Wayan Sukmawati Puspitadewi
Keyword(s):  
High School ◽  
High School Students ◽  
Test Group ◽  
Control Group ◽  
Vocational High School ◽  
School Students ◽  
Group Design ◽  
Letting Go ◽  
Post Test ◽  
Experimental Group

The objectives of this research is to examine the effectiveness of attentive relaxation to increase the concentration among students of Vocational High School. Attentive relaxation applied in this research is a relaxation technique with focus on the enhancement of visual sense sensitivity. This attentive relaxation program is based on Robert H.McKim’s theory with three basic phases, which are loosening up, letting go, and going to close. This research was an experiment which apply pre-test and post-test group design. The subject in this research were 60 Vocational High School students consist of 30 students in experimental group and 30 students in  control group. This research conducted in Vocational High School Wachid Hasyim Surabaya. The experiment group was given the treatment of attentive relaxation, while the control group was left without treatment. Army alpha test was used to measure learning concentration. The army alpha test was administered to both experiment group and control group in pre-test and post-test conditions. The result found that attentive relaxation increase the learning concentration among Vocational High School students. This can be seen from the increase in learning concentration scores of students in experimental group between before and after the attentive relaxation treatment was given. Attentive relaxation contributes 23,3% in increasing the learning concentration of Vocational High School students.Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh relaksasi atensi dalam meningkatkan konsentrasi belajar pada siswa SMK. Relaksasi atensi yang digunakan dalam penelitian ini merupakan sebuah teknik relaksasi yang lebih menekankan pada peningkatan kepekaan indera visual. Program Relaksasi Atensi ini didasarkan pada teori relaksasi atensi dari Robert H. McKim yang dengan tiga tahapan dasar, yaitu loosening up (peregangan), letting go (pembebasan ketegangan), going to close (pendekatan masalah). Jenis penelitian yang digunakan dalam penelitian ini adalah penelitian eksperimental, dengan menggunakan pre-test and post-test group design. Subjek pada penelitian ini merupakan siswa SMK yang berjumlah 60 orang yang terdiri dari 30 orang dalam kelompok eksperimen dan 30 orang dalam kelompok kontrol. Penelitian ini dilaksanakan di SMK Wachid Hasyim Surabaya. Pada kelompok eksperimen akan diberi perlakuan berupa relaksasi atensi, sedangkan pada kelompok kontrol yang tidak diberi perlakuan. Untuk mengukur konsentrasi belajar digunakan tes army alpha. Tes army alpha diberikan kepada kelompok eksperimen dan kelompok kontrol pada saat pre-test dan post-test. Relaksasi Atensi dapat meningkatkan konsentrasi belajar pada siswa SMK. Hal ini ditunjukkan dengan adanya perbedaan konsentrasi belajar antara sebelum dan sesudah dilakukan relaksasi atensi. Kelompok eksperimen menunjukkan peningkatan konsentrasi belajar setelah diberi perlakuan relaksasi atensi.

scholarly journals THE EFFICIENCY OF USING EDUCATION VIDEOS ON THE LINEAR PROGRAM MATERIAL AS OBSERVED IN VOCATIONAL HIGH SCHOOL STUDENTS’ MATHEMATICAL COMMUNICATION ABILITY

2018 ◽  
Vol 1 (1) ◽  
pp. 11
Author(s):  
Laela Zakiah ◽  
Asy Syifa Nurul Saomi ◽  
Rita Syara ◽  
Wahyu Hidayat ◽  
Heris Hendriana
Keyword(s):  
High School ◽  
High School Students ◽  
Linear Program ◽  
Vocational High School ◽  
Program Material ◽  
School Students ◽  
Mathematical Communication ◽  
Tenth Grade ◽  
Post Test ◽  
Communication Ability

This research has a purpose to find out the efficiency of of using education videos to increase the vocational high school students’ mathematical communication ability. The method used for this research was a quasi experiment method where the researcher took two classes as research samples. The first class was the experimental class where the students were shown the education videos and the second class was the control class where the students were taught as usual. The materials which were used for this research was a linear program. The research’s populations were the tenth grade students of SMK AL-Halim Garut with class X Multimedia and X Teknik Komputer dan Jaringan (TKJ) (Class of Computer Techniques and Network)as the samples. From the result of the first normality data analysis test (Pre-test), it was found that the experimental class did not distribute normally, therefore, the research continued by using Mann Whitney’s experiment. Sig.0.456 > 0.05 was resulted from the count, therefore H0 was accepted, it meant that there was no difference between the experimental class and control class. Meanwhile, on the final test (Post-test), the scores of both classes did not distribute normally, therefore Mann Whitney’s experiment was used again to find out. Sig.0.000 > 0.05 was resulted from the count, therefore H0 was rejected. In conclusion, “The efficiency of the students’ mathematical communication ability who got the education videos was more effective than those who were taught as usual on the linear program material”

EFEKTIVITAS METODE DEMONSTRASI DALAM MENINGKATKAN HASIL BELAJAR SISWA SEKOLAH MENENGAH KEJURUAN PADA PENGAJARAN SISTEM KOLOID

2013 ◽  
Vol 19 (1) ◽  
pp. 28
Author(s):  
Hamda Situmorang ◽  
Manihar Situmorang
Keyword(s):  
High School ◽  
High School Students ◽  
Abstract Concept ◽  
Vocational High School ◽  
School Students ◽  
Lecture Method ◽  
Colloid System ◽  
Before And After ◽  
The Right ◽  
And Control

Abstract Implementation of demonstration method in the teaching of chemistry is assigned as the right strategy to improve students’ achievement as it is proved that the method can bring an abstract concept to reality in the class. The study is conducted to vocational high school students in SMKN1 Pargetteng getteng Sengkut Pakfak Barat at accademic year 2013. The teaching has been carried out three cycles on the teaching of chemistry topic of colloid system. In the study, the class is divided into two class, experiment class and control class. The demontration method is used to teach students in experimental class while the teaching in control class is conducted with lecture method. Both are evaluated by using multiple choise tests before and after the teaching procedures, and the ability of students to answer the problems are assigned as students’ achievements. The results showed that demonstration method improved students’ achievement in chemistry. The students in experimental class who are taughed with demonstration method (M=19.08±0.74) have higher achievements compare with control class (M=12.91±2.52), and both are significantly different (tcalculation 22.85 > ttable 1.66). The effectivity of demostration method in experimental class (97%) is found higer compare to conventional method in control class (91%).

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