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 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 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 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 Study of attitudes towards values among High School Students

2021 ◽  
Vol 4 (1) ◽  
pp. 11-16
Author(s):  
Ramalingam N ◽  
Palanivelu G
Keyword(s):  
High School ◽  
High School Students ◽  
Field Research ◽  
Attitude Scale ◽  
School Students ◽  
Research Papers ◽  
Language Of Instruction ◽  
Simple Event ◽  
Significant Difference ◽  
The Subject

Field research was used to find a attitude towards value among high school students. In Tiruvallur district, 250 high school students were selected as study samples in simple event sampling. The data was designed and the data was designed by the Sublime Attitude Scale Investigator to collect research data. The data collected was tested using analyses at the point of average, deplanation, t-test, etc. As a result of the study, high school students have a significant difference in their gender, language of instruction and school location. To bridge these differences, teachers should first be trained in workplaces to teach values in conjunction with the subject. In order to encourage teachers to provide research papers on value, they should participate in seminars and workshops to improve their teaching skills. Thus, when teachers combine with the subject during learning teaching and teach them values, students can become better citizens.

scholarly journals Does Gender Play a Part in High School Students’ Interest and their Application of Cognitive Strategies in Learning Mathematics?

2021 ◽  
Vol 9 (3) ◽  
pp. 242-245
Author(s):  
Jeyanthi Subrahmanyam
Keyword(s):  
High School ◽  
High School Students ◽  
Cognitive Strategies ◽  
Sampling Technique ◽  
T Test ◽  
School Students ◽  
Learning Mathematics ◽  
Significant Difference ◽  
The Subject ◽  
Better Than

Mathematics is an important component of school education. It teaches us to think logically. But learning this subject is not easy due to its abstract nature. Students find it difficult to learn mathematics due to a lack of interest in the subject. Nowadays schools give importance to grades and marks rather than teaching the subject interestingly. The present study was conducted to determine high school student’s interest in mathematics and their cognitive strategies concerning gender. The sample consisted of 738 students studying in 9th standard and they are selected from 18 schools of Thanjavur educational district using the purposive sampling technique. Data were analyzed using t-test. The findings showed that a significant difference could be seen in showing interest in learning the subject and applying cognitive strategies based on gender. Females showed more interest in the subject and their cognitive strategies are better than males.

DEVELOPING INTERACTIVE MEDIA TO TEACH SPEAKING SKILL FOR GRADE 11 STUDENTS

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Anggi Yulihar And Nora Ronita Dewi
Keyword(s):  
High School ◽  
High School Students ◽  
Research And Development ◽  
Interactive Media ◽  
Senior High School ◽  
School Students ◽  
Need Analysis ◽  
Speaking Skill ◽  
The Subject ◽  
Senior High School Students

The study deals with the developing interactive media for senior high school students. The objective of this study is to find out how to develop interactive media for better speaking skill of senior high school students. The research was conducted by using Research and Development (R&D). The subject of this research was 2016/2017 students of the eleventh grade of Class XI IPA4 in SMAN 1 Batang Kuis. The number of the students was 30 students. The data of this study was collected by using need analysis questionnaire and experts’ judgment. Need analysis questionnaire was calculated by using percentage to get the information of students’ need before developing interactive media. Experts’ judgment was calculated by using likert data, mean and criteria interval of expert judgment to know the validity of interactive media which has been developed. After the data analyzed, it was found that the experts’ judgment result was 4.80 which had a very good criteria interval. The result of the research find that interactive media is a very good to be used in teaching speaking skill.

Molecular Modeling as the Spark for Active Learning Approaches for Interdisciplinary Biology Teaching

2018 ◽  
Author(s):  
Antoine Taly ◽  
Francesco Nitti ◽  
Marc Baaden ◽  
samuela pasquali
Keyword(s):  
High School ◽  
High School Students ◽  
Molecular Modeling ◽  
Active Learning ◽  
Computer Science ◽  
Poster Presentation ◽  
Learning Approaches ◽  
School Students ◽  
The Subject ◽  
The Origin Of Life

<div>We present here an interdisciplinary workshop on the subject of biomolecules offered to undergraduate and high-school students with the aim of boosting their interest toward all areas of science contributing to the study of life. The workshop involves Mathematics, Physics, Chemistry, Computer Science and Biology. Based on our own areas of research, molecular modeling is chosen as central axis as it involves all disciplines. In order to provide a strong biological motivation for the study of the dynamics of biomolecules, the theme of the workshop is the origin of life. </div><div>All sessions are built around active pedagogies, including games, and a final poster presentation.</div>

Combining Webduino Programming With Situated Learning to Promote Computational Thinking, Motivation, and Satisfaction Among High School Students

2021 ◽  
pp. 073563312110399
Author(s):  
Ting-Ting Wu ◽  
Jian-Ming Chen
Keyword(s):  
High School ◽  
High School Students ◽  
Programming Languages ◽  
Situated Learning ◽  
Learning Strategy ◽  
Computational Thinking ◽  
Learning Motivation ◽  
School Students ◽  
Study Results ◽  
Significant Difference

Many countries have incorporated computational thinking (CT) and programming languages into their science and technology courses. Students can improve their CT ability by learning programming languages. Moreover, situated learning enables students to generate knowledge and master problem-solving skills through interaction with situations. This study incorporated Webduino learning and the situated learning strategy into a programming course and analyzed its impact on high school students’ CT ability, learning motivation, and course satisfaction. A quasi-experimental research method was adopted, wherein the experimental group was subjected to the situated learning strategy and the control group was subjected to a traditional teaching method. The study results revealed that integrating Webduino programming with situated learning could effectively improve five categories of CT skills; moreover, the activity models of situated learning enhanced the value and expectation dimensions of learning motivation. In addition, satisfaction with the course content and self-identity slightly improved. However, because teachers were required to elaborate on stories to promote learner engagement with life situations, the time available for programming was limited. Thus, no significant difference was observed in teaching satisfaction.

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