International Conference on Mathematics, Science, and Education 2014 (ICMSE 2014)

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1 IMPLEMENTATION OF SCIENCE ENVIRONMENT TECHNOLOGY AND SOCIETY LEARNING INTEGRATED MODEL OF NATURAL DISASTER IN SCIENCE SUBJECT IN DISASTER-PRONE AREAS SCHOOLS AT JAVA AND OUTSIDE JAVA Ani Rusilowati*, Achmad Binadja, Supriyadi, Arif Widiyatmoko Mathematics and Natural Sciences Faculty Semarang State University Indonesia * rusilowati@yahoo.com ABSTRACT Civil empowerment against disasters, one of which can be done through learning in school, by integrating it into some subjects. This study aims to: (1) implement the Science Environment Technology and Society (SETS)-vision natural disaster learning model integrated in school subjects in disaster-prone areas outside Java. (2) Analyze the differences in teachers ability outside of Java and in Java on learning model implementation. (3) Determine the effectiveness of the learning model. (4) Determine the practicality and acceptability of the learning model. This experimental research with Pretest-Postest Experiment-Control Group Design chose elementary school students in West Kalimantan, Papua and Central Java, and also junior high school students in Aceh and North Sulawesi academic year 2013/2014. Samples were taken by multistage, namely purposive sampling (schools located in areas prone to tsunamis, floods and landslides) and random sampling. Research instruments were observation sheets, questionnaires, and a written test. Analysis technique used t-test, normalized gain test, and descriptive percentages. Result of the study shows that the ability of teachers outside of Java require a longer adaptation time, and need a habituation to implement innovative learning model. Disaster learning model with SETS vision integrated in subjects is proved to be effective to improve the concept understanding of Natural Science, Social Studies, and disaster, also disaster response behaviours of students. Practical model can be applied and accepted by students. Keywords: natural disaster, SETS, science, disaster responsiveness INTRODUCTION High number of areas prone to disasters in Indonesia and the importance of increasing in disaster risk reduction efforts is a strong foundation for Indonesia to jointly undertake integrated and focused disaster risk reduction efforts, such as by integrated learning in some subjects of elementary and high schools. Main problem that is learned in disaster mitigation study is: How is the implementation and dissemination of natural disaster learning model with SETS vision integrated in Natural Science subject in schools of disaster prone areas outside of Java? From that problem, some questions can be formulated, they are: (a) Is there any difference in teachers skill of implementing natural disaster learning model with SETS S vision integrated in Natural Science subject in schools of disaster prone areas, outside and inside of Java?; (b) Is natural disaster learning model with SETS vision integrated in Natural Science subject in schools of disaster prone areas effective to give disaster learning to students outside of Java?; (c) Is natural disaster learning model with SETS vision integrated in Natural Science subject in schools of disaster prone areas practical to be given to students outside of Java?; (d) How is the acceptability of natural disaster learning model with SETS vision integrated in Natural Science subject by students and teachers in schools of disaster prone areas outside of Java? People of a country are deserved to have education service, including those students in disaster prone areas. Education service for students in disaster

2 prone areas will surely be different from students in safe areas. Those who are in disaster prone areas need to have education of disaster, so they are able to do disaster mitigation and management correctly. One of ways of disaster learning model that can be developed is by integrating material about disaster into other subjects. Thereby, core curriculum doesn t change, no need to create new subject, but just by integrating natural disaster materials into relevant subjects such as Natural Science, Social Science or others. Citizens, by students, need to increase their capacity as people who live in disaster prone areas, know and understand disaster potential level, type and strength of disasters that will possibly come. Disaster mitigation through this learning, can be used to condition them in challenging disaster in the future. Result of this study can be used as reference for teachers in schools of disaster prone areas to increase socio-economic-culture integrity for disaster risk and victims reduction. The spread of disaster information from teachers to students and fellow teachers, and also from teachers and students to citizens, has given disaster understanding to people. Citizens who are ready to face disasters will be more in quality and quantity. Then, disaster mitigation by disaster education in schools can help government in doing disaster mitigation. Result of large scale test in schools prone to flooding and land sliding in Semarang city shows that time allocation that is needed to give disaster learning with SETS vision integrated in Natural Science subject is not more than only Natural Science learning (Rusilowati, et, al., 2010). Natural disaster learning using Physics Communication Games media with SETS approach integrated with Natural Science subject in State Junior High School (SMPN) 2 Ajibarang Brebes on grade VIII, showed that it could increase disaster understanding, Physics materials on energy chapter, and learning interest of students to Physics (Amaliya, et, al., 2011). Study done by Kim & Roth (2008) showed that learning application by relating science, technology, environment and citizens would make students better; they pay more attention on environment. Frank & Barzilai (2006) in their study showed that 95% of students claimed that if SETS concept was included into learning process, it would give them a chance to acquire knowledge and increase interdisciplinary understanding. Masfuah, et, al., (2011) in her study concluded that disaster education with changing-partner model with SETS vision could emerge critical thinking skill and students awareness toward disaster. This model is actually able to be applied on other subjects, not only on Natural Science subject. In S this study model was also applied to Social Science subject as expansion. Result of studies above shows that thoughts about technology creation and usage from science transformation will be acquired by learning activity with SETS vision without damaging or suffering environment and people. This SETS vision will give better result if it is applied to cooperative learning (Binadja, 2002). Dissemination of first year study result was done, by national seminar activity. Some seminars that were joined are: national seminar held by Science Education major of Mathematics and Science Faculty Unnes on 2013, and national seminar held by Students Association of Physics Department of Unnes on The dissemination was also done by dedication activity to people, with Physics teachers who are included to MGMP Semarang regency as the objects, on METHODS 1. Research Design This study is a continuance of Research and Development (R&D) done collaboratively with teachers in elementary and high schools. Implementation of R&D products was done by Pretest-Postest Experiment-Control Group Design. 2. Research Population and Sample Research population was students of Elementary School in West Kalimantan, Papua and Central Java, and also of Junior High School in Province of Aceh and North Sulawesi, on academic year 2013/2014. Sample was taken by multistage. First step was by purposive sampling; schools in areas prone to have tsunami, flood, land sliding, and volcanic dust. Then was by random sampling determined by schools that were experiment objects. Research sample is presented on Table 1. Table 1. Research Sample

3 3. Research Location Research was done in Province of Aceh, West Kalimantan, North Sulawesi, and Papua, especially in areas prone to tsunami, land sliding and flood, social conflict, with divisions as follows: a. In Province of Aceh, especially in Banda Aceh (SMP N 01 Banda Aceh) b. In Province of West Kalimantan, especially in Melawi Regency (SD N 01 Nanga Pinoh, SD Kristen Emmanuel Nanga Pinoh, SD N 15 Kampung Baru) c. In Province of North Sulawesi, Minahasa Regency areas (SMP Kristen Credo Kalongan) d. In Province of Papua, in Jayawijaya Regency, especially in SD N Wamena. The research was also done in Centra Java, including Cilacap Regency (SD N 01 Glempang Pasir and SD N 02 Glempang Pasir), Grobogan (SD N 03 Katingrejo dan SD N 03 Latak), Semarang (SDN 02 Ngesrep Banyumanik, SDN 02 Bandarharjo), and Magelang (SMP N 2 Candimulyo). disaster learning model integrated in SETS-visioned Natural Science subject inside and outside of Java, (2) effectiveness of model implementation, and (3) equipment usage practicability of natural disaster learning integrated in Natural Science subject with SETS vision, (4) acceptability of learning model by teachers and students. After adaptation process, teachers skill in applying various approaches in order to implement Disaster Learning with SETS Vision integrated in subjects was not different between those from inside and outside of Java. Although some teachers outside of Java need longer time in process of changing learning paradigm that has been done so far. In first meeting, syntax of disaster learning model with SETS vision was not followed as order. After some times meeting, model implementation skill was not inferior to other teachers. Result of model implementation skill can be seen on Table 2. Tabel 2. Implementation Skill of Disaster Learning Model with SETS Vision in Java and outside of Java. 4. Instrument of Data Collection Instruments used in this test were observation sheets, scales (questionnaires) and tests. The observation sheets were used to determine the suitability of learning implementation with the developed model. The scales were addressed to teachers and students to determine effectiveness, practicability, and acceptability of learning model. Tests were used to determine the effectiveness of the model in increasing students disaster understanding. The tests were in form of multiple choices with 4 answer choices and essays. 5. Data Analysis Technique There are some analysis technique that are used to solve research problems. Analysis toward data of model implementation result used descriptive percentage statistic. Data of observation and questionnaire result was analysed in qualitative way with the help of the descriptive percentage statistic. Data of test result was tested with parametric statistic using one sample descriptive t-test, two samples t-test, and normalized gain test. Implementation of disaster learning model with SETS vision integrated in Natural Science subject was also done in schools in Central Java Province, besides those outside of Java. Result of the implementation in each school will be described in the following explanation. RESULTS AND DISCUSSION 1. Result of The Study This study produced outputs: (1) information about differences in teachers skill to implement natural S a. Implementation Outside of Java Implementation outside of Java was done in city of Banda Aceh, Pinoh, Minahasa, and Wamena. Schools

4 that were used as research locations including Elementary School and Junior High School. Research result of each school will be explained as follows. 1) Banda Aceh The research was done in SMP N 01 Banda Aceh. Research sample was students of grade VII. Research design was pretest-posttest experiment-control group design, experiment class used learning model with SETS vision and simulation, control class used expository and simulation. Result of the implementation is: Disaster learning model with SETS vision integrated in Natural Science subject with simulation approach can increase disaster understanding. Increasing of experiment class understanding is higher than control class. Average score of experiment class is 87 and control class is 77. Understanding toward Physics Science material on chapter Energy also happens to increase. The increasing is as much as 0.54 for experiment class and 0.43 for control class. Disaster responsiveness in experiment class is higher than control class. Average score of experiment class is 84.4 and control class is ) Melawi West Kalimantan Research location was in SD N 01 Nanga Pinoh, SD N 15 Kampung Baru and SD Emmanuel Nanga Pinoh. Research sample was students of grade IV, as many as 134 students. The Natural Science learning model used SETS approach. Research design was pretest-posttest exsperiment-control group design. Experiment class used disaster learning model with SETS vision and simulation, control class used SETS vision without simulation. Result of the study is as follows: Cognitive learning result between experiment class and control class in state and private schools can be seen on Table 3. Table 3. Cognitive Learning Result of SETS- Visioned and Non SETS-Visioned Disaster Learning Disaster responsiveness was measured twice, before and after treatment. The increasing of disaster responsiveness of experiment and control class can be seen in Table 4. Table 4. The Increasing of Disaster Responsiveness 3) North Sulawesi Research location was in SMP Credo, research sample was students of grade IX A and B as many as 61 students. Natural Science learning used SETS approach. Research design used pretest-posttest exsperimentcontrol group design. Experiment class used disaster learning model with SETS-visioned materials, while control class uses speech method with non-setsvisioned materials. Result of the study is:. Cognitive learning result of experiment class is higher than control class. Average score of experiment class learning result is 84, while control class is 73. Disaster responsiveness was measured twice, before and after treatment. Increasing of disaster response behaviour in experiment class is higher than control class. N gain of experiment class is 0.57 and control class is Wamena Research location was in SD N Wamena. Research sample was students of grade V as many as 25 students of experiment class and 25 students of control class. Social Science learning model used SETS approach. Research design used pretest-posttest exsperiment-control group design. Experiment class used disaster learning model with SETS vision and comics as media, while control class used expository with comics as media. Result of the study is:. S - 103

5 Cognitive learning result of experiment class is higher than control class. Average score of experiment class learning result is 78.4 while control class is Signification test of score difference used t-test. Result of t count is with p = Value of p is higher than 0.05, so Ho is refused. The conclusion is that there is difference between average score of experiment class and control class. Result of control class learning was also viewed from their classical thoroughness. Result of analysis was acquired from students learning thoroughness as many as 23/25 or 92% had achieved KKM. The result shows that learning success has been achieved because the classical thoroughness is more than 85%. Disaster responsiveness was measured twice, before and after treatment. Increasing of disaster responsiveness behaviour in experiment class is little higher than control class. N gain of experiment class is 0.47 and control class is (c) Social Care Behaviour Social care behaviour was measured in the end of meeting. Learning was done three times. Scoring result toward social care in each meeting is in order 87, 85.6, and Average score of social care is b. Implementation in Central Java Implementation of disaster learning model with SETS vision in Central Java was done in city of Cilacap, Grobogan, Magelang, and Semarang. Schools that were used as research locations including Elementary School and Junior High School. control class is Difference signification test used t-test. Result of t count = 3.64, this value is bigger than t table = 2.66 for dk 48 and α = So, it can be concluded that score of experiment class is higher than control class. Learning success was also viewed from classical thoroughness of experiment class. Result of experiment class thoroughness is 24/25 or 96% has achieved score 70 of KKM. Disaster responsiveness of experiment class is higher than control class. Average score of experiment class is and control class is ) Grobogan Research was done in SD N 3 Katingrejo and SD N 3 Latak. Research sample was students of grade IV. Research design: pretest-posttest exsperiment-control group design, experiment class used learning model with SETS vision and story books as media, control class used expository and story books. Result of implementation is: Disaster learning model with SETS vision integrated in Natural Science subject can increase understanding on Natural Science and disaster subject. The increasing of experiment class understanding is higher than control class. N gain of experiment class is 0.66 while control class is Disaster responsiveness in experiment class increased higher than in control class. N gain of experiment class is 0.55 while control class is ) Cilacap Research was done in SD N 01 Glempang Pasir and SD N 01 Glempang Pasir. Research sample was students of grade VII. Research design was pretestposttest exsperiment-control group design, experiment class used learning model with SETS vision and simulation, control class used expository and simulation. Result of the implementation is: Disaster learning model integrated in Natural Science subject with SETS vision using simulation approach can increase Natural Science and disaster understanding. Experiment class understanding is higher than control class. Average score of experiment class is and S ) Semarang Semarang City has ground contour of mountain and coast. Furthermore, the implementation of learning model was done in mountain and coast areas. Research locations were in SDN 02 Ngesrep Banyumanik Semarang, and SDN Bandarharjo 02 Semarang for coast area. SDN 02 Bandarharjo always has sea water flooding everyday. a) SDN 02 Ngesrep Banyumanik Semarang The implementation in SDN 02 Ngesrep Banyumanik Semarang took students of grade V as samples, as many as 48 students. Research design pretest-posttest exsperiment-control group design. Experiment class used disaster learning with SETS vision integrated in Natural Science with comics as

6 media, and control class used Natural Science learning with expository using comics as media. Result of implementation is: Understanding of water cycle material increased in experiment group as much as 0.55 (medium category) and control group as much as 0.42 (medium category). Understanding in disaster increased in experiment group as much as 0.37 (medium category) and control group as much as 0.16 (low category). There were differences in disaster responsiveness between experiment and control group. Disaster response behaviour of experiment group is 81.38% while control group is 78.24%. b) SDN 02 Bandarharjo Semarang The implementation in SDN 02 Bandarharjo Semarang took students of grade IV as samples, as many as 48 students. Research design: pretestposttest exsperiment-control group design. Experiment class used disaster learning with SETS vision integrated in Natural Science with comics as media, and control class used Natural Science learning with expository using comics as media. Result of implementation is: Result of normalized gain test on the increasing of flood disaster understanding shows that there is difference between experiment and control class. N gain of experiment class is 0.66 (medium) while control class is 0.21 (low). Result of normalized gain test on the increasing of Natural Science material understanding in chapter of physical environment changes in experiment class is also different from control class. N gain of experiment class is 0.60 while control class is 0.28 (low). Result of scoring test on disaster response behaviour shows that experiment class is higher than control class. Score of disaster response behaviour is for experiment class and for control class. Behaviour of littering between experiment and control class is not significantly different, or in level. Experiment class gets score while control class gets 47.82, both are in good category. S ) Magelang The implementation in SMPN 2 Candimulyo Magelang took students of grade VII as samples, as many as 64 students. Research design: pretest-posttest. experiment-control group design. Experiment group received disaster learning with SETS concept integrated in Natural Science subject with SETS-visioned materials, while control group received Natural Science learning with expository method. Result of the implementation is: Result of normalized gain test on the increasing of volcanic ash disaster learning shows a difference between experiment and control class. N gain of experiment class is 0.46 (medium) while control class is 0.23 (low). Result of normalized gain test on the increasing of Natural Science material understanding on chapter changes of physical environment in experiment class is also different from control class. N gain o experiment class is 0.56 while control class is 0.28 (low). Result of scoring test on disaster responsiveness shows that experiment class is higher than control class. Disaster responsiveness of experiment class is while control class is Practicability of disaster learning model implementation with SETS vision integrated in Natural Science and Social Science subject to be indicated from the learning accomplishment is suitable with syntax, teacher response toward activity step, and student response toward learning done by teacher who applied that model. 1. Learning Accomplishment Learning accomplishment was observed by two observers. Observation indicator of learning accomplishment based on RPP includes: introduction, main activity, closing, time management, learning atmosphere, cultivation of disaster responsiveness and social system. Observation sheets are in form of scale with 4 score options. The highest score is 4, the lowest is 1. Final score is a sum of average score of two observer from three meetings. Further result can be seen in Table 3.4. Development of disaster learning model equipment was in practice category, it was indicated by student and teacher response in positive category.

7 Student response in learning is good. Teacher response in conducting the learning is good, too. For introduction activity, the average score is 4 or in good category. Skill of motivating students and learning purpose is in very good category. Skills of explaining, directing students to develop logical thinking is in good category. Skills of motivating students to be brave in providing ideas and arguments is in good category. All series of learning process run well so that the learning purpose was achieved. For closing/final activity the average score is 4, in good category, directing and concluding material skill is in good category, while time allocating skill is in good category. Table 5. Recapitulation of Observation Result on Learning Accomplishment, Teacher Response, Student Response on the Learning Learning model that was implemented in this study is disaster learning model with SETS vision integrated in some subjects. In this model the disaster material was integrated in Natural Science and Social science subject, without additional time. Learning time allocation is on schedule of integrated subjects. Supporting features of the model included syllabus, RPP, teaching materials, evaluation tools that are all SETSvisioned. Mapping on Natural Science materials that are able to be integrated in disaster materials done by SK/KD analysis. Model test had been conducted. Model S implementation was done in schools prone to disaster. Implementation procedure included: (a) Choosing of materials that are implemented, based on SK/KD mapping result. (b) Creating syllabus, RPP, and learning supporting equipment, based on the chosen materials. (c) Applying disaster learning model integrated in Natural Science and Social Science subject with SETS vision in classes, by using suitable methods according to students characteristics and the materials given. (d) Observing the effectivity of the application of disaster learning model integrated in Natural Science or Social Science with SETS vision during the process and at the end of learning. (e) Providing questionnaires to students to determine whether the applied learning model can be accepted and practice to use or not. Result of the implementation shows that disaster learning model with SETS vision integrated in Natural Science subject is effective to increase the understanding of Natural Science concept, natural disaster concept, disaster responsiveness and environment care behaviour. Model effectivity on Social Science subject is viewed from the understanding of Social Science materials, disaster and social care. Effectivity of the application of disaster learning model with SETS vision integrated in Natural Science subject can be viewed from indicator achievement as follows: (a) result of experiment class learning, skill of Natural Science and Natural Disaster concept understanding, happens to increase higher than control class. (b) students disaster responsiveness who are taught with disaster learning model with SETS vision integrated in Natural Science subject is better than those who are taught with other model. Teachers skill in implementing disaster learning model with SETS vision has no difference in general. In terms of adaptation, teachers outside of Java needed longer time to change teaching habit by speech method to innovative learning. In initial meeting teachers were not still able to apply the model fully. But in the next meetings, model application became more perfect. Other thing found in the model implementation is, teachers of Junior High School have higher adaptation capability than those of Elementary School. It relates to the education background of the teachers. Model effectiveness to increase learning result and disaster responsiveness is included to high category. Value of tsunami disaster responsiveness is in good category both in Java and outside Java. It is because the research location had ever faced tsunami, so students and teachers were able to receive the applied learning model by heart. Growing tsunami disaster responsiveness is certainly in accordance with one of the strategic

8 objectives of disaster preparedness in providing understanding of tsunami hazards (Bernard, 2005). Teacher and student understanding on flood disaster after SETS-visioned disaster learning model was applied showed high result. If people awareness on disaster responsiveness is high, material loss effect will be reduced. It has been proven by Martine, et al., (2013) that flood disaster preparedness in West Africa done by International Federation of Red Cross (IFRC) and Red Crescent can decrease cost that was paid by government in order to manage flood. This research shows that schools also have to be means in reducing disaster risk. Student is learning participant who is fastest in implementing new knowledge into daily life. The new knowledge they get can be knowledge source for family and people in disaster responsiveness behaviour. Teacher understanding on disaster and learning model becomes the most important part in wise disaster management. Lewis et, al,. (2011) concluded that there is an increasing in teacher s understanding on flood after he/she is challenged to add new academic language about flood disaster in Natural Science learning. The increasing of teacher s understanding is also followed by the increasing of student understanding after the teacher applied the learning. Learning activity with SETS vision facilitates students to explore their knowledge about science, technology, environment and civil. Thus, student critical thinking skill can be sharpened. Dibiase (2001: 16) stated that STS activity was the forerunner of SETS in providing science experience that can provide explanation about concept, relationship and phenomena. Problems that come up as the effect of adaptation toward technology on environment are solved by applying science concept and relations which we have known, giving spirit in using findings to discover solutions based on new understanding. SETS approach emphasizes on science gift first, then students are invited to relate with environment, technology and civil. Thus, students can understand a thing with larger perspective. Result of this study goes along with Yoruk s study (2010) that stated that student learning result happens to increase by SETS-visioned learning. Students in experiment class had more meaningful learning than those in control class because SETS approach is able to facilitate abstract explanation to be more real with phenomena and happenings in surrounding. Human have to keep and conserve the environment, not to destroy or use it wildly without noticing the effects afterward. The less of care on the S environment is caused by low human resources. Along with the increasing of disaster case in Indonesia, one of efforts that can be done to increase the awareness on environment is by education. Halder (2012) stated that environment education is the key to solve environment problem and to conserve global environment. Education is one of ways to increase human resources skill, which is process of changing person s behaviour and attitude through teaching and learning. Rusilowati, et al., (2010, 2011), concluded that to minimalize flood s happening, one of ways can be done by learning in school by integrating disaster material into some subjects. Giving disaster material early on is expected to be able to give awareness on how important the awareness on environment is, so the disaster can be minimalized. Life environment education since early is not just learning environment problem but also has to be able to motivate students to have behaviour and attitude toward the environment. Practicability of disaster learning model with SETS vision integrated in Natural Science subject can be viewed from: (a) teacher s opinion on easement in applying model, and (b) students opinion on easement in receiving materials provided by teachers. Result of questionnaires given to the teachers show that most of them didn t find any obstacles when applying the learning in class. But it had to be initiated by explanation about relationship among technology, environment and civils. Result of the questionnaires given to students show that most of them felt difficult in first meeting, but in the next meetings they felt glad and were able to receive the materials easily. Acceptability of disaster learning model with SETS vision integrated in Natural Science subject by students can be viewed from the result of questionnaires that showed that they were glad with the teaching done by teachers, because they got more knowledge, relating Natural Science with environment (in this case is natural disaster), technology (equipment made based on Natural Science material that is able to be used to handle natural disaster), and civil/people (effects and impacts of Natural Science for people). Questionnaire result of teacher skill on equipment application and learning accomplishment is in good category. Practicability of equipment and learning application with SETS approach goes along with Rahayu s research (2012) in SMP Blora that stated that average of student and teacher response toward learning accomplishment is in good category.

9 CONCLUSION According to the research result, it can be concluded that generally teachers skill outside Java is as good as those in Java, but they need longer time adaptation and custom to apply innovative learning model. Disaster learning model with SETS vision integrated in subjects proves to be effective to increase concept understanding of Natural Science, Social Science and disaster, also disaster responsiveness. It can be seen from the average of score increasing of experiment that is higher than control class. The model is also easy to use. It is indicated by the result of observation on learning accomplishment based on RPP, teacher response on questionnaire model practicability, also students response on model acceptability. Based on the research result, it is suggested to the teachers outside Java to adapt themselves to apply innovative learning. It is a need to disseminate the disaster learning model with SETS vision integrated in subjects outside Java in areas prone to disasters by KKG and MGMP activity. REFERENCES Amaliya, S., Ani Rusilowati, Supriyadi Penerapan Physics Communica-tion Games dengan Pendekatan SETS untuk Meningkatkan Pemahaman Kebencanaan dan Minat Belajar. Makalah. Disampaikan dalam Seminar Nasional Pendidikan IPA di Hotel Puri Garden Semarang, tanggal 30 April Binadja, Achmad Pembelajaran Sains Berwawasan SETS (Science, Environment, Technology, and Society) untuk Pendidikan Dasar. Makalah ini disajikan pada pelatihan guru sains Madrasah Ibtidaiyah dan Tsanawiyah se Jawa Tengah. Binadja, Achmad Pedoman praktis pengembangan bahan pembelajaran bervisi SETS. Semarang: Laboratorium SETS UNNES Bernard, E.N The U. S. National Tsunami Hazard Mitigation Program: Successful State-Federal Partnership. International Journal "Science of Tsunami Hazards, 35 (16): 5-24, (diunduh 17 Pebruari 2013). Frank, M., & Barzilai, A Project-Based Technology: Instructional Strategy for Developing Technological Literacy, 18 (1), Halder, S An Appraisal of Environmental education in Higher School Education System: A Case Study of North Bengal, India. International Journal Of Environmental Sciences, 2 (4): Kim, M., & Wolf, M. R., Rethinking the Etics of Scientific Knowledge: A Case Study of Teaching the Environment in Science Classroom, Educ. Research Institute, 9 (4), Lee, M. K. & Erdogan, I The Effect of Science- Technology-Society on Students Behaviours Toward Science and Certain Aspects of Creativity, International Journal of Science Education, 29 (11), Lewis, E.B. at al Elementary Teachers Comprehension Of Flooding Through Inquiry- Based Professional Development and Use Of Self-Regulation Strategies. Internasional Journal of Science Education, 3 (11), Martine B. L., Krispijn van A.M., J. Mason., Suarez P., Ait C.Y., and Tall A., Climate Forecasts In Disaster Management: Red Cross Flood Operations In West Africa, Journal Disasters, 37 (1), Masfuah, S., Ani Rusilowati & Sarwi Pembelajaran Kebencanaan Alam Dengan Model Bertukar Pasangan Bervisi SETS Untuk Menumbuhkan Berpikir Kritis Siswa. Makalah. Disampaikan dalam Seminar Nasional Pendidikan IPA di Hotel Puri Garden Semarang, tanggal 30 April Rahayu, S Pengembangan Perangkat Pembelajaran IPA Berpendekatan SETS Berkarakter. Elementary Journal, 2(2). Rusilowati, A., Supriyadi, Achmad Binadja, & Sri Mulyani Pembelajaran Kebencanaan Alam Bervisi SETS Terintegrasi dalam Mata Pelajaran IPA. Seminar Nasional Pendidikan IPA Tahun 2010, di Unnes Semarang. Rusilowati, A., Supriyadi, Achmad Binadja Mitigasi Bencana Berbasis Pembelajaran Kebencanaan Alam Bervisi SETS Terintegrasi dalam Beberapa Mata Pelajaran. Laporan Penelitian. Rusilowati, A., Supriyadi, Achmad Binadja., Arif Widiyatmoko Implementasi Pembelajaran Kebencanaan Alam Bervisi SETS Terintegrasi dalam Beberapa Mata Pelajaran di Daerah Rawan Bencana. Laporan Penelitian. S - 108

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