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All Journal Indonesian Journal of Educational Development (IJED) Indonesian Journal of Environment and Disaster
Albertus Erico Jerry Krisna Nugroho
Universitas Sebelas Maret
Earth & Planetary Sciences Education Environmental Science

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STUDI PENILAIAN SATUAN PENDIDIKAN AMAN BENCANA (SPAB) SEKOLAH BERBASIS KEAGAMAAN DI KABUPATEN CILACAP Ike Fitri Samsiyah; Imam Mahdi; Albertus Erico Jerry Krisna Nugroho; Pipit Wijayanti
INDONESIAN JOURNAL OF ENVIRONMENT AND DISASTER Vol. 4 No. 2 (2025): Indonesian Journal of Environment and Disaster
Publisher : Disaster Research Center, Universitas Sebelas Maret, Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijed.v4i2.2547

Abstract

EVALUATION STUDY OF DISASTER SAFE EDUCATION UNIT (SPAB) RELIGIOUS BASED SCHOOLS IN CILACAP REGENCY This study aims to evaluate the implementation of the Disaster Safe Education Unit (SPAB) program in religious boarding schools in Cilacap Regency, which has a high level of disaster risk. The study uses a mixed method approach by combining quantitative data through structured questionnaires and qualitative data through in-depth interviews and direct observation of school conditions. Data collection techniques were carried out by distributing questionnaires to teachers and educational staff, interviewing school management, and observing disaster preparedness facilities and activities in the field. Two schools under the Ya BAKII Kesugihan Foundation, namely MA MINAT Kesugihan and SMA Ya BAKII Kesugihan, were the subjects of this study. The assessment was based on the three main pillars of SPAB: safe learning facilities, disaster management and educational continuity, and disaster risk reduction and resilience education. The results of the study showed that both schools were in the “almost ready” category. MA MINAT scored 61.54% (Pillar 1), 54.74% (Pillar 2), and 68.42% (Pillar 3) with an average of 61.57%, while SMA Ya BAKII recorded 66.67% (Pillar 1), 50.36% (Pillar 2), and 26.32% (Pillar 3) with an average of 47.78%. The main challenge was found in Pillar 3 related to the sustainability of disaster education. This study emphasizes the importance of strengthening school policies, teacher training, and cross-party collaboration to strengthen a disaster-aware culture in boarding schools.
Exploring joyful, mindful, and meaningful learning in Surakarta high school Geography education Albertus Erico Jerry Krisna Nugroho; Sugiyanto Sugiyanto; Singgih Prihadi
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 2 (2026): August 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v7i2.6667

Abstract

Deep learning implementation in Indonesian education has encouraged the development of joyful, mindful, and meaningful learning experiences. However, previous studies have predominantly focused on policy discourse, teacher readiness, and general pedagogical transformation, while limited research has explored how these principles are experienced in geography classrooms from multiple educational perspectives. While previous studies have primarily focused on policy discourse and teacher readiness, limited research has examined how these principles are experienced in geography classrooms from multiple educational perspectives. Therefore, this study aimed to explore the implementation of joyful, mindful, and meaningful learning in geography education from the perspectives of teachers, vice principals for curriculum affairs, and students in public high schools in Surakarta, Indonesia. This study employed a qualitative exploratory design using purposive sampling. Participants included nine geography teachers, nine vice principals for curriculum affairs, and Phase F geography students from nine public high schools. Data were collected through semi-structured interviews and open-ended questionnaires and analyzed using thematic analysis. The findings revealed that joyful learning was reflected through interactive and participatory classroom practices, mindful learning developed through reflective inquiry and critical geographic awareness, and meaningful learning emerged through contextual and authentic learning experiences related to students’ real-life environments. The study also found that these three principles were interconnected in supporting deeper and more student-centered geography learning. This study contributes to geography pedagogy by providing a multi-perspective understanding of deep learning implementation within the Merdeka Curriculum context in Indonesia. The findings offer practical insights for geography teachers and school leaders in designing more engaging, reflective, and contextually relevant learning experiences.
Co-Authors Ike Fitri Samsiyah Imam Mahdi Pipit Wijayanti Singgih Prihadi Sugiyanto Sugiyanto