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All Journal Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Jurnal Pendidikan Geografi: Kajian, Teori, dan Praktik dalam Bidang Pendidikan dan Ilmu Geografi Al Ishlah Jurnal Pendidikan Jurnal PIPSI: Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia Jurnal Ilmiah Ilmu Sosial Syntax Idea Jurnal Civic Hukum Journal of Innovation in Educational and Cultural Research Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran Sosietas: Jurnal Pendidikan Sosiologi International Journal of Applied Business and International Management Jurnal Pijar : Studi Manajemen dan Bisnis Geosfera Indonesia
Mamat Ruhimat
Universitas Pendidikan Indonesia
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Understanding Disaster Literacy Level in Indonesia: How can students understand natural disasters? Dina Siti Logayah; Enok Maryani; Mamat Ruhimat; Erlina Wiyanarti
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 4 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i4.3648

Abstract

This study aims to determine the understanding of disaster literacy in preparing disaster-resilient students. This study used a quantitative descriptive method with a quasi-experimental design. The type of research used in this research is one group pretest-posttest. The research population is students of a public junior high school in Lembang, grade 7, for the odd semester of the 2022/2023 academic year. The research sample consisted of 33 students in class 7A. Data was collected through tests and documentation for two months, from November to December 2022. Then, the data were analyzed using descriptive statistics. Data analysis used paired t-test with the result that there was a significant difference between the pretest and posttest scores of 33 students with p 0.000. Based on these results, disaster literacy is very effective in improving disaster preparedness, especially in preparing aspects of disaster literacy knowledge, attitudes, and skills. The recommendations in this study are that only a few researchers apply disaster literacy in schools so that disaster literacy activities can become routine habits carried out by students and schools.
Geography Teachers' Skills in Developing HOTS-Oriented Assessment Instruments in Metro City Suhendro Suhendro; Dede Sugandi; Mamat Ruhimat
International Journal of Applied Business and International Management Vol 6, No 1 (2021): April 2021
Publisher : AIBPM Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32535/ijabim.v6i1.1089

Abstract

HOTS-oriented assessment is to improve students' high-level thinking skills in the classroom. The purpose of this study is to determine and analyze the skills of geography teachers in developing HOTS-oriented questions both theoretically and practically. The results show that their skills are theoretically and practically low. Teachers’ training to improve their competence in developing HOTS-oriented assessment instruments is necessary.
Analysis on Factors Influencing Geography Teachers’ Ability in Constructing High-Order Thinking Skills (HOTS) Assessment Instrument Suhendro Suhendro; Dede Sugandi; Mamat Ruhimat
Geosfera Indonesia Vol. 6 No. 2 (2021): GEOSFERA INDONESIA
Publisher : Department of Geography Education, University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/geosi.v6i2.21428

Abstract

The teacher's ability to construct assessment instruments is a focus that needs to be considered. Furthermore, the demand of the 21st century directs teachers to set questions that are oriented to train students' abilities in higher-order thinking. However, several factors affect the ability to construct HOTS-oriented assessment instruments. This study aims to investigate what factors influence geography teachers’ ability to develop higher-order thinking skills (HOTS) instruments to measure learning outcomes. This study used a survey method with a quantitative approach. The data collection technique was field observation, and multiple linear regression was used for analysis. The results showed the linearity of teacher education regarding the length of teaching geography was 0.904, the tertiary institution was 0.009, and the background of education was 0.019. Also, teachers' certification was 0.007, their training was 0.032, and their experience in making HOTS questions was 0.047. The coefficient value of determination R, namely 0.635 means the relationship between teaching length, the linearity of their education in tertiary institutions, background, certification, training, and experience regarding the ability to develop HOTS-oriented assessment instruments is 63.5%. This means the relationship is strong, and 36.5% is another factor. This study concludes that the factors that significantly affect the ability of geography teachers in developing HOTS-oriented assessment instruments are the linearity factor of teacher education in universities, education background, certification, teacher training and experience in making HOTS questions. Keywords: Teacher ability factors; Assessment, Higher-order thinking skills Copyright (c) 2021 Geosfera Indonesia and Department of Geography Education, University of Jember This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License
Coastal Areas as Learning Resources to Enhance Regional Potential Understanding: A Study in Pesisir Selatan District Muhammad Arif; Enok Maryani; Mamat Ruhimat; Dede Sugandi
Journal of Innovation in Educational and Cultural Research Vol 5, No 3 (2024)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v5i3.1366

Abstract

The coastal zone consists of a diverse range of resources. This area's ecosystems are also quite complex and dynamic. Information about the coastal zone is necessary to provide knowledge to readers, which will be helpful for conservation efforts, sustainable planning and development, further research, and fostering coastal environmental literacy. This study aims to collect information about the resources present in the coastal zone and then integrate it into relevant learning materials such as geography. This research is a narrative review literature study. Secondary data was obtained from the Fisheries and Marine Affairs Office of West Sumatra Province, along with relevant scientific articles. Several related articles and government documents were collected, analyzed, and summarized in the body of this article. The information concerning appropriate geography learning materials was then analyzed to produce relevant content diagrams. The results of the literature review show that coastal zone resources include mangrove areas, coral reefs, seagrass beds, biodiversity, and marine tourism. Some geography learning materials for secondary school levels in Indonesia include marine and coastal materials, hydrodynamics, coastal and marine pollution, natural resources, biodiversity, ecosystems, flora and fauna, environmental and population geography, and tourism geography. The findings of this research can serve as a reference for researchers and practitioners to develop and integrate the potential of coastal areas into relevant learning.
Co-Authors Ajeng Risti Amaliya Amniar Ati Arvina Meyzilia Asep Dahliyana Bagja Waluya Darsiharjo Dasiharjo Dede Sugandi Dina Siti Logayah Elly Malihah Enok Maryani Erlina Wiyanarti Floria Kabora Helius Sjamsuddin Kariadi, Dodik Kokom Komalasari Muhamad Abdul Azis Muhammad Arif Rifqi Nasrikin Suhendro Suhendro Suhendro Suhendro