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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Sustainability (STPP) Theory, Practice and Policy
Addawiyah, Jamiatul
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Agriculture, Biological Sciences & Forestry Computer Science & IT Earth & Planetary Sciences Energy Environmental Science Social Sciences Other

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Analysis of Flood Vulnerability Level at Secondary Schools in Ranah Pesisir Sub-District Wijayanto, Bayu; Cynthia, Fiona; Astuti, Juli; Femilia, Vanessa Nara; Rahman, Bima; Handayani, Alifvia Putri; Addawiyah, Jamiatul; Nofrion, Nofrion; Malusu, Daudi Richard; Gharamah, Fadhl Mohammed Awadh
Sustainability (STPP) Theory, Practice and Policy Vol. 5 No. 2 (2025): Sustainability (STPP) Theory, Practice and Policy December Edition
Publisher : Pusat Kajian Berkelanjutan UIN Sulthan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/sdgs.52.3355

Abstract

Ranah Pesisir Subdistrict, located in Pesisir Selatan Regency, is a flood-prone area due to its lowland geographical condition and proximity to the coastline and rivers. This study aims to analyze the flood vulnerability levels of secondary schools using a quantitative descriptive approach based on Geographic Information System (GIS). The study also seeks to describe the preparedness level of schools in mitigating flood disasters in Ranah Pesisir Subdistrict. Parameters analyzed include elevation, slope, rainfall, soil type, land use, and river proximity.The results show that the majority of secondary schools analyzed are located in zones categorized as "Vulnerable" to "Highly Vulnerable" to flooding. Schools such as UPT SMP Negeri 3 Ranah Pesisir, MTSN 2 Pesisir Selatan, MAN 2 Pesisir Selatan, and MTS Bahrul 'Ulum Sungai Tunu fall into the "Highly Vulnerable" category due to their low elevation, close proximity to rivers, and inadequate drainage systems. The dominant contributing factors are low elevation, proximity to rivers, and poor drainage infrastructure. Mitigation recommendations include the construction of protective embankments, improvement of drainage systems, disaster preparedness education, and the development of School Flood Contingency Plans. These findings are expected to serve as a basis for policymaking in disaster risk reduction efforts within the education sector, particularly in strengthening school infrastructure standards in flood-prone areas, establishing mandatory school-based disaster contingency plans, enhancing coordination between schools and local disaster management agencies, integrating flood preparedness into the school curriculum, and prioritizing infrastructure investments such as drainage rehabilitation and protective embankment construction for high-risk schools
ANALISIS KEMAMPUAN KOMUNIKASI TERTULIS SISWA PADA PEMBELAJARAN GEOGRAFI Addawiyah, Jamiatul; Bigharta Bekti Susetyo
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47105

Abstract

Written communication is a fundamental competency in geography education for articulating spatial analysis and scientific arguments. However, the assessment of this aspect is often hinSdered by the lack of standardized instruments. This study aims to analyze the quality of assessment instruments for students’ written communication skills and to measure students’ achievement in terms of validity, reliability, gender, and Higher Order Thinking Skills (HOTS) dimensions. The research method used a descriptive quantitative approach with a sample of 25 students who were tested using 10 case-study-based essay questions on disasters. Data were analyzed using Pearson Product Moment validity tests, Cronbach’s Alpha reliability, and comparative descriptive statistics. The results indicate that all items were deemed valid with calculated r values ranging from 0.764 to 1.000 (exceeding the critical r value of 0.3961), and the instrument demonstrated very high reliability with an Alpha value of 0.973. Overall, 92% of students fell into the “Very Good” proficiency category with an average score of 92.24. Gender analysis revealed that female students demonstrated higher performance consistency (100% in the “Very Good” category) compared to male students, who exhibited greater score variability. Additionally, the instrument, which integrates 46% of items at the C4 (Analysis) cognitive level, proved capable of accurately measuring students’ HOTS abilities. It is concluded that this assessment instrument is suitable for use in geography assessment, and strong written communication skills serve as a crucial foundation for students’ success in solving HOTS-based questions.
Co-Authors Bayu Wijayanto Bigharta Bekti Susetyo Cynthia, Fiona dion, nofrion Femilia, Vanessa Nara Gharamah, Fadhl Mohammed Awadh Handayani, Alifvia Putri Juli Astuti Malusu, Daudi Richard Rahman, Bima