<![CDATA[This article examines the philosophical basis for developing the DIDONG-Q Model in elementary school IPAS learning in the context of Takengon, Central Aceh, a Gayo cultural area that experienced severe hydrometeorological impacts around 26 November 2025, including floods, landslides, interrupted road access, and prolonged electricity disruption in several affected areas. The model is positioned as an early conceptual stage, not as an implemented or empirically tested instructional model. DIDONG-Q integrates Qur’anic values, Gayo Didong local wisdom, scientific literacy, and post-hydrometeorological disaster resilience. Using a conceptual-philosophical approach supported by recent studies and relevant disaster-context documents within the last five years, this article analyzes three philosophical dimensions: ontology, epistemology, and axiology. Ontologically, the model views IPAS learning as a relational educational reality involving students, nature, God, Gayo culture, community, and disaster risk in Takengon. Epistemologically, knowledge in DIDONG-Q is constructed through a dialogue between revelation, scientific inquiry, local experiences of hydrometeorological disasters, cultural expression, and critical reflection. Axiologically, the model is directed toward nurturing scientific literacy, ecological responsibility, spirituality, social solidarity, cultural identity, and resilience among elementary school students. The article argues that DIDONG-Q offers a promising philosophical-pedagogical foundation for contextual IPAS learning in disaster-prone areas of Central Aceh. As this study represents an initial conceptual stage, further research is needed to develop learning syntax, validate instructional instruments, and implement the model empirically in elementary school settings in Takengon.]]>
Copyrights © 2026
