Development of ISLE-Based Science E-Modules in Improving Disaster Mitigation Literacy of High School Students in Tectonic Prone Areas

Dian Rafika (Universitas Serambi Mekkah)
Muslimatul Walidah (Universitas Serambi Mekkah)
Rajibussalim Rajibussalim (Universitas Syiah Kuala)
Nilataria Nilataria (Universitas Serambi Mekkah)
Yayu Risna Andani (Universitas Syiah Kuala)
Dian Rafika
Muslimatul Walidah
Rajibussalim
Nilataria Nilataria
Yayu Risna Andani (Universitas Serambi Mekkah)

Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan
Vol. 7 No. 1 (2027)

Aceh Province is geologically flanked by two active tectonic systems: the Sunda Megathrust subduction zone and the Sumatra Fault, making disaster mitigation literacy a crucial survival skill for high school students. However, conventional science learning is still dominated by textual memorization and lacks relevance to the context of local disasters, which has an impact on students' weak practical mitigation skills. This research aims to design, develop, and test the effectiveness of science e-modules based on the Investigative Science Learning Environment (ISLE) model through an interactive application called Si-AGAM (Aceh Earthquake & Mitigation Investigative Science) to improve students' disaster mitigation literacy. Using a Research and Development (R&D) approach with the ADDIE framework, this research was carried out at SMAN 1 Banda Aceh. The data collection instruments included expert validation sheets, teacher and student practicality questionnaires, and 15 multiple-choice questions to measure mitigation literacy. The data were analyzed using descriptive statistics and the Normalized Gain (N-gain) test. The results of the expert assessment showed that the e-module achieved high validity, with a score of 95.00% from learning media experts and 98.00% from material/disaster experts (average V = 4.83, "Very Valid"). Field trials showed an outstanding level of practicality with an accumulated score of 90.37% ("Very Practical") from teachers and students. Furthermore, the implementation of Si-AGAM has proven to be very effective in boosting student learning outcomes with a classical N-gain score of 0.83 ("High"). The most massive surge in ability was detected in the natural sign pattern analysis cluster and scientific reconstruction of Smong's local wisdom. In conclusion, the Si-AGAM application successfully transforms formal science inquiry into a self-sustaining, practical mitigation measure, changing the paradigm of students from passive readers to resilient and responsive "young scientists" in making autonomous decisions in situations of tectonic emergency.