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Harmoni Sosial: Jurnal Pendidikan IPS
Published by Universitas Negeri Yogyakarta
ISSN : 23561807     EISSN : 24607916     DOI : -
Core Subject : Education, Social,
Education Social Sciences
Harmoni Sosial: Jurnal Pendidikan IPS publishes and disseminates research result and analysis on integrated social sciences, history, economics, sociology, geography, and other relevant social sciences. The journal is expected to be beneficial to the development of social sciences comprehensively and educational social sciences specifically.
Arjuna Subject : -
Articles 9 Documents
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Search results for , issue "Vol 6, No 1 (2019): March" : 9 Documents clear
Efektivitas pembelajaran IPS melalui implementasi metode jigsaw ditinjau dari aktivitas dan hasil belajar Elis Suryani; Aman Aman
Harmoni Sosial: Jurnal Pendidikan IPS Vol 6, No 1 (2019): March
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hsjpi.v6i1.17376

Abstract

Penelitian ini bertujuan untuk mengetahui ada tidaknya perbedaan aktivitas dan hasil belajar IPS siswa menggunakan metode Jigsaw dibandingkan menggunakan metode Ceramah di Kelas VIII SMP Negeri 1 Masaran Sragen, serta keefektifan metode Jigsaw terhadap aktivitas dan belajar dalam pembelajaran IPS siswa kelas VIII SMP Negeri 1 Masaran Sragen. Penelitian ini merupakan True Experimental Design dengan desain Pretest-Posttest Control Group Design. Analisis data menggunakan analisis statistik independent sample t-test dengan bantuan program SPSS 16.00 for Windows Hasil penelitian menunjukkan adanya perbedaan aktivitas dan hasil belajar dalam pembelajaran IPS menggunakan metode Jigsaw dibandingkan menggunakan metode Ceramah di Kelas VIII SMP Negeri 1 Masaran Sragen. Hal ini ditunjukkan dari hasil uji t pada aktivitas dan hasil belajar. Besar ukuran efek metode Jigsaw terhadap aktivitas dan hasil belajar memberikan efek sedang. Hal ini berarti, metode Jigsaw efektif terhadap aktivitas dan hasil belajar dalam pembelajaran IPS siswa kelas VIII SMP Negeri 1 Masaran Sragen. AbstractThis study aimed to find out the differences in the comparison of using IPS learning activity and output using Jigsaw and lecturing method at SMP Negeri 1 Masaran Sragen Grade VIII and the effectiveness of Jigsaw method on students’ learning activity and output in IPS learning at SMP Negeri 1 Masaran Sragen Grade VIII. This study is true experimental with Pretest-Posttest Control Group Design. The data analysis technique used statistic analysis of independent sample t-test towards the gain score in assistance with SPSS 16.00 for Windows program. The study showed the differences in the learning activity and learning output in using the Jigsaw method in comparison with lecturing method at SMP Negeri 1 Masaran Sragen. It can be seen from the result of t-test on learning activity and output. The Jigsaw method effect on learning activity and output give a medium effect. This means, the Jigsaw method was effective on students’ learning activity and output in IPS learning at SMP Negeri 1 Masaran Sragen Grade VIII.
Pengaruh gaya kepemimpinan, budaya sekolah dan motivasi terhadap kinerja guru SMP swasta Vivi Candra; Acai Sudirman; Pasaman Silaban
Harmoni Sosial: Jurnal Pendidikan IPS Vol 6, No 1 (2019): March
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hsjpi.v6i1.25359

Abstract

Tujuan dari penelitian ini untuk menguji dampak gaya kepemimpinan kepala sekolah, budaya sekolah, dan motivasi terhadap kinerja guru di SMP Swasta Sultan Agung Pematangsiantar. Jumlah anggota populasi adalah 31 orang. Oleh karena itu, penelitian ini menggunakan metode deskriptif kuantitatif dengan menggunakan kuesioner atau sensus. Instrumen penelitian dalam penelitian ini adalah kuesioner yang dibagikan secara langsung kepada responden untuk mencari data yang berhubungan dengan penelitian ini. Metode analisis data yang digunakan adalah analisis kuantitatif dan analisis kualitatif. Hasil penelitian dan hasil pengumpulan data menunjukkan bahwa secara parsial, variabel gaya kepemimpinan kepala sekolah berpengaruh signifikan terhadap kinerja guru, variabel budaya sekolah berpengaruh signifikan terhadap kinerja guru, dan variabel motivasi berpengaruh signifikan terhadap kinerja guru. Temuan empiris tersebut mengindikasikan bahwa untuk meningkatkan kinerja guru, maka SMP Swasta Sultan Agung Pematangsiantar perlu memperhatikan faktor-faktor yang mempengaruhi kinerja guru, seperti kepemimpinan kepala sekolah, budaya sekolah, dan motivasi.  Dengan mengetahui pengaruh hubungan tersebut dapat dijadikan sebagai parameter untuk merancang strategi dimasa yang akan datang guna meningkatkan kinerja guru. AbstractThis study aims to examine the impact of principals' leadership style, school culture, and motivation on teacher performance at Sultan Agung Pematangsiantar Middle School. The number of members of the population is 31 people. Therefore, this study uses a quantitative descriptive method using a questionnaire or census. The research instrument in this study is a questionnaire that was distributed directly to respondents to look for data related to this study. The data analysis method used is the quantitative analysis and qualitative analysis. The results of the study and the results of data collection showed that partially, the principal leadership style variable had a significant effect on teacher performance, the school culture variable had a significant effect on teacher performance, and the motivation variable had a significant effect on teacher performance. The empirical findings indicate that to improve teacher performance, Sultan Agung Pematangsiantar Middle School needs to pay attention to the factors that influence teacher performance, such as principals' leadership, school culture, and motivation. Because by knowing the effect of the relationship can be used as a parameter to design a strategy in the future to improve teacher performance.
Pembentukan karakter disiplin siswa melalui kultur sekolah Muhammad Sobri; Nursaptini Nursaptini; Arif Widodo; Deni Sutisna
Harmoni Sosial: Jurnal Pendidikan IPS Vol 6, No 1 (2019): March
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hsjpi.v6i1.26912

Abstract

Penelitian ini bertujuan untuk menjelaskan proses pembentukan karakter disiplin siswa melalui beberapa identifikasi kultur sekolah. Penelitian ini termasuk dalam penelitian deskriptif, karena penelitian ini hanya menggambarkan dan melukiskan mengenai proses pembentukan karakter disiplin siswa melalui beberapa identifikasi kultur sekolah. Penelitian ini bersifat kualitatif. Teknik pengumpulan dilakukan melalui wawancara, dokumentasi dan observasi. Subjek penelitian dalam penelitian ini ditentukan secara purposive, yaitu pemilihan subjek penelitian secara sengaja oleh peneliti berdasarkan tujuan dan kriteria tertentu. Penentuan subjek penelitian didasarkan pada ciri-ciri atau karakteristik tertentu berdasarkan penilaian subjektivitas peneliti. Teknik analisis data yang digunakan adalah teknik analisis induktif. Hasil penelitian menyimpulkan bahwa karakter disiplin siswa terbentuk melalui beberapa identifikasi kultur sekolah yakni artifak sekolah, tata tertib, ritus atau upacara-upacara, dan nilai-nilai atau keyakinan yang dianut warga sekolah. Dengan demikian disiplin sangat penting untuk perkembangan siswa agar berhasil mencapai hidup yang bahagia, bisa beradaptasi dengan baik dalam lingkungan sosial termasuk di lingkungan sekolah. Upaya pembentukan karakter disiplin siswa di sekolah mencakup segala hal yang mempengaruhi siswa untuk membantu mereka agar dapat memahami dan menyesuaikan diri dengan tuntutan lingkungan.AbstractThis study aims to explain the process of shaping the character of student discipline through several identifications of school culture. This research is included in the descriptive study because this research only describes and illustrates the process of forming the character of student discipline through some identification of school culture. This research is qualitative. The collection technique is done through interviews, documentation, and observation. The research subjects in this study were determined purposively, namely the deliberate selection of research subjects by researchers based on specific objectives and criteria. The determination of the research subject is based on certain characteristics or characteristics based on the assessment of the subjectivity of the researcher. The data analysis technique used is the inductive analysis technique. The results of the study concluded that the character of student discipline was formed through some identification of school culture namely school artifacts, discipline, rites or ceremonies, and the values or beliefs held by school residents. Thus the discipline is very important for student development to achieve a happy life, can adapt well in the social environment, including in the school environment. Efforts to shape the character of student discipline at school include everything that affects students to help them understand and adjust to the demands of the environment.
Keefektifan metode CIRC, role playing, dan VCT dalam meningkatkan hasil belajar IPS yang komprehensif Trapsila Siwi Hutami; Hastuti Hastuti
Harmoni Sosial: Jurnal Pendidikan IPS Vol 6, No 1 (2019): March
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hsjpi.v6i1.12809

Abstract

Penelitian ini bertujuan untuk mengetahui keefektifan metode CIRC, Role Playing dan VCT dalam meningkatkan hasil belajar IPS pada aspek: (1) pengetahuan, (2) sikap, dan (3) keterampilan. Penelitian ini adalah penelitian quasi experiment. Populasi penelitian ini adalah SMP di Kabupaten Bantul yang menerapkan Kurikulum 2013. Sampel penelitian ditentukan dengan teknik purposive random sampling. Pengumpulan data menggunakan tes, lembar penilaian diri, dan tes kinerja dalam bentuk proyek. Pengujian hipotesis dengan teknik One Way Anova pada taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa: (1) ada perbedaaan keefektifan antara metode CIRC, Role Playing dan VCT dalam meningkatkan hasil belajar IPS pada aspek pengetahuan; (2) ada perbedaaan keefektifan antara metode CIRC, Role Playing dan VCT dalam meningkatkan hasil belajar IPS pada aspek sikap; (3) ada perbedaaan keefektifan antara metode CIRC, Role Playing dan VCT dalam meningkatkan hasil belajar IPS pada aspek keterampilan. Dengan demikian ketiga metode tersebut mempunyai perbedaan keefektifan untuk meningkatkan hasil belajar IPS yang komprehensif. AbstractThis reseacrh aims to determine the effectiveness of CIRC method, Role Playing, and VCT in improving the learning outcomes in social studies in the aspects of: (1) knowledge, (2) attitude, (3) skill. This research is a quasi experiment. The population was the students of a junior high schools in Bantul Regency which have implemented Curriculum 2013. The sample was established using the purposive sampling technique. The data collection used a test, a self esteem sheet, and a test in the form of a project. The hypotesis testing used the One Way Anova technique at the significance level of 0.05. The result of this research shows that: (1) there are some differences in the effectiveness between the CIRC Method, Role Playing, and VCT in improving the learning outcomes in the knowledge aspect of social studies; (2) ) there are some differences in the effectiveness between the CIRC Method, Role Playing, and VCT in improving the learning outcomes in the attitudinal aspect of social studies; (3) there are some differences in the effectiveness between the CIRC Method, Role Playing, and VCT in improving the learning outcomes in the skill aspect of social studies. Therefore, these three methods have the differences in the effectiveness for improving the comprehensive social studies learning outcomes.
Implementasi nilai-nilai multikultural dalam pembelajaran PKn Sukron Mazid; Suharno Suharno
Harmoni Sosial: Jurnal Pendidikan IPS Vol 6, No 1 (2019): March
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hsjpi.v6i1.10248

Abstract

Penelitian ini bertujuan untuk mengungkapkan 1.) Bagaimana implementasi; 2.) Faktor pendukung; 3.) Hambatan dalam implementasi nilai-nilai multikultural dalam pembelajaran PKn di MA Ali Maksum Krapyak Yogyakarta. Pendekatan penelitian menggunakan kualitatif. Penentuan subjek dengan purposive. Teknik pengumpulan data observasi, dokumentasi, wawancara. Keabsahan data diperoleh dengan teknik trianggulasi sumber. Teknik analisis dengan reduksi data, sajian data, dan penarikan simpulan. Hasil penelitian menunjukan bahwa implementasi dilakukan dengan dua tataran: a.) Konseptual melalui visi, misi, tujuan, sedangkan b.) Operasional melalui pertama perencanaan pembelajaran, kedua pelaksanaan pembelajaran melalui: 1.) Menanamkan nilai untuk bersikap toleransi, menghargai, demokrasi, keadilan, kese-taraan dan menghormati keragaman; 2.) Metode yang demokratis, kooperatif dan bervariasi; 3.) Materi yang diajarkan mengandung wawasan keragaman, persitiwa dan masalah sosial; 4.) Melatih peserta didik untuk memecahkan masalah-masalah sosial; dan 5.) Media pembelajaran dengan media yang bervariasi. Ketiga evaluasi pembelajaran. Faktor-fakor pendukung adalah peran kepala sekolah, peran guru, kurikulum sekolah, media pembelajaran, kegiatan dan program sekolah, iklim sekolah, dan peserta didik. Hambatan yaitu kurangnya kesiapan dan kesadaran peserta didik, kurangnya sarana dan prasarana, dan minimnya ruang untuk melakukan refleksi. AbstractThis research aims to reveal 1.) How the implementation; 2.) Factor supporting; 3.) Obstacles for the implementation of values multicultural in teaching Pkn in MA Ali Maksum Krapyak Yogyakarta. Approach the research uses qualitative. The determination of the subject with the purposive. Technique data collection observation, documentation, interview. The validity of data is collected to technique trianggulasi source. Technique analysis by reduction data, cereal offering data, and the withdrawal of drawing conclusions. The results of the study showed that the implementation of be done with two landscape a.) conceptual through vision, mission, the purpose and b.) operational through first planning learning. Second presentation weighting through; 1.) Imparting value to be tolerance, appreciate, democracy, justice, equality and respecting diversity; 2.) The method of democratic, cooperative and vary; 3.) The materials given containing insight diversity, 3 and a social issue; 4.) Train school tuition to tackle problems social; and 5.) The media teaching to the media varying. Third evaluation teaching. Supporting factor-factor is the role of the head school, the teacher, school curriculum, media teaching, activities and school program, climate school, and school tuition. Obstacles that is lack of readiness and awareness school tuition, lack of facilities and infrastructure, and inadequate room to make reflection.
Keefektifan metode role playing untuk penanaman nilai-nilai Pancasila pada pembelajaran Pendidikan Kewarganegaraan Martayadi, Uwi; Marzuki, Marzuki
Harmoni Sosial: Jurnal Pendidikan IPS Vol 6, No 1 (2019): March
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hsjpi.v6i1.6897

Abstract

Penelitian ini bertujuan untuk mendeskripsikan: 1.) Keefektifan metode role playing untuk penanaman nilai-nilai Pancasila pada pembelajaran Pendidikan Kewargane-garaan; 2.) Keefektifan metode konvensional untuk penanaman nilai-nilai Pancasila pada pembelajaran Pendidikan Kewarganegaraan; dan 3.) Pembelajaran yang lebih efektif antara kedua metode tersebut. Penelitian ini adalah penelitian eksperimen semu. Subjek penelitian ini adalah 32 peserta didik kelas VIII B SMP Muhammadiyah 3 Kota Yogyakarta (kelas eksperimen) dan 30 peserta didik kelas VIII A SMP Muhammadiyah 4 Kota Yogyakarta (kelas kontrol), sehingga keseluruhan subjek berjumlah 62 peserta didik. Pengumpulan data menggunakan angket dan tes. Uji validitas dengan expert judgement. Teknik analisis data yang digunakan adalah deskriptif dan uji MANOVA. Hasil analisis data dengan uji MANOVA menunjukkan bahwa: 1.) Metode role playing efektif untuk penanaman nilai-nilai Pancasila pada pembelajaran Pendidikan Kewarganegaraan dengan melihat kelompok eksperimen sebelum percobaan, nilai T untuk prestasi 2,731 sig 0.005, nilai-nilai Pancasila T 6,069 sig 0,000; 2.) Metode konvensional efektif untuk menanamkan nilai-nilai Pancasilal, nilai prestasi T 0,045 sig 0,482, nilai-nilai Pancasila T 4,12 sig 0.000; dan 3.) metode role playing lebih efektif dibandingkan dengan metode konvensional untuk penanaman nilai-nilai Pancasila pada pembelajaran Pendidikan Kewarganegaraan setelah melakukan pengujian dengan value 1,020, F 30.089, dan sig 0,000.AbstractThe research aims to describe: 1.) The effectiveness of the role playing method in inculcating the values of Pancasila in civic education teaching; 2.) The effectiveness of the conventional method in inculcating the values of Pancasila in civic education teaching; and 3.) The more effective one between the two methods. This research is quasi experiment. The subject of this reserch is 32 grade VIII B students of Junior High School 3 Muhammadiyah in Yogyakarta City (the experimental class) and 30 grade VIII A students of Junior High School 4 Muhammadiyah in Yogyakarta City (the control class). So that the whole subject amounted to 62 students. The instrument of data collection was aquestionnaire and tests. The expert judgemen was used to reveal the validity of the instruments. The data analysis used the descriptive analysis and Multivariate Analysis of Variance. The result of the data analysis based on MANOVA test shows that: 1.) The role playing method is effective to inculcate the values of Pancasila in civic education teaching in the experimental class before the treatment with the score of t-test for students’ achievement being 2.731 at the significance level of 0.005, for Pancasila 6.069 at the significance level of 0.000; 2.) The application of the conventional method is effective in inculcating the values of Pancasila in civic education teaching in which the score of t-test of students’ achievment was 0.045 at the significance level of 4.82 and for Pancasila was 4.12 at the significance level of 0.000; 3.) the application of the role playing method is more effective than the conventional method to inculcate the values of Pancasila in civic education teaching after the last was done, in which the score was 1.020, F was 30.089 at the significance level of 0.000.
Implementasi pendidikan karakter di Madrasah Ibtidaiyah Ngadiyono Ngadiyono; Sukidjo Sukidjo
Harmoni Sosial: Jurnal Pendidikan IPS Vol 6, No 1 (2019): March
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (192.29 KB) | DOI: 10.21831/hsjpi.v6i1.15397

Abstract

Penelitian ini bertujuan: 1.) Mendeskripsikan perencanaan pendidikan karakter yang dilakukan oleh kepala sekolah, dan guru; 2.) Mengetahui peran kepala sekolah, guru dan karyawan; 3.) Mengidentifikasi nilai-nilai yang diimplementasikan dalam pen-didikan karakter; 4.) Menghasilkan pola implementasi pendidikan karakter; dan  5.) Menemukan faktor-faktor pendukung dan penghambat dalam implementasi pendidi-kan karakter. Data penelitian dikumpulkan melalui wawancara, observasi, dan doku-mentasi, dan dianalisis menggunakan teknik analisis kualitatif. Penelitian ini meng-hasilkan simpulan sebagai berikut. Kepala madrasah telah melakukan perencanaan pendidikan karakter secara terprogram dalam visi dan misi. Guru telah melakukan perencanaan pendidikan karakter dalam membuat rencana pelaksanaan pembelajaran. Kepala madrasah memiliki peran sebagai leader. Para guru memiliki peran mem-persiapkan rencana pelaksanaan pembelajaran, melakukan transfer of knowledge dan transfer of value. Karyawan memiliki peran sebagai penyedia fasilitas sarana dan prasarana. Nilai-nilai pendidikan karakter yang dikembangkan adalah religius, jujur, toleransi, disiplin, kerja keras, kreatif, mandiri, peduli lingkungan, dan tanggung jawab. Implementasi pendidikan karakter dilaksanakan secara terintegrasi pada setiap mata pelajaran dan setiap kegiatan ekstrakurikuler. Faktor pendukung implementasi pendidikan karakter meliputi visi dan misi madrasah, komitmen kepala madrasah, SDM guru, karyawan, dan orang tua siswa serta lingkungan masyarakat yang Islami. Sedangkan faktor penghambat implementasi pendidikan karakter di MIN 2 Sleman meliputi sistem manajerial madrasah, persepsi yang belum sama, beban kerja guru, siswa yang nakal, wali siswa yang kurang peduli dan perkembangan media elektronik. AbstractThis study aims to 1.)To describe character education planning by the headmaster and teachers; 2.) To Determine the roles of the headmaster, teachers and staffs; 3.) To identify value implemented in character education; 4.) To result the pattern of implementation of character education; and 5.) To find supporting and inhibiting factors in the implementation of character educaiton. The research data were collected through interviews, observation, and documentation, and analyzed by using qualitative analysis technique. The research produced the following conclusions. The head of the madrasah had performed character education planning systematically in the vision and mission. The teachers had performed character education planning in making lesson plans. The head of the madrasah was the leader. The teachers prepared lesson plans; performed transfer of knowledge and transfer of value. The staffs were providers of facilities and infrastructures. The values of character education develop-ped were religiousity, honesty, tolerance, discipline, hardworking, creativeness, in-dependence, care of environment, and responsibility. The implementation of character education was integrated in every subject and every extracurricular activity. The sup-porting factors of the implementation of character education were the availability of vision and mission of madrasah, commitment of the head of madrasah, teachers, staffs, and students’ parents, and Islamic community.  While the inhibiting factors included the non-standard managerial system of madrasah, non-uniform perception, teachers’ workload, insubordinate students, indifferent students’ parents, and the misuse of electronic technology.
Penerapan metode pembelajaran kooperatif tipe TGT untuk meningkatkan hasil belajar peserta didik dalam pembelajaran PPKN Rury Kurniawati; Abdul Gafur Daniamiseno
Harmoni Sosial: Jurnal Pendidikan IPS Vol 6, No 1 (2019): March
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hsjpi.v6i1.9703

Abstract

Penelitian tindakan kelas (PTK) ini bertujuan untuk meningkatkan hasil belajar dan persentase peserta didik yang mencapai kriteria ketuntasan minimal (KKM). Penelitian dilakukan dalam 3 kali siklus pembelajaran. Sebelum dan sesudah pelaksanaan penelitian dilakukan pretest dan posttest untuk mengetahui tingkat pemahaman peserta didik yang tercermin dalam capaian hasil belajar dan jumlah peserta didik yang mencapai KKM. Hasil penelitian menunjukkan rata-rata hasil belajar meningkat dari 82,31 pada siklus ke-1, 87,69 pada siklus ke-2 dan 83,85 pada siklus ke-3. Persentase peserta didik yang mencapai KKM juga mengalami peningkatan mencapai 80,77% pada siklus ke-1, 88,46% pada siklus ke-2, dan 88,46% pada siklus ke-3. Dapat disimpulkan bahwa penerapan model pembelajaran kooperatif TGT dapat meningkatkan hasil belajar dan persentase peserta didik Pendidikan Pancasila dan Kewarganegaraan yang mencapai KKM. AbstractThe objective of this classroom action research was to improve learning outcomes and the percentage of students who achieve a Minimum Completeness Criterion (MCC). The study was conducted in 3 cycles. Pretest and posttest were done during the process to determine the average learning outcomes and the number of students who passes a KKM. The result showed the average learning outcomes increased from 82.31 in 1st cycle to 87.69 in 2nd cycle and become 83.85 in 3rd cycle. In addition, the percentage of students who pass a KKM reached 80.77% in 1st cycle, 88.46 % in 2nd cycle and 88.46 % in 3rd cycle. It can be concluded that the application of the cooperative learning TGT can improve learning outcomes and the percentage of students who pass a KKM of The Pancasila and Civic Education.
The level participation in efforts mount Kelud eruption disaster mitigation in East Java Andri Estining Sejati; Muhammad Hasan; Desi Nurul Hidayati
Harmoni Sosial: Jurnal Pendidikan IPS Vol 6, No 1 (2019): March
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hsjpi.v6i1.27847

Abstract

Indonesia location is between four plates, there are: Eurasian, Indo-Australian, Philiphines, dan Pasicic. Subduction between plates make Indonesia disturbed a natural incident such as mountain eruption. One of disturbed mountain eruption disaster area is District Ngancar, Kediri Regency. This case because Ngancar location near Kelud slope. People participation for efforts mitigations is very important for reduced natural incident impact. The aim this paper to discuss form and level people participation in District Ngancar for efforts Kelud mountain eruption disaster mitigation. This research is survey with sample 100 from 5.340 head family. The data collected with interview and documentation, then analized by quantitative description with scoring and percentage. The research result showing that people in disaster disturbed zone I, II, and III get participation score each the amount of 1.425, 935, and 1.133. The participation action, include: elucidation disaster, organizing disaster preparedness, preparing self, making early warning system, and saving property.

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