Integration of Disaster Education Through Learning of Social Studies in The 2013 Curriculum in Junior High School in Effort to Prepare Disaster Resilient Students
Abstract
Disaster education is one of the efforts in preparing students to be prepared for disasters in their environment. By preparing for disaster preparedness, of course, it is not easy to get used to going through a long process. Disaster education is very important to carry out starting from basic education to higher education, especially for countries that have a high level of disaster vulnerability. The study in writing this article aims to find out conceptually, theoretically, and implement how disaster education can be integrated into the 2013 curriculum, especially in social studies subjects. The method used in this study is the library research method, or it can also be called the literature review method, which is a type of study conducted by reviewing relevant relevant literatures. Based on the results of data analysis, it can be concluded that disaster education can be integrated into social studies learning through 6 basic competency standards. Disaster education by utilizing the environment around students as a source of disaster learning.
Keywords
Full Text:
PDFReferences
Afrian R, Suciani A, and Islami ZR, (2021). “Study of hydrometeorological disaster awareness in community of langsa city,” Jurnal Pendidikan Ilmu Sosial, 30(2), 129–36.
Afrian R, and Urfan F, (2020). “The utilization of instagram as moderating variable between geography learning outcomes and disaster preparedness,” J. Soc. Sci. Educ, 29(1), 1–12.
AL-Momani, (2022). “Methods of quality assurance in the performance of higher education institutions jordanian ‘theoretical study,’” Jurnal Pendidikan Sosiologi dan Humaniora, 13(2), 467–477.
AL-Momani, MO, and Jawarneh, (2021). “The degree of availability of professional teaching competencies for physical education teachers in jordan,” Jurnal Pendidikan Kesehatan Rekreasi, 8(2), 272–283.
Anwar, F. (2017). Perubahan dan permasalahan media sosial. Jurnal Muara Ilmu Sosial, Humaniora, dan Seni, 1(1), 137-144.
Daniels, H., Thompson, I., Tse, HM, and Porter, (2022). “Learning lessons from the collaborative design of guidance for new build schools,” European Educational Research Journal, 21(4) 585–601.
Faturahman, B. M. (2018). Konseptualisasi mitigasi bencana melalui perspektif kebijakan publik. Publisia (Jurnal Ilmu Administrasi Publik), 3(2), 121-134.
Hafida SHN, (2018). “Urgensi pendidikan kebencanaan bagi siswa sebagai upaya mewujudkan generasi tangguh bencana,” Jurnal Pendidikan dan Ilmu Sosial, 28(2), 1–10.
Hamid N, (2020). “Urgensi pendidikan kebencanaan kepada masyarakat,” Equilibrium: Jurnal Pendidikan, 8(2), 232–239.
Hendrawati S, (2020) “Tingkat Kecanduan Media Sosial pada Remaja,” Journal of Nursing Care, 3(1), 41–53.
I. Z. Afrian R, and Urfan F, “The Utilization of Instagram As Moderating Variable Between Geography Learning Outcomes and Disaster Preparedness,” J Pendidik Ilmu Sos, vol. 29, no. 1, pp. 1–12, 2020.
Inayah, W. M. (2018). Social adventure games berbasis role playing game (rpg) maker xp sebagai sumber belajar IPS SMP kelas VII materi manusia, tempat, dan lingkungan social adventure games based on role playing game (RPG) maker xp as a social. Social Studies, 3(3), 591-605.
Labudasari E dan RE, (2020). “Literasi bencana di sekolah: Sebagai edukasi untuk meningkatkan pemahaman kebencanaan,” Metodik Didaktik: Jurnal Pendidikan Ke-SD-an, 16(1), 41–8.
Maryani E, (2010). “Model pembelajaran mitigasi bencana dalam ilmu pengetahuan sosial di sekolah menengah pertama,” Jurnal Geografi Gea, 10(1), 42-58.
Mujiburrahman M, dan Nuraeni N, (2020) “Pentingnya Pendidikan Kebencanaan Di Satuan Pendidikan anak usia dini,” Jurnal Ilmu Sosial dan Pendidikan (JISIP), 4(2), 317–21.
Octavia R, (2020). “Perspektif dan pengembangan model RPP berdasarkan surat edaran mendikbud no. 14 tahun 2019,” Jurnal kultur demokrasi, 9(2), 62-71.
Porter, (2020). “guidance counseling in the mid-twentieth century united states: measurement, grouping, and the making of the intelligent self,” History of Science, 58(2), 191–215.
Rababa, EM, and AL-Momani, (2022). “The level of psychological burnout of vocational education teachers compared to ordinary teachers in jordan,” Issues Ideas Education, 9(2), 113–119.
Sagala, S. (2008). Silabus sebagai landasan pelaksanaan dan pengembangan pembelajaran bagi guru yang profesional. Jurnal Tabularasa, 5(1), 11-22.
Said, F. R. Ahmadun, A. R. Mahmud, and F. Abas, (2011). “Community preparedness for tsunami disaster: A case study,” Disaster Prevention Management: An International. Journal, 20(3), 266–280.
Sudarto, Z. (2016). Implementasi kebijakan penyelenggaraan pendidikan inklusif. JP (Jurnal Pendidikan): Teori dan Praktik, 1(1), 97-106.
Tanjung, R., Supriani, Y., Mayasari, A., dan Arifudin, O. (2022). Manajemen Mutu Dalam Penyelenggaraan Pendidikan. Jurnal Pendidikan Glasser, 6(1), 29-36.
Tomaszewska-Pękała, H., Marchlik, P., and Wrona, (2020). “Reversing the trajectory of school disengagement? lessons from the analysis of warsaw youth’s educational trajectories,” European Education Research Journal, 19(5), 445–462.
Valverde, J. de, Thornhill-Miller, B., Patillon, T.-V., and Lubart, (2020). “Creativity: A key concept in guidance and career counselling,” Journal of Adult and Continuing Education, 26(1), 61–72.
Wahyuni, D. Rohmat, and I. Setiawan, (2018). “Hazard analysis of earthquake in the main campus of universitas pendidikan indonesia,” J. Pendidik. Ilmu Sos, 27(2), 116.
DOI: https://doi.org/10.17509/jpis.v31i2.52486
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Universitas Pendidikan Indonesia (UPI)

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.