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Contribution Of Critical Thinking In The Disaster Preparedness Of

Geographic Students

Sitti Raisa1, Enok Maryani2, Epon Ningrum3 1. Geography Education Department Student, School of Postgraduate,

Universitas Pendidikan Indonesia, Bandung.

2. Geography Education Department Lecturer, School of Postgraduate,


3. Geography Education Department Lecturer, School of Postgraduate,


e-mail : [email protected]

4th IGEOS International Geography Seminar 2020


INTRODUCTION

Aceh's geographical conditions affect the weather and climate. High temperatures and rainfall in the Aceh region resulted in Aceh having a high level of hydro-meteorological complexity that resulted in several areas in Aceh often experiencing flooding [5].

Disaster Risk Reduction Efforts (PRB) continue to be built and addressed through various activities considering that Indonesia is a country that is prone to disasters. In the era of the Industrial Revolution 4.0, with an abundance of information The educational community as one of the important stakeholders Risk Reduction Efforts (PRB) were required to be critical of the information that was spread out including disaster information [3].


Literature Review

Critical thinking is actually a thought process that occurs in a person and aims to make rational decisions about something he can be sure of its truth [8].

the indicators of critical thinking are 1) the ability to evaluate information, 2) the ability to learn independently, and 3) the ability to solve problems [9[

Disaster Preparedness are actions that enable governments, organizations, communities, communities and individuals to be able to respond to a disaster situation quickly and effectively. Preparedness is a disaster management process [10].

Disaster preparedness has four indicators, including knowledge, emergency response plans, early warning systems and resource mobilization [10].


METHODS

Research site

Descriptive survey method by looking at the contribution of variable to analize the Disaster Preparedness. The population in this study were

undergraduate students in Geography Education,Samudera Langsa University

Sampling was choosen by a simple random sampling technique with a total sample of 122 Samudera Langsa University students

The steps taken after the data are collected are data editing, coding, data tabulation, and data analysis. Analysis of the data in this study is displayed in the form of percent.


Result And Disscussion

Graph of Critical Thinking Ability Graph of Disaster Preparedness

0,00%

20,00%

40,00%

60,00%

80,00%

100,00%

Ability to evaluateinformation

The ability to learnindependently

Problem solving skill

1 2 3

High Medium Low

0%

10%

20%

30%

40%

50%

60%

70%

Knowledge EmergencyResponse Plan

Early WarningSystem

ResourceMobilization

1 2 3 4

High Medium Low

This results shows inadequate literacy activities that run in the campus environment and in the neighborhood. Although materially, the information about disasters has been obtained by students from mitigation subjects as material for independent learning.

This shows that georaphy education students are quite good in knowledge of disasters, this can also be influenced by the existence of mitigation courses in the geography education study program of Samudera Langsa University.


Result And Disscussion

Contribution of Critical Thinking in Disaster Preparedness

Model Summary

Mode

l R

R

Square

Adjusted R

Square

Std. Error of the

Estimate

1 ,506

a ,256 ,250 11,199

This shows that the ability to think critically as a non-structural aspect affects disaster preparedness, with the coefficient value between variables showing a significant relationship.


CONCLUSION & RECOMMENDATION

Recommendation

The results of the research can be used as information that a critical thinking competency is

needed at the tertiary level. Thus lecturers, academics, and policy makers can apply

information literacy-based learning into learning activities.

There is a contribution between information literacy and disaster preparedness with a percentage of 50.6%. Therefore, this indicates that information that is widely disseminated requires follow-up efforts to generate knowledge and attitudes on disaster preparedness.

These competencies can be adapted according to developments and environmental conditions. as in the current situation, the world is being hit by the COVID-19 pandemic, critical thinking is important where the majority of people will access information only through the media

Conclusion


REFERENCES 1. Reyes 2011 Disaster resilience starts with young:

Mainstreaming disaster risk reduction in the school curriculum. ASEAN Secretariat. Disaster Journal.

2. Widyatmoko, C 2013 Coping with Natural Disaster in Yogyakarta, Indonesia: A Studi of Elementary School Teachers. School Psychology International, 34(4), 387-404. Doi: 10.1177/ 0143034312446889.

3. Brown, L. M., Haun, J. N., & Peterson, L. 2014. A Proposed disaster literacy model. Disaster Medicine and Public Health Preparedness, 8(03), 267–275. doi/10.1017/.2014.43.

4. Maryani, E. 2010. “Model Pembelajaran Mitigasi Bencana Dalam Ilmu Pengetahuan Sosial Di Sekolah Menengah Pertama”. GEA, Jurnal Pendidikan Geografi, vol 10, No. 1.

5. Badan Penanggulangan Bencana Aceh (BPBA). Kajian Risiko Bencana Aceh 2016-2010. Deputi Bidang Pencegahan dan Kesiapsiagaan Badan Nasional Penanggulangan Bencana.

6. Afrian, R., Islami, Z. R., Akob, B., Hamdani, & Sofyan 2019. Analysis of flood disaster response preparedness in Gampong Seulalah Langsa Lama Sub-District Langsa City. MATEC Web of Conferences, 229, 01008. doi/10.1051/matec conf/201822901008.

7. Suganda, E., Yatmo, Y. A., & Atmodiwirjo, P. 2009. Pengelolaan lingkungan dan kondisi masyarakat pada wilayah Hilir Sungai. Makara, Sosial Humaniora, 13(02), 143–153. 8. Breivik, Senn. 2013. 21st Century Learning and Information Literacy. San Joss State University Library. 9. Breivik, Senn. 2013. 21st Century Learning and Information Literacy. San Joss State University Library. 10. Bruce. 2013. 21st Century of Information Literac. California State. Routledge. 11. Healy 2002 The correlation between knowledge and behaviour preparedness in facing of floods and landslide disaster in adoleness aged 15-18 in SMA Al-Hasan Kemiri sub district Panti of jember regency. Jurnal Ilmiah Hasil Penelitian Mahasiswa. Jawa Timur. 19, (2).177. 12. Hasugian, Jonner 2008. Urgensi Literasi Informasi dalam Kurikulum Berbasis Kompetensi di Perguruan Tinggi. Jurnal Studi Perpustakaan dan Informasi, Vol. 4, No. 2. 13. Coburn, A. W. Dkk 1994. Mitigasi Bencana II. Program Pelatihan Manajemen Bencana. Cambridge-United Kingdom: DHA-UNDP. Direktorat Geologi, Bandung. 14. Syahputra. 2015. Pengembangan Framework Untuk Kesiapsiagaan Bencana Masyarakat. Jakarta: Radjawali Press. 15. Williams, Bronwyn T dan Zenger, Amy A, 2007, Popular and Representations of Literacy, Routledge, New York and London.
https://doi.org/10.1051/matechttps://doi.org/10.1051/matechttps://doi.org/10.1051/matechttps://doi.org/10.1051/matechttps://doi.org/10.1051/matechttps://doi.org/10.1051/matechttps://doi.org/10.1051/matec

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Universitas Pendidikan Indonesia - Contribution Of Critical ...igeos.event.upi.edu/file/ppt/PRESENTATION_PPT_-_SITTI...Disaster Risk Reduction Efforts (PRB) continue to be built and