You are on page 1of 9

International Conference on Mathematics, Science, and Education 2014 (ICMSE 2014)

IMPLEMENTATION OF SCIENCE ENVIRONMENT TECHNOLOGY AND SOCIETY LEARNING


INTEGRATED MODEL OF NATURAL DISASTER IN SCIENCE SUBJECT IN DISASTER-PRONE
AREAS SCHOOLS AT JAVA AND OUTSIDE JAVA

Ani Rusilowati*, Achmad Binadja, Supriyadi, Arif Widiyatmoko

Mathematics and Natural Sciences Faculty


Semarang State University Indonesia
*Email : rusilowati@yahoo.com

ABSTRACT

Civil empowerment against disasters, one of which can be done through learning in school, by integrating it into some
subjects. This study aims to: (1) implement the Science Environment Technology and Society (SETS)-vision natural
disaster learning model integrated in school subjects in disaster-prone areas outside Java. (2) Analyze the differences in
teachers ability outside of Java and in Java on learning model implementation. (3) Determine the effectiveness of the
learning model. (4) Determine the practicality and acceptability of the learning model. This experimental research with
Pretest-Postest Experiment-Control Group Design chose elementary school students in West Kalimantan, Papua and
Central Java, and also junior high school students in Aceh and North Sulawesi academic year 2013/2014. Samples were
taken by multistage, namely purposive sampling (schools located in areas prone to tsunamis, floods and landslides) and
random sampling. Research instruments were observation sheets, questionnaires, and a written test. Analysis technique
used t-test, normalized gain test, and descriptive percentages. Result of the study shows that the ability of teachers outside
of Java require a longer adaptation time, and need a habituation to implement innovative learning model. Disaster learning
model with SETS vision integrated in subjects is proved to be effective to improve the concept understanding of Natural
Science, Social Studies, and disaster, also disaster response behaviours of students. Practical model can be applied and
accepted by students.

Keywords: natural disaster, SETS, science, disaster responsiveness

vision integrated in Natural Science subject in schools of


INTRODUCTION disaster prone areas, outside and inside of Java?; (b) Is
natural disaster learning model with SETS vision
High number of areas prone to disasters in
integrated in Natural Science subject in schools of
Indonesia and the importance of increasing in disaster
disaster prone areas effective to give disaster learning to
risk reduction efforts is a strong foundation for Indonesia
students outside of Java?; (c) Is natural disaster learning
to jointly undertake integrated and focused disaster risk
model with SETS vision integrated in Natural Science
reduction efforts, such as by integrated learning in some
subject in schools of disaster prone areas practical to be
subjects of elementary and high schools.
given to students outside of Java?; (d) How is the
Main problem that is learned in disaster
acceptability of natural disaster learning model with
mitigation study is: How is the implementation and
SETS vision integrated in Natural Science subject by
dissemination of natural disaster learning model with
students and teachers in schools of disaster prone areas
SETS vision integrated in Natural Science subject in
outside of Java?
schools of disaster prone areas outside of Java? From
People of a country are deserved to have
that problem, some questions can be formulated, they
education service, including those students in disaster
are: (a) Is there any difference in teachers skill of
prone areas. Education service for students in disaster
implementing natural disaster learning model with SETS
S - 100
International Conference on Mathematics, Science, and Education 2014 (ICMSE 2014)

prone areas will surely be different from students in safe this study model was also applied to Social Science
areas. Those who are in disaster prone areas need to have subject as expansion.
education of disaster, so they are able to do disaster Result of studies above shows that thoughts about
mitigation and management correctly. One of ways of technology creation and usage from science
disaster learning model that can be developed is by transformation will be acquired by learning activity with
integrating material about disaster into other subjects. SETS vision without damaging or suffering environment
Thereby, core curriculum doesnt change, no need to and people. This SETS vision will give better result if it
create new subject, but just by integrating natural disaster is applied to cooperative learning (Binadja, 2002).
materials into relevant subjects such as Natural Science, Dissemination of first year study result was
Social Science or others. done, by national seminar activity. Some seminars that
Citizens, by students, need to increase their were joined are: national seminar held by Science
capacity as people who live in disaster prone areas, know Education major of Mathematics and Science Faculty
and understand disaster potential level, type and strength Unnes on 2013, and national seminar held by Students
of disasters that will possibly come. Disaster mitigation Association of Physics Department of Unnes on 2013.
through this learning, can be used to condition them in The dissemination was also done by dedication activity
challenging disaster in the future. to people, with Physics teachers who are included to
Result of this study can be used as reference for MGMP Semarang regency as the objects, on 2013.
teachers in schools of disaster prone areas to increase
socio-economic-culture integrity for disaster risk and METHODS
victims reduction. The spread of disaster information
from teachers to students and fellow teachers, and also 1. Research Design
from teachers and students to citizens, has given disaster This study is a continuance of Research and
understanding to people. Citizens who are ready to face Development (R&D) done collaboratively with
disasters will be more in quality and quantity. Then, teachers in elementary and high schools.
disaster mitigation by disaster education in schools can Implementation of R&D products was done by
help government in doing disaster mitigation. Pretest-Postest Experiment-Control Group Design.
Result of large scale test in schools prone to
flooding and land sliding in Semarang city shows that 2. Research Population and Sample
Research population was students of Elementary
time allocation that is needed to give disaster learning
School in West Kalimantan, Papua and Central
with SETS vision integrated in Natural Science subject is
Java, and also of Junior High School in Province of
not more than only Natural Science learning (Rusilowati,
Aceh and North Sulawesi, on academic year
et, al., 2010). Natural disaster learning using Physics
2013/2014. Sample was taken by multistage. First
Communication Games media with SETS approach
step was by purposive sampling; schools in areas
integrated with Natural Science subject in State Junior
prone to have tsunami, flood, land sliding, and
High School (SMPN) 2 Ajibarang Brebes on grade VIII,
volcanic dust. Then was by random sampling
showed that it could increase disaster understanding,
determined by schools that were experiment
Physics materials on energy chapter, and learning interest
objects. Research sample is presented on Table 1.
of students to Physics (Amaliya, et, al., 2011). Study
Table 1. Research Sample
done by Kim & Roth (2008) showed that learning
application by relating science, technology, environment
and citizens would make students better; they pay more
attention on environment. Frank & Barzilai (2006) in
their study showed that 95% of students claimed that if
SETS concept was included into learning process, it
would give them a chance to acquire knowledge and
increase interdisciplinary understanding. Masfuah, et, al.,
(2011) in her study concluded that disaster education
with changing-partner model with SETS vision could
emerge critical thinking skill and students awareness
toward disaster. This model is actually able to be applied
on other subjects, not only on Natural Science subject. In
S - 101
International Conference on Mathematics, Science, and Education 2014 (ICMSE 2014)

3. Research Location disaster learning model integrated in SETS-visioned


Research was done in Province of Aceh, West Natural Science subject inside and outside of Java,
Kalimantan, North Sulawesi, and Papua, especially (2) effectiveness of model implementation, and (3)
in areas prone to tsunami, land sliding and flood, equipment usage practicability of natural disaster
social conflict, with divisions as follows: learning integrated in Natural Science subject with
a. In Province of Aceh, especially in Banda Aceh SETS vision, (4) acceptability of learning model by
(SMP N 01 Banda Aceh) teachers and students.
b. In Province of West Kalimantan, especially in After adaptation process, teachers skill in applying
Melawi Regency (SD N 01 Nanga Pinoh, SD various approaches in order to implement Disaster
Kristen Emmanuel Nanga Pinoh, SD N 15 Learning with SETS Vision integrated in subjects
Kampung Baru) was not different between those from inside and
c. In Province of North Sulawesi, Minahasa outside of Java. Although some teachers outside of
Regency areas (SMP Kristen Credo Kalongan) Java need longer time in process of changing
d. In Province of Papua, in Jayawijaya Regency, learning paradigm that has been done so far. In first
especially in SD N Wamena. meeting, syntax of disaster learning model with
The research was also done in Centra Java, SETS vision was not followed as order. After some
including Cilacap Regency (SD N 01 Glempang times meeting, model implementation skill was not
Pasir and SD N 02 Glempang Pasir), Grobogan (SD inferior to other teachers. Result of model
N 03 Katingrejo dan SD N 03 Latak), Semarang implementation skill can be seen on Table 2.
(SDN 02 Ngesrep Banyumanik, SDN 02 Tabel 2. Implementation Skill of Disaster Learning
Bandarharjo), and Magelang (SMP N 2 Model with SETS Vision in Java and outside of Java.
Candimulyo).

4. Instrument of Data Collection


Instruments used in this test were observation
sheets, scales (questionnaires) and tests. The
observation sheets were used to determine the
suitability of learning implementation with the
developed model. The scales were addressed to
teachers and students to determine effectiveness,
practicability, and acceptability of learning model.
Tests were used to determine the effectiveness of
the model in increasing students disaster
understanding. The tests were in form of multiple
choices with 4 answer choices and essays.

5. Data Analysis Technique


There are some analysis technique that are used to
solve research problems. Analysis toward data of
model implementation result used descriptive
percentage statistic. Data of observation and
questionnaire result was analysed in qualitative way
Implementation of disaster learning model with SETS
with the help of the descriptive percentage statistic.
vision integrated in Natural Science subject was also
Data of test result was tested with parametric
done in schools in Central Java Province, besides those
statistic using one sample descriptive t-test, two
outside of Java. Result of the implementation in each
samples t-test, and normalized gain test.
school will be described in the following explanation.

RESULTS AND DISCUSSION


a. Implementation Outside of Java
1. Result of The Study
Implementation outside of Java was done in city
This study produced outputs: (1) information about
of Banda Aceh, Pinoh, Minahasa, and Wamena. Schools
differences in teachers skill to implement natural
S - 102
International Conference on Mathematics, Science, and Education 2014 (ICMSE 2014)

that were used as research locations including


Elementary School and Junior High School. Research
result of each school will be explained as follows.

1) Banda Aceh (b) Disaster Responsiveness


The research was done in SMP N 01 Banda Disaster responsiveness was measured twice,
Aceh. Research sample was students of grade VII. before and after treatment. The increasing of
Research design was pretest-posttest experiment-control disaster responsiveness of experiment and
group design, experiment class used learning model with control class can be seen in Table 4.
SETS vision and simulation, control class used Table 4. The Increasing of Disaster
expository and simulation. Result of the implementation Responsiveness
is:
(a) Cognitive Learning Result
Disaster learning model with SETS vision
integrated in Natural Science subject with
simulation approach can increase disaster
understanding. Increasing of experiment class
understanding is higher than control class. 3) North Sulawesi
Average score of experiment class is 87 and Research location was in SMP Credo, research
control class is 77. sample was students of grade IX A and B as many as 61
Understanding toward Physics Science material students. Natural Science learning used SETS approach.
on chapter Energy also happens to increase. The Research design used pretest-posttest exsperiment-
increasing is as much as 0.54 for experiment control group design. Experiment class used disaster
class and 0.43 for control class. learning model with SETS-visioned materials, while
(b) Disaster Responsiveness control class uses speech method with non-SETS-
Disaster responsiveness in experiment class is visioned materials. Result of the study is:
higher than control class. Average score of (a) Cognitive Learning Result.
experiment class is 84.4 and control class is Cognitive learning result of experiment class is
80.58. higher than control class. Average score of
experiment class learning result is 84, while
2) Melawi West Kalimantan control class is 73.
Research location was in SD N 01 Nanga Pinoh, (b) Disaster Responsiveness
SD N 15 Kampung Baru and SD Emmanuel Nanga Disaster responsiveness was measured twice, before
Pinoh. Research sample was students of grade IV, as and after treatment. Increasing of disaster response
many as 134 students. The Natural Science learning behaviour in experiment class is higher than control
model used SETS approach. Research design was class. N gain of experiment class is 0.57 and control
pretest-posttest exsperiment-control group design. class is 0.39.
Experiment class used disaster learning model with
SETS vision and simulation, control class used SETS 3. Wamena
vision without simulation. Result of the study is as Research location was in SD N Wamena.
follows: Research sample was students of grade V as many as 25
(a) Cognitive Learning Result students of experiment class and 25 students of control
Cognitive learning result between experiment class class. Social Science learning model used SETS
and control class in state and private schools can be approach. Research design used pretest-posttest
seen on Table 3. exsperiment-control group design. Experiment class used
Table 3. Cognitive Learning Result of SETS- disaster learning model with SETS vision and comics as
Visioned and Non SETS-Visioned Disaster Learning media, while control class used expository with comics
as media. Result of the study is:
(a) Cognitive Learning Result.

S - 103
International Conference on Mathematics, Science, and Education 2014 (ICMSE 2014)

Cognitive learning result of experiment class is control class is 72.10. Difference signification
higher than control class. Average score of test used t-test. Result of tcount = 3.64, this value
experiment class learning result is 78.4 while is bigger than ttable = 2.66 for dk 48 and = 0.05.
control class is 75.4. Signification test of score So, it can be concluded that score of experiment
difference used t-test. Result of t count is 1.324 class is higher than control class. Learning
with p = 0.192. Value of p is higher than 0.05, success was also viewed from classical
so Ho is refused. The conclusion is that there is thoroughness of experiment class. Result of
difference between average score of experiment experiment class thoroughness is 24/25 or 96%
class and control class. has achieved score 70 of KKM.
Result of control class learning was also viewed (b) Disaster Responsiveness
from their classical thoroughness. Result of Disaster responsiveness of experiment class is
analysis was acquired from students learning higher than control class. Average score of
thoroughness as many as 23/25 or 92% had experiment class is 90.15 and control class is
achieved KKM. The result shows that learning 88.71.
success has been achieved because the classical
thoroughness is more than 85%. 2) Grobogan
(b) Disaster Responsiveness Research was done in SD N 3 Katingrejo and
Disaster responsiveness was measured twice, SD N 3 Latak. Research sample was students of grade
before and after treatment. Increasing of disaster IV. Research design: pretest-posttest exsperiment-control
responsiveness behaviour in experiment class is group design, experiment class used learning model with
little higher than control class. N gain of SETS vision and story books as media, control class used
experiment class is 0.47 and control class is expository and story books. Result of implementation is:
0.39. (a) Cognitive Learning Result
(c) Social Care Behaviour Disaster learning model with SETS vision
Social care behaviour was measured in the end integrated in Natural Science subject can
of meeting. Learning was done three times. increase understanding on Natural Science and
Scoring result toward social care in each disaster subject. The increasing of experiment
meeting is in order 87, 85.6, and 89.6. Average class understanding is higher than control class.
score of social care is 87.4. N gain of experiment class is 0.66 while control
b. Implementation in Central Java class is 0.45.
Implementation of disaster learning model with (b) Disaster Responsiveness
SETS vision in Central Java was done in city of Cilacap, Disaster responsiveness in experiment class
Grobogan, Magelang, and Semarang. Schools that were increased higher than in control class. N gain of
used as research locations including Elementary School experiment class is 0.55 while control class is
and Junior High School. 0.32.

1) Cilacap 3) Semarang
Research was done in SD N 01 Glempang Pasir Semarang City has ground contour of mountain
and SD N 01 Glempang Pasir. Research sample was and coast. Furthermore, the implementation of learning
students of grade VII. Research design was pretest- model was done in mountain and coast areas. Research
posttest exsperiment-control group design, experiment locations were in SDN 02 Ngesrep Banyumanik
class used learning model with SETS vision and Semarang, and SDN Bandarharjo 02 Semarang for coast
simulation, control class used expository and simulation. area. SDN 02 Bandarharjo always has sea water flooding
Result of the implementation is: everyday.
(a) Cognitive Learning Result a) SDN 02 Ngesrep Banyumanik Semarang
Disaster learning model integrated in Natural The implementation in SDN 02 Ngesrep
Science subject with SETS vision using Banyumanik Semarang took students of grade V as
simulation approach can increase Natural samples, as many as 48 students. Research design
Science and disaster understanding. Experiment pretest-posttest exsperiment-control group design.
class understanding is higher than control class. Experiment class used disaster learning with SETS
Average score of experiment class is 80.57 and vision integrated in Natural Science with comics as
S - 104
International Conference on Mathematics, Science, and Education 2014 (ICMSE 2014)

media, and control class used Natural Science


learning with expository using comics as media. 4) Magelang
Result of implementation is: The implementation in SMPN 2 Candimulyo
(a) Cognitive Learning Result Magelang took students of grade VII as samples, as many
Understanding of water cycle material increased as 64 students. Research design: pretest-posttest.
in experiment group as much as 0.55 (medium experiment-control group design. Experiment group
category) and control group as much as 0.42 received disaster learning with SETS concept integrated
(medium category). Understanding in disaster in Natural Science subject with SETS-visioned materials,
increased in experiment group as much as 0.37 while control group received Natural Science learning
(medium category) and control group as much with expository method. Result of the implementation is:
as 0.16 (low category). (a) Cognitive Learning Result
(b) Disaster Responsiveness Result of normalized gain test on the increasing
There were differences in disaster of volcanic ash disaster learning shows a
responsiveness between experiment and control difference between experiment and control
group. Disaster response behaviour of class. N gain of experiment class is 0.46
experiment group is 81.38% while control group (medium) while control class is 0.23 (low).
is 78.24%. Result of normalized gain test on the increasing
of Natural Science material understanding on
b) SDN 02 Bandarharjo Semarang chapter changes of physical environment in
The implementation in SDN 02 Bandarharjo experiment class is also different from control
Semarang took students of grade IV as samples, as class. N gain o experiment class is 0.56 while
many as 48 students. Research design: pretest- control class is 0.28 (low).
posttest exsperiment-control group design.
Experiment class used disaster learning with SETS (b) Disaster Responsiveness
vision integrated in Natural Science with comics as Result of scoring test on disaster responsiveness
media, and control class used Natural Science shows that experiment class is higher than
learning with expository using comics as media. control class. Disaster responsiveness of
Result of implementation is: experiment class is 85.10 while control class is
(a) Cognitive Learning Result 83.20.
Result of normalized gain test on the increasing
of flood disaster understanding shows that there Practicability of disaster learning model
is difference between experiment and control implementation with SETS vision integrated in Natural
class. N gain of experiment class is 0.66 Science and Social Science subject to be indicated from
(medium) while control class is 0.21 (low). the learning accomplishment is suitable with syntax,
Result of normalized gain test on the increasing teacher response toward activity step, and student
of Natural Science material understanding in response toward learning done by teacher who applied
chapter of physical environment changes in that model.
experiment class is also different from control 1. Learning Accomplishment
class. N gain of experiment class is 0.60 while Learning accomplishment was observed by two
control class is 0.28 (low). observers. Observation indicator of learning
(b) Disaster Responsiveness accomplishment based on RPP includes: introduction,
Result of scoring test on disaster response main activity, closing, time management, learning
behaviour shows that experiment class is higher atmosphere, cultivation of disaster responsiveness and
than control class. Score of disaster response social system. Observation sheets are in form of scale
behaviour is 85.10 for experiment class and with 4 score options. The highest score is 4, the lowest is
77.73 for control class. 1. Final score is a sum of average score of two observer
Behaviour of littering between experiment and from three meetings. Further result can be seen in Table
control class is not significantly different, or in 3.4.
level. Experiment class gets score 46.87 while Development of disaster learning model
control class gets 47.82, both are in good equipment was in practice category, it was indicated by
category. student and teacher response in positive category.
S - 105
International Conference on Mathematics, Science, and Education 2014 (ICMSE 2014)

Student response in learning is good. Teacher response in implementation was done in schools prone to disaster.
conducting the learning is good, too. For introduction Implementation procedure included: (a) Choosing of
activity, the average score is 4 or in good category. Skill materials that are implemented, based on SK/KD
of motivating students and learning purpose is in very mapping result. (b) Creating syllabus, RPP, and learning
good category. Skills of explaining, directing students to supporting equipment, based on the chosen materials. (c)
develop logical thinking is in good category. Skills of Applying disaster learning model integrated in Natural
motivating students to be brave in providing ideas and Science and Social Science subject with SETS vision in
arguments is in good category. All series of learning classes, by using suitable methods according to students
process run well so that the learning purpose was characteristics and the materials given. (d) Observing the
achieved. For closing/final activity the average score is 4, effectivity of the application of disaster learning model
in good category, directing and concluding material skill integrated in Natural Science or Social Science with
is in good category, while time allocating skill is in good SETS vision during the process and at the end of
category. learning. (e) Providing questionnaires to students to
Table 5. Recapitulation of Observation Result on determine whether the applied learning model can be
Learning Accomplishment, Teacher Response, Student accepted and practice to use or not.
Response on the Learning Result of the implementation shows that disaster
learning model with SETS vision integrated in Natural
Science subject is effective to increase the understanding
of Natural Science concept, natural disaster concept,
disaster responsiveness and environment care behaviour.
Model effectivity on Social Science subject is viewed
from the understanding of Social Science materials,
disaster and social care. Effectivity of the application of
disaster learning model with SETS vision integrated in
Natural Science subject can be viewed from indicator
achievement as follows: (a) result of experiment class
learning, skill of Natural Science and Natural Disaster
concept understanding, happens to increase higher than
control class. (b) students disaster responsiveness who
are taught with disaster learning model with SETS vision
integrated in Natural Science subject is better than those
who are taught with other model.
Teachers skill in implementing disaster
learning model with SETS vision has no difference in
general. In terms of adaptation, teachers outside of Java
needed longer time to change teaching habit by speech
method to innovative learning. In initial meeting teachers
were not still able to apply the model fully. But in the
next meetings, model application became more perfect.
Other thing found in the model implementation is,
Learning model that was implemented in this teachers of Junior High School have higher adaptation
study is disaster learning model with SETS vision capability than those of Elementary School. It relates to
integrated in some subjects. In this model the disaster the education background of the teachers.
material was integrated in Natural Science and Social Model effectiveness to increase learning result
science subject, without additional time. Learning time and disaster responsiveness is included to high category.
allocation is on schedule of integrated subjects. Value of tsunami disaster responsiveness is in good
Supporting features of the model included syllabus, RPP, category both in Java and outside Java. It is because the
teaching materials, evaluation tools that are all SETS- research location had ever faced tsunami, so students and
visioned. Mapping on Natural Science materials that are teachers were able to receive the applied learning model
able to be integrated in disaster materials done by SK/KD by heart. Growing tsunami disaster responsiveness is
analysis. Model test had been conducted. Model certainly in accordance with one of the strategic
S - 106
International Conference on Mathematics, Science, and Education 2014 (ICMSE 2014)

objectives of disaster preparedness in providing environment is caused by low human resources. Along
understanding of tsunami hazards (Bernard, 2005). with the increasing of disaster case in Indonesia, one of
Teacher and student understanding on flood efforts that can be done to increase the awareness on
disaster after SETS-visioned disaster learning model was environment is by education. Halder (2012) stated that
applied showed high result. If people awareness on environment education is the key to solve environment
disaster responsiveness is high, material loss effect will problem and to conserve global environment.
be reduced. It has been proven by Martine, et al., (2013) Education is one of ways to increase human
that flood disaster preparedness in West Africa done by resources skill, which is process of changing persons
International Federation of Red Cross (IFRC) and Red behaviour and attitude through teaching and learning.
Crescent can decrease cost that was paid by government Rusilowati, et al., (2010, 2011), concluded that to
in order to manage flood. This research shows that minimalize floods happening, one of ways can be done
schools also have to be means in reducing disaster risk. by learning in school by integrating disaster material into
Student is learning participant who is fastest in some subjects. Giving disaster material early on is
implementing new knowledge into daily life. The new expected to be able to give awareness on how important
knowledge they get can be knowledge source for family the awareness on environment is, so the disaster can be
and people in disaster responsiveness behaviour. Teacher minimalized. Life environment education since early is
understanding on disaster and learning model becomes not just learning environment problem but also has to be
the most important part in wise disaster management. able to motivate students to have behaviour and attitude
Lewis et, al,. (2011) concluded that there is an increasing toward the environment.
in teachers understanding on flood after he/she is Practicability of disaster learning model with SETS
challenged to add new academic language about flood vision integrated in Natural Science subject can be
disaster in Natural Science learning. The increasing of viewed from: (a) teachers opinion on easement in
teachers understanding is also followed by the applying model, and (b) students opinion on easement in
increasing of student understanding after the teacher receiving materials provided by teachers. Result of
applied the learning. questionnaires given to the teachers show that most of
Learning activity with SETS vision facilitates them didnt find any obstacles when applying the
students to explore their knowledge about science, learning in class. But it had to be initiated by explanation
technology, environment and civil. Thus, student critical about relationship among technology, environment and
thinking skill can be sharpened. Dibiase (2001: 16) stated civils. Result of the questionnaires given to students
that STS activity was the forerunner of SETS in show that most of them felt difficult in first meeting, but
providing science experience that can provide in the next meetings they felt glad and were able to
explanation about concept, relationship and phenomena. receive the materials easily.
Problems that come up as the effect of adaptation toward Acceptability of disaster learning model with
technology on environment are solved by applying SETS vision integrated in Natural Science subject by
science concept and relations which we have known, students can be viewed from the result of questionnaires
giving spirit in using findings to discover solutions based that showed that they were glad with the teaching done
on new understanding. by teachers, because they got more knowledge, relating
SETS approach emphasizes on science gift first, Natural Science with environment (in this case is natural
then students are invited to relate with environment, disaster), technology (equipment made based on Natural
technology and civil. Thus, students can understand a Science material that is able to be used to handle natural
thing with larger perspective. Result of this study goes disaster), and civil/people (effects and impacts of Natural
along with Yoruks study (2010) that stated that student Science for people).
learning result happens to increase by SETS-visioned Questionnaire result of teacher skill on
learning. Students in experiment class had more equipment application and learning accomplishment is in
meaningful learning than those in control class because good category. Practicability of equipment and learning
SETS approach is able to facilitate abstract explanation application with SETS approach goes along with
to be more real with phenomena and happenings in Rahayus research (2012) in SMP Blora that stated that
surrounding. average of student and teacher response toward learning
Human have to keep and conserve the accomplishment is in good category.
environment, not to destroy or use it wildly without
noticing the effects afterward. The less of care on the
S - 107
International Conference on Mathematics, Science, and Education 2014 (ICMSE 2014)

CONCLUSION Halder, S. 2012. An Appraisal of Environmental


education in Higher School Education System:
According to the research result, it can be A Case Study of North Bengal, India.
International Journal Of Environmental
concluded that generally teachers skill outside Java is as
Sciences, 2 (4): 2223-2232.
good as those in Java, but they need longer time
adaptation and custom to apply innovative learning Kim, M., & Wolf, M. R., 2008. Rethinking the Etics of
model. Disaster learning model with SETS vision Scientific Knowledge: A Case Study of
integrated in subjects proves to be effective to increase Teaching the Environment in Science
concept understanding of Natural Science, Social Science Classroom, Educ. Research Institute, 9 (4), 516-
and disaster, also disaster responsiveness. It can be seen 528.
Lee, M. K. & Erdogan, I. 2007. The Effect of Science-
from the average of score increasing of experiment that is
Technology-Society on Students Behaviours
higher than control class. The model is also easy to use. Toward Science and Certain Aspects of
It is indicated by the result of observation on learning Creativity, International Journal of Science
accomplishment based on RPP, teacher response on Education, 29 (11), 1316- 1323.
questionnaire model practicability, also students
response on model acceptability. Lewis, E.B. at al. 2011. Elementary Teachers
Comprehension Of Flooding Through Inquiry-
Based on the research result, it is suggested to Based Professional Development and Use Of
the teachers outside Java to adapt themselves to apply Self-Regulation Strategies. Internasional
innovative learning. It is a need to disseminate the Journal of Science Education, 3 (11), 1473-1512
disaster learning model with SETS vision integrated in
subjects outside Java in areas prone to disasters by KKG Martine B. L., Krispijn van A.M., J. Mason., Suarez P.,
Ait C.Y., and Tall A., 2013. Climate Forecasts
and MGMP activity.
In Disaster Management: Red Cross Flood
Operations In West Africa, 2008. Journal
REFERENCES Disasters, 37 (1), 144-164
Amaliya, S., Ani Rusilowati, Supriyadi. 2011. Penerapan Masfuah, S., Ani Rusilowati & Sarwi. 2011.
Physics Communica-tion Games dengan Pembelajaran Kebencanaan Alam Dengan Model
Pendekatan SETS untuk Meningkatkan Bertukar Pasangan Bervisi SETS Untuk
Pemahaman Kebencanaan dan Minat Belajar. Menumbuhkan Berpikir Kritis Siswa. Makalah.
Makalah. Disampaikan dalam Seminar Nasional Disampaikan dalam Seminar Nasional Pendidikan
Pendidikan IPA di Hotel Puri Garden Semarang, IPA di Hotel Puri Garden Semarang, tanggal 30
tanggal 30 April 2011. April 2011.
Binadja, Achmad. 2001. Pembelajaran Sains Rahayu, S. 2012. Pengembangan Perangkat
Berwawasan SETS (Science, Environment, Pembelajaran IPA Berpendekatan SETS
Technology, and Society) untuk Pendidikan Dasar. Berkarakter. Elementary Journal, 2(2).
Makalah ini disajikan pada pelatihan guru sains
Madrasah Ibtidaiyah dan Tsanawiyah se Jawa Rusilowati, A., Supriyadi, Achmad Binadja, & Sri
Tengah. Mulyani. 2010. Pembelajaran Kebencanaan Alam
Bervisi SETS Terintegrasi dalam Mata Pelajaran
Binadja, Achmad. 2005. Pedoman praktis IPA. Seminar Nasional Pendidikan IPA Tahun
pengembangan bahan pembelajaran bervisi SETS. 2010, di Unnes Semarang.
Semarang: Laboratorium SETS UNNES
Rusilowati, A., Supriyadi, Achmad Binadja. 2011.
Bernard, E.N. 2005. The U. S. National Tsunami Hazard Mitigasi Bencana Berbasis Pembelajaran
Mitigation Program: Successful State-Federal Kebencanaan Alam Bervisi SETS Terintegrasi
Partnership. International Journal "Science of dalam Beberapa Mata Pelajaran. Laporan
Tsunami Hazards, 35 (16): 5-24, Penelitian.
http://www.sthjournal.org/sth6.htm (diunduh 17
Pebruari 2013). Rusilowati, A., Supriyadi, Achmad Binadja., Arif
Widiyatmoko. 2012. Implementasi Pembelajaran
Frank, M., & Barzilai, A. 2006. Project-Based Kebencanaan Alam Bervisi SETS Terintegrasi
Technology: Instructional Strategy for Developing dalam Beberapa Mata Pelajaran di Daerah Rawan
Technological Literacy, 18 (1), 39-53. Bencana. Laporan Penelitian.

S - 108