The Development of Disaster Awareness in Primary Schools to Promote Awareness among Kelompok Kerja Guru (Teacher Working Group) 03 of Silo Sub-district in Jember
Abstract
This project aims to raise awareness in the Kelompok Kerja Guru or KKG (Teacher Working Group) 03 Silo sub-district, Jember by developing Disaster Awareness in Primary Schools. Efforts to boost awareness are done through implementing training in the preparation of disaster-based learning tools and actions that must be taken by the teachers if a disaster occurs. The methods used in this service were (1) discussion on preparedness efforts and the level of teacher's awareness for disasters, (2) teachers training on the concept of disaster awareness in primary schools in the KKG 03 using modules, and (3) teachers assistance in transferring knowledge to students.
References
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Clerveaux, V., & Spence, B. (2009). The communication of disaster information and knowledge to children using game technique: the disaster awareness game (DAG). International journal of environmental research, 3(2), 209-222
Fox, L., & Timm, N. (2008). Pediatric issues in disaster preparedness: meeting the educational needs of nurses—are we there yet?. Journal of pediatric nursing, 23(2), 145-152.
Gelkopf, M., Ryan, P., Cotton, S. J., & Berger, R. (2008). The impact of "training the trainers" course for helping tsunami-survivor children on Sri Lankan disaster volunteer workers. International Journal of Stress Management, 15(2), 117.
Pellegrini, A. D., Kato, K., Blatchford, P., & Baines, E. (2002). A short-term longitudinal study of children’s playground games across the first year of school: implications for social competence and adjustment to school. American Educational Research Journal, 39(4), 991-1015.
Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational research, 63(2), 167-199.
Suherman, A. (2009). Pengembangan model pembelajaran outdoor education pendi-dikan jasmani berbasis kompetensi di Sekolah Dasar. Available in http://jur-nal. upi. edu/file/ayi. pdf.
Thoonen, E. E., Sleegers, P. J., Oort, F. J., Peetsma, T. T., & Geijsel, F. P. (2011). How to improve teaching practices: The role of teacher motivation, organizational factors, and leadership practices. Educational administration quarterly, 47(3), 496-536.
Wahlstrom, K. L., & Louis, K. S. (2008). How teachers experience principal leadership: The roles of professional community, trust, efficacy, and shared responsibility. Educational administration quarterly, 44(4), 458-495.
Wardyaningrum, D. (2014). Perubahan Komunikasi Masyarakat Dalam Inovasi Mitigasi Bencana di Wilayah Rawan Bencana Gunung Merapi. Jurnal ASPIKOM, 2(3), 179-197. doi: http://dx.doi.org/10.24329/aspikom.v2i3.69
Zucker, I. (2017). Risk mitigation for children exposed to drugs during gestation: A critical role for animal preclinical behavioral testing. Neuroscience & Biobehavioral Reviews, 77, 107-121.
Cicero, M. X., & Baum, C. R. (2008). Pediatric disaster preparedness: best planning for the worst-case scenario. Pediatric emergency care, 24(7), 478-481.
Clerveaux, V., & Spence, B. (2009). The communication of disaster information and knowledge to children using game technique: the disaster awareness game (DAG). International journal of environmental research, 3(2), 209-222
Fox, L., & Timm, N. (2008). Pediatric issues in disaster preparedness: meeting the educational needs of nurses—are we there yet?. Journal of pediatric nursing, 23(2), 145-152.
Gelkopf, M., Ryan, P., Cotton, S. J., & Berger, R. (2008). The impact of "training the trainers" course for helping tsunami-survivor children on Sri Lankan disaster volunteer workers. International Journal of Stress Management, 15(2), 117.
Pellegrini, A. D., Kato, K., Blatchford, P., & Baines, E. (2002). A short-term longitudinal study of children’s playground games across the first year of school: implications for social competence and adjustment to school. American Educational Research Journal, 39(4), 991-1015.
Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational research, 63(2), 167-199.
Suherman, A. (2009). Pengembangan model pembelajaran outdoor education pendi-dikan jasmani berbasis kompetensi di Sekolah Dasar. Available in http://jur-nal. upi. edu/file/ayi. pdf.
Thoonen, E. E., Sleegers, P. J., Oort, F. J., Peetsma, T. T., & Geijsel, F. P. (2011). How to improve teaching practices: The role of teacher motivation, organizational factors, and leadership practices. Educational administration quarterly, 47(3), 496-536.
Wahlstrom, K. L., & Louis, K. S. (2008). How teachers experience principal leadership: The roles of professional community, trust, efficacy, and shared responsibility. Educational administration quarterly, 44(4), 458-495.
Wardyaningrum, D. (2014). Perubahan Komunikasi Masyarakat Dalam Inovasi Mitigasi Bencana di Wilayah Rawan Bencana Gunung Merapi. Jurnal ASPIKOM, 2(3), 179-197. doi: http://dx.doi.org/10.24329/aspikom.v2i3.69
Zucker, I. (2017). Risk mitigation for children exposed to drugs during gestation: A critical role for animal preclinical behavioral testing. Neuroscience & Biobehavioral Reviews, 77, 107-121.
Published
2019-06-28
How to Cite
FINALI, Zetti; A'LA, Muh Zulfatul; AGUSTININGSIH, Agustiningsih.
The Development of Disaster Awareness in Primary Schools to Promote Awareness among Kelompok Kerja Guru (Teacher Working Group) 03 of Silo Sub-district in Jember.
Warta Pengabdian, [S.l.], v. 13, n. 2, p. 86-91, june 2019.
ISSN 2655-7509.
Available at: <https://jurnal.unej.ac.id/index.php/WRTP/article/view/9485>. Date accessed: 20 apr. 2024.
doi: https://doi.org/10.19184/wrtp.v13i2.9485.
Section
Articles
