Development of a Geography Module with a Disaster Mitigation Learning Model Based on the Concept of Local Wisdom in Disaster Preparedness

ABSTRACT


INTRODUCTION
A disaster is a series of events that threaten and disrupt the regular life order of the community, causing many losses to lives, property and buildings (Marincioni, 2007;Shi et al., 2020;Fatmawati et al., 2021).Disasters are also part of natural processes that occur beyond their usual frequency and cause "abnormal problems for humans," resulting in significant damage to the (Rahiem & Widiastuti, 2020).According to Law Number 24 of 2007 concerning Disaster Management, a disaster is an incident or suite of events that threaten and disrupt the lives and livelihoods of the community caused, either by natural factors and nonnatural Factors or human factors resulting in human casualties, damage to the environment, loss of property and psychological impacts (Pahleviannur, 2019).So conceptually, the most essential thing about the results of analysis and evaluation related to several consequences of disasters is a) physical assets that have needed something to repair or rebuild, (b) they cannot function as everything before getting the related return handling in the form of repair or rebuild, and (c) Many members of society who have experienced trauma or disruption need to get exceptional help so that they can get back to living life in a good and standard way.
According to the Disaster Management Agency (BNPB), 5,402 disaster events occurred in Indonesia during 2021.Disaster events and 99.5% of events throughout 2021 were hydrometeorological disasters.The dominant events included 1,794 floods, 1,577 extreme weather, 1321 landslides, 579 forest and land fires, 91 tidal waves and abrasion, 24 earthquakes, 15 droughts and one volcanic eruption.The impact of the incident was that 728 people died, 87 people were missing, 14,915 were injured, 7,630,692 suffered and were displaced, 158,658 houses were damaged, 4,445 public facilities were damaged, 664 offices were damaged, and 505 bridges were broken.This is in line with the disaster events that occurred in North Maluku Province; based on data released by the BPBD of North Maluku Province, the number of disaster events throughout 2021 was 13 events, including floods occurring six times, tidal waves, abrasion occurring three times, tornadoes occurring two times and earthquakes once.The problem occurs because the province of North Maluku is one of the regions that often experiences a massive level of disaster vulnerability seen from the geographical location of North Maluku at Coordinates 3º 40' South Latitude -3º 0' South Latitude 123º 50' -129º 50'.Meanwhile, based on data released by BPBD, Ternate City was recorded throughout 2021 with four occurrences in the form of Mount Eruptions, landslides, and earthquakes.
Disaster education integrates disaster material education into formal education so that students can build the knowledge, skills, and attitudes necessary to prepare for and cope with disasters and help student participants and communities return to everyday life after a disaster (Mustafa, 2020;Junaidin et al., 2023).In addition, disaster education aims to build a safety culture in the context of the community, community schools, government, and other stakeholders' interests.The expected efforts of the partnership are sustainable and based on this government policy (Puspitawati & Pei Ze, 2023).The task of the government is to compile applicable norms, standards, and procedures held by relevant stakeholders The current condition of disaster education in Indonesia is: (1) Minimum knowledge and understanding of teachers about disaster risk knowledge reduction; (2) Minimally distributed and accessible guides, syllabi, and teaching materials accessed by teachers and education actors, thus causing weak capacity and expertise of teachers in integrating DRR, or Disaster Risk Reduction, into the curriculum; and (4) The condition of physical vulnerability, facilities, and school infrastructure to disasters (Rahmad, 2019;Arif &;Maryani, 2023).
With the rampant disasters that occur in Indonesia still often, especially in the city of Ternate at this time, of course, what is needed is teaching materials about disaster education in schools, which still needs to be improved.Therefore, teachers must be ready to apply disaster materials in learning activities (Palupi et al., 2019).Based on the material, teacher readiness needs to be improved, especially in the preparation of disaster learning mitigation tools for the Senior High School level, as a form of implementation carried out in this study is learning local disaster-based wisdom mitigation in disaster preparedness and implemented in an integrated manner in geography subjects through local wisdom that has represented the entire system of value systems and norms that exist are compiled, adopted, and applied to the community based on understanding and experience as well as interacting and Several studies show how vital disaster education is to learning.Research results (Hamid, 2020) Describe the importance of disaster education in the community because the community is a direct object that can become a victim due to disaster risk.However, the community can also be used as subjects who can adapt to disasters.Disaster education is essential not only for the community but also for students in the world of education.(Hafida, 2018) For example, he describes the results of his research, which is focused on the importance of disaster education for students to become disaster-resilient people-internalisation of appreciative values of local wisdom in disaster preparedness.In addition, disaster education, local education and preparedness have been integrated into the public science and technology-based learning model, which is a learning model that connects science and technology and its benefits to the community.(Rasidi et al., 2023) In line with that, the community Science and technology learning model is designed based on local wisdom in social preparedness (Azmi & Elfayetti, 2017;Amali et al., 2019).Seeing the above phenomenon, researchers can formulate the objectives of this study, namely: 1) For the development of learning modules for mitigation of local Disaster-based wisdom in disaster preparedness.2) Designing a learning model for local disaster-based wisdom mitigation in disaster preparedness.

RESEARCH METHODS
This research was conducted at State High School 5 Ternate City, on Jalan Batu Angus Dufa, Dufa Dufa, Kec.North Ternate City, Ternate City, North Maluku (figure 1

Stage Definition
Stage definition can be done to define something that needs to be customised in the learning process by gathering related information about a product to be developed.In stage definition, this will be done in five steps: 1) initial analysis, 2) analysis of students, 3) analysis task, 4) analysis concept, and 5) analysis of objective learning.

Stage Planning
Problems that have been obtained from stage definition become the base main so that can be needed For do stage more design _ specific, stage planning can be done to design form module learning mitigation disaster based draft wisdom local in preparedness disaster with the model of Science Technology and society, so can be used in learning geography at school Ternate City Upper Middle School.Stage This consists of four preparation steps, among them as follows: 1) test, 2) media selection, 3) format selection and 4) design early.

Stage Development
Objective stage This is to produce a module learning mitigation disaster-based draft of wisdom local in preparedness disaster with the Science Technology and Society model, which has division through input from experts/experts from data obtained.In the stage development activity, this validation expert is done for trial in the field.
Experts or experts in the form validator section provide suggestions and input so that evaluation in module mitigation disaster based draft wisdom local in preparedness disaster with the model of Science Technology and society who have made the draft.Validators have checked and parsed module learning.There are several resulting aspects, including drafts that start from aspect content, aspects of the science model technology and society, aspects of format, aspects of language, and aspects of presentation.So that need is known as module learning mitigation disaster-based draft wisdom local in preparedness disaster worthy for applied or not.The validation result can be used as material revision For perfect A module learning to be developed.
Trial in the field needs to be done so that the process is tested module past learning and validated by experts.The objective of trials is To know the level of quality of module learning, including effectiveness and practicality.The activities carried out during the trial are doing a trial run field, analysing the test results data, and conducting revisions based on the analysis of test data results.Obtainable data collected on stage: activity data from students, the ability of teachers to manage learning, response to students to the Module Learning, motivation and results Study students.

Stage Dissemination
After trials and instruments have been revised, stage next is stage dissemination, and the purpose of this stage is to disseminate module learning that has finished being made, so there is a need for dissemination on stage end from A development.Stage dissemination will do What when we promote product development so you can accepted by the parties user Good from individual or group.Manufacturers and distributors must be selective and work similarly to pack the suitable material.Invalidation of the product needs to be conducted by four background experts in the field of education, so the objective of validation is to know the level of eligibility and quality of the product before being piloted to the student.In the module learning mitigation disaster based draft wisdom local in preparedness disaster will be revised If something acquisition evaluation from expert education ≤ 80, and trials product done on students class X Ternate City 5 State Senior High School.

RESULTS AND DISCUSSION
In this stage, a definition needs to be done to identify an existing problem at school myself because, from the results, identification problem will be made as reject the measure, not availability of teaching materials that have been supporting something eye learning _ lesson geography with topic learning mitigation disaster based draft wisdom local in preparedness disaster so at the moment teacher learning only explain the material from the book just without There is addition form module learning or other teaching materials.It makes learning ineffective, and students need help understanding the teacher's words.
After the stage definition, the next stage is planning the product beginning, which will be developed.The stage first to be developed is module learning, which makes design or early models about content module learning, that is, design module learning in a manner consistent with manufacture by the appropriate target.Besides that, in design, we can look for source information for developing module learning according to the relevant material related to natural events like mitigation disaster-based draft wisdom local.Then, appropriate illustrations and drawings with material as content support and reinforcement material module learning will be added so that material learning will be more enjoyable.The last stage is adding the components in the module learning, such as preface, table of contents, competencies base, goal learning, and bibliography.
After the draft module is finished for development, it will be validated by some experts to know the eligibility and quality of the previous product tested, module learning mitigation disaster based draft wisdom local in preparedness disaster will be revised if there is An acquisition evaluation with the mark in a manner whole from an expert below ≤ 80. Next is the result of recapitulation validation by experts to module learning mitigation disaster-based draft wisdom local in preparedness disaster in eye lesson geography. .Based on the results analysis to validation data, the expert obtained the average percentage For aspect fill 82.23% with qualifications feasible, aspect of the science model technology society 85% with qualification is very feasible, format aspect

Learning Disaster Mitigation
Kindly no direct researcher has developed learning models for mitigation disaster-based wisdom local in preparedness disaster, which is where this model will interrogated in the eye lesson geography, especially at school medium in class XI, besides the device learning to be done in very successful development For done expert judgment geography at school medium on as well as in trials, trials done stage First that is plan implementation learning with approach education society, like see results appraiser, which has rated like quality.The second is teaching materials and sheets.Work with students on Disaster Education-based wisdom.Local in-draft disaster preparedness and results evaluation will be done at the trial stage, such as with sheet work students.That Is easy to understand and will be implemented in each learning process.Stages third will be done, like things to be determined from material or events and impacts happening in disasters that have been obtained through results integration with source obtained.Meanwhile, for results evaluation, the results are considered insufficient, which needs more development.The fourth instrument will be developed through stage instrument test results through a questionnaire.
In the learning model, Science Technology Society is one science that is very bound reluctantly knowledge, which is very giving something understanding about integration between education and society, as well As practising something sensitive between evaluation students and impact environment part from development child That alone.The approach is relevant to learning models mitigation disaster in knowledge knowledge social at school medium first (Maryani, 2016).Besides, learning models society is one part of some approaches before finally being modelled after a long process through research results, theses, and dissertations.Based on the analysis of the results, it will look at stages or steps to be carried out in learning activities in class.Important thing No Can be removed so just that is How will be done A more concept early, cause that will demand something from a teacher to prevent If happen misconception.With That approach, learning public worth is called a model (Poedjadi, 2005).

Step Science Technology Learning Public Model
In the learning model mitigation disaster based draft wisdom local in disaster preparedness with scientific model approach technology community, which is where this model is most likely student more role active in matter activity learning so that can display significant role important, especially in science technology public did life every day.In education, science usually emphasises a draft science only, but also paranan science, technology and society so that everything involved in solving problems or issues existing related to learning (Fatkhurrohman et al., 2013).In implementation learning mitigation disaster with scientific model approach technology society, which has held in study This can be outlined among others: 1.In the introduction, this is the beginning of A stages material or An incident disaster as well as the impact of the disaster on the life of the existing society.

Assessment Results Student
The evaluation of the results during research can be seen in Table 2, which includes the results of study students.To understand what is learned.Besides that, developed module learning is accompanied by exciting sources and information that interest students more.For learning, curiosity makes students more Lots active in studying, so that matters.This is proven with results appraisal of students in a manner consistently high, and students are also more Lots finished practice questions given by the teacher alone, fine form in module learning.Besides that thing that goes along with results studied earlier, effective learning can increase results.Study students with module learning in an independent manner.This is a capable repair method for studying students, that alone.Module learning can also serve interested students so that they know what to do and students are thrilled to learn.If students feel like such matters, the same holds for impact results in studies in the future (Tyasning & Nurhayati, 2012).

CONCLUSION
In the study, This researcher succeeded in developing a draft module learning mitigation disaster-based draft wisdom local in preparedness disasters and, after That so will be done validation products that are by experts to know the appropriateness of the quality of previous products _ piloted.Module learning mitigation disaster based draft wisdom local in preparedness disaster will be revised If there is An acquisition evaluation with a mark in a manner whole from Expert below ≤ 80. Based on the results of due diligence assessment from experts, i.e. the average percentage For aspect fill is 82.23% with qualification feasible; for the aspect of the science model technology society, 85% with qualification is very feasible, format aspect 82% with very decent qualification, aspect language 93 % with very decent qualifications and aspects serving 80% with qualification worth.
Based on the results, data analysis of the validator shows that from the fourth validated aspect, there are three aspects with excellent qualifications: format aspect, aspect language and aspects contents.However, only one aspect of the presentation qualifies as worth it.Suppose seen from the percentage carried out by experts in amount average level whole with the level presentation of due diligence by the validator viz amount by 85.5%.This includes a very worthy qualification.So that can conclude that it is a module learning mitigation disaster based draft wisdom local in eye lesson geography For school medium on class XI on the topic learning mitigation disaster nature, Material learner Mitigation disaster based draft wisdom local in preparedness developed disaster _ through the science and technology learning model society.Study results show that students are included in qualification tall because excess sources are very well worth studying, so students need more lots To understand what is learned.Besides that, developed module learning is also accompanied by exciting sources and information so that students are more interested in learning, and curiosity makes students more active in their study, which matters.This is proven by the results appraisal of students in a manner practical consistently high.The teacher gives students many practice questions, an acceptable form of module learning.

REFERENCE LIST
), and this research approach uses quantitative research with a Research and Development (R&D) development study type, which refers to the ADDIE development model adopted from Branch (2009) which has components consisting of from the development steps (analysis, design, development, implementation, & evaluation)(Alwan, 2017).This research was carried out in several stages of the 4-D development model, namely a learning device development model with development stages, namely definition (defence), design (design), development (develop) and dissemination (disseminate).Study This use approach is quantitative with type study Research and Development (R&D) development, which refers to the adopted ADDIE development model of Branch (2009), which has the components consisting of steps development (analysis design, development, implementation, and evaluation).

Figure 3 .
Figure 3. Percentage Results of the Learning Module Feasibility Test (Source: Data Analysis, 2023)

Table 1 .
Collection Decision Revision Module Learning