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

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

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
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 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
The research was done in SMP N 01 Banda
Aceh. Research sample was students of grade VII.
Research design was pretest-posttest experiment-control
group design, experiment class used learning model with
SETS vision and simulation, control class used
expository and simulation. Result of the implementation
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.
Average score of experiment class is 87 and
control class is 77.
Understanding toward Physics Science material
on chapter Energy also happens to increase. The
increasing is as much as 0.54 for experiment
class and 0.43 for control class.
(b) Disaster Responsiveness
Disaster responsiveness in experiment class is
higher than control class. Average score of
experiment class is 84.4 and control class is
80.58.
2) Melawi West Kalimantan
Research location was in SD N 01 Nanga Pinoh,
SD N 15 Kampung Baru and SD Emmanuel Nanga
Pinoh. Research sample was students of grade IV, as
many as 134 students. The Natural Science learning
model used SETS approach. Research design was
pretest-posttest exsperiment-control group design.
Experiment class used disaster learning model with
SETS vision and simulation, control class used SETS
vision without simulation. Result of the study is as
follows:
(a) Cognitive Learning Result
Cognitive learning result between experiment class
and control class in state and private schools can be
seen on Table 3.
Table 3. Cognitive Learning Result of SETS-
Visioned and Non SETS-Visioned Disaster Learning
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(b) Disaster Responsiveness
Disaster responsiveness was measured twice,
before and after treatment. The increasing of
disaster responsiveness of experiment and
control class can be seen in Table 4.
Table 4. The Increasing of Disaster
Responsiveness
3) North Sulawesi
Research location was in SMP Credo, research
sample was students of grade IX A and B as many as 61
students. Natural Science learning used SETS approach.
Research design used pretest-posttest exsperiment-
control group design. Experiment class used disaster
learning model with SETS-visioned materials, while
control class uses speech method with non-SETS-
visioned materials. Result of the study is:
(a) Cognitive Learning Result.
Cognitive learning result of experiment class is
higher than control class. Average score of
experiment class learning result is 84, while
control class is 73.
(b) Disaster Responsiveness
Disaster responsiveness was measured twice, before
and after treatment. Increasing of disaster response
behaviour in experiment class is higher than control
class. N gain of experiment class is 0.57 and control
class is 0.39.
3. Wamena
Research location was in SD N Wamena.
Research sample was students of grade V as many as 25
students of experiment class and 25 students of control
class. Social Science learning model used SETS
approach. Research design used pretest-posttest
exsperiment-control group design. Experiment class used
disaster learning model with SETS vision and comics as
media, while control class used expository with comics
as media. Result of the study is:
(a) Cognitive Learning Result.
 International Conference on Mathematics, Science, and Education 2014 (ICMSE 2014)
Cognitive learning result of experiment class is
higher than control class. Average score of
experiment class learning result is 78.4 while
control class is 75.4. Signification test of score
difference used t-test. Result of t count is 1.324
with p = 0.192. Value of p is higher than 0.05,
so Ho is refused. The conclusion is that there is
difference between average score of experiment
class and control class.
Result of control class learning was also viewed
from their classical thoroughness. Result of
analysis was acquired from students learning
thoroughness as many as 23/25 or 92% had
achieved KKM. The result shows that learning
success has been achieved because the classical
thoroughness is more than 85%.
(b) Disaster Responsiveness
Disaster responsiveness was measured twice,
before and after treatment. Increasing of disaster
responsiveness behaviour in experiment class is
little higher than control class. N gain of
experiment class is 0.47 and control class is
0.39.
(c) Social Care Behaviour
Social care behaviour was measured in the end
of meeting. Learning was done three times.
Scoring result toward social care in each
meeting is in order 87, 85.6, and 89.6. Average
score of social care is 87.4.
b. Implementation in Central Java
Implementation of disaster learning model with
SETS vision in Central Java was done in city of Cilacap,
Grobogan, Magelang, and Semarang. Schools that were
used as research locations including Elementary School
and Junior High School.
1) Cilacap
Research was done in SD N 01 Glempang Pasir
and SD N 01 Glempang Pasir. Research sample was
students of grade VII. Research design was pretest-
posttest exsperiment-control group design, experiment
class used learning model with SETS vision and
simulation, control class used expository and simulation.
Result of the implementation is:
(a) Cognitive Learning Result
Disaster learning model integrated in Natural
Science subject with SETS vision using
simulation approach can increase Natural
Science and disaster understanding. Experiment
class understanding is higher than control class.
Average score of experiment class is 80.57 and
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control class is 72.10. Difference signification
test used t-test. Result of tcount = 3.64, this value
is bigger than ttable = 2.66 for dk 48 and = 0.05.
So, it can be concluded that score of experiment
class is higher than control class. Learning
success was also viewed from classical
thoroughness of experiment class. Result of
experiment class thoroughness is 24/25 or 96%
has achieved score 70 of KKM.
(b) Disaster Responsiveness
Disaster responsiveness of experiment class is
higher than control class. Average score of
experiment class is 90.15 and control class is
88.71.
2) Grobogan
Research was done in SD N 3 Katingrejo and
SD N 3 Latak. Research sample was students of grade
IV. Research design: pretest-posttest exsperiment-control
group design, experiment class used learning model with
SETS vision and story books as media, control class used
expository and story books. Result of implementation is:
(a) Cognitive Learning Result
Disaster learning model with SETS vision
integrated in Natural Science subject can
increase understanding on Natural Science and
disaster subject. The increasing of experiment
class understanding is higher than control class.
N gain of experiment class is 0.66 while control
class is 0.45.
(b) Disaster Responsiveness
Disaster responsiveness in experiment class
increased higher than in control class. N gain of
experiment class is 0.55 while control class is
0.32.
3) Semarang
Semarang City has ground contour of mountain
and coast. Furthermore, the implementation of learning
model was done in mountain and coast areas. Research
locations were in SDN 02 Ngesrep Banyumanik
Semarang, and SDN Bandarharjo 02 Semarang for coast
area. SDN 02 Bandarharjo always has sea water flooding
everyday.
a) SDN 02 Ngesrep Banyumanik Semarang
The implementation in SDN 02 Ngesrep
Banyumanik Semarang took students of grade V as
samples, as many as 48 students. Research design
pretest-posttest exsperiment-control group design.
Experiment class used disaster learning with SETS
vision integrated in Natural Science with comics as
 International Conference on Mathematics, Science, and Education 2014 (ICMSE 2014)
media, and control class used Natural Science
learning with expository using comics as media.
Result of implementation is:
(a) Cognitive Learning Result
Understanding of water cycle material increased
in experiment group as much as 0.55 (medium
category) and control group as much as 0.42
(medium category). Understanding in disaster
increased in experiment group as much as 0.37
(medium category) and control group as much
as 0.16 (low category).
(b) Disaster Responsiveness
There were differences in disaster
responsiveness between experiment and control
group. Disaster response behaviour of
experiment group is 81.38% while control group
is 78.24%.
b) SDN 02 Bandarharjo Semarang
The implementation in SDN 02 Bandarharjo
Semarang took students of grade IV as samples, as
many as 48 students. Research design: pretest-
posttest exsperiment-control group design.
Experiment class used disaster learning with SETS
vision integrated in Natural Science with comics as
media, and control class used Natural Science
learning with expository using comics as media.
Result of implementation is:
(a) Cognitive Learning Result
Result of normalized gain test on the increasing
of flood disaster understanding shows that there
is difference between experiment and control
class. N gain of experiment class is 0.66
(medium) while control class is 0.21 (low).
Result of normalized gain test on the increasing
of Natural Science material understanding in
chapter of physical environment changes in
experiment class is also different from control
class. N gain of experiment class is 0.60 while
control class is 0.28 (low).
(b) Disaster Responsiveness
Result of scoring test on disaster response
behaviour shows that experiment class is higher
than control class. Score of disaster response
behaviour is 85.10 for experiment class and
77.73 for control class.
Behaviour of littering between experiment and
control class is not significantly different, or in
level. Experiment class gets score 46.87 while
control class gets 47.82, both are in good
category.
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4) Magelang
The implementation in SMPN 2 Candimulyo
Magelang took students of grade VII as samples, as many
as 64 students. Research design: pretest-posttest.
experiment-control group design. Experiment group
received disaster learning with SETS concept integrated
in Natural Science subject with SETS-visioned materials,
while control group received Natural Science learning
with expository method. Result of the implementation is:
(a) Cognitive Learning Result
Result of normalized gain test on the increasing
of volcanic ash disaster learning shows a
difference between experiment and control
class. N gain of experiment class is 0.46
(medium) while control class is 0.23 (low).
Result of normalized gain test on the increasing
of Natural Science material understanding on
chapter changes of physical environment in
experiment class is also different from control
class. N gain o experiment class is 0.56 while
control class is 0.28 (low).
(b) Disaster Responsiveness
Result of scoring test on disaster responsiveness
shows that experiment class is higher than
control class. Disaster responsiveness of
experiment class is 85.10 while control class is
83.20.
Practicability of disaster learning model
implementation with SETS vision integrated in Natural
Science and Social Science subject to be indicated from
the learning accomplishment is suitable with syntax,
teacher response toward activity step, and student
response toward learning done by teacher who applied
that model.
1. Learning Accomplishment
Learning accomplishment was observed by two
observers. Observation indicator of learning
accomplishment based on RPP includes: introduction,
main activity, closing, time management, learning
atmosphere, cultivation of disaster responsiveness and
social system. Observation sheets are in form of scale
with 4 score options. The highest score is 4, the lowest is
1. Final score is a sum of average score of two observer
from three meetings. Further result can be seen in Table
3.4.
Development of disaster learning model
equipment was in practice category, it was indicated by
student and teacher response in positive category.
 International Conference on Mathematics, Science, and Education 2014 (ICMSE 2014)
Student response in learning is good. Teacher response in
conducting the learning is good, too. For introduction
activity, the average score is 4 or in good category. Skill
of motivating students and learning purpose is in very
good category. Skills of explaining, directing students to
develop logical thinking is in good category. Skills of
motivating students to be brave in providing ideas and
arguments is in good category. All series of learning
process run well so that the learning purpose was
achieved. For closing/final activity the average score is 4,
in good category, directing and concluding material skill
is in good category, while time allocating skill is in good
category.
Table 5. Recapitulation of Observation Result on
Learning Accomplishment, Teacher Response, Student
Response on the Learning
Learning model that was implemented in this
study is disaster learning model with SETS vision
integrated in some subjects. In this model the disaster
material was integrated in Natural Science and Social
science subject, without additional time. Learning time
allocation is on schedule of integrated subjects.
Supporting features of the model included syllabus, RPP,
teaching materials, evaluation tools that are all SETS-
visioned. Mapping on Natural Science materials that are
able to be integrated in disaster materials done by SK/KD
analysis. Model test had been conducted. Model
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implementation was done in schools prone to disaster.
Implementation procedure included: (a) Choosing of
materials that are implemented, based on SK/KD
mapping result. (b) Creating syllabus, RPP, and learning
supporting equipment, based on the chosen materials. (c)
Applying disaster learning model integrated in Natural
Science and Social Science subject with SETS vision in
classes, by using suitable methods according to students
characteristics and the materials given. (d) Observing the
effectivity of the application of disaster learning model
integrated in Natural Science or Social Science with
SETS vision during the process and at the end of
learning. (e) Providing questionnaires to students to
determine whether the applied learning model can be
accepted and practice to use or not.
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,
teachers of Junior High School have higher adaptation
capability than those of Elementary School. It relates to
the education background of the teachers.
Model effectiveness to increase learning result
and disaster responsiveness is included to high category.
Value of tsunami disaster responsiveness is in good
category both in Java and outside Java. It is because the
research location had ever faced tsunami, so students and
teachers were able to receive the applied learning model
by heart. Growing tsunami disaster responsiveness is
certainly in accordance with one of the strategic
 International Conference on Mathematics, Science, and Education 2014 (ICMSE 2014)
objectives of disaster preparedness in providing
understanding of tsunami hazards (Bernard, 2005).
Teacher and student understanding on flood
disaster after SETS-visioned disaster learning model was
applied showed high result. If people awareness on
disaster responsiveness is high, material loss effect will
be reduced. It has been proven by Martine, et al., (2013)
that flood disaster preparedness in West Africa done by
International Federation of Red Cross (IFRC) and Red
Crescent can decrease cost that was paid by government
in order to manage flood. This research shows that
schools also have to be means in reducing disaster risk.
Student is learning participant who is fastest in
implementing new knowledge into daily life. The new
knowledge they get can be knowledge source for family
and people in disaster responsiveness behaviour. Teacher
understanding on disaster and learning model becomes
the most important part in wise disaster management.
Lewis et, al,. (2011) concluded that there is an increasing
in teachers understanding on flood after he/she is
challenged to add new academic language about flood
disaster in Natural Science learning. The increasing of
teachers understanding is also followed by the
increasing of student understanding after the teacher
applied the learning.
Learning activity with SETS vision facilitates
students to explore their knowledge about science,
technology, environment and civil. Thus, student critical
thinking skill can be sharpened. Dibiase (2001: 16) stated
that STS activity was the forerunner of SETS in
providing science experience that can provide
explanation about concept, relationship and phenomena.
Problems that come up as the effect of adaptation toward
technology on environment are solved by applying
science concept and relations which we have known,
giving spirit in using findings to discover solutions based
on new understanding.
SETS approach emphasizes on science gift first,
then students are invited to relate with environment,
technology and civil. Thus, students can understand a
thing with larger perspective. Result of this study goes
along with Yoruks study (2010) that stated that student
learning result happens to increase by SETS-visioned
learning. Students in experiment class had more
meaningful learning than those in control class because
SETS approach is able to facilitate abstract explanation
to be more real with phenomena and happenings in
surrounding.
Human have to keep and conserve the
environment, not to destroy or use it wildly without
noticing the effects afterward. The less of care on the
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environment is caused by low human resources. Along
with the increasing of disaster case in Indonesia, one of
efforts that can be done to increase the awareness on
environment is by education. Halder (2012) stated that
environment education is the key to solve environment
problem and to conserve global environment.
Education is one of ways to increase human
resources skill, which is process of changing persons
behaviour and attitude through teaching and learning.
Rusilowati, et al., (2010, 2011), concluded that to
minimalize floods happening, one of ways can be done
by learning in school by integrating disaster material into
some subjects. Giving disaster material early on is
expected to be able to give awareness on how important
the awareness on environment is, so the disaster can be
minimalized. Life environment education since early is
not just learning environment problem but also has to be
able to motivate students to have behaviour and attitude
toward the environment.
Practicability of disaster learning model with SETS
vision integrated in Natural Science subject can be
viewed from: (a) teachers opinion on easement in
applying model, and (b) students opinion on easement in
receiving materials provided by teachers. Result of
questionnaires given to the teachers show that most of
them didnt find any obstacles when applying the
learning in class. But it had to be initiated by explanation
about relationship among technology, environment and
civils. Result of the questionnaires given to students
show that most of them felt difficult in first meeting, but
in the next meetings they felt glad and were able to
receive the materials easily.
Acceptability of disaster learning model with
SETS vision integrated in Natural Science subject by
students can be viewed from the result of questionnaires
that showed that they were glad with the teaching done
by teachers, because they got more knowledge, relating
Natural Science with environment (in this case is natural
disaster), technology (equipment made based on Natural
Science material that is able to be used to handle natural
disaster), and civil/people (effects and impacts of Natural
Science for people).
Questionnaire result of teacher skill on
equipment application and learning accomplishment is in
good category. Practicability of equipment and learning
application with SETS approach goes along with
Rahayus research (2012) in SMP Blora that stated that
average of student and teacher response toward learning
accomplishment is in good category.
 International Conference on Mathematics, Science, and Education 2014 (ICMSE 2014)
CONCLUSION
According to the research result, it can be
concluded that generally teachers skill outside Java is as
good as those in Java, but they need longer time
adaptation and custom to apply innovative learning
model. Disaster learning model with SETS vision
integrated in subjects proves to be effective to increase
concept understanding of Natural Science, Social Science
and disaster, also disaster responsiveness. It can be seen
from the average of score increasing of experiment that is
higher than control class. The model is also easy to use.
It is indicated by the result of observation on learning
accomplishment based on RPP, teacher response on
questionnaire model practicability, also students
response on model acceptability.
Based on the research result, it is suggested to
the teachers outside Java to adapt themselves to apply
innovative learning. It is a need to disseminate the
disaster learning model with SETS vision integrated in
subjects outside Java in areas prone to disasters by KKG
and MGMP activity.
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