Miftahul Arozaq, Miftahul
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Implementation of Reading Guide Strategy in Global Climate Change Material for Enhancement of Student Learning Outcome Arozaq, Miftahul; Aman, Aman; Sunarhadi, M. Amin
International Journal of Active Learning Vol 2, No 2 (2017): October 2017
Publisher : International Journal of Active Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (417.622 KB) | DOI: 10.15294/ijal.v2i2.10803


The hierarchy of climate change learning concepts needs to be studied in schools. In the last four to five years, the issue of climate change has gained wider attention in the development of long-term government policy and programming so that it is necessary to integrate programs and action into learning materials in schools to mitigate the impact Global climate change. One of the learning strategies for integrating climate change into school materials through a reading guide. Reading guide is part of the application of active learning approach emphasizes the participation of higher learners so as to create a conducive learning atmosphere. Reading Guide aims to help students be more focused and easy to understand lessons delivered by teachers. The research objectives are; 1). How to study climate change material before using learning guide reading 2). What is the result of studying climate change materials after using learning guide reading. The research method is done by comparing the learning result of the students before and after using the learning of reading guide. As a testing group are students of class X IPS 2 in SMA Al-Islam 1 Surakarta a number of 36 students. The instrument used is a test, used to determine the effectiveness of learning reading guide consisting of 25 items. The result of this research is the result of study of climate change material before using the average reading guide learning is 41,22. After studying climate change materials using learning guide guidance, there is an increase of learning result to an average of 53.11. The conclusions obtained from this study indicate that learning using the reading guide is affective
Disaster Risk Reduction and Climate Change Investment in Disaster Education Context Dahroni, Dahroni; Arozaq, Miftahul; Khoirunisa, Nanda
Sumatra Journal of Disaster, Geography and Geography Education Vol 1 No 2 (2017): Sumatra Journal of Disaster, Geography and Geography Education Volume 1 Number 2
Publisher : Sumatra Journal of Disaster, Geography and Geography Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (232.208 KB) | DOI: 10.24036/sjdgge.v1i2.89


Disaster Risk Reduction in Indonesia is an effort that must be done systematically, measurable to achieve national resilience to hydro-meteorological disaster that increases along with climate change. This article examines the forms of risk reduction referring to the global agenda that is Sustainable Development Goals and Sendai Framework Disaster Risk Reduction. This article is more specialized investment framework for disaster risk reduction by the government in reducing the impact of climate change and systematically reducing risk through education. Risk reduction conditions in urban and rural areas show a gap in knowledge context that is superior to urban. However, substantial risk due to climate change occur in rural areas concerned to food security. This lack of knowledge is due to the community, including students, who live in cities have a diverse selection of information and better presentation. Accessibility to this information related to IT infrastructure and socio-economic activities in urban areas of more intensive than in rural areas. Disaster education investments can be systematized through materials and media that support climate change learning according to the spatial context.