Disaster preparedness: The role of spatial disaster learning using geospatial technology Budi Handoyo, Hadi Soekamto, Alfyananda K. Putra, Puspita A. Kamil, Fajar Wulandari Jamba Journal of Disaster Risk Studies, 2024 Preparedness for natural disasters is crucial for people living in high-risk areas along the Ring of Fire, such as people in Indonesia. Although Spatial Disaster Learning using Geospatial Technology (SDL-GeoTech) has been developed, its effectiveness in enhancing students’ preparedness remains unproven. This study examines the impact of SDL-GeoTech on junior high school students’ readiness using a quasi-experimental, time-series, single-group pre-post-test design. The research involved students from three schools: SMA 1 Grati Pasuruan (flood-prone), SMA 1 Puncu Kediri (volcanic eruption-prone), and SMA 3 Mataram Lombok (earthquake-prone). Data were collected through tests on knowledge, skills, and attitudes, followed by t-test analysis at a 0.05 significance level. The results of this study show SDL-GeoTech was significantly able to improve students’ preparedness, including their knowledge, skills, and attitudes. These findings highlight SDL-GeoTech as an innovative tool for disaster education, with the potential to enhance curricula and teaching strategies, especially in vulnerable areas.Contribution: This research teaches students to use techno-geospatial learning through SDL-GeoTech, equipping those in the Ring of Fire region to be better prepared for potential natural disasters such as earthquakes and floods. The proven analysis of SDL-GeoTech has shown that it enhances students’ knowledge, skills and attitude in preparedness in dealing with disasters.
Disaster Preparedness in Proximity of Merapi Volcano, Indonesia: Is There Any Relationship in Knowledge and Attitude of Senior High School Students? Andi Irwan Benardi, Sumarmi, Budijanto, Syamsul Bachri, Atta-Ur Rahman, Fajar Wulandari International Journal of Safety and Security Engineering, 2023 Cangkringan District, Sleman Regency, Yogyakarta Province, Indonesia categorized as a volcanic disaster-prone area.In the study area, every student possesses knowledge and attitude toward volcano disaster preparedness since they have a high risk when Merapi Volcano erupts.The objectives of this study were to 1) find out the disaster knowledge attitudes and student preparedness in dealing with volcanic disasters and (2) find out the relationship between knowledge and student preparedness.This study uses a quantitative method of correlation with a questionnaire based filed survey.Data were processed using SPSS 21 In order to achieve the study objectives 120 students were intensively interviewed in two senior high schools, namely Senior High School 1 Pakem and Senior High School 1 Cangkringan, which are located in close proximity to Merapi Volcano Sleman Regency, Yogyakarta Province.The results showed that as many as 120 students, or 95% of the total research subjects, experienced a volcanic disaster.While the preparedness results obtained from the four main parameters, namely (1) Knowledge and attitudes, (2) Emergency response plans, (3) Disaster warning systems (4) Resource Mobilization, showed that 120 students were in the "Ready" category.The results of this study indicate a mismatch between aspects of knowledge and preparedness.The lack of transfer of disaster knowledge to students influences common disaster knowledge.It was found that, high preparedness has direct relationship with students' experiences, as they were directly affected by Merapi Volcanic disasters.
The relationship between knowledge and disaster preparedness of undergraduates responding to forest fires Fajar Wulandari, Budijanto Budijanto, Syamsul Bachri, Dwiyono H. Utomo Jamba Journal of Disaster Risk Studies, 2023 Forest and land fires are disasters that regularly occur on the island of Kalimantan, Indonesia. Higher education students on the island of Kalimantan are considered vulnerable to these disasters, hence the need for mandatory disaster knowledge and preparedness for every individual in the area. This research aimed to: (1) determine disaster knowledge and student preparedness in dealing with forest and land fire disasters, (2) determine the relationship between knowledge and student preparedness. This study used a quantitative correlation method with a questionnaire. The data were processed using the Statistical Package for the Social Sciences 21. The research sample used purposive sampling because it followed the needs of the study, which involved 300 students affected by forest fires, representing three universities located in a forest fire–prone area in West Kalimantan province, Indonesia. Each campus has 100 students, a total of 300 students. The results showed as many as 284 students had experienced forest and land fire disasters. In addition, 202 out of 284 students were known to have low disaster knowledge. Four main parameters of disaster preparedness were used to measure student preparedness, namely (1) knowledge and attitudes, (2) emergency response plans, (3) disaster warning system and (4) resource mobilisation. The number of students with high preparedness was 141, while 143 had low preparedness. Thus, student preparedness measures need to be increased to avoid disaster impact.Contribution: Based on the data analysis, students’ knowledge and preparedness to face forest fires are positively related. It was shown that the higher the learning of students, the higher their readiness and vice versa. It is suggested that there is a need for increasing knowledge and preparedness actions for students in dealing with forest fire disasters through regular disaster lectures, simulations and training so that they can make the right decisions in coping with disasters.
The Effectiveness of Study Online in Higher Education Fajar Wulandari, Dina Anika Marhayani, Rini Setyowati, Rien Anitra, Emi Sulistri, Andi Mursidi ACM International Conference Proceeding Series, 2021 This study aims to determine the effectiveness of online lectures at STKIP Singkawang during the Covid 19 pandemic. This research is model sequential explanatory because it uses sequences. The first is a quantitative method and the second is a qualitative method. The quantitative method by distributing questionnaires to 93 students was carried out by analyzing the results of the questionnaire, then the research was carried out using qualitative methods to strengthen, checking the correctness of the questionnaire data by interview. The resource persons were lecturers and pupils conducting online lectures during the covid-19 pandemic. The research, which was conducted at STKIP Singkawang during the COVID-19 pandemic, used remote lectures assisted by online applications. Online learning that has been done by lecturers is running effectively. The results of research from students show that current lectures are very effective by 35% because they are assisted by various media and applications. Blended learning lectures and the use of online applications such as google classroom, Edmodo, Facebook, Whatapps are also implemented to support online learning that can be accessed remotely. CCS CONCEPTS • Applied computing∼E-learning
The Strategies to build quality culture based on knowledge management in higher education Andi Mursidi, Rini Setyowati, Fajar Wulandari Communications in Computer and Information Science, 2018 The development of higher education quality assurance system has not reached the quality culture level, but still at the standard development and quality assurance standard. In addition, the requirement implementation of higher education quality assurance system should have developed the quality culture. The research is considered as a case study with a qualitative approach. The results conclude that STKIP Singkawang has implemented 30 National Standards of Higher Education, owned 24 national standards and set up the internal standards covering the domestic and foreign cooperation, Academic Atmosphere, Student, Student Affair, graduate, Administrative Management and Leadership, Hygiene and Safety, as well as Promotion and Publication standards. The development of the higher education quality culture may not be separated from the cultures of the surrounding communities. Thus, the development of quality culture should be based on the needs of higher education, including its rectors, lecturers, students and educational personnel integrated in the cultures developing in their environment. Not only does the higher education quality culture become a part of the surrounding environmental cultures, higher education should be able to function as the environmental culture development agency. Higher education with its functions as an agent of cultural changes need to formulate the cultural development strategies, quality standards, implementation of quality culture development strategies as well as monitoring and evaluation.
