This study aimed to improve the mastery of knowledge, attitudes, and skills of students in disaster mitigation in prone areas of volcanic eruptions. The subjects of this research were fifth (V) graders in three elementary schools situated in prone areas of Merapi volcano eruption in Srumbung subdistrict, Magelang regency, Central Java. The data collected in this study consisted of disaster knowledge, attitude, and mitigation practice. The data of disaster knowledge were obtained through a test and analyzed using t-test and N-gain. The attitude data were collected using questionnaire with an improvement analysis using N-gain. The mitigation practice data were collected through observation and analyzed by descriptive percentage for attitudes and skills. The research results showed that the implementation of thematic learning of Science, Environment, Technology, and Society (SETS) integrated with local wisdom was able to reconstruct and increase the disaster management knowledge. This can be seen from the N-gain score obtained by each elementary school which the highest Gain Score was 0.46 and included in the medium category. There was an enhancement attitude toward disaster having the highest Gain Score was 0.77. All disaster mitigation indicators were successfully mastered by more than 70 percent of the students, who were in the good category (70≥X≤85) in all three elementary schools implementing the thematic learning of SETS integrated with local wisdom.

Based on the study, computational thinking skills are influenced by science, technology, engineering and mathematics (STEM) skills, and there is a relationship between computational thinking skills and 21st-century skills. However, studies related to STEM attitudes, computational thinking and their impact on 21st-century skills are still very few and limited. The purpose of our study was to examine the impact of STEM attitudes and computational thinking on 21st-century. This research uses a quantitative approach. The participants of this study were students of a vocational school in Bantul Regency, Yogyakarta, Indonesia (N=290). Research data in STEM attitude, computational thinking, and 21st-century skills using a questionnaire. The data were analyzed using structural equation modeling techniques using the Smart PLS application. The results of the study obtained several findings, including: the model proposed in this study was valid; STEM attitude has a positive and significant effect on computational thinking; and computational thinking has a positive and significant effect on 21-st century skills. It can be argued that when STEM attitudes and computational thinking are more positive, 21-st century skills will improve. These findings have implications that curriculum development and STEM learning practices have to develop students’ computational thinking skills and 21st-century skills, especially in vocational schools.

Purpose: The purpose of this paper is to create a valid and fit instrument to measure school resilience, and to understand teachers’ and students’ contributions to build school resilience. Design/methodology/approach: The construct of school resilience is adapted from Henderson and Milstein’s (2003) concept regarding two factors: mitigating risk factor in environment and building resilience in the environment. Senior high school teachers and students in a disaster-prone area in Indonesia were chosen as the sample using purposive sampling technique. Findings: The results of this research are that the instrument is considered as good, valid, reliable, and fit for measuring the students’ and the teachers’ contributions in building school resilience; and the results of the confirmatory factor analysis test of the hypothesized model of school resilience of teachers and students in a disaster-prone area are in line with the empirical data. Based on the analysis of the value of the major loading factors, teachers and students show different contributions. In building school resilience for disaster mitigation, teachers begin by mitigating risk factor in the environment whereas students tend to give a priority to build resilience in the environment. Practical implications: The results of this study are applicable to develop school resilience on disaster mitigation, and the instrument of the research provides a practical contribution to broader research scope, in terms of different population, school level, socio-cultural background, and disaster-prone area. Originality/value: This study presents reliable instrument to measure teachers and students’ contribution in building school resilience. This study also sought to understand the different contributions shown by teachers and students in building school resilience for disaster mitigation.

Development Powtoon Animation Video in Indonesian Language Learning to Improve Student Learning Outcomes Elementary Schools

Culture-based mathematics learning (C-bMLI) has emerged as a promising approach to improving students' mathematical skills, yet previous research presents inconsistent findings regarding its efficacy compared to conventional methods. To address this gap, a meta-analytic study is needed to consolidate and present the latest insights regarding the impact of C-bMLI on students' mathematical skills. It also aimed to discern the factors influencing the effectiveness of C-bMLI implementation. Datasets were collected from primary studies published in internationally recognized journals or proceedings. By rigorously adhering to inclusion criteria, a collection of 45 effect sizes from 25 primary studies was identified. The results of this analysis, conducted using the random-effects approach, produced a substantial combined effect size of and . The evidence unequivocally substantiated that the employment of C-bMLI significantly contributed to the mathematical process, standing as a superior alternative to conventional learning methodologies. The results of the heterogeneity analysis of the moderator variables showed that factors such as the type of skills, educational tiers, country, publication year, and the variant of C-bMLI contributed to the observed variance, The variable of sample size did not exert a discernible impact on the effectiveness of the learning model.

Research in educational disaster mitigation has developed and is widely carried out, especially in schools. This research explores good practices based on the experience of teachers in Indonesia regarding the possibility of integrating DRR (Disaster Risk Reduction) education into the learning process in schools. This study used research and development (R and D) methods with the APPED model (preliminary analysis and research, design, production, evaluation and dissemination), which was carried out for two years. In particular, this paper reports the results of the first year's research with research activities including: (i) analysis and preliminary research and (ii) design. In the initial analysis and research stages, the research team carried out several activities, including analysis of material coverage, learning outcomes, and learning activities through literature review and document analysis, combined with case studies and FGD (Focus Group Discussion) involving 87 teachers in Yogyakarta, Malang, and Ciamis. Furthermore, the results of the activities in the second stage, (Design), are in the form of an analysis of the needs of students in DRR (Disaster Risk Reduction) education based on Ecosystem-based Disaster Risk Reduction (Eco-DRR). Studies reveal that DRR (Disaster Risk Reduction) education has the potential to be integrated into educational activities in schools. Practically, the main components of DRR (Disaster Risk Reduction) education include: coverage of materials, learning outcomes, and learning activities. The research results also show that the integrated interdisciplinary curriculum model has the potential to be adopted in the implementation of DRR (Disaster Risk Reduction) education, through intra-curricular, extra-curricular and co-curricular learning activities. This finding has implications for the need for teacher involvement in the next research stage, where production, evaluation, and dissemination processes are carried out. Good practices that have been carried out by teachers have become one of the important instruments in implementing integrated disaster risk management with the educational process in schools . Further, important to consider the integration of science and indigenous knowledge (ISIK) in implementing DRR education in schools, through intra-curricular, extra-curricular and co-curricular. The disaster and mitigation knowledge were empirical, genuine, participatory and interactive, within the localities context. Schools can be good agents for dissemination of the ISIK perspective in disaster and mitigation studies. Although the relation between scientific and indigenous knowledge is proposed by the participants, but theoretically and practically needed follow-up studies, especially to reduce the level of vulnerability.