Disaster Mitigation Through Comic Moral Dilemmas for Elementary

Disaster Mitigation Through Comic Moral Dilemmas for Elementary School Students By Warlim, Ratna Fitria, Kama Abdul Hakam, Siti Nurbayani, Aang Supriatna

Introduction • The number of fatalities in the series of earthquakes so far shows that mitigation against disasters is still weak. Earthquake and tsunami experts from a number of countries called on Indonesia to learn from the recurring disasters and claimed thousands of lives. Considering that Indonesia is vulnerable to disasters, early disaster awareness education is needed to minimize the impact of disasters. Disaster management through disaster education and mitigation to reduce risk should become the main stream of development. The formal education sector is considered to be the most effective countermeasure to reduce the impact of disasters. One alternative to disaster awareness early education is to socialize disaster mitigation.

• The area of West Java is located on the Pacific and Mediterranean Circum route, so that the area is an unstable area marked by many volcanoes that are still actively working and frequent earthquakes. • The Regional Disaster Management Agency (BPBD) of West Java Province recorded that out of a total of 1, 740 disasters, landslides dominated the series of natural disasters in West Java as much as 478 times. A total of 32 people died during the disaster that occurred in West Java in the January-November 2019 period and 14 earthquakes

• The introduction and learning of disaster mitigation to elementary school students is considered very important in order to foster alert, anticipatory, and participatory attitudes and behavior of young people from an early age in facing various potential disasters and can take the necessary actions to prevent potential and mitigate impacts when the occurrence of a disaster in their environment. For elementary school students, the introduction and learning of disaster mitigation needs to be carried out in a specific and planned way to obtain results and achieve the expected learning objectives.

Study of literature • Disaster mitigation Mitigation is defined as an effort to reduce and prevent the risk of loss of life and property through both structural and non-structural approaches (Nursa'ban et al. , 2010). Structural mitigation is an effort to reduce disaster risk through physical development and technical engineering of disaster-resistant buildings, while nonstructural mitigation is an effort to reduce disaster risk that is non-physical in nature such as policies, community empowerment, strengthening institutions, and awareness (Sugiharyanto et al. , 2014). In reducing disaster risk, non-structural mitigation is more sustainable because it provides long-term security.

• Disaster Mitigation Through Comic Moral Dilemmas for Elementary School Students Understanding disaster mitigation for elementary school students is important and needs to be scheduled as learning material to be learned by students as knowledge material in raising awareness about disaster mitigation according to their level of thinking. One of the mitigation learning efforts that can be applied is through pictorial story media. According to Fauziah 2009: 253 pictorial story is a story written in a light language style, tends to be in a chat style, equipped with a picture which is a unity of the story. This pictorial story aims to present certain ideas with material containing introduction and giving examples of disasters, what you can and cannot do with nature, preserving nature, and how to participate in overcoming disasters that have occurred. .

• Moral dilemma learning media materials in the form of pictorial stories are arranged with a simple and interesting storyline, displaying the background of everyday life equipped with characters, dialogue, background for the atmosphere of the story, and inserting moral dilemma components that lead students to understand good actions and neither the right nor the actions that can and should not be done in their daily activities, which then explains the long-term impact on human life in the future.

Research Methods • The research was conducted by collecting the data needed as a reference to determine the feasibility of the quality of the picture story books being developed. The trials carried out included expert validation tests, small group trials. The subjects in this study consisted of expert test subjects (material experts, media experts and linguists), namely lecturers who are competent in their fields. Next. . .

• In this study, there are two types of data obtained by researchers, namely qualitative data and quantitative data. The qualitative data in this study are in the form of suggestions and input from experts and teachers obtained from the results of validation and trials. Meanwhile, quantitative data were obtained from the results of the product feasibility test obtained from the number of expert, teacher and student validation assessments in the form of scores and then categorized into certain categories. The data collection instrument used was a questionnaire or a questionnaire. The questionnaire in this study uses a Likert scale which has a category of value ranges from the highest to the lowest (Suharsimi and Cepi, 2009: 35).

• Researchers used several questionnaires, including questionnaires for material experts, media experts, linguists, teacher assessment questionnaires and student response questionnaires. The data obtained through the product assessment sheet were analyzed quantitatively and qualitatively. Qualitative data were obtained from: 1) comments and suggestions obtained from material, media and language experts; 2) comments and suggestions from the class teacher; 3) comments and suggestions from students. The data obtained were analyzed and described qualitatively to revise the product being developed. The quantitative data in this research and development are in the form of: 1) score of assessment from expert validation; 2) scores from product trials; 3) scores from usage trials. Student response questionnaire data were measured using the Guttman scale. Thus, the results of expert assessments, product trials and usage trials if the final result is at least "Good", then the picture book product developed can be said to be suitable for use.

Research Result • The development of a picture book that was developed was based on the findings of researchers that students still lack knowledge of self-protection when faced with earthquakes. This pictorial story can be used as additional material in the elementary school curriculum. Through earthquake disaster mitigation materials, students are invited to get to know the surrounding area and are trained to be prepared when an earthquake occurs. • The process of making pictorial stories consists of several processes, namely (1) the stage of exploration by conducting interviews with elementary school teachers that disaster mitigation education is not yet included in the school program, disaster mitigation material is given in social studies but its nature is still general, not specific. Material about disaster mitigation needs to be given to students, especially students in earthquake areas. Therefore this research is focused on developing pictorial storybook media about disaster mitigation for elementary school students.

• Material and integrating material about earthquake disaster mitigation, then designing images using the comicker application. After the design is complete, continue with product development (Prihatina (2016) as follows: • 1. Formulation of ideas, characters, plot and character building • 2. Making a sketch / story board • 3. Design / illustration drawings • 4. Text delivery • 5. Print a picture story book design on A 4 paper

• The next stage is to develop a product design. The first stage is to analyze the basic competencies, indicators and learning objectives of the material to be developed, the second to prepare an assessment and evaluation. The first assessment is carried out by material experts, media and language experts. After receiving an assessment from the expert, a revision is made based on the suggestions and input. • Based on the validation test that has been carried out by material experts using a scale of five, the value obtained is 4. 57. When converted into qualitative data, the value can be included in the "Very Good" category. Based on the validation test that has been carried out by media experts, the value obtained is a total score of 4. 2. When converted into qualitative data, the value can be included in the "Very Good" category. Based on the validation test that has been carried out by linguists, the value obtained is a total score of 3. 8. When converted into qualitative data, the value obtained is included in the "Good" category.

. • Based on this data after the validation test, the results of the validation can be seen that the developed story books get the following values: • Table 1. 1 Expert team assessment No 1 Evaluator Material expert Score 4, 57 Category excellent 2 Media expert 4, 2 excellent 3 Language expert 3, 9 good Amount 12, 67 Average 4, 2 excellent From the data in table 4 it can be seen that the assessment of picture book by experts gets an average of 4. 2 and is included in the Very Good category and is declared worthy of use.

• Analysis of the results of small group product trials, teachers and students provide comments or suggestions on the products being developed. As for comments and suggestions in the product trial stage for some elementary school students who have participated in disaster mitigation learning with story media depicting moral dilemmas, in general they are very happy and enthusiastic and have begun to understand about mitigation. As stated by SR, he is very happy with disaster mitigation learning because there is a illustrated story so he understands what to do in protecting the environment. Likewise from the narrative of HN, QN, HS, and AG stated that mitigation learning through picture stories is very interesting, easy to understand implemented and increases enthusiasm in learning. Furthermore, these students can mention examples of behaviors that must be done in protecting the environment from potential disasters and things that must be done when a disaster is happening (especially an earthquake).

Conclusion • The introduction of disaster mitigation through comic moral dilemmas for elementary school students shows very positive results, this can be seen from the enthusiasm and interest in student learning on disaster mitigation material. Other results show that students claim to be interested in learning because there are elements of pictorial stories that make it easy for them to understand the intent of mitigation learning so that they can show examples of behavior that are in accordance with the concept of disaster mitigation in everyday life. • Cultivating awareness and concern for disaster mitigation from an early age is important in building character and preparedness in facing and overcoming various potentials and possibilities of disasters that are beneficial to the younger generation in facing a better future.

Thank You. . .