Contextual Disaster Learning in The East Java Region to Increase Disaster Literacy and Awareness in Social Sciences Subjects

Contextual Disaster Learning in The East Java Region to Increase Disaster Literacy and Awareness in Social Sciences Subjects | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Contextual Disaster Learning in The East Java Region to Increase Disaster Literacy and Awareness in Social Sciences Subjects Sukma Perdana Prasetya, Lidya Lestari Sitohang, Sri Murtini, Fahmi Fahrudin Fadirubun, and 2 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6428182/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract East Java is one of Indonesia's provinces prone to natural disasters such as tsunamis, volcanic eruptions, landslides, earthquakes and floods. The aim of this research is how to analyze the influence of learning East Java contextual disaster material in Social Sciences subjects on increasing disaster literacy and awareness in three high schools that represent the characteristics of various regions, namely mountain slopes, river valleys, and coasts. This research uses a pretest and posttest experimental design using data collection instruments in the form of test essays to measure disaster literacy and questionnaires to measure disaster awareness. Data were analyzed using the N-Gain Technique and one-way Manova. The results of this research show a significant increase in disaster literacy and awareness, although there are no significant differences between schools that have different regional characteristics. Positive impacts occur if disaster material is adapted to the contextual characteristics of each region. The recommendation from this research is that schools integrate disaster material into the curriculum to improve disaster preparedness. Contextual Disaster literacy Disaster awareness Social science Figures Figure 1 Figure 2 Introduction Geologically and geographically, East Java Province is an area prone to disasters [ 1 ]. For this reason, disaster education needs to be made a priority to build preparedness and awareness of the threat of natural disasters [ 2 ]. Several potential natural disaster risks in East Java, which is one of the provinces in Indonesia, include earthquakes, tsunamis, landslides, floods, volcanic eruptions, and hurricanes [ 3 ]. Based on the description of these conditions, knowledge and skills regarding disaster mitigation, especially for the young generation in East Java, need to be mastered. One effort that can be made to socialize disasters is through education. Sustainable preparedness must become a culture built through disaster education to reduce material losses and the risk of loss of life [ 4 ]. Through understanding disaster education and the characteristics of the region, the community will have awareness and concrete steps in anticipating the impact of natural disasters [ 5 ]. Disaster education can be adapted to geographical conditions; for example, in East Java, eruption and landslide disasters often occur in mountainous areas such as Mount Kelud, Mount Semeru, Mount Lawu, and so on. Meanwhile, in East Java, flood disasters often occur in Solo River valley areas such as Bojonegoro, Tuban, Lamongan, Gresik, and so on. In the East Java Coast region, the threat of a Tsunami disaster is a potential possibility that will occur. For this reason, disaster education materials need to pay attention to the contextual character of the East Java region. Social Sciences education is one of the subjects that can integrate East Java contextual disaster material into the junior high school curriculum. According to Wardani & Putra [ 6 ], through subjects such as Social Sciences, students can understand the types of disasters, the causes of disasters, the distribution of potential disaster locations in East Java, and steps to take in disaster mitigation. Students are equipped with an understanding of disasters to deal with emergency situations and are aware of the disaster risks around them [ 7 ]. Adapting to regional context and local culture needs to be an important consideration in compiling disaster education materials [ 8 ]. The contextual relevance of disaster material to their own region will make it easier for students to increase their knowledge and understanding. Local wisdom to adapt to disasters is one effort that can be utilized to mitigate disasters that have been experienced in the area around them; this can be used as learning in the form of case studies. This contextual area helps students strengthen their understanding and sense of collective responsibility in facing disaster events in the future. It is very important to make disaster education part of the mandatory curriculum in schools in disaster-prone areas like Indonesia [ 9 ]. Apart from theoretical knowledge, disaster education must also be realized in the form of awareness, mindset, and behavior that are resilient to disaster mitigation [ 10 ]. Through disaster education with contextual material, it is hoped that students can be more proactive in anticipating various types of disasters that may occur in East Java so that the impact of these disasters can be minimized. One of the subjects in schools that can be used as content for disaster material is Social Sciences [ 11 ]. As a subject that examines interactions between humans and the environment, both the natural environment and the social environment that occurs in an area, social science can provide an essential basis for understanding how humans can mitigate environmental impacts, including those resulting from disasters [ 12 ]. Through social science subjects, students are invited to understand not only the natural aspects of the physical influences that cause disasters but also other social aspects, such as economic, cultural, and educational factors that can influence awareness and response to disasters. Social science learning provides opportunities for students to learn basic concepts regarding disaster mitigation, such as type identification, risk analysis, location distribution, and disaster risk reduction strategies [ 13 ]. In this context, disaster education in learning in social sciences becomes a preventive effort to increase literacy and awareness in reducing disaster risks [ 14 ]. Through learning social sciences, students increase their knowledge about disaster mitigation, not only involving technical steps such as building infrastructure or early warning systems but also requiring awareness from all members of society in adapting to the environment and being aware of the risk of disasters occurring in their area. In dealing with disasters, social science is needed to instill awareness of the importance of cooperation and solidarity [ 15 ]. Social Science subjects are important for building an attitude of mutual cooperation and mutual awareness that to face disasters, cross-communal and sectoral cooperation is needed [ 16 ]. In an emergency situation where a disaster occurs, all parties are needed to help each other, provide assistance, and distribute resources for disaster management. Through contextual social science learning, disaster mitigation material becomes more concrete and relevant for students so that it is easier for them to internalize the disaster understanding they have gained. Through a strong knowledge of disaster mitigation, students in the community can become agents of change who contribute to creating a resilient society to disasters. The contextual approach facilitates students in understanding the learning environment that is close to their daily lives, enabling them to relate disaster concepts to experiences and conditions in their region [ 17 ]. For example, students who live in eruption-prone areas on Mount Semeru, East Java, can be taught about the importance of early symptoms of a volcano about to erupt, as well as actions that must be taken when Mount Semeru erupts. According to Uz Bilgin & Tokel [ 18 ], contextual learning makes the material easier to remember and understand. Disaster education through a contextual approach allows learning to refer to local geographic and socio-cultural characteristics [ 19 ]. Areas with mountainous morphology, lowlands, coastal areas, and around river valleys have different disaster mitigation characteristics according to geographical conditions. Support for understanding disasters can be linked to students' disaster literacy abilities [ 20 ]. Disaster literacy includes the ability to identify, understand, interpret, and communicate information related to disasters [ 21 ]. The importance of having skills in disaster preparedness or mitigation for students must be supported by literacy skills [ 22 ]. Environmental damage and the impact of climate change are important triggers for increasing disaster literacy and awareness, which is very urgent for students [ 23 ]. Disaster literacy can be integrated into lessons by analyzing learning objectives first. In this research, the objectives of the Social Sciences subject were adjusted to be integrated with disaster literacy. This research analyzes the urgency of increasing disaster literacy and awareness through a contextual approach according to the characteristics of various regions in East Java, such as river valleys and coastal and mountainous environments. Through social science education in schools with different regional characteristics, students can recognize and understand the concept of disaster so that they have awareness and thus contribute significantly to reducing disaster risk throughout society. Through implementation in three schools representing different geographical characteristics, this research addresses the problem of lack of literacy and disaster awareness with a regional-based contextual approach that is incorporated into the school curriculum, especially in Social Sciences subjects. Method This research is an experiment with a pretest and posttest design. The independent variable is contextual disaster learning applied to schools with different regional characteristics, namely SMPN 1 Sidoarjo representing the character of coastal areas (X1), SMP Plus Al Fatimah Bojonegoro representing the character of fluvial areas/Solo river valleys (X2), SMPN 1 Maospati representing slope characteristics. mountains (X3). The dependent variables are disaster literacy and disaster awareness. The following research flowchart is explained in Fig. 1 . Table 1 Experimental research design Pretest Grup Postest O1 X1 O2 O1 X2 O2 O1 X3 O2 Information: O 1 = Pretest O 2 = Postest X 1 = Contextual Teaching and Learning (CTL) at schools with coastal characteristics (SMPN 1 Sidoarjo) X 2 = Contextual Teaching and Learning (CTL) at a school with fluvial/solo river valley characteristics (SMP Plus Al Fatimah Bojonegoro). X 3 = Contextual Teaching and Learning (CTL) in schools with mountain slope characteristics (SMPN 1 Maospati, Madiun). Research Procedures The first step of the research was to determine schools for the experiment that represented the character of the East Java region, which generally consists of three regions, namely the coastal lowland region (SMPN 1 Sidoarjo), the fluvial/solo river valley (SMP Plus Al Fatimah Bojonegoro), and the mountain slopes (SMPN 1 Maospati). The second step is for students to work on literacy and disaster awareness pretests. The third step is to study disaster material using a contextual learning model in the East Java region. The final step of this research is the students' work on the posttest related to literacy and disaster awareness. Research Subjects The research population was 688 class VII students at SMPN 1 Sidoarjo, SMP Plus Al Fatimah Bojoengoro, and SMPN 1 Maospati. At SMPN 1 Sidoarjo, the research classes used are classes VII A, VII B, and VII E. The research classes at SMP Plus Al Fatimah Bojonegoro used are classes VII B, VII C, and VII F. The research classes at SMPN Maospati used are classes VII A, VII C, and VII D, with a total sample of 220 students. Sampling used a systematic random sampling technique, namely sampling that took classes that had almost the same abilities [ 24 ]. Data Collection and Data Analysis Tools The instrument used in this research is East Java contextual disaster teaching materials, which consist of teaching modules, teaching materials, student worksheets, learning media, and assessments. The instrument for measuring disaster literacy learning uses essay tests. The essay test is prepared with reference to five main indicators, namely: 1) Knowledge of Disaster Types; 2) Understanding the Causes and Impacts of Disasters; 3) preparedness and mitigation; 4) Emergency Response Procedures; 5) The Role of Society and Government. Each test indicator was developed into four questions for a total of 20 questions. Each question is given a maximum score of 5 so that when totaled, the essay test will reach a maximum score of 100 (20 x 5). To measure disaster awareness using a questionnaire instrument with a 1–4 Likert scale developed from eight indicators, namely: 1) Understanding of Disaster Risk in the Surrounding Environment; 2) Readiness in Facing Disasters; 3) Awareness of Actions that Need to be Taken During a Disaster; 4) Awareness of the Personal Role in Increasing the Safety of Oneself and Others; 5) Awareness of the Importance of Information and Communication in Disasters; 6) Awareness of the Evacuation and Emergency Response Process; 7) Awareness of Post-Disaster Actions; 8) Awareness of Community Obligations in Disaster Management. Each indicator was developed into two questions, so there were a total of 16 questions. The maximum score from the total questionnaire is 64 (16 x 4). Assumption testing is carried out in the form of normality tests and homogeneity tests. To test the improvement in disaster literacy learning outcomes, N-Gain analysis was used with the criteria g > 0.7, including the high category, 0.3 ≤ d ≤ 0.7, including the medium category, and g < 0.3, including the low category. Data analysis used the one-way MANOVA statistical test. If the data is not normally distributed and homogeneous, it will be analyzed using Multivariate Kruskal-Wallis (MKW) non-parameteric statistics. The following is Table 2 regarding disaster literacy instruments and Table 3 regarding disaster awareness instruments. Table 2 Disaster literacy instruments Indicator Objective Number of questions Knowledge about Types of Disasters Measuring students' understanding of various types of disasters that occurred in East Java 4 Understanding the Causes and Impacts of Disasters Measuring students' ability to understand the causes and impacts of the disaster in East Java 4 Preparedness and mitigation Measure students' knowledge of appropriate mitigation and preparedness measures 4 Emergency Response Procedures Measure students' understanding of the procedures that must be carried out when a disaster occurs 4 The Role of Society and Government Measure students' understanding of the role of society and government in disaster management 4 Table 3 Disaster Awareness Instrument Indicator Question Score 1 2 3 4 Understanding of Disaster Risk in the Surrounding Environment Do you know the types of natural disasters that are most likely to occur in the area where you live? Do you realize that where you live is in an area prone to disasters such as floods, earthquakes, or volcanic eruptions? Readiness in Facing Disasters Have you prepared an emergency bag containing important equipment for use in the event of a disaster? How often do you participate in disaster evacuation training or simulations in your community or school? Awareness of Actions to be Taken During Disasters Do you know what steps to take if an earthquake occurs while you are indoors? How would you react if you heard an early tsunami warning while at the beach? Awareness of the Personal Role in Increasing the Safety of Oneself and Others Do you feel responsible for helping family members or neighbors in evacuation when a disaster occurs? How often do you remind your family or friends about the importance of disaster preparedness? Awareness of the Importance of Information and Communication in Disasters Do you use official applications or information media to get early disaster warnings? How important do you think it is to disseminate correct and accurate information about disasters to others? Awareness of the Evacuation and Emergency Response Process Do you know the evacuation routes that have been established in the area where you live? How confident are you that you can evacuate yourself and your family quickly if a disaster occurs? Awareness of Post-Disaster Actions Do you understand the steps you need to take after a disaster occurs to ensure your safety and that of your family? How often do you participate in post-disaster rehabilitation or reconstruction activities in your community? Awareness of Community Obligations in Disaster Management Do you feel the need to participate in disaster management programs held by the government or local organizations? How often are you involved in disaster education or training activities in your school or community? Results In this research, the learning instrument used is East Java contextual disaster teaching materials, which consist of teaching modules, teaching materials, student worksheets, learning media, and learning assessments. Before the learning tools are implemented, they are first validated by a material expert (Prof. Dr. Ketut Prasetyo, M.S) and a learning expert (Dr. Nuansa Bayu Segara, M.Pd) with a very appropriate category without any revisions. Learning tools used in research (learning materials / https://bit.ly/4aKMZmZ student worksheets/ https://bit.ly/40PTaBP , and teaching module/ https://bit.ly/3WOr5cT ). Pretest activities were carried out before the learning was carried out, followed by the application of social science learning with contextual disaster material in East Java for four meetings. Furthermore, after the learning activities were completed, a disaster literacy posttest was carried out, and a disaster awareness questionnaire was distributed. Literacy and disaster awareness in social studies subjects for junior high school students are viewed from the application of contextual learning by considering the characteristics of different regions. The results of the descriptive statistical recapitulation can be seen in the following table. Tabel 4. Descriptive statistics Mean Std. Deviation N Min Max Disaster literacy pretest SMPN 1 Sidoarjo 47.8767 9.64933 73 27 75 SMP Plus Al Fatimah Bojonegoro 48.0704 11.38962 71 15 78 SMPN 1 Maospati 45.2763 12.17714 76 15 70 Total 47.0409 11.15860 220 15 78 Disaster Awareness Pretest SMPN 1 Sidoarjo 26.4247 4.75487 73 18.00 39.00 SMP Plus Al Fatimah Bojonegoro 26.2958 5.44687 71 16.00 38.00 SMPN 1 Maospati 25.5000 4.85661 76 16.00 37.00 Total 26.0636 5.01646 220 16.00 39.00 disaster literacy posttest SMPN 1 Sidoarjo 77.0137 7.04843 73 62.00 90.00 SMP Plus Al Fatimah Bojonegoro 77.5070 7.31510 71 63.00 92.00 SMPN 1 Maospati 77.9605 5.80676 76 66.00 94.00 Total 77.5000 6.71841 220 62.00 94.00 Disaster Awareness Posttest SMPN 1 Sidoarjo 47.69863 7.402486 73 31.000 63.000 SMP Plus Al Fatimah Bojonegoro 49.45070 7.214645 71 35.000 64.000 SMPN 1 Maospati 47.46053 8.014056 76 30.000 64.000 Total 48.18182 7.578125 220 30.000 64.000 Based on Table 4, the disaster literacy pretest scores at the three schools are not much different. This can be seen from the average value of 47.0409 and the average standard deviation of 8.42915. The average disaster literacy posttest score from the three schools was 77.5000 with a standard deviation of 6.71841. The average disaster awareness pretest score from the three schools was 26.0636, with a standard deviation of 5.01646. Meanwhile, the average posttest score for disaster awareness from the three schools was 48.18182 with a standard deviation of 7.578125. Based on the comparison of disaster literacy scores shown in Table 4, it can be explained that there was an increase in disaster literacy scores from the pretest to the posttest in the three schools. Based on the results of calculating the N-Gain value, data shows that the average n-gain value for disaster literacy at SMPN 1 Sidoarjo is 0.58 (medium category), the average n-gain value for disaster literacy at Al Fatimah Middle School, Bojonegoro is 0.65 (medium category). The average n-gain value for disaster literacy at SMPN 1 Maospati is 0.72 (high category). Based on the results of calculating the N-Gain value, data shows that the average n-gain value for disaster awareness at SMPN 1 Sidoarjo is 0.56 (medium category), the average n-gain value for disaster awareness at Al Fatimah Bojonegoro Middle School is 0.61 (medium category). The average n-gain value for disaster awareness at SMPN 1 Maospati was 0.57 (medium category). Table 5 below displays the results of the N-Gain calculation for disaster literacy and disaster awareness. Table 5 Results of calculating n-gain for disaster literacy and disaster awareness Group Pretest Postest N-Gain score Criteria Disaster literacy SMPN 1 Sidoarjo 47.8767 77.0137 0,58 medium SMP AL Fatimah Bojonegoro 48.0704 77.5070 0,65 medium SMPN 1 Maospati 45.2763 77.9605 0,72 high Disaster Awareness SMPN 1 Sidoarjo 26.4247 47.69863 0,56 medium SMP AL Fatimah Bojonegoro 26.2958 49.45070 0,61 medium SMPN 1 Maospati 25.5000 47.46053 0,57 medium Next, analysis was carried out using testing using the one-way Manova test. Before the test is carried out, there are underlying assumptions, namely the normality of the data using the Shapiro-Wilk test and the test for homogeneity of variance between groups using the Levene test. Based on the normality results, the significance values ​​for disaster literacy in the three groups are 0.208, 0.55, and 0.125, which means they are greater than the α value (0.05), so it can be concluded that the three disaster literacy value data are normally distributed. The significance value of disaster awareness in the three groups is 0.186, 0.245, and 0.242, which means it is greater than the α value (0.05), so it can be concluded that the three disaster awareness value data are normally distributed. Data homogeneity testing shows that the significance value for disaster literacy is 0.094 and the significance value for disaster awareness is 0.623, which means it is greater than the α value (0.05), so the data variations are homogeneous. The one-way Manova test can be carried out after all data is declared to have a normal and homogeneous distribution. Based on the calculation results of the one-way Manova test, it shows that the significance value between schools and literacy learning outcomes and disaster awareness is greater than α (0.693 > 0.05) and (0.227 > 0.05). Therefore, it can be concluded that there is no significant difference in literacy and disaster awareness scores between the three schools. Discussion It is very important to make disaster learning contextual to facilitate students so that the material is easier to understand and relevant to everyday life [ 25 ]. The geographical and socio-cultural characteristics of a region are the main considerations in presenting contextual material [ 26 ]. For example, procedures and understanding of the concept of a tsunami disaster will be provided in more depth for students who live in coastal areas. Students not only receive theoretical concept material but also have practical skills in adapting to their environment. The one-way Manova test indicated that of the three schools which had varying regional characteristics in East Java, there were no significant differences in literacy scores and disaster awareness. However, there was an increase in disaster literacy scores between the pretest and posttest comparisons in the three schools in the medium and high categories. This condition shows that the contextual approach in disaster learning in East Java as a whole provides increased understanding, although the differences are not significant in the three schools. The three schools that represent variations in regional characteristics in East Java, namely the coast, river valleys, and mountain slopes, show contextual learning results with increased literacy and a variety of disasters. The contextual approach in relation to disaster literacy shows that there is a relationship between each region, which has different needs and concepts in implementing disaster learning, so learning materials must be truly adapted to the local needs of that region. Like the findings of Rahmayanti et al. [ 27 ], the contextual approach is a reference in implementing disaster learning in Social Sciences subjects, which places emphasis on adapting the material to the geographical, social, and cultural characteristics of the local environment in East Java. Community preparedness to face disasters is influenced by information literacy [ 28 ]. According to the findings of Teo et al.[ 29 ], disaster literacy is needed by communities to know sources of dangerous information, evaluate sources of dangerous information, organize sources of dangerous information, and utilize and convey dangerous information. For example, if people need to learn the sources of disaster information, they will be more clear about what types of disasters might occur in their area and how to face and overcome them. The importance of disaster literacy was expressed by Fadilah et al. [ 30 ], who state that in efforts to reduce disasters, disaster literacy aims to teach students about disasters and give them awareness of the possibility of disasters occurring somewhere. By understanding disaster literacy, people can prepare for and handle disasters. Apart from improving reading, writing, speaking, and listening skills, disaster literacy is also used to study variations in disasters, independent evacuation, and prevention. The main aim of applying this contextual approach is to make it easier for students to gain an understanding of and relevance to the material being taught. For example, in the Solo River valley area, such as the city of Bojonegoro, material learning, and disaster preparedness are emphasized in flood disasters. In coastal areas such as Sidoarjo district, disaster learning focuses more on disaster material such as tidal floods and tsunamis. Meanwhile, in mountain slope areas such as Maospati, learning is more focused on mitigating volcanic eruptions and the threat of landslides from Mount Lawu. The importance of a contextual approach to disaster material was expressed by Sudarta [ 31 ], who stated that through this contextual disaster learning approach, disaster learning experienced by students is not just limited to theory but can be applied in everyday life in the form of life skills to be able to adapt to disasters. Disaster material needs to be conveyed in social science subjects because it is able to integrate interactions between humans and the environment, which can lead to potential disasters [ 32 ]. The relationship between social, economic, cultural and geographical aspects is studied through an interdisciplinary approach in social sciences to examine disaster concepts and understanding comprehensively [ 33 ]. Contextual disaster learning shows that material adapted to regional characteristics has a positive impact on increasing students' understanding and awareness of disasters in their area. Optimal results will be obtained if each school applies learning materials according to its contextual environment [ 34 ]. At Al-Fatimah Bojonegoro Middle School, which represents flood-prone areas around river valleys, students need to be taught how to keep rivers clean, prevent deforestation upstream, and improve drainage to prevent flooding. At SMPN 1 Maospati, which represents the volcanic region, students are taught to understand the symptoms of landslides, eruptions, and earthquakes caused by volcanic eruptions, as well as know how to carry out self-evaluation. At SMPN 1 Sidoarjo, which represents the coastal area, students know and understand more about the signs of a tsunami and evacuation procedures. The contextual approach applied to learning for students is also able to increase disaster awareness [ 35 ]. Disaster awareness includes aspects of understanding disaster risks in the surrounding environment, preparedness in facing disasters, and personal responsibility in maintaining the safety of oneself and others [ 36 ]. An increase in disaster awareness occurs in students; they are able to demonstrate disaster awareness abilities such as understanding the surrounding environment, readiness for action to face disasters, awareness of information and communication to improve safety, awareness of evacuation and emergency response, awareness of post-disaster actions and management [ 37 ]. Disaster awareness is indicated by having knowledge, understanding, skills, and concern for disaster phenomena [ 38 ]. Awareness of disaster mitigation is very important in order to reduce the risk of the impact of a disaster [ 39 ]. According to Ruslanjari et al. [ 40 ], disaster awareness begins with having strong knowledge about disasters, starting from the types of disasters, signs, distribution, and things that cause disasters. From the knowledge that students have, an attitude will emerge to prevent or minimize these things. When an attitude is carried out continuously, disaster awareness behavior will emerge in students. Conclusion The results of the analysis from this research show that there has been an increase in disaster literacy and awareness among students after implementing a contextual learning approach to disaster material. There are no significant differences between the three schools, representing the diversity of East Java's regional characteristics. These findings imply that to provide optimal results, it is necessary to adjust the characteristics of each region to strengthen contextual disaster material. They are increasing disaster literacy and awareness capabilities. Other areas that have similar disaster characteristics and risks can be further developed for research that focuses on contextual approaches in disaster education. The resulting research recommendation is to integrate disaster education into the school curriculum, not only in social science subjects, by involving students, teachers, and the school community with contextual material to minimize the impact of disasters. Declarations Acknowledgements The author would like to thank the National Research and Innovation Agency (BRIN) through the Advanced Indonesia Research and Innovation (RIIM) scheme and the Institute for Research and Community Service (LPPM) of Surabaya State University for facilitating the implementation of this research. Author contributions Study conception and design: Sukma Perdana Prasetya; data collection: Armawati Hidayati; analysis and interpretation of results: Sri Murtini & Fahmi Fahrudin Fadirubun; draft manuscript preparation: Lidya Lestari Sitohang; critical revision of the manuscript: Mohd Hairy Ibrahim. All authors reviewed the results and approved the final version of the manuscript. If there are other authors, they declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper. Data availability The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request. The authors state no conflict of interest. Funding Declaration No funding support was received. 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Pranoto, “Implementation of Contextual Based Teaching Materials on Various Work Themes of Primary School Students,” J. Prim. Educ. , vol. 8, no. 4, pp. 110–119, 2019, [Online]. Available: https://journal.unnes.ac.id/sju/index.php/jpe/article/view/29113/12844 S. Ramadhan, E. Sukma, and V. Indriyani, “Environmental education and disaster mitigation through language learning,” IOP Conf. Ser. Earth Environ. Sci., vol. 314, no. 1, 2019, doi: 10.1088/1755-1315/314/1/012054 . H. Daimon, R. Miyamae, and W. Wang, A critical review of cognitive and environmental factors of disaster preparedness: research issues and implications from the usage of “awareness (ishiki)” in Japan , vol. 117, no. 2. Springer Netherlands, 2023. doi: 10.1007/s11069-023-05909-y . R. Shaw, Y. Takeuchi, and B. Rouhban, “Education, capacity building and public awareness for disaster reduction,” Landslides - Disaster Risk Reduct., pp. 499–515, 2009, doi: 10.1007/978-3-540-69970-5_26 . M. E. Septiana et al. , “Disaster Education Through Local Knowledge in Some Area of Merapi Volcano,” IOP Conf. Ser. Earth Environ. Sci., vol. 271, no. 1, 2019, doi: 10.1088/1755-1315/271/1/012011 . K. Vasileiou, J. Barnett, and D. S. Fraser, “Integrating local and scientific knowledge in disaster risk reduction: A systematic review of motivations, processes, and outcomes,” Int. J. Disaster Risk Reduct., vol. 81, no. July, pp. 1–15, 2022, doi: 10.1016/j.ijdrr.2022.103255 . D. Ruslanjari, E. W. Safitri, F. A. Rahman, and C. Ramadhan, “ICT for public awareness culture on hydrometeorological disaster,” Int. J. Disaster Risk Reduct. , vol. 92, no. December 2022, p. 103690, 2023, doi: 10.1016/j.ijdrr.2023.103690 . Additional Declarations No competing interests reported. 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For this reason, disaster education needs to be made a priority to build preparedness and awareness of the threat of natural disasters [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. Several potential natural disaster risks in East Java, which is one of the provinces in Indonesia, include earthquakes, tsunamis, landslides, floods, volcanic eruptions, and hurricanes [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. Based on the description of these conditions, knowledge and skills regarding disaster mitigation, especially for the young generation in East Java, need to be mastered. One effort that can be made to socialize disasters is through education.\u003c/p\u003e \u003cp\u003eSustainable preparedness must become a culture built through disaster education to reduce material losses and the risk of loss of life [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. Through understanding disaster education and the characteristics of the region, the community will have awareness and concrete steps in anticipating the impact of natural disasters [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. Disaster education can be adapted to geographical conditions; for example, in East Java, eruption and landslide disasters often occur in mountainous areas such as Mount Kelud, Mount Semeru, Mount Lawu, and so on. Meanwhile, in East Java, flood disasters often occur in Solo River valley areas such as Bojonegoro, Tuban, Lamongan, Gresik, and so on. In the East Java Coast region, the threat of a Tsunami disaster is a potential possibility that will occur. For this reason, disaster education materials need to pay attention to the contextual character of the East Java region.\u003c/p\u003e \u003cp\u003eSocial Sciences education is one of the subjects that can integrate East Java contextual disaster material into the junior high school curriculum. According to Wardani \u0026amp; Putra [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e], through subjects such as Social Sciences, students can understand the types of disasters, the causes of disasters, the distribution of potential disaster locations in East Java, and steps to take in disaster mitigation. Students are equipped with an understanding of disasters to deal with emergency situations and are aware of the disaster risks around them [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. Adapting to regional context and local culture needs to be an important consideration in compiling disaster education materials [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. The contextual relevance of disaster material to their own region will make it easier for students to increase their knowledge and understanding. Local wisdom to adapt to disasters is one effort that can be utilized to mitigate disasters that have been experienced in the area around them; this can be used as learning in the form of case studies. This contextual area helps students strengthen their understanding and sense of collective responsibility in facing disaster events in the future.\u003c/p\u003e \u003cp\u003eIt is very important to make disaster education part of the mandatory curriculum in schools in disaster-prone areas like Indonesia [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. Apart from theoretical knowledge, disaster education must also be realized in the form of awareness, mindset, and behavior that are resilient to disaster mitigation [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. Through disaster education with contextual material, it is hoped that students can be more proactive in anticipating various types of disasters that may occur in East Java so that the impact of these disasters can be minimized.\u003c/p\u003e \u003cp\u003eOne of the subjects in schools that can be used as content for disaster material is Social Sciences [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. As a subject that examines interactions between humans and the environment, both the natural environment and the social environment that occurs in an area, social science can provide an essential basis for understanding how humans can mitigate environmental impacts, including those resulting from disasters [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. Through social science subjects, students are invited to understand not only the natural aspects of the physical influences that cause disasters but also other social aspects, such as economic, cultural, and educational factors that can influence awareness and response to disasters.\u003c/p\u003e \u003cp\u003eSocial science learning provides opportunities for students to learn basic concepts regarding disaster mitigation, such as type identification, risk analysis, location distribution, and disaster risk reduction strategies [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. In this context, disaster education in learning in social sciences becomes a preventive effort to increase literacy and awareness in reducing disaster risks [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]. Through learning social sciences, students increase their knowledge about disaster mitigation, not only involving technical steps such as building infrastructure or early warning systems but also requiring awareness from all members of society in adapting to the environment and being aware of the risk of disasters occurring in their area.\u003c/p\u003e \u003cp\u003eIn dealing with disasters, social science is needed to instill awareness of the importance of cooperation and solidarity [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e]. Social Science subjects are important for building an attitude of mutual cooperation and mutual awareness that to face disasters, cross-communal and sectoral cooperation is needed [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. In an emergency situation where a disaster occurs, all parties are needed to help each other, provide assistance, and distribute resources for disaster management. Through contextual social science learning, disaster mitigation material becomes more concrete and relevant for students so that it is easier for them to internalize the disaster understanding they have gained. Through a strong knowledge of disaster mitigation, students in the community can become agents of change who contribute to creating a resilient society to disasters.\u003c/p\u003e \u003cp\u003eThe contextual approach facilitates students in understanding the learning environment that is close to their daily lives, enabling them to relate disaster concepts to experiences and conditions in their region [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. For example, students who live in eruption-prone areas on Mount Semeru, East Java, can be taught about the importance of early symptoms of a volcano about to erupt, as well as actions that must be taken when Mount Semeru erupts. According to Uz Bilgin \u0026amp; Tokel [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e], contextual learning makes the material easier to remember and understand. Disaster education through a contextual approach allows learning to refer to local geographic and socio-cultural characteristics [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e]. Areas with mountainous morphology, lowlands, coastal areas, and around river valleys have different disaster mitigation characteristics according to geographical conditions.\u003c/p\u003e \u003cp\u003eSupport for understanding disasters can be linked to students' disaster literacy abilities [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e]. Disaster literacy includes the ability to identify, understand, interpret, and communicate information related to disasters [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e]. The importance of having skills in disaster preparedness or mitigation for students must be supported by literacy skills [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e]. Environmental damage and the impact of climate change are important triggers for increasing disaster literacy and awareness, which is very urgent for students [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e]. Disaster literacy can be integrated into lessons by analyzing learning objectives first. In this research, the objectives of the Social Sciences subject were adjusted to be integrated with disaster literacy.\u003c/p\u003e \u003cp\u003eThis research analyzes the urgency of increasing disaster literacy and awareness through a contextual approach according to the characteristics of various regions in East Java, such as river valleys and coastal and mountainous environments. Through social science education in schools with different regional characteristics, students can recognize and understand the concept of disaster so that they have awareness and thus contribute significantly to reducing disaster risk throughout society. Through implementation in three schools representing different geographical characteristics, this research addresses the problem of lack of literacy and disaster awareness with a regional-based contextual approach that is incorporated into the school curriculum, especially in Social Sciences subjects.\u003c/p\u003e"},{"header":"Method","content":"\u003cp\u003eThis research is an experiment with a pretest and posttest design. The independent variable is contextual disaster learning applied to schools with different regional characteristics, namely SMPN 1 Sidoarjo representing the character of coastal areas (X1), SMP Plus Al Fatimah Bojonegoro representing the character of fluvial areas/Solo river valleys (X2), SMPN 1 Maospati representing slope characteristics. mountains (X3). The dependent variables are disaster literacy and disaster awareness. The following research flowchart is explained in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eExperimental research design\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePretest\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGrup\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePostest\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eO1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eX1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eO2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eO1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eX2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eO2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eO1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eX3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eO2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"3\"\u003eInformation:\u003c/td\u003e\u003c/tr\u003e \u003ctr\u003e\u003ctd colspan=\"3\"\u003eO\u003csub\u003e1\u003c/sub\u003e\u0026thinsp;=\u0026thinsp;Pretest\u003c/td\u003e\u003c/tr\u003e \u003ctr\u003e\u003ctd colspan=\"3\"\u003eO\u003csub\u003e2\u003c/sub\u003e\u0026thinsp;=\u0026thinsp;Postest\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eX\u003csub\u003e1\u003c/sub\u003e\u0026thinsp;=\u0026thinsp;Contextual Teaching and Learning (CTL) at schools with coastal characteristics (SMPN 1 Sidoarjo)\u003c/p\u003e \u003cp\u003eX\u003csub\u003e2\u003c/sub\u003e\u0026thinsp;=\u0026thinsp;Contextual Teaching and Learning (CTL) at a school with fluvial/solo river valley characteristics (SMP Plus Al Fatimah Bojonegoro).\u003c/p\u003e \u003cp\u003eX\u003csub\u003e3\u003c/sub\u003e\u0026thinsp;=\u0026thinsp;Contextual Teaching and Learning (CTL) in schools with mountain slope characteristics (SMPN 1 Maospati, Madiun).\u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eResearch Procedures\u003c/h2\u003e \u003cp\u003eThe first step of the research was to determine schools for the experiment that represented the character of the East Java region, which generally consists of three regions, namely the coastal lowland region (SMPN 1 Sidoarjo), the fluvial/solo river valley (SMP Plus Al Fatimah Bojonegoro), and the mountain slopes (SMPN 1 Maospati). The second step is for students to work on literacy and disaster awareness pretests. The third step is to study disaster material using a contextual learning model in the East Java region. The final step of this research is the students' work on the posttest related to literacy and disaster awareness.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eResearch Subjects\u003c/h3\u003e\n\u003cp\u003eThe research population was 688 class VII students at SMPN 1 Sidoarjo, SMP Plus Al Fatimah Bojoengoro, and SMPN 1 Maospati. At SMPN 1 Sidoarjo, the research classes used are classes VII A, VII B, and VII E. The research classes at SMP Plus Al Fatimah Bojonegoro used are classes VII B, VII C, and VII F. The research classes at SMPN Maospati used are classes VII A, VII C, and VII D, with a total sample of 220 students. Sampling used a systematic random sampling technique, namely sampling that took classes that had almost the same abilities [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e].\u003c/p\u003e \u003cp\u003e \u003c/p\u003e\n\u003ch3\u003eData Collection and Data Analysis Tools\u003c/h3\u003e\n\u003cp\u003eThe instrument used in this research is East Java contextual disaster teaching materials, which consist of teaching modules, teaching materials, student worksheets, learning media, and assessments. The instrument for measuring disaster literacy learning uses essay tests. The essay test is prepared with reference to five main indicators, namely: 1) Knowledge of Disaster Types; 2) Understanding the Causes and Impacts of Disasters; 3) preparedness and mitigation; 4) Emergency Response Procedures; 5) The Role of Society and Government. Each test indicator was developed into four questions for a total of 20 questions. Each question is given a maximum score of 5 so that when totaled, the essay test will reach a maximum score of 100 (20 x 5).\u003c/p\u003e \u003cp\u003eTo measure disaster awareness using a questionnaire instrument with a 1\u0026ndash;4 Likert scale developed from eight indicators, namely: 1) Understanding of Disaster Risk in the Surrounding Environment; 2) Readiness in Facing Disasters; 3) Awareness of Actions that Need to be Taken During a Disaster; 4) Awareness of the Personal Role in Increasing the Safety of Oneself and Others; 5) Awareness of the Importance of Information and Communication in Disasters; 6) Awareness of the Evacuation and Emergency Response Process; 7) Awareness of Post-Disaster Actions; 8) Awareness of Community Obligations in Disaster Management. Each indicator was developed into two questions, so there were a total of 16 questions. The maximum score from the total questionnaire is 64 (16 x 4). Assumption testing is carried out in the form of normality tests and homogeneity tests.\u003c/p\u003e \u003cp\u003eTo test the improvement in disaster literacy learning outcomes, N-Gain analysis was used with the criteria g\u0026thinsp;\u0026gt;\u0026thinsp;0.7, including the high category, 0.3\u0026thinsp;\u0026le;\u0026thinsp;d\u0026thinsp;\u0026le;\u0026thinsp;0.7, including the medium category, and g\u0026thinsp;\u0026lt;\u0026thinsp;0.3, including the low category. Data analysis used the one-way MANOVA statistical test. If the data is not normally distributed and homogeneous, it will be analyzed using Multivariate Kruskal-Wallis (MKW) non-parameteric statistics. The following is Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e regarding disaster literacy instruments and Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e regarding disaster awareness instruments.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDisaster literacy instruments\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIndicator\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eObjective\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNumber of questions\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eKnowledge about Types of Disasters\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMeasuring students' understanding of various types of disasters that occurred in East Java\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eUnderstanding the Causes and Impacts of Disasters\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMeasuring students' ability to understand the causes and impacts of the disaster in East Java\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePreparedness and mitigation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMeasure students' knowledge of appropriate mitigation and preparedness measures\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEmergency Response Procedures\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMeasure students' understanding of the procedures that must be carried out when a disaster occurs\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eThe Role of Society and Government\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMeasure students' understanding of the role of society and government in disaster management\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDisaster Awareness Instrument\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eIndicator\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eQuestion\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c6\" namest=\"c3\"\u003e \u003cp\u003eScore\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eUnderstanding of Disaster Risk in the Surrounding Environment\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDo you know the types of natural disasters that are most likely to occur in the area where you live?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDo you realize that where you live is in an area prone to disasters such as floods, earthquakes, or volcanic eruptions?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eReadiness in Facing Disasters\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHave you prepared an emergency bag containing important equipment for use in the event of a disaster?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow often do you participate in disaster evacuation training or simulations in your community or school?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eAwareness of Actions to be Taken During Disasters\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDo you know what steps to take if an earthquake occurs while you are indoors?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow would you react if you heard an early tsunami warning while at the beach?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eAwareness of the Personal Role in Increasing the Safety of Oneself and Others\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDo you feel responsible for helping family members or neighbors in evacuation when a disaster occurs?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow often do you remind your family or friends about the importance of disaster preparedness?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eAwareness of the Importance of Information and Communication in Disasters\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDo you use official applications or information media to get early disaster warnings?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow important do you think it is to disseminate correct and accurate information about disasters to others?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eAwareness of the Evacuation and Emergency Response Process\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDo you know the evacuation routes that have been established in the area where you live?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow confident are you that you can evacuate yourself and your family quickly if a disaster occurs?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eAwareness of Post-Disaster Actions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDo you understand the steps you need to take after a disaster occurs to ensure your safety and that of your family?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow often do you participate in post-disaster rehabilitation or reconstruction activities in your community?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eAwareness of Community Obligations in Disaster Management\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDo you feel the need to participate in disaster management programs held by the government or local organizations?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow often are you involved in disaster education or training activities in your school or community?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eIn this research, the learning instrument used is East Java contextual disaster teaching materials, which consist of teaching modules, teaching materials, student worksheets, learning media, and learning assessments. Before the learning tools are implemented, they are first validated by a material expert (Prof. Dr. Ketut Prasetyo, M.S) and a learning expert (Dr. Nuansa Bayu Segara, M.Pd) with a very appropriate category without any revisions. Learning tools used in research (learning materials /\u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://bit.ly/4aKMZmZ\u003c/span\u003e\u003cspan address=\"https://bit.ly/4aKMZmZ\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e student worksheets/ \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://bit.ly/40PTaBP\u003c/span\u003e\u003cspan address=\"https://bit.ly/40PTaBP\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e, and teaching module/ \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://bit.ly/3WOr5cT\u003c/span\u003e\u003cspan address=\"https://bit.ly/3WOr5cT\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e).\u003c/p\u003e \u003cp\u003ePretest activities were carried out before the learning was carried out, followed by the application of social science learning with contextual disaster material in East Java for four meetings. Furthermore, after the learning activities were completed, a disaster literacy posttest was carried out, and a disaster awareness questionnaire was distributed. Literacy and disaster awareness in social studies subjects for junior high school students are viewed from the application of contextual learning by considering the characteristics of different regions. The results of the descriptive statistical recapitulation can be seen in the following table.\u003c/p\u003e \u003cp\u003e \u003cb\u003eTabel 4.\u003c/b\u003e Descriptive statistics\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Taba\" border=\"1\"\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eStd. Deviation\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eN\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMin\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eMax\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eDisaster literacy pretest\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSMPN 1 Sidoarjo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e47.8767\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e9.64933\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e73\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e75\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSMP Plus Al Fatimah Bojonegoro\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e48.0704\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e11.38962\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e78\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSMPN 1 Maospati\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e45.2763\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e12.17714\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e76\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e70\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e47.0409\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e11.15860\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e220\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e78\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eDisaster Awareness Pretest\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSMPN 1 Sidoarjo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e26.4247\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e4.75487\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e73\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e18.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e39.00\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSMP Plus Al Fatimah Bojonegoro\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e26.2958\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e5.44687\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e16.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e38.00\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSMPN 1 Maospati\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e25.5000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e4.85661\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e76\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e16.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e37.00\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e26.0636\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e5.01646\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e220\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e16.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e39.00\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003edisaster literacy posttest\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSMPN 1 Sidoarjo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e77.0137\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e7.04843\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e73\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e62.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e90.00\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSMP Plus Al Fatimah Bojonegoro\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e77.5070\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e7.31510\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e63.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e92.00\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSMPN 1 Maospati\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e77.9605\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e5.80676\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e76\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e66.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e94.00\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e77.5000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e6.71841\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e220\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e62.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e94.00\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eDisaster Awareness Posttest\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSMPN 1 Sidoarjo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e47.69863\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e7.402486\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e73\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e31.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e63.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSMP Plus Al Fatimah Bojonegoro\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e49.45070\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e7.214645\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e35.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e64.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSMPN 1 Maospati\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e47.46053\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e8.014056\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e76\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e30.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e64.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e48.18182\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e7.578125\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e220\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e30.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e64.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eBased on Table\u0026nbsp;4, the disaster literacy pretest scores at the three schools are not much different. This can be seen from the average value of 47.0409 and the average standard deviation of 8.42915. The average disaster literacy posttest score from the three schools was 77.5000 with a standard deviation of 6.71841. The average disaster awareness pretest score from the three schools was 26.0636, with a standard deviation of 5.01646. Meanwhile, the average posttest score for disaster awareness from the three schools was 48.18182 with a standard deviation of 7.578125. Based on the comparison of disaster literacy scores shown in Table\u0026nbsp;4, it can be explained that there was an increase in disaster literacy scores from the pretest to the posttest in the three schools.\u003c/p\u003e \u003cp\u003eBased on the results of calculating the N-Gain value, data shows that the average n-gain value for disaster literacy at SMPN 1 Sidoarjo is 0.58 (medium category), the average n-gain value for disaster literacy at Al Fatimah Middle School, Bojonegoro is 0.65 (medium category). The average n-gain value for disaster literacy at SMPN 1 Maospati is 0.72 (high category). Based on the results of calculating the N-Gain value, data shows that the average n-gain value for disaster awareness at SMPN 1 Sidoarjo is 0.56 (medium category), the average n-gain value for disaster awareness at Al Fatimah Bojonegoro Middle School is 0.61 (medium category). The average n-gain value for disaster awareness at SMPN 1 Maospati was 0.57 (medium category). Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e5\u003c/span\u003e below displays the results of the N-Gain calculation for disaster literacy and disaster awareness.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eResults of calculating n-gain for disaster literacy and disaster awareness\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eGroup\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePretest\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePostest\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eN-Gain score\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eCriteria\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eDisaster literacy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSMPN 1 Sidoarjo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e47.8767\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e77.0137\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0,58\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003emedium\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSMP AL Fatimah Bojonegoro\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e48.0704\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e77.5070\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0,65\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003emedium\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSMPN 1 Maospati\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e45.2763\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e77.9605\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0,72\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003ehigh\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eDisaster Awareness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSMPN 1 Sidoarjo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e26.4247\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e47.69863\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0,56\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003emedium\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSMP AL Fatimah Bojonegoro\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e26.2958\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e49.45070\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0,61\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003emedium\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSMPN 1 Maospati\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e25.5000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e47.46053\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0,57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003emedium\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eNext, analysis was carried out using testing using the one-way Manova test. Before the test is carried out, there are underlying assumptions, namely the normality of the data using the Shapiro-Wilk test and the test for homogeneity of variance between groups using the Levene test. Based on the normality results, the significance values ​​for disaster literacy in the three groups are 0.208, 0.55, and 0.125, which means they are greater than the α value (0.05), so it can be concluded that the three disaster literacy value data are normally distributed. The significance value of disaster awareness in the three groups is 0.186, 0.245, and 0.242, which means it is greater than the α value (0.05), so it can be concluded that the three disaster awareness value data are normally distributed. Data homogeneity testing shows that the significance value for disaster literacy is 0.094 and the significance value for disaster awareness is 0.623, which means it is greater than the α value (0.05), so the data variations are homogeneous.\u003c/p\u003e \u003cp\u003eThe one-way Manova test can be carried out after all data is declared to have a normal and homogeneous distribution. Based on the calculation results of the one-way Manova test, it shows that the significance value between schools and literacy learning outcomes and disaster awareness is greater than α (0.693\u0026thinsp;\u0026gt;\u0026thinsp;0.05) and (0.227\u0026thinsp;\u0026gt;\u0026thinsp;0.05). Therefore, it can be concluded that there is no significant difference in literacy and disaster awareness scores between the three schools.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eIt is very important to make disaster learning contextual to facilitate students so that the material is easier to understand and relevant to everyday life [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e]. The geographical and socio-cultural characteristics of a region are the main considerations in presenting contextual material [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e]. For example, procedures and understanding of the concept of a tsunami disaster will be provided in more depth for students who live in coastal areas. Students not only receive theoretical concept material but also have practical skills in adapting to their environment.\u003c/p\u003e \u003cp\u003eThe one-way Manova test indicated that of the three schools which had varying regional characteristics in East Java, there were no significant differences in literacy scores and disaster awareness. However, there was an increase in disaster literacy scores between the pretest and posttest comparisons in the three schools in the medium and high categories. This condition shows that the contextual approach in disaster learning in East Java as a whole provides increased understanding, although the differences are not significant in the three schools.\u003c/p\u003e \u003cp\u003eThe three schools that represent variations in regional characteristics in East Java, namely the coast, river valleys, and mountain slopes, show contextual learning results with increased literacy and a variety of disasters. The contextual approach in relation to disaster literacy shows that there is a relationship between each region, which has different needs and concepts in implementing disaster learning, so learning materials must be truly adapted to the local needs of that region. Like the findings of Rahmayanti et al. [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e], the contextual approach is a reference in implementing disaster learning in Social Sciences subjects, which places emphasis on adapting the material to the geographical, social, and cultural characteristics of the local environment in East Java.\u003c/p\u003e \u003cp\u003eCommunity preparedness to face disasters is influenced by information literacy [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e]. According to the findings of Teo et al.[\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e], disaster literacy is needed by communities to know sources of dangerous information, evaluate sources of dangerous information, organize sources of dangerous information, and utilize and convey dangerous information. For example, if people need to learn the sources of disaster information, they will be more clear about what types of disasters might occur in their area and how to face and overcome them. The importance of disaster literacy was expressed by Fadilah et al. [\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e], who state that in efforts to reduce disasters, disaster literacy aims to teach students about disasters and give them awareness of the possibility of disasters occurring somewhere. By understanding disaster literacy, people can prepare for and handle disasters. Apart from improving reading, writing, speaking, and listening skills, disaster literacy is also used to study variations in disasters, independent evacuation, and prevention.\u003c/p\u003e \u003cp\u003eThe main aim of applying this contextual approach is to make it easier for students to gain an understanding of and relevance to the material being taught. For example, in the Solo River valley area, such as the city of Bojonegoro, material learning, and disaster preparedness are emphasized in flood disasters. In coastal areas such as Sidoarjo district, disaster learning focuses more on disaster material such as tidal floods and tsunamis. Meanwhile, in mountain slope areas such as Maospati, learning is more focused on mitigating volcanic eruptions and the threat of landslides from Mount Lawu. The importance of a contextual approach to disaster material was expressed by Sudarta [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e], who stated that through this contextual disaster learning approach, disaster learning experienced by students is not just limited to theory but can be applied in everyday life in the form of life skills to be able to adapt to disasters.\u003c/p\u003e \u003cp\u003eDisaster material needs to be conveyed in social science subjects because it is able to integrate interactions between humans and the environment, which can lead to potential disasters [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e]. The relationship between social, economic, cultural and geographical aspects is studied through an interdisciplinary approach in social sciences to examine disaster concepts and understanding comprehensively [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e]. Contextual disaster learning shows that material adapted to regional characteristics has a positive impact on increasing students' understanding and awareness of disasters in their area.\u003c/p\u003e \u003cp\u003eOptimal results will be obtained if each school applies learning materials according to its contextual environment [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e]. At Al-Fatimah Bojonegoro Middle School, which represents flood-prone areas around river valleys, students need to be taught how to keep rivers clean, prevent deforestation upstream, and improve drainage to prevent flooding. At SMPN 1 Maospati, which represents the volcanic region, students are taught to understand the symptoms of landslides, eruptions, and earthquakes caused by volcanic eruptions, as well as know how to carry out self-evaluation. At SMPN 1 Sidoarjo, which represents the coastal area, students know and understand more about the signs of a tsunami and evacuation procedures.\u003c/p\u003e \u003cp\u003eThe contextual approach applied to learning for students is also able to increase disaster awareness [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e]. Disaster awareness includes aspects of understanding disaster risks in the surrounding environment, preparedness in facing disasters, and personal responsibility in maintaining the safety of oneself and others [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e]. An increase in disaster awareness occurs in students; they are able to demonstrate disaster awareness abilities such as understanding the surrounding environment, readiness for action to face disasters, awareness of information and communication to improve safety, awareness of evacuation and emergency response, awareness of post-disaster actions and management [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e]. Disaster awareness is indicated by having knowledge, understanding, skills, and concern for disaster phenomena [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e]. Awareness of disaster mitigation is very important in order to reduce the risk of the impact of a disaster [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e]. According to Ruslanjari et al. [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e], disaster awareness begins with having strong knowledge about disasters, starting from the types of disasters, signs, distribution, and things that cause disasters. From the knowledge that students have, an attitude will emerge to prevent or minimize these things. When an attitude is carried out continuously, disaster awareness behavior will emerge in students.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe results of the analysis from this research show that there has been an increase in disaster literacy and awareness among students after implementing a contextual learning approach to disaster material. There are no significant differences between the three schools, representing the diversity of East Java's regional characteristics. These findings imply that to provide optimal results, it is necessary to adjust the characteristics of each region to strengthen contextual disaster material. They are increasing disaster literacy and awareness capabilities. Other areas that have similar disaster characteristics and risks can be further developed for research that focuses on contextual approaches in disaster education. The resulting research recommendation is to integrate disaster education into the school curriculum, not only in social science subjects, by involving students, teachers, and the school community with contextual material to minimize the impact of disasters.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe author would like to thank the National Research and Innovation Agency (BRIN) through the Advanced Indonesia Research and Innovation (RIIM) scheme and the Institute for Research and Community Service (LPPM) of Surabaya State University for facilitating the implementation of this research.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eStudy \u0026nbsp;conception and design: Sukma Perdana Prasetya; data collection: Armawati Hidayati; analysis and interpretation of results: Sri Murtini \u0026amp; Fahmi Fahrudin Fadirubun; draft manuscript preparation: Lidya Lestari Sitohang; critical revision of the manuscript: Mohd Hairy Ibrahim. All authors reviewed the results and approved the final version of the manuscript. If there are other authors, they declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.\u003c/p\u003e\n\n\u003cp\u003eThe authors state no conflict of interest.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding Declaration\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNo funding support was received.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical trial number\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eClinical trial number: not applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics Declaration\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eEthics, Consent to Participate, and Consent to Publish declarations: not applicable\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eM. 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December 2022, p. 103690, 2023, doi: \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1016/j.ijdrr.2023.103690\u003c/span\u003e\u003cspan address=\"10.1016/j.ijdrr.2023.103690\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Contextual, Disaster literacy, Disaster awareness, Social science","lastPublishedDoi":"10.21203/rs.3.rs-6428182/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6428182/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eEast Java is one of Indonesia's provinces prone to natural disasters such as tsunamis, volcanic eruptions, landslides, earthquakes and floods. The aim of this research is how to analyze the influence of learning East Java contextual disaster material in Social Sciences subjects on increasing disaster literacy and awareness in three high schools that represent the characteristics of various regions, namely mountain slopes, river valleys, and coasts. This research uses a pretest and posttest experimental design using data collection instruments in the form of test essays to measure disaster literacy and questionnaires to measure disaster awareness. Data were analyzed using the N-Gain Technique and one-way Manova. The results of this research show a significant increase in disaster literacy and awareness, although there are no significant differences between schools that have different regional characteristics. Positive impacts occur if disaster material is adapted to the contextual characteristics of each region. The recommendation from this research is that schools integrate disaster material into the curriculum to improve disaster preparedness.\u003c/p\u003e","manuscriptTitle":"Contextual Disaster Learning in The East Java Region to Increase Disaster Literacy and Awareness in Social Sciences Subjects","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-05-08 11:09:11","doi":"10.21203/rs.3.rs-6428182/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"79d39a76-07dd-4367-bfb2-64bf587abe47","owner":[],"postedDate":"May 8th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-07-24T09:38:56+00:00","versionOfRecord":[],"versionCreatedAt":"2025-05-08 11:09:11","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6428182","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6428182","identity":"rs-6428182","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}