Pembelajaran Mitigasi Bencana Alam Gempa Bumi untuk Anak Usia Dini melalui Buku Bacaan Bergambar

Maila D.H. Rahiem(1Mail), Fira Widiastuti(2),
(1) Pendidikan Islam Anak Usia Dini, Universitas Islam Negeri Syarif Hidayatullah Jakarta, Indonesia
(2) Pendidikan Islam Anak Usia Dini, Universitas Islam Negeri Syarif Hidayatullah Jakarta, Indonesia

Mail Corresponding Author
Copyright (c) 2020 Maila D.H. Rahiem, Fira Widiastuti

DOI : https://doi.org/10.31004/obsesi.v5i1.519

Download Full Text:   [File Size  : 680KB]  Language : ID
Received : 2020-04-17  |  Published : 2020-04-24

Abstract


Buku adalah salah satu media pembelajaran mitigasi bencana alam yang mudah diakses dan relatif murah. Pada penelitian ini, peneliti mengkaji bagaimana tampilan dan isi buku seri pengetahuan bencana alam yang berjudul “Aku Tahu Gempa Bumi.” Penelitian menggunakan pendekatan kualitatif analisis buku dengan data tambahan berasal dari wawancara mendalam. Narasumber yang diwawancara adalah tiga orang guru dan tigaorangtua. Data penelitian menunjukkan bahwa: 1) buku tersebut memiliki gambar yang informatif dan menarik; (2) bahasa pada buku singkat, jelas dan mudah dipahami oleh anak; dan (3) buku memberi pengetahuan dan memotivasi anak untuk siaga bencana. Diharapkan lebih banyak lagi buku pembelajaran mitigasi bencana alam bagi anak usia dini yang berkualitas, menarik, menginspirasi dan yang dapat mempersiapkan anak-anak untuk sigap dan tangguh (resilient) dalam menghadapi bencana.


Keywords


pendidikan mitigasi; bencana alam; anak usia dini

References


Anggraeni, D., Hartati, S., & Nurani, Y. (2019). Implementasi Metode Bercerita dan Harga Diri dalam Meningkatkan Kemampuan Berbicara Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 3(2), 404. https://doi.org/10.31004/obsesi.v3i2.224

Balaban, V. (2006). Psychological Assessment of Children in Disasters and Emergencies. Disasters, 30(2), 178–198. https://doi.org/10.1111/j.0361-3666.2006.00314.x

Bryant, R. A., Gibbs, L., Gallagher, H. C., Pattison, P., Lusher, D., MacDougall, C., Harms, L., Block, K., Sinnott, V., Ireton, G., Richardson, J., & Forbes, D. (2018). Longitudinal study of changing psychological outcomes following the Victorian Black Saturday bushfires. Australian & New Zealand Journal of Psychiatry, 52(6), 542–551. https://doi.org/10.1177/0004867417714337

Center for Research on the Epidemiology of Disasters. (2018). Executive Summary. https://reliefweb.int/sites/reliefweb.int/files/resources/CREDNaturalDisaster2018.pdf

Cisin, I. H., & Clark, W. B. (1962). The methodological challenge of disaster research. In G. Baker & D. Chapman (Eds.), Man and Society in Disaster (pp. 23–54). New York: Basic Books.

Crawford, P. A., Roberts, S. K., & Zygouris-Coe, V. (2019). Addressing 21st-century crises through children’s literature: picturebooks as partners for teacher educators. Journal of Early Childhood Teacher Education, 40(1), 44–56. https://doi.org/10.1080/10901027.2019.1570401

Creswell, J. W. (2007). Qualitative Inquiry and Research Design: Choosing among Five Approaches (2nd ed.). Thousand Oaks, CA: Sage Publication.

Dinkmeyer, D. C., & Dreikurs, R. (1979). Encouraging Children to Learn: The Encouragement Process. Massachusetts: Dutton Adult.

Fothergill, A. (2017). Children, Youth, and Disaster. In Oxford Research Encyclopedia of Natural Hazard Science. Oxford University Press. https://doi.org/10.1093/acrefore/9780199389407.013.23

Global Facility for Disaster Reduction and Recovery. (2020). Indonesia. Retrieved from https://www.gfdrr.org/en/indonesia

Grace, C., & Shores, E. (2010). After the Crisis: Using Storybooks to Help Children Cope. Lewisville, NC: Gryphon House.

Greenberg, N., Carr, J. A., & Summers, C. H. (2002). Ethological Causes and Consequences of the Stress Response. Integrative & Comparative Biology. http://trace.tennessee.edu/utk_ecolpubs/6

Hsiao, C.-Y., & Chang, Y.-M. (2015). A Study of the Use of Picture Books by Preschool Educators in Outlying Islands of Taiwan. International Education Studies, 9(1), 1. https://doi.org/10.5539/ies.v9n1p1

Hsiao, C.-Y., & Shih, P.-Y. (2016). Exploring the effectiveness of picture books for teaching young children the concepts of environmental protection. International Research in Geographical and Environmental Education, 25(1), 36–49. https://doi.org/10.1080/10382046.2015.1106203

IFRC. (2020). What is Disaster. Https://Www.Ifrc.Org/En/What-We-Do/Disaster-Management/about-Disasters/What-Is-a-Disaster/.

International Insurance Institute. (2020). Facts + Statistics: Global catastrophes. https://www.google.com/search?client=safari&rls=en&q=International+Insurance+Institute.+(2020).+Facts+%2B+Statistics:+Global+catastrophes&ie=UTF-8&oe=UTF-8

Lacina, J., Bauml, M., & Taylor, E. R. (2016). Promoting Resilience Through Read-Alouds. YC Young Children, 71(2), 16–21. www.jstor.org/stable/ycyoungchildren.71.2.16

Masten, A. S., & Shaffer, A. (2006). How Families Matter in Child Development: Reflections from Research on Risk and Resilience. In Families Count (pp. 5–25). https://doi.org/10.1017/CBO9780511616259.002

Mcfarlane, A. C., Norris, F. H., Galea, S., Friedman, M. J., & Watson, P. J. (2006). Definitions and Concepts in Disaster Research. In F.H. Norris, S. Galea, M.J. Friedman, & P.J. Watson (Eds.), Methods of Disaster Mental Health Research (pp. 3–19). New York: The Guilford Press.

Mustika Sari, I. T., Toha, H., & Nurani, Y. (2018). Improving Early Childhood Prosocial Behavior through Activity Storytelling with Puppets. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 2(2), 155. https://doi.org/10.31004/obsesi.v2i2.75

Norris, F. H., Friedman, M. J., Watson, P. J., Byrne, C. M., Diaz, E., & Kaniasty, K. (2002). 60,000 Disaster Victims Speak: Part I. An Empirical Review of the Empirical Literature, 1981–2001. Psychiatry: Interpersonal and Biological Processes, 65(3), 207–239. https://doi.org/10.1521/psyc.65.3.207.20173

Oliver, J. (1980). Response to disaster. Centre for Disaster Studies, James Cook University of North Queensland.

Osofsky, J. D., & Reuther, E. T. (2013). Young children and disasters: lessons learned about resilience and recovery. Zero to Three, 34(2), 46–54.

Peek, L. (2008). Children and Disasters: Understanding Vulnerability, Developing Capacities, and Promoting Resilience-An Introduction. In Children, Youth and Environments (Vol. 18, Issue 1). http://www.colorado.edu/journals/cye.

Pusat Kurikulum dan Perbukuan. (2018). Panduan Pemilihan Buku Nonteks Pelajaran. Kementerian Pendidikan dan Kebudayaan. http://repositori.kemdikbud.go.id/10407/1/Panduan%20Pemilihan%20Buku%20Nonteks%20Pelajaran.pdf

Putri Febriyanti. (2015). Aku Tahu Gempa Bumi. PT. Srikandi Empat Widya Utama (SEWU).

Raynaudo, G., & Peralta, O. (2019). Children learning a concept with a book and an e-book: a comparison with matched instruction. European Journal of Psychology of Education, 34(1), 87–99. https://doi.org/10.1007/s10212-018-0370-4

Ronan, K. R., & Johnston, D. M. (2005). Promoting Community Resilience in Disasters. Springer US. https://doi.org/10.1007/b102725

San Agustin, M., Ramos-Bonoan, C., Lorenzana, R., Klass, P., & Needlman, R. (2019). Picture Books and Reading Aloud to Support Children after a Natural Disaster: An Exploratory Study. International Journal of Emergency Mental Health and Human Resilience, 21(1), 1–6.

Scott, B. G., Lapré, G. E., Marsee, M. A., & Weems, C. F. (2014). Aggressive Behavior and Its Associations With Posttraumatic Stress and Academic Achievement Following a Natural Disaster. Journal of Clinical Child & Adolescent Psychology, 43(1), 43–50. https://doi.org/10.1080/15374416.2013.807733

Shultz, J. M., Espinola, M., & Rechkemmer, A. (2017). Prevention of Disaster Impact and Outcome Cascades Environmentally and Climate Change Induced Forced Migration View project Global Environmental Governance View project. In Cambridge Handbook of International Prevention Science, Chapter: 21, Publisher: Cambridge University Press (pp. 492–519). Cambridge University Press. https://www.researchgate.net/publication/311767512

Simcock, G., & DeLoache, J. (2006). Get the picture? The effects of iconicity on toddlers’ reenactment from picture books. Developmental Psychology, 42(6), 1352–1357. https://doi.org/10.1037/0012-1649.42.6.1352

Sjoberg, G. (1962). Disasters and social change. In In G. Baker & D. Chapman (Ed.), Man and society in disaster ( (pp. 356–384). New York: Basic Books.

Strouse, G. A., Nyhout, A., & Ganea, P. A. (2018). The Role of Book Features in Young Children’s Transfer of Information from Picture Books to Real-World Contexts. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.00050

Susman, P., & O’keefe, P. (1983). Global disasters: A radical interpretation. In Interpretation of calamity from the viewpoint of human ecology (pp. 263–283). Allen & Unwin Inc. https://www.researchgate.net/publication/279556375

UNDP. (2020). One of the world’s most disaster-prone countries, Indonesia prepares school for tsunamis. Https://Www.Id.Undp.Org/Content/Indonesia/En/Home/Presscenter/Articles/2018/One-of-the-World-s-Most-Disaster-Prone-Countries--Indonesia-Prep.Html.


Article Metrics

 Abstract Views : 229 times
 PDF Downloaded : 80 times


This article can be traced from:

Refbacks

  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.