The 8th International Conference on Educational Technology...
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The 8th International Conference on Educational Technology of Adi Buana (ICETA 8) 1
2 The 8th International Conference on Educational Technology of Adi Buana (ICETA 8)
The 8th International Conference on Educational
Technology of Adi Buana (ICETA 8)
“Education beyond Border: Character-Literacy-Competence”
© University of PGRI Adi Buana Surabaya
ISBN : 978-979-8559-98-3
Editors:
Prof. Dr. I Nyoman Degeng, M.Pd. (State University of Malang, Indonesia)
External Reviewer:
Prof. Dr. Abdul Jalil Othman (University of Malaya, Malaysia)
Prof. Dr. Vikash Kumar (Society for Education and Research
Development, India)
Prof. Dr. Mustaji, M.Pd. (State University of Surabaya)
Prof. Dr. Ir. Achmadi Susilo, M.Pd. (University of Wijaya Kusuma, Surabaya)
Mr. Ith Vuthy (SEAMEO, Cambodia)
Dr. Idris Asmaradhani, M.Pd. (IKIP Mataram, Indonesia)
Internal Reviewer:
Irfan Rifai, PhD (University of PGRI Adi Buana Surabaya)
Dr. Nurmida Catherine, M.Pd (University of PGRI Adi Buana Surabaya)
Dr. Yoso Winarno, M.Kes (University of PGRI Adi Buana Surabaya)
Dr. Retno Danu Rusmawati, M.Pd. (University of PGRI Adi Buana Surabaya)
Dr. Endang Mastuti Rahayu, M.Pd (University of PGRI Adi Buana Surabaya)
Dyah Rochmawati, M.Pd. (University of PGRI Adi Buana Surabaya)
Nunung Nurjati, M.Pd. (University of PGRI Adi Buana Surabaya)
GRADUATE PROGRAM
University of PGRI Adi Buana Surabaya,
Indonesia
Published by: Jl. Dukuh Menanggal XII/4 Surabaya 60234,
INDONESIA
UNIVERSITY PRESS Telp./Fax: +62 31 8273999
UNIPA SURABAYA Website:http://www.pps-unipasby.ac.id
The 8th International Conference on Educational Technology of Adi Buana (ICETA 8) 5
TABLE OF CONTENT
Page
Editor.......................................................................................................................... 2
Foreword from editor............................................................................................... 3
Table of content………................................................................................................. 5
Guest invited paper………......................................................................................... 10
Presenters’ paper………................................................................................................ 18
Name of Presenter
Title of Paper
Kiyomi Banda
Guest Invited paper
CAREER DEVELOPMENT OF JAPANESE UNIVERSITY
STUDENTS ...........................................................................
10
Presenters’ Papers
A Qomaru Zaman and Irnawati
THE PARTICIPATION OF RESIDENTS OF TAMBAK REJO
VILLAGE, SIDOARJO, IN THE 2014 PRESIDENTIAL
ELECTIONS SEEN FROM EDUCATION LEVELS AND
OCCUPATIONS...........................................................................
18
Achmad Noor Fatirul, Djoko
Adi Walujo
BLENDED MODEL DEVELOPMENT STRATEGY BASED
LEARNING PROBLEM-BASED LEARNING FOR
ADVANCEMENT OF LEARNING TEACHING AND
LEARNING STUDENTS S1 UNIPA SURABAYA....................
24
Abd. Ghofur THE EFFECT OF LEARNING STYLES FOR ENGLISH
SPEAKING SKILL.........................................................................
30
Achmadi EFFECTIVENESS OF AUDIO VISUAL MEDIA IN SHAKE
HANDS CONDITIONING PROGRAM FOR EARLY
CHILDHOOD EDUCATION……..............................................
38
Agung Pramujiono and Ira Eko
Retnosari
THE DEVELOPMENT OF SYNTAX TEACHING
MATERIAL ON LITERATURE TEXT-BASED TO IMPROVE
STUDENT LEARNING OUTCOMES OF PBSI STUDY
PROGRAM OF UNIVERSITY PGRI ADI BUANA
SURABAYA………………………………….................................
44
Aisyah and
Isabella Hasiana
IMPLEMENTATION OF CHARACTER EDUCATION IN
PARENTING FOR WORKING PARENTS WORKING..........
52
Ana Rafikayati THE EFFECTIVENESS OF PARENTING EDUCATION IN
IMPROVING PARENT’S SKILLS IN HANDLING
CHILDREN WITH AUTISM SPECTRUM DISORDERS
(ASD) 1N PROBOLINGGO CITY...............................................
59
Aniek Wirastania, Hanim Faizah USING NUMBERS GAME IN THE GUIDANCE
PROGRAM FOR ELEMENTARY SCHOOL STUDENTS.......
65
Anis Eliyana, Rifan Jefri
Sunarsono
THE ROLE OF WORKPLACE PASSION AS A
MODERATOR ON THE EFFECTS OF WORKPLACE
DEVIANT BEHAVIOR TO EMPLOYEES’ JOB
SATISFACTION ..........................................................................
69
Anzar Abdullah
HUMANIST EDUCATION IN SOCIAL-SOCIALIST
MARXIST APPROACH (A SELF-CRITICISM AGAINST
THE NATIONAL EDUCATION SYSTEM).............................
81
Atiqoh
INDOOR AND OUTDOOR CLASS METHOD TO MAKE
UKEL BUCKLING TRADITIONAL BUN.................................
90
Ayong Lianawati
SELF-INSTRUCTION: COUNSELING TECHNIQUE TO
INCREASE THE ADOLESCENT SELF-ESTEEM.......................
94
Bambang Sigit Widodo THE PERCEPTION OF GEOGRAPHY EDUCATION
6 The 8th International Conference on Educational Technology of Adi Buana (ICETA 8)
STUDENTS WHO APPLY COOPERATIVE LEARNING
JIGSAW MODEL IN TEACHING PROGRAM EXERCISE.....
99
Budi Priyo Prawoto
STABILITY AND SIMULATION OF MEASLES
TRANSMISSION MODEL WITH AND WITHOUT
VACCINATION ............................................................................
105
Cindy Asli Pravesti and Elia
Firda Mufidah
SELF-AWARENESS: A PERSONALITY COUNSELOR...........
111
Dian Islami Prasetyaningrum
GROWING NON-ENGLISH STUDENTS’ CONFIDENCE
THROUGH LEARNER-CENTERED APPROACH AS A
WAY TO ACHIEVE 21ST CENTURY GOAL..............................
118
Dian Puspa Dewi
INCLUSIVE EDUCATION SYSTEM AS EDUACATION
SERVICE FOR EARLY CHILDHOOD WITH SPECIAL
NEEDS.............................................................................................
127
Didik Subijantoro CAPACITY BUILDING TOWARDS SUSTAINABLE
COMPETITIVENESS OF EDUCATIONAL TECHNOLOGY
INSTITUTE......................................................................................
135
Ellen Wanodya Ghati
THE DEVELOPMENT OF POHON KATA LEARNING
MEDIA FOR BRIGHT KIDDIE KINDERGARTEN OF
PONDOK CHANDRA INDAH, WARU, SIDOARJO
REGENCY.......................................................................................
145
Achmad Fanani, Bahauddin
Azmy and Dian Kusmaharti
EFFECTIVENESS AND QUALITY OF MODULE
DEVELOPED FOR ELEMENTARY SCHOOL SUBJECTS
LEARNING: A CASE TUDY.......................................................
150
Firosalia Kristin
ACTIVE LEARNING MODEL FOR INCREASING
STUDENTS’ LEARNING CREATIVITY IN THE BASIC
CONCEPT OF SOCIAL SCIENCE SUBJECT.............................
158
Franciscus Xaverius Wartoyo MUSEUM AS MEDIA AND SOURCE OF HISTORY
LEARNING OF UNIVERSITY STUDENTS........................
165
Gempur Santoso SAVING CHILDREN FROM THE DANGER OF
VIOLENCE......................................................................................
173
Hanita Masithoh, Khoirunnisa,
and Ummy Khoirunisya’
Masyhudianti
STUDENTS’ WRITING MOTIVATION OF REVIEWING
JOURNAL AND THEIR USE OF BLOG (A CASE STUDY
OF POST GRADUATE STUDENT)............................................
184 Hari Karyono THE PILLARS OF IMPROVING EDUCATION QUALITY IN
PRIMARY EDUCATION..............................................................
176
Henny Dewi Koeswanti
REGIONAL LANGUAGE INTERFERENCE
PHENOMENON INTO INDONESIAN LANGUAGE IN
THE LEARNING PROCESS AS ACTUALIZATION TO
REVEAL ETHICS IN SPEAKING (SOCIOLINGUISTIC
REVIEW ON STUDENT DISCUSSION)....................................
190
Imas Srinana Wardani,
Ida Sulistyawati
THE CAPACITY TO THINK CRITICALLY OF THE 2015
STUDENTS OF ELEMENTARY SCHOOL TEACHER
EDUCATION IN TERMS OF TEST OF ACADEMIC
POTENTIAL .....................................................................................
197
Indayani CULTURAL VALUES IN THE DRAFT FIBER
DAMARWULAN............................................................................
204
Indri Anugraheni IMPLEMENTATION OF GUIDED DISCOVERY METHOD
OF LECTURES TO IMPROVE BIAK PAPUA STUDENTS’
UNDERSTANDING THE MATH CONCEPT ........................
212
Isabella Hasiana IMPLEMENTATION OF PAKEM TO IMPROVING THE
ABILITY BEGINNING OF READING IN THE
KINDERGATEN GROUP A .......................................................
216
Kasianto and
Ahmad Idris Asmaradhani
THE ROLES OF ICT IN HIGHER EDUCATION IN
INDONESIA IN 21ST CENTURY.................................................
222
Liknin NugraheniLiknin
Nugraheni and Sri Rahayu
PROFILE OF METACOGNITION OF MACHINE
TECHNOLOGY VOCATIONAL HIGH SCHOOL
STUDENTS WITH LOW ABILITY AND COGNITIVE
STYLE OF FIELD DEPENDENT MODEL IN
TRIGONOMETRY PROBLEM SOLVING..................................
234
Luluk Asmawati
LECTURES AND EDUCATIONAL STAFF SATISFACTION
OF HUMAN RESOURCES MANAGEMENT IN POST
GRADUATE OF SULTAN AGENG TIRTYASA
UNIVERSITY..................................................................................
241
Lutfi Isni Badiah IMPLEMENTATION OF GUIDANCE AND
COUNSELLING SERVICES FOR STUDENTS WITH
The 8th International Conference on Educational Technology of Adi Buana (ICETA 8) 7
DISABILITIES AT SPECIAL NEED HIGH SCHOOL OF
BINA CITRA PATI.......................................................................
248
Marleny Leasa
CRITICAL THINKING SKILLS OF ELEMENTARY
SCHOOL STUDENTS THROUGH COOPERATIVE
LEARNING MODEL TYPE NUMBERED HEADS
TOGETHER (NHT)........................................................................
254
Mimas Ardhianti EFFECT OF ENGINEERING THE POWER OF TWO WITH
PHOTO MEDIA ON JOURNALISM LEARNING OF NEWS
WRITING OF STUDENTS OF CLASS OF 2012 OF
INDONESIAN LANGUAGE AND LITERATURE
EDUCATION OFUNIVERSITY OF ADI BUANA
SURABAYA....................................................................................
261
Moch.Shofwan and
Rony Haendra Rahwanto Fora
RELATED POLICIES AND EDUCATION-BASED
TECHNOLOGY ON DISASTER RISK REDUCTION..............
271
Muhammad Muhyi,
Luqmanul Hakim
TEACHING PHYSICAL EDUCATION AND SPORT
THROUGH THEMATIC LEARNING APPROACH IN
FOURTH GRADE ELEMENTARY SCHOOL............................
278
Muwakhidah, Cindy Asli
Pravesti,
EFFECTIVENESS OF COGNITIVE-BEHAVIORAL GROUP
COUNSELING TO REDUCE VOCATIONAL HIGH
SCHOOL STUDENTS’ DOUBTS IN CAREER DECISION.....
283
Ninik Mutianingsih, Fitria
Hansyah Fatmasari
THE EFFECT OF LEARNING MOTIVATION AND
LEARNING STYLE ON MATHEMATICS ACHIEVEMENT
OF ACCOUNTING STUDENTS .................................................
289
Nur Alina THE EFFECT OF USING CARD MEDIA, POWERPOINT
AND MOTIVATION TOWARDS LEARNING OUTCOMES
IN MATHEMATIC FOR PRIMARY 1 OF SURABAYA
GRAMMAR SCHOOL .................................................................
294
Restu Ria Wantika
IMPLEMENTATION OF VAN HIELE’S PHASES OF
LEARNING MATHEMATICS...................................................
300
Retno Danu Rusmawati and
Zulidyana Dwi Rusnalasari
SAVI APPROACH TO INFORMATION AND
COMMUNICATION TECHNOLOGY (ICT)-BASED
LEARNING PROCESS .................................................................
305
Rikat Eka Prastyawan,
Lambang Erwanto S., and
Joesasono Oediarti
THE STUDY OF THESIS ABSTRACTS WRITTEN BY
STUDENTS OF ENGLISH EDUCATION PROGRAM AT
UNIVERSITY OF PGRI ADIBUANA SURABAYA..................
310
Rony Haendra Rahwanto Fora
and Iva Mamluatus Hidayati
IDENTIFICATION OF WIND SPEED AS RENEWABLE
ENERGY POTENTIAL FOR ENVIRONMENTAL
EDUCATION OF FAMILY SUPPLY ENERGY IN
MLIRIPROWO VILLAGE OF SIDOARJO REGENCY............
317
Sepbianti Rangga Patriani
LEARNING TO PAINT USING THE COLORED PENCIL
MATERIAL FOR STUDENTS OF SMA NEGERI 9
MAKASSAR.....................................................................................
322
Setyo Purwoto LEARNING ON THE RIVER WATER TREATMENT............ 332
Siyaswati IMMANUEL KANT’S MORAL CATEGORIZATION............. 341
Sri Widyastuti,
Indah Nurhayati,
M. Al Kholif ,
Sagung Alit Widyastuti
ENVIRONMENTAL CADRES AS PATTERN OF SOCIETY-
BASED LIVING ENVIRONMENTAL EDUCATION IN
WASTE MANAGEMENT...........................................................
346
Sunarni, Hari Karyono,
Wawan Gunawan,
CONCEPT MAP IN LEARNING, LEARNING
MOTIVATION, PROBLEM SOLVING AND STUDENT
LEARNING OUTCOMES...........................................................
353
Vendyah Trisnaningtyas THE SOFTWARE DEVELOPMENT OF DEMONSTRATION
METHOD DEMONSTRATION BASED LEARNING FOR
STUDENTS OF COOKING CLASS KIDS AT MULTI
CREATIVE HOME LEARNING IN SIDOARJO.......................
360
Veronica Tandra
USING CORRECTIVE FEEDBACK TO IMPROVE THE
STUDENTS’ ABILITY IN RESPONDING THE WRITTEN
QUESTIONS....................................................................................
369
Via Yustitia THE EFFECTIVENESS OF RME LEARNING MODEL
TOWARDS PROBLEM SOLVING ABILITY OF STUDENTS
OF UNIVERSITAS PGRI ADI BUANA SURABAYA AT THE
MATERIAL GEOMETRY.............................................................
374
Wahyu Susiloningsih and
Achmad Fanani
EFFECT OF RESPONSES FOR REFLECTION JOURNAL
STRATEGIES ON STUDENTS OF CURRICULUM
DEVELOPMENT COURSE..........................................................
379
RELATED POLICIES AND EDUCATION BASED TECHNOLOGY
ON DISASTER RISK REDUCTION
Moch. Shofwan
Faculty of Civil Engineering and Planning, University of PGRI Adi Buana Surabaya Email: [email protected]
Rony Haendra Rahwanto Fora Faculty of Industrial Technology, University of PGRI Adi Buana Surabaya
Email: [email protected]
Abstract
Indonesia is geographically located at the confluence of tectonic plates, conditions have resulted in
the high incidence of natural disasters. Ngrimbi villages, Bareng subdistrict, Jombang district in 2014
experienced a landslide disaster events, these events resulted in deaths 14 people, dozens of homes buried
under rubble soil. Society as an object affected by the disaster need basic knowledge in the manage of
disaster risk, efforts should be made early on by integrating policies and technology-based education in
schools as a medium for knowledge transfer. In order to reduce the risk of disaster, we must teach the
identification and mitigation technologies. We would prefer to choose a wind farm identification and
capture of wind energy as a renewable energy potential for the discussion. This type of research that will
be used is quantitative descriptive spatial analysis (transects) and scoring analysis. The variables include
education, policy, technology, and disaster. Based on the survey results revealed that the relationship
between the variables of educational services with the Policy is 0,362, this shows the positive relationship
which means the greater the value of the policy the higher the value of service education. While the
results of the analysis of community preparedness of disaster events showed 0,386 this suggests that there
is a positive relationship between preparedness society towards disaster.
Keywords: policy, education, technology, disaster
INTRODUCTION Indonesia is one country that is categorized as a disaster-prone, even referred to as a laboratory of
disasters in the world because almost all kinds of disasters in the State of Indonesia such as floods,
earthquakes, tsunamis, volcanic eruptions, landslides, droughts, forest fires, tornados, epidemics and
failure of technology (Shofwan, 2015). Based on data collected by the National Disaster Management
Agency recorded from January until the month of September 2016 there are 1.707 events, 411 people die
and disappear, the victim suffers and there are 2.214.256 displaced people, as well as damage to the
settlements there are 25.578 units ( http: // dibi.bnpb.go.id/, 2016). The data illustrates that the level of
disaster risk potential in Indonesia is very high. Village Ngrimbi, Subdistrict Bareng, Jombang district is
one of the areas of disaster risk potential is high. The most disastrous events occurred in this region is the
landslide that occurred in 2014 so many became casualties included the destruction of neighborhoods and
psychological burden.
The government as the party that has the authority to make regulations specifically related to
disaster risk reduction is expected to provide disaster risk reduction policy that micro scale. Based on
Chapter III of Article 6 of Laws Number 24 of 2007 one of which mandates that the responsibility and
authority possessed in disaster risk reduction and integrating disaster risk reduction into development
programs and the protection of society from the impact of disasters. Disaster risk reduction policies are
periodically micro them are providing socialization disaster-prone areas, improve the preparedness of the
community, providing knowledge of disaster response when disaster strikes, giving insight into the way
of prevention and mitigation areas with the potential risk of disaster, and include material disaster in the
learning curriculum of students in school.
Education as a vehicle for scientific improvement should certainly be able to provide answers to
the catastrophic event, set school curriculum should be able to include a discussion of the insights of
technology-based disaster course so that students generally people able to anticipate when there is a risk
of disaster in their area. So far in areas distant from the center of policy making we still see in the
handling of disastrous events that are responsive not least, there has been no attempt educative micro-
society, especially people who held a disaster-prone region.
POLICY
Laws number 24 of 2007 has been set on disaster management in Indonesia. Disaster management
policy is a result of the formulation of a variety of catastrophic events, especially in Indonesia either by
natural disasters, bencena non-natural, and social disasters. The initial process in spatial planning policies
based on disaster mitigation to do with the determination of disaster-prone areas, especially by analyzing
the nature, characteristics, and environmental conditions of an area. Currently the concept of disaster
mitigation undergoing a paradigm shift from conventional towards holistic namely to move away from
emergency assistance towards a paradigm for mitigation / prevention, and as well as the development
paradigm. Initially regarded as a disastrous fate alone, where humans are submissive and did not have a
significant role and contributions related to the disaster. Furthermore, this view is shifted in a more
scientific perspective and scientific (Muta'ali, in Shofwan, 2014).
TECHNOLOGY-BASED EDUCATION
Education is the art of teaching because teaching knowledge, skills and specific experience, people
going to do something creative. Educating is not merely technical, methodical and mechanical skills to
children but it is high-dimensional and nuanced art element, dedication, emotional, affectionate in
building and shaping the personality. Named education guided by a sense of humanity, sympathy, and
love (Jumali, in Septiana, 2014). According to Laws Number 20 of 2003 on the national education system
say that the curriculum is a set of plans and arrangements regarding the content and learning materials as
well as the means used to guide teaching and learning activities. The curriculum has two first aspect as
guidance by the teacher teaching and learning process and both the content and settings of that work,
which are both used as an effort to achieve national education goals (Suharjo, in Septiana, 2014). In the
framework of disaster risk reduction, the State of Japan is one country that should be an example in the
policy of disaster risk reduction (DRR), mastery of technology is well supported with a high interest in
learning easier for the Government of Japan in disseminating disaster risk reduction measures. Children
have been taught from an early age in the face of disaster risk preparedness. Japanese children have been
given the provision of science that territory classified State high risk of disaster, especially earthquake
and tsunami, this course is a good preparation so that when disaster strikes children or people already
have preparedness.
To reduce the risk of disaster one of which required an understanding of the causes of the disaster
as an example of identification is the identification of the wind as the beginning of the introduction of
disaster preparedness. The result of this identification will get wind speed data at the points of installation
of turbines as wind farm (wind farm). The wind potential maps can have multiple benefits; such as the
basis for calculating energy potential is certainly much needed by the various parties and other benefits
for weather forecasting, especially on the strength of wind gusts, so this can be a potential force for
forecasting community territory. This has been done RDFernandez, RJMantz, PEBattaiotto, [1] in his
research on the potential of wind energy by wind lading in Argentina.
Wind energy has the value of the Amount and formula as shown in equation (1), namely;
P = ρ A Cp v3 …………………………..(1)
With the value of P is the power possessed by the variable winds moving air density ρ, wind
trajectories cross-sectional area A, factor power coefficient C p and v wind speed. The wind power
capacity will come by mapping magnitude is very important in two massive torque split into three by the
magnitude of the wind that blows.
The first value is the speed above 20 m/s which led to catastrophic storm. And besides causing a
storm there is the wind speed that can be used as a power plant technology is speed between 5 m/s to 20
m/s. And the speed that I can not take power as a powerhouse of speed below 5 m/s.
RESEARCH METHODS Research Design
This type of research that will be used is descriptive quantitative spatial analysis, and analysis of
scoring, in this study a quantitative method more emphasis on data obtained from the variables that have
been determined in this study, while the variable using this method is education, policy and disaster.
Method of Collecting Data Primary Survey
The primary survey is a method of data collection is done directly, primary survey is needed to
better understand the basis of the existing conditions in the study area based on variables specified in the
primary survey data needs. In this study, data collection through a primary survey, conducted by the
method of observation of direct observation in the field, to get a clear picture of the variables in the
research area. Triangulation Methods
Triangulation method is an approach to data analysis that data from various sources, triangulation
looking for quickly testing the data that already exists in the interpretation strengthen and improve
policies and programs based on evidence that has been provided. This method uses test information by collecting data through different methods by different groups
and in different populations, the discovery may show evidence of placement of data traffic, reduce the
impact of the irregularities of potential that can happen in a single study, triangulation together
information from quantitative and qualitative research includes prevention and awareness program data
and make use of expert judgment (Bahri, 2010).
Analysis Method The method used is quantitative method that can be interpreted as a method of research that is
based on the philosophy of positivism, is used to examine the population or a particular sample. The
sampling technique is generally done at random, data collection using research instruments, quantitative
data analysis/statistics with the aim to test the hypothesis that has been determined (Sugiyono, 2012).
Scoring Analysis Scoring analysis method is a method of giving a score or value to each parameter value to
determine the level of ability (Sholahuddin, 2015). The variable measurement using a measuring
instrument that is the formula Sturges, Sturges formula aims to determine the class interval used in data
(Darmadi, 2012), Sturges formula is as follows:
I = r / k Where: I = class interval
R = range (the difference between the largest to the smallest value) K = number of class intervals
Spatial Analysis Spatial analysis is a set of techniques that can be used in data processing GIS (Geographic
Information Systems), spatial data analysis is highly dependent on the location of the object in question
(being analyzed). Spatial analysis can also be interpreted as the techniques used to examine and explore
data from a spatial perspective, all of the techniques or approaches mathematical calculations related to
spatial data (spatial) performed by the spatial analysis functions.
RESULTS AND DISCUSSION Physical Condition Village Ngrimbi
Geographically Ngrimbi Village is a village located in the district of Bareng Jombang, East Java
Province is located in southern Jombang, which has the region characteristic hilly areas and some plains. Ngrimbi village has an extensive area of 405.159 hectares of the total area is 64,05 km² Subdistrict
Bareng, precisely at the coordinates 6°50'16'' to 6°51'57'' LS and between 112°29'52'' of up to 112° 30'8''
BT and has boundaries: North : State Forests West : Penggaron Village, Jombang South : Nglebak Village, Jombang East : Pulosari Village, Jombang (Source: Rural Profile Ngrimbi, 2016)
Ngrimbi village is divided into four region namely Ngrimbi, Kopen, Mutersari, and Dadirejo. And
This village has 4 RW and 17 RT.
Figure 1. Map of The Ngrimbi Village Administrative
Figure 2. Map of The Ngrimbi Village Landuse
The landuse in the village of Ngrimbi namely rice cultivation by 50%, the fields by 29%, and
settlements and plantations that have the same area, namely 10%. Buildings in the village Ngrimbi only
1% of the total area and it can be concluded that this village is still rural areas with agricultural potential
wider.
Transect Village Ngrimbi The transect is a depiction of village beside the village, in the village transect described the
topography of the village and its components. Transects the village used to map the condition of the
village or face vertically in order to recognize the potential to represent an area that could be concluded
for further actions that need to be done on a village. Transects conducted by down the main street of the
village and record all types of buildings or land use that represents a particular area. This was done to
determine the potential map of the village and the village as a whole a general description. The following
description of transverse (transects) Village Ngrimbi:
Figure 3. Transect of Ngrimbi Village
Ngrimbi village consists of 4 region that Kopen, Dusun, Mutersari, and Dadirejo. Kopen has a
steep topography as it is located the hills to land use, among others, is dominated by the settlement and its
potential is plantations and settlements. The clean water obtained Kopen among other things of taps and
water wells. The problems faced by Kopen is prone to landslides because of steep topography and is
located in the hills. Empowering communities in the Kopen is PKK and Karang Taruna and entered the
territory of this village that has been budgeted by the village fund to meet the required facilities and
infrastructure. Ngrimbi with topography or soil conditions are relatively flat. The use of land in this village is
dominated by the potential settlement is in the agricultural sector. The clean water is obtained from taps
and wells. Empowering communities in this village include the PKK and Karang Taruna and entered the
territory of this village that has been budgeted by the village fund to meet the required facilities and
infrastructure. Mutersari with relatively flat ground conditions. The use of land in this village is dominated by the
potential settlement is in the agricultural sector. The clean water is obtained from taps and wells. Empowering communities in this village include PKK, Karang Taruna and Gapoktan and entered the
territory of this village that has been budgeted by the village fund to meet the required facilities and
infrastructure. Dadirejo with relatively flat ground conditions. The use of land in this village is dominated by the
potential settlement is in the agricultural sector. The clean water is obtained from taps and wells. Empowering communities in this village include PKK, Karang Taruna and Gapoktan and entered the
territory of this village that has been budgeted by the village fund to meet the required facilities and
infrastructure.
Analysis of Education, Policy and Disaster in the Ngrimbi Village a. descriptive Statistics
Descriptive Statistics
Mean Std. deviation N
Service Education
5.8580 0,30207 2 7
Policy 6.1605 0,77 278 27
Source: Results Analysis 2016
Based on the output can be viewed on average Ngrimbi educational services in the village of 27
residents is 5.8580 with a standard deviation of 0.30207, for policy Ngrimbi village is 6.1605 with a
standard deviation of 0.77278.
b. correlation
Correlations
Service Education
Policy
Pearson Correlation Education services 1,000 362
Policy 362 1,000
Sig. (One-tailed) Education services , 0,032
Policy 0,032 ,
N Education services 27 27
Policy 27 27
Source: Results Analysis 2016
Based on the output can be seen that the major relationship between the variables of educational
services with the Policy is 0,362, this shows a positive correlation, the greater the value of the policy, the
higher the value of education services. While testing community preparedness analysis of disaster events
can be observed in the following analysis.
Correlations
Preparedness Post Disaster
Pearson Correlation
Community conditions , .386
General Conditions of Disaster , .065
Preparedness 1,000 ,
Post Disaster , 1,000
Sig. (One-tailed)
Community conditions .000 .017
General Conditions of Disaster .000 .366
Preparedness , .000
Post Disaster .000 ,
N
Community conditions 30 30
General Conditions of Disaster 30 30
Preparedness 30 30
Post Disaster 30 30
Source: Results Analysis 2016
Based on the output can be seen that the results of the analysis of community preparedness of
disaster events showed 0,386 this suggests that there is a positive relationship between preparedness
society towards disaster.
CONCLUSION
Ngrimbi Village, Bareng Subdistrict, Jombang District is classified as a disaster-prone areas,
disaster ever occurred, ie landslides. Based on the analysis we find that there is a relationship between
policy and education within the framework of disaster risk reduction. Policy and technology-based
education is expected to reduce the risk of disaster in order to minimize casualties and losses.
ACKNOWLEDGEMENTS
A big thank you addressed to Program of Urban and Regional Planning Studies, Faculty of Civil
Engineering and Planning, University of PGRI Adi Buana (UNIPA) Surabaya as a forum for scientific
development, and the parties that participate in helping in making this scientific article.
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Curriculum Vitae
Moch. Shofwan is a Lecturer of Urban dan Regional Planning
Department, University of Adi Buana Surabaya. he has completed a
master's degree in Disaster Management Department of Gadjah Mada
University in 2014. Concentration of scientific field is disaster mitigation,
demographic, and urban & rural participation.
Email : [email protected]
Rony Haendra Rahwanto Fora is a Lecturer of Electrical Engineering
Department, University of Adi Buana Surabaya. He has completed a
master's degree of Institute Technology of Sepuluh Nopember (ITS).
Email : [email protected]