FLIPPED CLASSROOM BASED ON NATURE (FCBN) LEARNING MODEL DEVELOPMENT IN ENHANCING FLOOD DISASTER PREPAREDNESS

Ika Listiqowati, Zumrotin Nisa', Rendra Zainal Maliki, Khairurraziq Khairurraziq, Astri Abram, I Made Hermawan

Abstract

Parigi Moutong Regency is prone to flash floods. This situation requires students to be prepared for flooding. Geography education plays a crucial role in building disaster preparedness through an understanding of environmental characteristics, such as landscapes, river flow patterns, land use, and flood-prone areas. However, disaster education in schools is not yet contextualized. Therefore, this study aims to develop a Flipped Classroom-Based Nature (FCbN) learning model to improve students' flood preparedness. The novelty of this study is the integration of the Flipped Classroom model, nature-based learning, and video media into a single learning model for disaster education. The model development used the ADDIE model, which includes analysis, design, development, implementation, and evaluation. Data collection was carried out through interviews, observations, questionnaires, and tests. The results showed that the FCbN model obtained a validity score of 96%, categorized as very valid and feasible to be implemented without revision. Teacher and student responses to the model demonstrated a high level of practicality. The FCbN model has proven effective in improving students' flood disaster preparedness. The independent sample t-test results showed a significance value of 0.021 (p < 0.05), indicating a significant difference between the experimental and control classes. A total of 33 students in the experimental class were in the highly prepared category, while only 4 students in the control class achieved that category. These findings indicate that the FCbN model is effective in improving flood disaster preparedness through learning that integrates independent learning, discussion, and direct experience in the natural environment.

Keywords

flipped classroom based nature; flood disaster; learning model; preparedness

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References

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DOI: https://doi.org/10.20961/ge.v12i2.111487

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