The impact of sets education on disaster education on student mitigation skills and resilience

Purpose: The high potential threat of disasters that will occur in Indonesia requires anticipation from various sectors including education. The concept of natural disasters will be easy to understand if applied in an integrated manner between natural disasters and science, environment, technology, and society. Therefore, it is very important for today's youth that it has a long-term impact and reaches a very wide population so that it is possible to minimize the risk in the event of a disaster. This study aims to 1) analyze the characteristics, 2) analyze the validity of the SETS-based disaster education model in disaster mitigation and resilience 3) analyze the effectiveness of the SETS-based disaster education model in natural disaster mitigation and resilience. Design/Methodology/Approach: Participants in this study were elementary school students. The method used is development research from Borg and Gall. According to professional judgement, this study followed five of the ten procedures outlined by Borg and Gall to develop a viable product. Finding: The results showed that 1) the SETS-based disaster education learning model has six stages; 2) the SETS-based disaster education model in disaster mitigation and resilience is valid and feasible to use; 3) The results of the effectiveness test show that the SETS-based disaster education model is effective in increasing students' fatigue and resilience skills. Conclusion : This research contributes to the body of knowledge by informing the public about the importance of SETS-based disaster education for individuals to improve their mitigation and resilience skills in the event of natural disasters. Furthermore, the research findings are enhanced by the literature on SETS-based disaster education, which is currently understudied. The limitation of this study is that it was only done up till professional validation was done. Therefore, it is necessary to carry out further research with more complete and extensive stages.


INTRODUCTION
In disaster education, schools as a component of society have a strategic role in preparing young people from an early age to better understand natural disasters, their mitigation, and resilience. Kamil, Utaya, and Utomo (2020); Ratten and Jones (2021) and Shah et al. (2020). If natural disasters are used in a method that integrates science, environment, technology, and society, the notion of natural disasters will be simple to grasp. This educational model is packaged and integrated into learning in schools carried out at the elementary school education level for the following reasons: (1) educational outcomes are durable and long-term, (2) reach a population that is large enough for the future of the nation, and (3) is a very appropriate time to instill socio-moral values for students (Rusilowati, Binadja, & Mulyani, 2012;Salawane, Supriyadi, Rusilowati, Indriyanti, & Binadja, 2020). This research produced a Science, Environment, Technology, and Society (SETS)-based disaster education learning model in Disaster Mitigation and Resilience. This model consists of natural disaster education that most often occurs in Indonesia, namely floods, landslides, earthquakes, and volcanic eruptions.

METHOD
This type of research follows the ten steps of development that were carried out to produce a valid product according to expert judgment. The activities carried out in this study were 1) preliminary study, 2) needs analysis of the SETSbased disaster education learning model, 3) model design consisting of a draft model and supporting features based on preliminary studies, 4) curriculum analysis and determining themes and sub-themes on learning in elementary schools related to natural disaster events, 5) Conducting Focus Group Discussion (FGD) and expert validation. While the components included in the model refer to the components of the learning model proposed (Joyce, Weil, & Calhoun, 2009), namely: (a) syntax, (b) social system, (c) the principle of reaction, (d) the support system, and (e) the impact of instructional and accompaniment. Data analysis technique using percentage descriptive analysis.

Foundation for Development of Science, Environment, Technology, and Society (SETS) Based Disaster Education Learning Model
Indonesia is the largest archipelagic country in the world which is geographically located in a strategic position, namely at the crossroads of two continents (Asian Continent and Australian Continent), and two oceans (Indian Ocean and Pacific Ocean). Indonesia has 17,508 islands with a total area of about 5,180,053 km2. Of the total area of the region, 3,257,483 km2 is ocean and 1,922,570 km2 is land. In addition, there are 5,590 watersheds located between Sabang and Merauke. Based on these geographical conditions, Indonesia is a confluence area of three major tectonic plates, namely the Australian plate, the Eurasian plate, the Pacific plate and the Philippines. This causes Indonesia to be geologically vulnerable. Indonesia's climate is strongly influenced by its location and geographical characteristics (Amri & Giyarsih, 2022;Sandel et al., 2020;Setyawan et al., 2020). The territory of the Unitary State of the Republic of Indonesia is one of the nations with a high risk of catastrophe threats due to its geographic location and being in one of the most active disaster zones in the globe. Geological disasters (earthquakes, tsunamis, volcanic eruptions, landslides), hydrometeorological disasters (floods, flash floods, droughts, extreme weather, extreme waves, forest and land fires), and anthropogenic disasters (epidemics of disease outbreaks and technological failures-industrial accidents make up at least 12 of the disaster threats. According to statistics collected by the National catastrophe Management Agency, there were 13,729 catastrophe incidents between 1991 and 2021. The number of incidents was dominated by earthquakes followed by tsunamis (resulting in 174,101 people died), earthquakes (15,250 people died), floods and landslides (7,555 people died) and other disasters (28,603 people). This complex condition is further complicated by the impact of climate change caused by environmental damage. Climate change will continue to have a sizeable impact on humanitarian program interventions and development programs, and will continue to pose a challenge to the development and implementation of the education sector. Related to efforts to protect its citizens against disasters, the Government of Indonesia has enacted Law no. 24 of 2007 concerning Disaster Management. According to the legislation, everyone has the right to receive instruction, training, counselling, and training in disaster management, whether a disaster really occurs or not. Through education, it is predicted that disaster risk reduction efforts can achieve broader goals and can be introduced earlier to all students, by integrating disaster risk reduction education into the school curriculum as well as into extracurricular activities. The rules and regulations that form the basis of the models created by academics to lower catastrophe risk support this, including: 1.

The Purpose of Developing a SETS-Based Disaster Education Learning Model
The development of a SETS-based disaster education learning model aims to disseminate information and knowledge about disaster risk reduction. This model can be a standard reference for teachers and facilitators in conducting SETS-based disaster learning in elementary schools. In addition, this approach also offers chances for those who want to contribute to the dissemination of disaster information, particularly through the provision of SETS-based disaster education in primary schools.

Construction of the SETS-Based Disaster Education Learning Model
The SETS-based disaster learning model is based on constructivism theory. The theory of constructivism is defined as generative learning, namely the act of creating meaning from what is learned (Geels, 2020;MacDonald, Hill, & Sinclair, 2020;Popa, 2022). In constructivism theory, learning is an active activity in which students construct new knowledge and understanding, seek meaning based on what is learned. According to this theory, one fundamental principle is that teachers do not just impart knowledge to students, but students must also construct their own knowledge. In this case, the teacher can provide opportunities for students to discover or apply their own ideas. The teacher develops learning opportunities for students to climb the steps that bring students a higher understanding, which was originally done with the help of the teacher but is increasingly becoming more independent. From this description it can be concluded that constructivism is an active activity, where students build their own knowledge, and develop new concepts and ideas with their cognitive abilities. In relation to constructivism, there are two learning theories that form the basis for the development of this model, namely the learning theory developed by Jean Piaget and Vygotsky. The development of learning models must be based on needs analysis and theoretical studies (Rapanta, Botturi, Goodyear, Guàrdia, & Koole, 2020;Sun, Wang, & Ye, 2021; Valverde-Berrocoso, Garrido-Arroyo, Burgos-Videla, & Morales-Cevallos, 2020). The development of the developed model analyzes the advantages and disadvantages of similar models that have been developed previously. This SETS-based disaster learning model is explained based on disaster studies and thematic learning in elementary schools. The goal of this model is to immerse students in realworld disaster issues through integrated observation and understanding of disaster concepts through SETS-based learning, observation of disaster-prone areas as part of an investigation, and inviting them to create solutions on disaster-related problems. was produced. So, Students in one class can work together to examine catastrophes from the perspectives of science, the environment, technology, and society.  state that at the same time, students gain a healthy respect for knowledge and may learn about the limitations of current and reliable knowledge. The planned and executed efforts are also appropriate for mitigating the effects of natural disasters.

Syntactic
This SETS-based disaster education learning model has six stages of activity. The first stage is initiation, organization, and orientation, the second stage is concept development, the third stage is application and implementation of the concept, the fourth stage is adapting the concept, the fifth stage is planning and decisions making, and the sixth stage is Evaluation. In the six syntactic activities, this model consists of ten phases or steps in learning activities which can be referred to as the ten Ms, the steps in detail can be explained in Table 1 as follows:  Table 1, it can be seen that in the six stages of learning activities using the SETS-based disaster learning model, there are phases in each of the activities. A detailed explanation of each phase of SETS-based disaster learning activities can be seen in Table 2.

Reaction Principle
In this model, the teacher's task is to create and maintain a scientific atmosphere by emphasizing the discovery process and inviting students to reflect on their findings. Teachers should urge students to link the SETS parts rigorously and consider the catastrophe of the four SETS elements, taking care to avoid making fact identification the primary concern. Teachers must develop/invite students to express ideas, ideas, and develop the SETS concept in the context of disaster mitigation and resilience.

Social System
In this model, the teacher must maintain control over the intellectual structure, because this is important for connecting disaster learning materials with SETS elements. In the second to fourth steps the learning situation must be more interactive, as students need to be designed to ask questions and provide responses. To implement this model, an atmosphere is needed so that students can carry out SETS-based learning activities, namely connecting disaster material with each of the SETS elements. This atmosphere is necessary because students will be in a community as someone who uses the best techniques in science to do something important related to disaster mitigation. Students must hypothesize correctly, (Laciok, Sikorova, Fabiano, & Bernatik, 2021;Meyer & Norman, 2020;Wiziack & Dos Santos, 2021).

Activity phase Teacher activities Student activities Associate
The teacher identifies the themes in learning materials that can be used to explain disasterrelated concepts.
Students prepare to take part in learning activities designed by the teacher by observing areas where they live that are prone to disasters. Observing (Observation) The teacher designs an activity that involves students' active participation while observing natural conditions in the student's environment.
In order to gather knowledge about potential disasters, students actively study the local environmental conditions in their surroundings: In order to gather knowledge about potential disasters, Ask The teacher provides several opportunities for students to express questions related to the results of observations in disaster-prone areas.
Students ask for anything related to the results of observations in disaster-prone areas.

Gathering information
The teacher gives assignments to students in groups and individually to collect various information through various sources related to natural disasters and their relationship to learning and SETS elements.
Students collect various information through various sources related to natural disasters and their relationship to learning and SETS elements.
Associating / processing Information / reasoning The teacher provides an opportunity for each group to explore how to digest knowledge about potential catastrophes and how those disasters relate to SETS components.
Students process information about various disasters that may occur and their relation to SETS elements.

Communicating
The teacher allows each group to convey the results of various information and ideas about disaster events and their relation to SETS elements.
Students convey the results of various information and thoughts about events and disasters and their relation to SETS elements.

Simulating concepts
The teacher designs disaster simulation activities through SETS-based learning activities.
Students simulate a disaster through active SETS-based learning activities. Planning actions to overcome disaster difficulties The teacher gives examples of activities that students can do to be able to live and live in disaster-prone areas.
Students position themselves and take measures before the disaster, during the disaster, and after the disaster. Responding to disasters based on concepts The teacher describes the things students can do in response to disasters.
Students respond and respond to a catastrophic event.

Evaluating understanding of concepts
The teacher makes a test that measures practical understanding and SETS-based disaster learning theory.
Students have a thorough comprehension of both the SETS-based disaster learning theory and practical application.

Support System
To implement this model, flexible and skilled guides and instructions are needed in the learning process, disaster simulation, before the disaster, during the disaster, and after the disaster. To improve mitigation and resilience capacities, it is vital to have access to sources and support systems for simulations and observations.

Instructional and Accompaniment Impact
This SETS-based disaster learning model is designed to teach disaster mitigation methods in disaster-prone areas. Thus, the instructional impact is scientific knowledge and processes in disaster mitigation. In addition to the learning impact, this model also has other impacts (companions) that arise, namely: students' commitment to disaster vulnerability, a sensitive attitude towards disasters, and students' ability to postpone decisions and consider alternative actions when a disaster occurs. The two impacts can be charted as shown in Figure 1.  Based on Figure 1 it is known that the SETS-based disaster learning model has an instructional impact and an accompanying impact. The instructional impact consists of students' scientific knowledge about disasters linked to the SETS elements, besides that the instructional impact on this learning model is the process of disaster mitigation and resilience. The accompanying impact of this model consists of a commitment to disaster mitigation efforts, sensitivity to disasters, and students' abilities in disaster mitigation and resilience. In addition to instructional impact this model also consists of syntactic, reaction principles, support systems, and social systems. Comprehensive linkages and model relationships can be seen in Figure 2.

The Validity of the SETS-Based Disaster Education Learning Model
To find out the validity of the SETS-based disaster education learning model in the mitigation and resilience of elementary school students, a validation process was carried out. Validation is an act of proving appropriately, that each material, process, procedure, activity, system, equipment, or mechanism used in production and control will be able to achieve the desired results (Abassi, Ben Chehida Douss, & Sauveron, 2020;Abbaszadeh Shahri, Shafizadeh, & Soleimani, 2021;Mehmood, Iqbal, & Khalily, 2021). The validity data from the learning model created results were based on the findings of the validation test. Data was obtained using a validation questionnaire filled with four learning model development experts. The results of the validation questionnaire analysis can be seen in Table 3.  Table 3, it is known that the results of the validity data analysis show that the developed model obtained an average validity score of 4.21 which is in the very valid category. This validity criterion is used as a basis for continuing to the next development stage (Kusumah et al., 2020;Supriyatno, Susilawati, & Hassan, 2020;Zahro & Mitarlis, 2021). As for the input from the validator during the FGD, it can be seen in Table 4. Based on Table 4 it is known that there are several suggestions and inputs given by experts on the model that is being developed. These suggestions and inputs are used as material for improving the learning model for the empirical effectiveness trial process (Burkhardt & Schoenfeld, 2021;Firestone, Cruz, & Rodl, 2020;Lin, Zhou, & Wijaya, 2020). This SETS-Based Disaster Education Learning Model is part of the development product used to manage students. This model aims to improve the ability of lecturers to teach disaster material in courses. Apart from the lecturer's side, this model can also be used to increase student disaster mitigation, resilience knowledge and skills. In principle, this model is designed according to the characteristics of college students. This learning model consists of learning about natural disasters such as earthquakes, volcanic eruptions, landslides, and floods. This disaster is the dominant disaster, causing many casualties, losses. Through the SETS-based disaster education learning model, the concept of natural disasters will be easier to understand. This is because the SETS-based disaster education learning model combines science, environment, technology, and society. This learning model will complement existing products by integrating disaster in an integrated manner into the themes of Science, the Indonesian Language, Social Studies, Civics, and Religion. Apart from focusing on how to teach disaster material, this product also contributes to efforts to improve students' mitigation abilities and resilience to disasters. The products developed are focused and implemented on students with various learning methods. The first feature that distinguishes the product being developed from similar existing products is that this product has a broader level of integration than existing similar products, not only on the theme of Natural Sciences but also on the themes of Indonesian Language, Social Sciences, Civics, and Religion. Because these two items were created using the most recent curricula, their qualities have a higher level of practical application for use in lectures.

Models background Model supporting theory
Models' syntax Social system Reaction principle Support system Instructional and Accompaniment Impact It is necessary to strengthen the reasons for choosing the stem approach, what are the advantages of the stem approach compared to other approaches, for example, SETS, the scientific approach. What about steaming in the middle of a pandemic?
You can add a philosophical approach, for example, the theory of progressivism in education.
Each stem syntax should be given a time allocation so that lecturers carrying out stem learning can run according to the allocation. The activities of each syntax should be able to measure the achievement of the learning process.
It needs to be designed so that there are two-way interactions between lecturers and students.
There is lecturer feedback Adequate infrastructure is needed to carry out the stem approach in lectures.
It should have more of an impact on increasing the social, pedagogic, professional, and individual competency of prospective teachers.
Has a needs analysis been carried out? What sort of learning paradigm is desired by the teacher?
Enough. The theory of integration is part of constructivism learning theory? or more precisely combined with the nature of elementary student learning (Thematic) If it is also prepared for blended learning it will be more useful.

Enough
Enough It is necessary to add facilities/infrastructure related to disaster mitigation. Need to be adjusted between the model book and the model guide.
The model background is good. In my opinion, the importance of disaster education needs to be added considering that Indonesia is located in the "ring of fire" so it has a lot of potential for volcanic eruptions. Indonesia has a tropical climate and is also vulnerable to various disasters such as floods, tornadoes, and even drought. You can also add data on the impact of disasters on school-age children. the importance of disaster education "because in elementary schools there is no lesson about the disaster, disaster education is integrated into learning through the SETS model. The third characteristic is that this model is more specific and focuses on one type of disaster so that it has a more in-depth study and provides more detailed and complete information on mitigation and student resilience efforts in disaster-prone areas. The third characteristic is that this model is more specific and focuses on one type of disaster so that it has a more in-depth study and provides more detailed and complete information on mitigation and student resilience efforts in disaster-prone areas. The third characteristic is that this model is more specific and focuses on one type of disaster so that it has a more in-depth study and provides more detailed and complete information on mitigation and student resilience efforts in disaster-prone areas.

Testing the Effectiveness of the SETS-Based Disaster Education Learning Model in Natural Disaster Mitigation and Resilience
Descriptive analysis presentation is used to present the data obtained based on the results of natural disaster mitigation and resilience measurements which were carried out using descriptive statistics SPSS software version 25. After analyzing the data between the experimental group and the control group it was found that the results of the descriptive analysis of mitigation and resilience obtained an average value -the average value in the experimental group is higher than the average value of the control group. This can be seen in Figure 3.

Experiment Group Students and Control Group Students
Based on Figure 3 above, shows the acquisition of the average value of mitigation skills using the SETS vision of disaster education model (experimental group) of 86.36 where this figure is greater than the average of students who do not use the SETS vision of disaster education model (control group) which is 80.97. The average acquisition value of student resilience in the experimental group using the SETS vision of disaster education model is 89.60, which is higher than the average for students in the control group using a different disaster education model, which is 86.84. Regarding this, it can be concluded that in general the mitigation skills and student resilience achieved by the experimental group are better than the controlled group. The Manova test was used to further analyze the discrepancies between these values and evaluate the hypothesis. Before evaluating the hypothesis, the precondition analysis is tested. The prerequisites used in this study include the normality test and homogeneity test as follows: This data normality test was carried out on natural disaster mitigation and resilience data in each treatment group, namely in the experimental group and in the control group. A summary of the normality test can be seen in Table 5. Based on Table 5 shows that the results of the Kolmogorof-Smirnov Tests of Normality with Lilliefors Significance Correction on the score mitigation group the experiment is normally distributed with a significant number of 0.063 > 0.05 and a score mitigation group controls are normally distributed with a significant number of 0.055 > 0.05. Then, on to the score-resilience data group the experiment is normally distributed with a significant number of 0.064 > 0.05, and a yield score-resilience data group controls are normally distributed with a significance value of 0.078 > 0.05. According to the findings of this research, the distribution of scores derived from data on natural disaster mitigation abilities and resilience in each group experiment and group control is normally distributed, hence satisfying the need of the normality test as a precursor test. A homogeneity test was carried out to find out whether the two groups of data studied had homogeneous variants or not. Variance homogeneity was tested using Levene's Test of Equality of Error Variance. A summary of the homogeneity of the variants can be seen in Table 6.  that the concept of natural disasters will be easily understood if explained using the SETS vision learning model, namely the integration of science, environment, technology, and society. The attitude of disaster response is needed by students when facing natural disasters. By using the disaster learning model, students will be able to involve in the cognitive, affective, and psychomotor domains as disaster learning places more emphasis on how to prevent disaster problems (Salsabila & Dinda, 2021). Disaster risk reduction can be integrated into the subject matter, one of which is science subjects. The importance of implementing disaster mitigation education in schools needs to be carried out since elementary school (Desfandi, 2014;Pahlaviannur, 2019) to provide deep knowledge and readiness for actions that need to be taken before/at the time of an unexpected natural disaster to minimize any impacts that will occur. This is in line with his opinion (Hayudityas, 2020) that the implementation of disaster mitigation education in schools from an early age will help students understand the knowledge of natural disasters, attitudes in dealing with natural disasters, the importance of protecting the environment to prevent disasters from occurring and finding alternative ways of mitigation efforts. With disaster awareness from an early age, it is hoped that in future Indonesia will have a society that is aware and responsive to natural disasters. Furthermore, Mantasia and Jaya (2016) explained that disaster mitigation includes planning and implementing actions to reduce the risk of the impact of a disaster that was carried out before the disaster occurred, including preparedness and long-term risk reduction measures, actions that must be taken to reduce the risk of disaster. Disaster mitigation acts as a comprehensive system for dealing with disasters quickly, precisely, and accurately (Zulfa, Widyasamratri, & Kautsary, 2022). Apart from mitigation, the concept of resilience can also be used in understanding disaster management and how to minimize risks from disasters. In disaster studies, resilience does not only mean assisting victims but also how their capacities and abilities are in dealing with disasters (Puspitasari, Aini, & Satriani, 2019). In line with the opinion (Fitri, 2014) that resilience is defined as a pattern of positive adaptation related to experience, attitude, skill, and internal and external resources to overcome unpleasant conditions (adversity). Further, research Sasmita and Afriyenti (2019) found that student resilience is very important to be improved and developed. Therefore, students need provisions in improving their resilience abilities. For example, in Japan, disaster education has been included in the education curriculum at all levels so that people have a high awareness of disaster response from an early age (Nugroho, 2018). Teachers as educators who interact directly with students have a strategic role to instill disaster mitigation and resilience skills through the application of the SETS visionary disaster education model in schools.

CONCLUSION
According to the study's findings, the SETS-based disaster education learning model for resilience and mitigation has features that include six stages of action. The first stage is initiation, organization, and orientation, the second stage is concept development, the third stage is application and implementation of the concept, the fourth stage is adapting the concept, the fifth stage is planning and making decisions, and the fourth stage is six this Evaluation. Meanwhile, based on the results of the validity data analysis, it is known that the SETS-based disaster education learning model in the developed mitigation and resilience obtained an average validity score of 4.21 which is in the very valid category. The results of the effectiveness test show that the SETS visionary disaster education model is effective in increasing student mitigation and resilience skills as seen from the acquisition of sig. 0.000 < 0.05.