Natural Disaster Mitigation through Integrated Social Learning Science in Primary School

This research aims to develop a learning model in disaster volcanic eruptions, floods and earthquakes integrated in social science subjects and in elementary school level. This learning model includes five features, namely: (1) the model syllabus and lesson plans, (2) the theme and subthemes, (3) teaching methods, (4) materials / textbooks and CDs about the disaster of nature, and (5) techniques and types assessment of student learning outcomes. Improving the knowledge and skills of teachers and students about the concepts, principles and practice self-rescue if the occurrence of natural disasters. This study is a research and development (R & D) in elementary school. This type of data consists of qualitative and quantitative data. Exploratory data analysis results based disaster mitigation model of learning is conducted qualitatively by descriptive percentage. Analysis of empirical test data using descriptive statistics percentages. Data were analyzed with the results of the implementation of parametric statistical tests, descriptive of the samples using a t-test. Research shows that learning device development results declared effective because it proved able to increase disaster mitigation skills of students, student learning, and the comfortable to be applied at primary school level.


Introduction
In geological, climatological and geographical, Indonesia is prone to disaster. There is a significant increase in natural disasters in Indonesia compared by the previous year. This disaster makes a wide variety of losses and changes the environment. The IPCC concludes that regional changes in temperature have an effect on natural environment (Kurniawan, 2009). Global warming may cause a tropical cyclone and increase bad weather (Goebbert & Leslie, 2010). Indonesia is one of countries which is located in the danger zone of disaster. The geographical position of the Indonesian archipelago which is very unique cause Indonesia include in areas that are prone to disasters. The Indonesian archipelago including the pacific ring of fire (a row of volcanoes Pacific), also located at the confluence of three tectonic plates of the world and affected three movements, which are: the movement Sunda system in the western part, the movement system of suburbs of East Asia, and Australia circum movement. These factors led Indonesia to be prone to natural disasters such as volcanic eruptions, earthquakes and volcanic eruptions (Oktarina, 2008).
Merapi Mount is one of the volcanoes in Indonesia which has a great potential danger when the volcano erupted. Merapi eruptions followed by big losses. Losses caused by the eruption of Mount Merapi is very diverse, ranging from material losses to victims, the harm caused by the eruption of Mount Merapi is very diverse, ranging from the loss of material to the victims. Based on data from the National Agency for Disaster Management (BNPB) in 2011, when Merapi erupted it causes many death victims, as many as 374 victims and the number of refusse as many as 279.702 inhabitants while the loss after the eruption of cold lava in Magelang District led to 2,836 residents displaced and 286 houses were damaged and washed away by the brunt of lava cold. In addition, the Merapi eruptions also cause the activities of people around the slopes of Mount Merapi became paralyzed. Mount Merapi is located on the border of two provinces, Central Java and D.I. Yogyakarta. Magelang is an area which located on Merapi eruption danger zone.
The eruption of Mount Merapi caused deep concern about the disaster that befell the people in the district of Magelang, Sleman and surrounding areas. Seeing the losses caused the eruption of Mount Merapi is not small, it is necessary to mitigate the eruption of Mount Merapi to reduce such losses. The number of disaster-prone areas

The implem
Disaster m that learni disaster. D Ran to the emergency room / location that is safe from the eruption 19 20 8 Using a mask when leave home 23 24 9 Stay away from the beach when there is a warning of tsunami 24 24 10 Invite friends and other people around to stay away so as not many victims 10 26 11 Prioritizing own soul and the family rather than possessions 23 24 12 Helping family, friends and anyone who is a victim of the disaster ends 16 17 The results of the implementation of learning tools on disaster mitigation impact on improving student learning outcomes that can be seen in Table 2. To determine whether a learning tool in disaster mitigation appropriate to be implemented in the learning, an accuracy of the learning questionnaire distributed to the students and direct interviews teachers in schools. Results calculation of accuracy questionnaire is given to the students' learning can be seen in Table 3. Based on these calculations, it means that the device is appropriately applied to disaster mitigation learning in class because > 80% of students give positive response to the disaster learning integrated social science.
Meanwhile the results of interviews researchers to classroom teachers in school are learning devices accordance with the competence (of interest) to be achieved and the students' characteristics, coherent, easy to applied in learning, practice to use, and can increase the skills of disaster mitigation and improve student learning outcomes.
Teachers did not face significant obstacles when they implemented learning model in classroom, obstacles arise precisely from students because they are not familiar with this kind of learning. Constraints of students only occurs at the beginning after that learning activities teachers reveal students who originally confused already can follow the lesson well, so that learning becomes interesting and be active learning for student. In addition to disaster mitigation skills learned in the implementation of the results, this study also conducted observation of student activity. Results of activity observation of students in disaster mitigation can be seen in Table 4.

Discussion
In developing these learning tools, researchers are using the Four D model which consisting of four stages: definding, designing, developing (develop), and spreading (disseminate) is not done. Phase disseminate not be done because the development model used in developing learning device has been modified to the activities contained within each step and phase Four-D and not just a change of four phases into three phases but also characterize the process and the distinctiveness of activity in research steps conducted by researchers (Rohmad 2011, Kunreuther, 2006, Peguero, 2006. The results showed an increase in disaster mitigation skills due to the learning model disaster mitigation give flexibility to students to perform a variety of learning activities, for example allowing them to train themselves to draw conclusions. Giving information about the activities to be carried out also encourages students to undertake disaster mitigation skills in learning. (Balakirsky et al., 2007;Ohgai et al., 2005), suggest ways to help a person in order to carry out aspects of disaster mitigation skills well, one of them is to let them train themselves draw conclusions based on clues or indirect evidence.
Student activities during the learning disaster mitigation showed an increase. The type of disaster mitigation skills that can be performed by students at the primary school does not spread as well as adults because of the limitations of their mindset (Comfort, Oh, Ertan, & Scheinert, 2010). In simple skills disaster mitigation to be possessed by students at least consists of: the skill to avoid disaster, to protect themselves and help others (Burby, 2006). It is believed that all three mitigation skills using simple language and procedures of the appropriate mindset of primary school students.
Disaster mitigation learning has covered a third of the disaster mitigation skills. In the process of learning integrated social science students learn by observing and doing practical disaster simulation process directly, with little guidance from the teacher the students can understand the way to escape from the disaster. By doing practical disaster mitigation students will work according to the steps contained in practical instructions that had been developed at the previous meeting. Observation, discussion, and then present the results in front of the class after the students report the results of observation are aspects of disaster mitigation skills aspect which executed entirely by students with both then after learning of students will have the skills of disaster mitigation is better than before (Imamura et al., 2012;Yamazaki et al., 2010).
Implementation of disaster mitigation learning device also affects students learning outcomes. The results showed differences in learning outcomes among students who had learning with disaster mitigation learning and students who received conventional learning. Where students got a lesson with mitigation of disaster (experimental group) had results higher learning than students who received conventional learning (control group), this is due to learning by using disaster mitigation students more interested, enthusiastic and students feel learning disaster mitigation is more fun than conventional learning. Besides, also in the conventional learning teacher holds a dominant role while students tend to be passive.
The improving student learning outcomes is due to the involvement of students during the learning process. This is in accordance with the opinion of Darsono (2004) which states that one of the principles of learning is experiencing its own, meaning that students who perform with his own will obtain optimal learning results. In learning to use a learning tool in disaster mitigation students actively involved in learning and so has a better understanding for students than who studied conventionally. Students who are active in the learning activities will have better understanding and learning outcomes than students who only listen to the teacher's explanation and passive during learning activities (Yamazaki & Zavala, 2013;Galindo & Batta, 2013).
Based on observations known that the activity of students in learning activities positively impact in student learning outcomes, so the higher the activity of students the higher learning outcomes achieved by students.
Occurrence of increasing disaster mitigation skills of students, students cognitive learning outcomes and learning activities of students in disaster mitigation indicate that the learning tools that have been developed appropriate applied in the classroom.

Conclusion
1. The device in the form of learning model syllabus, lesson plan, teaching materials, worksheets, LDS (student discussion worksheet) and evaluation tool developed according to the learning characteristics of disaster mitigation. The first phase of defending is literature study and survey of the potential for disaster in the student residence. The second phase includes the selection of the design and planning approach to product development. The third stage is the development of learning tools disaster mitigation, validation by the team, revision, limited testing and extensive trials in Ngaglik elementary school and Parangtritis elementary school.
2. The development of learning outcomes is declared effective because it proved able to increase disaster mitigation skills of students, student learning outcomes, and the apropiate to be applied at school.