PEMBELAJARAN MITIGASI BENCANA BANJIR PADA PENDIDIKAN MULTIKEAKSARAAN (Studi Pada Kawasan Bencana di Kab. Bojonegoro dan Kab. Sampang)
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract

 Flood in Indonesia has become familiar to see and to experience in every rainy season. Flood has been national problem so that it needs a special board named Disaster Overcome Board. Flood is a condition where an area is submerged because of water volume increase. To minimize flood disaster so it needs disaster prevention which is called disaster mitigation both structurally and nonstructurully. Mitigation is a the first step of natural disaster privention to minimize and to decrease disaster impact either before, during, or after flood.
 This model is tried out in Bojonegoro and Sampang Regencies because these both regencies are prone to flooding in East Java. The learning was conducted at the Centers for Teaching and Learning Activity RA. Kartini, Lestari and Nurul Ummah in Bojonegoro Regency and one Center for Teaching and Learning Activity Ibu Pertiwi in Sampang Regency.
 The purpose of this model is to describe the quality and effectivity of texts about learning model development of flood disaster mitigation in multiliteracy education abd its devices in desaster mitigation learning process at multi literacy education.
 As for the model products are learning texts, the guide of learning result assessment and the guide of learning media, the simulation of disaster alert and posters which are distributed and as references for institution unit of the Center of Teaching and Learning Activity in carrying out the learning of flood desaster mitigation in multiliteracy education. 
 The process of this model learning conducted by the Center of Teaching and Learning Activity refers to the Standard of Graduate Competency of multiliteracy education which emphasizes on attitude dimention, knowledge dimention, and skill dimention. The approach used in this learning process is andragogy approach and quantum learning in its learning process, followed by 20 persons persons per group, spent 29 sessions each of which takes three hours.
 Banjir di Indonesia sudah menjadi sesuatu yang lazim dilihat dan dialami setiap musim penghujan. Banjir sudah menjadi masalah nasional sehingga dibentuklah sebuah badan khusus yang disebut Badan Penanggulangan Bencana. Banjir adalah terendamnya suatu daerah karena volume air yang meningkat. Untuk mengurangi bencana banjir maka diperlukan penanggulangan bencana yang disebut mitigasi bencana baik secara struktural maupun nonstruktural. Mitigasi merupakan tahap awal penanggulangan bencana alam untuk mengurangi dan memperkecil dampak bencana baik sebelum, saat dan setelah banjir.
 Model ini diujicobakan di Kabupaten Bojonegoro dan Kabupaten Sampang, karena kedua kabupaten ini merupakan daerah rawan bencana banjir di Jawa Timur, pembelajaran dilakukan di PKBM RA. Kartini, PKBM Lestari dan PKBM Nurul Ummah Kabupaten Bojonegoro dan satu di PKBM Ibu Pertiwi Kabupaten Sampang.
 Tujuan model ini adalah untuk Mendeskripsikan kualitas dan kefektifan naskah pengembangan model pembelajaran mitigasi bencana banjir pada pendidikan multikeaksaraan dan perangkatnya didalam proses pembelajaran mitigasi bencana pada pendidikan multikeaksaraan.
 Adapun produk model ini berupa naskah pembelajaran, panduan penilaian hasil belajar dan panduan media pembelajaran, simulasi beberan tangguh bencana dan poster yang kemudian dijadikan acuan bagi satuan lembaga PKBM dalam penyelenggaraan pembelajaran mitigasi bencana banjir pada pendidikan Multikeaksaraan.
 Proses Pembelajaran model ini dilakukan oleh PKBM adalah mengacu pada SKL pendidikan multikeaksaraan yang menekankan pada dimensi sikap, dimensi pengetahuan dan keterampilan, pendekatan yang digunakan dalam proses pembelajaran ini adalah pendekatan andragogi dan quantum learning dalam proses pembelajarannya, yang diikuti sebanyak 20 orang perkelompok, dimana jumlah jam pelajaran didalam proses pembelajaran ini adalah sebanyak 29 kali pertemuan dengan 1 kali pertemuan sebanyak 3 jam pelajaran.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.003 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it