LITERASI INFORMASI BENCANA DALAM KONSTRUKSI PENGETAHUAN SISWA UNTUK KESIAPSIAGAAN BENCANA GEMPA BUMI DAN TSUNAMI (STUDI KASUS SMAN 1 PEUKAN BADA KABUPATEN ACEH BESAR)

Uci Elisa Pitri, NIM.: 20200011007 (2022) LITERASI INFORMASI BENCANA DALAM KONSTRUKSI PENGETAHUAN SISWA UNTUK KESIAPSIAGAAN BENCANA GEMPA BUMI DAN TSUNAMI (STUDI KASUS SMAN 1 PEUKAN BADA KABUPATEN ACEH BESAR). Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This study aims to find out, describe and analyze the forms, methods, steps, supporting and inhibiting factors in the information literacy process in the construction of student knowledge for earthquake and tsunami disaster preparedness carried out at SMAN 1 Peukan Bada, Aceh Besar regency. This research uses qualitative descriptive method. Data were taken through observation, interviews and documentation related to the study. Meanwhile, data collection uses purposive sampling techniques, namely data taken from people who know and have basic information about the research topic, in this case, namely the head of the disaster safe school preparedness team, the teacher of the disaster preparedness group management team, students of SMAN 1 Peukan Bada, Aceh Besar Regency. Furthermore, the data analysis used is data reduction, data presentation and drawing conclusions. Then to test the validity of the data, the author uses tringulation, references and member checks. The results showed that the forms of information literacy at SMAN 1 Peukan Bada were visual literacy and media literacy. The information literacy methods used are problem formulation and problem identification, information search strategies, location and access, information utilization, synthesis and evaluation of information. The information literacy steps carried out are the delivery of simple instructions, following instructions, following instructions, student confidence and evaluation. Supporting factors in the information literacy process are student enthusiasm, the availability of facilities and infrastructure and the knowledge of the management team regarding disasters and other factors, namely community participation and government support that provides training to teachers in schools, provides facilities and infrastructure and carries out mentoring activities. Meanwhile, what hinders literacy is students who have difficulty maintaining disaster facilities and infrastructure in schools, funding, teamwork with outside parties, superior support in self-actualizing the management team both in terms of funding and motivation as well as differences in understanding of the government and other parties so that it has an impact on the process of literacy activities in schools.

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