Social studies learning design based on RAMAH to increase awareness of climate change and disaster mitigation in junior high school students
DOI:
https://doi.org/10.17509/jpp.v25i3.92460Keywords:
climate change, disaster mitigation, learning design, ramah, social studiesAbstract
Awareness of climate change and disaster mitigation needs to be instilled early on through contextual and referring to knowledge learning. However, Social Studies at the junior high school level is still dominated by a theoretical approach that has not touched on students' real experiences. This study aims to design a social studies learning design based on RAMAH (Relevance, Affective, Referring to Knowledge, Real Action, and Holistic) to increase students' awareness of climate change issues and disaster preparedness. This study uses a quantitative approach with a design development research (DDR) model in four stages, namely: (1) needs analysis through literature studies, classroom observations, and interviews with social studies teachers; (2) designing a learning design based on RAMAH principles; (3) limited implementation in one of the junior high schools with Adiwiyata status in Greater Bandung; and (4) initial evaluation through pretest, posttest, and interviews to assess the impact on students' understanding and attitudes. The results show that RAMAH-based learning design has the potential to increase students' affective involvement and real actions in responding to environmental issues.
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