Environmental Education for Prevent Disaster: A Survey of Students Knowledge in Beginning New Normal of COVID-19

ARTICLE INFO Article history: Received June 27, 2020 Revised July 14, 2020 Accepted July 18, 2020 ABSTRACT The purpose of this study was to determine the importance of implementing disaster mitigation education in schools during the new normal era of Coronavirus Disease 2019 (COVID-19). The method in this research used descriptive research design using a survey study approach. The research instrument used was a knowledge test with the number of questions as many as 15 items. The sample used was senior high school students who were randomly selected. The level of good and lack of knowledge is determined based on the average total score. A good level of knowledge has a condition> 111.76, while a level of knowledge that lacks a condition <111.76. The results of this study are that the majority of respondents have a total score that is less with a mean score of 101.94, while respondents who have a good number of scores have an average score of 127. Overall respondents have an average of 111.76. Then conducted an Independent Sample t-test with the result that there are differences in the number of good disaster mitigation knowledge scores on respondents with the number of disaster mitigation knowledge scores that are less on respondents with a p-value of 0,000 with a degree of freedom is 95%. The implementation of disaster education in the new normal era is important to continue to prevent transmission of COVID19. The conclusion of this study is the score of students' knowledge about disaster needs to be improved in the new normal era.


INTRODUCTION
A disaster is a natural phenomenon or an event phenomenon that can have a wide-ranging impact on society (Dahl & Millora, 2016;Onuma et al., 2017;Storr et al., 2017). The impact caused by the occurrence of the disaster to the wider community, it is necessary to have qualified knowledge through disaster mitigation education in environmental learning (Crow & Albright, 2019;Rahmayanti et al., 2020;Storr et al., 2017). The provision of disaster mitigation education is very important and must be carried out continuously and routinely including when the pandemic of Coronavirus Diseases 2019  occurs.
Disaster mitigation is an activity carried out before a disaster occurs and which focuses on reducing impacts, as well as preparedness and efforts to reduce the impact of long-term disasters (Burrascano et al., 2016;Kauffman et al., 2016). Then another understanding of disaster mitigation is a mitigation activity that aims to be able to increase community preparedness and to reduce risk from disasters for the long term, reduce the number of victims, and apply as much as possible to reduce the impact of disasters . The application of mitigation education is very important, so it needs to be applied at all levels of the school (Rahmayanti et al., 2020). This application is to provide a deepening of knowledge and readiness for actions that need to be taken before an unexpected natural disaster occurs to be able to reduce all impacts and also the risk of disaster (Crow & Albright, 2019;Pickett et al., 2019). Mitigation education gives rise to the ability to think and act effectively when disasters occur. Disaster mitigation education is also expected to develop the character of empathy and willingness to be able to help others carefully (Siriwardena et al., 2013). Disaster mitigation education must continue to be carried out when the Coronavirus Disease 2019 (COVID-19) pandemic occurs. That is because COVID-19 is also a type of disaster. It became an important matter when entering the new normal era of COVID-19.
Disaster mitigation education needs to be introduced at the school level in Indonesia (Rahmayanti et al., 2020). This is a preparation from the people of Indonesia in dealing with natural disasters. this disaster mitigation education must be included in the education curriculum, especially on subjects that have correlations or relationships within it . The application of lessons learned from disaster mitigation education can reduce risks resulting from the occurrence of natural disasters (Storr et al., 2017). Based on this description, the purpose of this study was to describe students' knowledge about disaster mitigation during the new normal era.

METHODS
This research had employed a qualitative research with case study type. Because this study seeks to describe and analyze phenomena, events, social activities, attitudes, and perceptions of a person or group (Killam & Heerschap, 2013;Conway, 2014). This research was conducted during June 2020, this month was the beginning of the entry of the New Normal period of COVID-19 in Indonesia. The use of this descriptive research design in the research aims to find out the importance of applying disaster mitigation education in schools. Data collection is a procedure carried out systematically and standardized to be able to obtain data. In this regard, based on the type of research and the types of data sources used and those that have been determined, the data collection technique in this study is to use a questionnaire that will be distributed to 51 respondents who are students. The type of questionnaire that will be given to respondents is in the form of a test item, which has 15 item questions. The data used in this study are primary, i.e. data obtained directly by researchers and secondary data, i.e. data obtained from relevant research results and other information.

RESULT AND DISCUSSION
The results of this study indicate that student scores are still dominated in the less category. While other details about respondents' scores can be seen in table 1. In addition to the scores obtained by respondents, table 1 also describes gender, age, and interval scores. Based on the results contained in Table 1 regarding the frequency distribution of respondents, it can be seen that there are four main variables, namely the gender variable, the age or age variable, the total score variable, and the knowledge level variable. The table above explains the variables measured using the research instrument, the questionnaire. From the four variables measured by the researcher, it can be explained that the majority of respondents are women, with a percentage of 80.4%. Then in the second variable, the majority are students aged 15-17 years, with a percentage of 68.6%. Then there is the total score variable, the majority of which have a total score between 102-115 with a percentage of 33.33%. And the last variable is the variable level of knowledge in high school students where the majority of them have a level of knowledge that is still lacking, which is equal to 60.8%. Based on the results contained in Table 2 about the distribution of answers filling questions, it can be seen that the researcher uses the type of questionnaire, namely in the form of a test with the number of questions as many as 15 items. Which of the 15 question items, 37 respondents answered incorrectly on the 4th item question. A total of 50 respondents managed to answer correctly on the questions item 2 and item 8. Interpretation on the percentage scale can be seen that 72.5% of respondents answered incorrectly on the 4th item and as many as 98% of respondents managed to answer correctly on the 2nd item and the 8th item. Based on the results found in Table 3 about the Independent Sample T-Test, it can be seen that the frequency of respondents who have a good score is 20 respondents with an average number of good scores of 127. While the number of scores that is less is 31 respondents with an average number of scores that are less is 101.94. From the overall data obtained, the overall average score is 111.76. Determination of categorization of the level of knowledge is based on the average value of the overall score obtained, which is where the level of good knowledge follows the provisions of> 111. 76. Whereas the level of knowledge that does not follow the provisions of <111.76. Then, Independent Sample T-Test, which obtained the results at the p-value of 0,000 with a magnitude of 95% CI. Because the calculation result on the p-value is 0,000, it can be seen that there are differences in the number of respondents 'good knowledge scores with the respondents' total knowledge scores that are lacking.
The results of this study indicate that student scores still need to be improved about disaster mitigation knowledge. These high-quality resources are only obtained through education. The improvement of high-quality human resources is the highest priority (Boholano, 2017;Camacho & Legare, 2015;Dwyer et al., 2014). The aim is to realize Indonesian people and people who have character and personality and can master various scientific branches of knowledge, technology, and art, to strengthen the power of competitiveness in the 21st century (Farisi, 2016;Motallebzadeh et al., 2018;Quieng et al., 2015;Seema et al., 2019;Urbani et al., 2017).
Education becomes one of the effective and efficient means to improve the quality of human resources and also to reduce the risk of natural disasters .
The method that can be used is to include a variety of subject matter about natural disasters for each student at all levels, especially in schools in areas that are vulnerable to the risk of natural disasters. This natural disaster mitigation education can also be included in the curriculum based on local wisdom, which can be expected to be accepted and can be easily understood by students or students because of the more contextual learning topics (Bustami et al., 2018;Cronje et al., 2011;Kartikaningtyas et al., 2018;Lemus et al., 2014;Paristiowati et al., 2019). Prevention and treatment must be carried out as a disaster mitigation measure, especially regarding hazards and safety measures to be able to consider prevention, mitigation, vulnerability, and resilience development.
Such knowledge can be obtained through experience, both direct experience, and indirect experience. Disaster-related knowledge possessed by high school students based on the results of this study is still classified as lacking. This is caused because high school students who were respondents in this study lacked sufficient information related to the disaster. Information about disaster mitigation is important for students. The speed of information is an important factor for students in gaining knowledge about the disaster from the internet (Reyna et al., 2018;Tsai et al., 2015;Velasquez & Evans, 2018;Yusop & Sumari, 2013). Therefore it is very important to implement various disaster mitigation education efforts for school students or children. Because by carrying out this disaster mitigation education effort, it can provide them with the knowledge to reduce the risk of a disaster occurring, so that when natural disasters occur that cannot be predicted, we can reduce the number of fatalities, especially many from the age group of children.
Indonesia is currently starting to start the beginning of a new normal. This needs to be continually supported and strengthened with various disaster mitigation education that has been carried out during the physical distancing period at the beginning of 2020. Education about disaster becomes an important thing to do, including COVID-19, which is a disaster that must be resolved together (Abel & Mcqueen, 2020;Bandyopadhyay, 2020;Basilaia & Kvavadze, 2020;Toquero, 2020). The new normal era is one of the right times for mitigation education to become more intensive. That is because some economic activities have begun to reopen during the new normal era. The opening of various social and economic activities must also be balanced regarding disaster mitigation education so that the COVID-19 issue can be resolved immediately.

CONCLUSIONS
Based on the results of this study indicate that the knowledge of high school students is still included in the category of less because the majority of 31 students have less knowledge. According to the Independent Sample T-Test conducted, there is a difference between the number of disaster mitigation knowledge scores that are good for students and the number of disaster mitigation knowledge scores that are lacking in students. The implementation of disaster mitigation education must continue to be improved during the new normal period of COVID-19.