Applying the Model of Educational Reconstruction to Needs Analysis for a STEM Based Disaster Mitigation Education
Abstract
This study uses the Model of Educational Reconstruction (MER) as a theoretical framework to identify learning needs for STEM based flood mitigation education in junior high school. It focused on the preliminary needs analysis phase of a research and development at SMP Muhammadiyah Kluwut, Indonesia. The data were obtained from an interview with one science teacher and 12 students’ responses, and a review of content relating to the curriculum and teaching materials. This broader project involved thirty seventh-grade students in a classroom pilot. The teacher reported that the students had difficulty connecting environmental science concepts to the causes of flooding and distinguishing between prevention and mitigation efforts and emergency response. Limited teaching time and resources were cited as barriers. These findings highlighted the importance of contextual learning that links human activities, environmental interactions and flood mitigation through integrated STEM activities. These insights became the basis for the development of a context-specific, STEM-based flood mitigation simulation. The study provides a contextual basis for subsequent instructional development; however, the simulation implementation and effectiveness were not evaluated in this phase.
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References
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