Main Article Content
Abstract
The aim of this research is to optimize practitioner-based learning in the Disaster Mitigation Systems course to increase student motivation and understanding regarding technology, management and disaster mitigation. Learning design involves collaboration between lecturers and practitioners from BPBD and BNPB, with a project-based approach. The results showed that engaging practitioners in their areas of expertise provided real, relevant insights, while social media-based group projects improved students' collaboration and communication skills. Evaluations show a student pass rate of 98%, with feedback. Challenges faced include combining classes and technical limitations in hybrid mode. The sustainability of practitioner lectures can be strengthened by field visits, integration of MBKM activities, and increased focus on aspects of mitigation technology.
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References
- Baig, M. I., & Yadegaridehkordi, E. (2023). Flipped classroom in higher education: a systematic literature review and research challenges. International Journal of Educational Technology in Higher Education, 20(1), 61. https://doi.org/10.1186/s41239-023-00430-5
- Hira, A., & Anderson, E. (2021). Motivating Online Learning through Project-Based Learning During the 2020 COVID-19 Pandemic. IAFOR Journal of Education, 9(2), 93–110. https://doi.org/10.22492/ije.9.2.06
- Karabulut‐Ilgu, A., Jaramillo Cherrez, N., & Jahren, C. T. (2018). A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology, 49(3), 398–411. https://doi.org/10.1111/bjet.12548
- Kerimbayev, N., Umirzakova, Z., Shadiev, R., & Jotsov, V. (2023). A student-centered approach using modern technologies in distance learning: a systematic review of the literature. Smart Learning Environments, 10(1), 61. https://doi.org/10.1186/s40561-023-00280-8
- Koh, J. H. L., & Daniel, B. K. (2022). Shifting online during COVID-19: A systematic review of teaching and learning strategies and their outcomes. International Journal of Educational Technology in Higher Education, 19(1), 56. https://doi.org/10.1186/s41239-022-00361-7
- Wisudawan, H. N. P., & Nugroho, L. E. (2021). Metode Pembelajaran Efektif Berbasis Proyek Kelompok Secara Daring pada Mata Kuliah Teknologi Mitigasi Bencana. Refleksi Pembelajaran Inovatif, 3(2), 399–416.
References
Baig, M. I., & Yadegaridehkordi, E. (2023). Flipped classroom in higher education: a systematic literature review and research challenges. International Journal of Educational Technology in Higher Education, 20(1), 61. https://doi.org/10.1186/s41239-023-00430-5
Hira, A., & Anderson, E. (2021). Motivating Online Learning through Project-Based Learning During the 2020 COVID-19 Pandemic. IAFOR Journal of Education, 9(2), 93–110. https://doi.org/10.22492/ije.9.2.06
Karabulut‐Ilgu, A., Jaramillo Cherrez, N., & Jahren, C. T. (2018). A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology, 49(3), 398–411. https://doi.org/10.1111/bjet.12548
Kerimbayev, N., Umirzakova, Z., Shadiev, R., & Jotsov, V. (2023). A student-centered approach using modern technologies in distance learning: a systematic review of the literature. Smart Learning Environments, 10(1), 61. https://doi.org/10.1186/s40561-023-00280-8
Koh, J. H. L., & Daniel, B. K. (2022). Shifting online during COVID-19: A systematic review of teaching and learning strategies and their outcomes. International Journal of Educational Technology in Higher Education, 19(1), 56. https://doi.org/10.1186/s41239-022-00361-7
Wisudawan, H. N. P., & Nugroho, L. E. (2021). Metode Pembelajaran Efektif Berbasis Proyek Kelompok Secara Daring pada Mata Kuliah Teknologi Mitigasi Bencana. Refleksi Pembelajaran Inovatif, 3(2), 399–416.