Why is didactic transposition in disaster education needed by prospective elementary school teachers?
Eddy Noviana,
Almasdi Syahza,
Zetra Hainul Putra,
Hadriana,
Yustina,
Sri Erlinda,
Desfi Rahmi Putri,
M. Arli Rusandi,
Dominikus David Biondi Situmorang
Affiliations
Eddy Noviana
Doctorate Program of Education, Universitas Riau, Indonesia; Department of Guidance and Counseling, Atma Jaya Catholic University of Indonesia, Indonesia
Almasdi Syahza
Doctorate Program of Education, Universitas Riau, Indonesia
Zetra Hainul Putra
Doctorate Program of Education, Universitas Riau, Indonesia; Department of Guidance and Counseling, Atma Jaya Catholic University of Indonesia, Indonesia
Hadriana
Doctorate Program of Education, Universitas Riau, Indonesia
Yustina
Doctorate Program of Education, Universitas Riau, Indonesia
Sri Erlinda
Doctorate Program of Education, Universitas Riau, Indonesia
Desfi Rahmi Putri
LPPMP, Universitas Riau, Indonesia
M. Arli Rusandi
Department of Guidance and Counseling, Universitas Riau, Indonesia
Dominikus David Biondi Situmorang
Department of Guidance and Counseling, Atma Jaya Catholic University of Indonesia, Indonesia; Corresponding author. Department of Guidance and Counseling, Atma Jaya Catholic University of Indonesia, Jl. Jenderal Sudirman 51, DKI Jakarta 12930, Indonesia.
Disaster risk reduction is a significant focus on sustainable development. One way to reduce disaster risk is through disaster education. Through disaster education, disaster knowledge and disaster mitigation knowledge will be obtained. This research is a preliminary study of didactic transposition in disaster education. The method used in this study is the SLR approach and bibliometric analysis. The research findings indicate four forms of connectedness, classified based on the main keyword, disaster knowledge. The four linkages are described as (a) co-occurrence network analysis; (b) word cloud analysis; (c) word tree maps analysis; and (d) network visualization analysis. Subsequently, the findings of the four connectedness are grouped into four clusters. The first cluster is disaster risk reduction, the second cluster is knowledge, the third cluster is disaster mitigation, and the fourth cluster is disaster knowledge. The four connectedness and four clusters will be used as recommendations for future research on the design and development of didactic transpositions in disaster education for prospective elementary school teachers.
