Climate Change Literacy of Coastal Disaster-Prone Communities in Realizing Climate Action for Sustainable Physics Learning

Climate change can cause an increase in rainfall, accelerated erosion and runoff of water on the surface, drought, and excess water, which in turn causes floods and landslides. A proactive response to disasters is needed to increase management effectiveness and reduce loss of life and property. Efforts to reduce the risk of hydrometeorological disasters can be carried out by involving the community. Disaster management knowledge and skills can save more lives and as a provision to respond to disasters. Therefore, research will be carried out to determine the profile of people’s climate awareness and literacy in dealing with disasters caused by climate change, especially in coastal areas. A qualitative research design with the type of descriptive study is used to describe the profile of people’s understanding of disasters caused by climate change, disaster risk mitigation/reduction, and ways of adaptation. Data collection will be carried out by researchers using in-depth interview techniques and field observations so that they can show the presence and involvement of researchers. The research results show that the community’s climate literacy skills, especially regarding knowledge about climate change, are still not good. However, in action, the Community already has appropriate mitigation and adaptation activities in handling disasters due to climate change in coastal areas. The implication of the research is expected to provide information related to community climate literacy to meet the “Climate Action” sustainable development goals (SDGs) in physics learning.


Introduction
The problem of climate change has become a crucial issue because it can affect many aspects of life.Climate change management has also been included in the Sustainable Development framework.One of the efforts to build a sustainable life is by realizing the SDGs (Sustainable Development Goals) program [1].The SDGs have 17 goals planned globally for the next 15 years, from 2016-2030 [2].SDGs number 13, "Climate Action," namely taking quick action to combat climate change and its impacts.Climate change will affect the achievement of goals related to material and physical well-being, such as prosperity and well-being, poverty alleviation and employment, availability of food, energy, and water, and health.For example, the impact of climate change can exacerbate various diseases and health risks [3].
Climate change also affects natural disasters, especially in coastal and mountainous areas.One type of disaster due to climate change that often occurs is a hydrometeorological disaster.Hydrometeorological disasters are natural disasters influenced by weather factors, such as rainfall parameters, temperature, humidity, and wind [4].BNPB noted that hydrometeorological disasters dominate natural disasters in Indonesia.The high potential for disasters is due to Indonesia's geographical location and topographical conditions.The area of the Indonesian Maritime Continent around the Equator influences the dynamics of the atmosphere that occurs.The resulting impacts include receiving a very high daily emission (albedo) of solar radiation, a tiny Coriolis force that causes buoyancy, and the formation of solid convective clouds (Cumulus and Cumulonimbus).These three factors contribute to Indonesia's high intensity of extreme weather events.
Apart from being influenced by weather dynamics, the occurrence of hydrometeorological disasters is also influenced by human factors.As time goes by and human activities increase, environmental damage worsens.It triggers an increase in the number and intensity of hydrometeorological disasters that occur one after another in various regions in Indonesia.Development that relies on the exploitation of natural resources (especially on a large scale) has resulted in the loss of the carrying capacity of these resources in people's lives.From year to year, forest resources in Indonesia are decreasing.At the same time, the exploitation of mineral resources also results in ecosystem damage, which physically often leads to an increase in disaster risk.
East Java, as one of Indonesia's provinces, is also a region that experiences many hydrometeorological disasters [4].The cause of East Java's disaster potential is that it has 7 of the 127 active volcanoes in Indonesia.Second, it is an earthquake-prone area close to the meeting point of tectonic plates, namely the Indo-Australian plate.Third, most of the coastal areas in East Java are prone to tsunamis.Fourth, the tropical climate causes frequent floods, landslides, extreme weather, drought, land and forest fires, abrasion, and extreme waves.Therefore, the Indonesian Agency for Meteorology, Climatology, and Geophysics classifies climate change as the cause of four phenomena: increasing air temperature, rainfall, rising sea levels, and increasing the intensity of extreme events.
Public knowledge and understanding of climate change issues are increasing, thus enabling success in implementing mitigation and adaptation [5,6].Knowledge about disaster preparedness is essential for people who are often affected to help create a sense of security and minimize losses due to disasters [7].Therefore, efforts are needed to anticipate and mitigate the impact of climate change on natural disaster management.
Mitigation and adaptation to natural phenomena that occur in connection with disasters caused by climate change require climate literacy skills.Climate literacy is the ability to know the changes that happen in the climate and their impact on human life [8].A high level of climate literacy can help all aspects of society minimize climate change's impact.Climate literacy also indicates that knowledge about climate is appropriate for school education.Physics, as one of the fields of learning, has the opportunity to be able to teach about climate change in class [9].The integration of climate change material in physics learning also has an impact on the realization of sustainable development in the education sector.
In realizing sustainable physics learning, accurate information is needed to prepare teaching materials related to the direct impact of climate change in the community.One of the efforts to gather information about disasters caused by climate change, especially in the East Java region, requires direct community involvement.The results of the information obtained imply the community's climate literacy abilities.Therefore, a study was conducted to identify a sample of communities in areas prone to hydrometeorological disasters, namely extreme floods and tidal floods in Tuban, East Java.It is hoped that the information obtained based on the data in the coastal area of Tuban can become initial information in developing a physics learning system related to climate change and sustainable development.

Method
The research was conducted using a qualitative descriptive method through in-depth interviews with residents in areas affected by climate change disasters in the coastal regions of the North Coast, East Java, namely Tuban, involving a sample of residents as respondents.Interviews were conducted using interview question guide instruments, field notes, and written questionnaires.More clearly, the stages of research are carried out in Figure 1.

Results and Discussion
The research was conducted to obtain information related to climate literacy owned by residents in hydrometeorological disaster-prone areas who are recipients of the impact of climate change in East Java.The smallest territory in Tuban Regency as a sample for information collection in this study is Plumpang District, which has experienced tidal and extreme floods in the last two years (2021-2023).The following describes the research results according to the research team's interpretation.

Step 1
Literature studies and observations were conducted to determine the problem and initial observations the research sample area, namely in Plumpang District, Tuban Regency, East Java.The location was selected based on the geological conditions of the area as follows.Tuban is a coastal area prone to frequent flooding due to rising sea levels and the overflow of the large river that passes through it, namely the Bengawan Solo River.This disaster is classified as a routine occurrence every year.Location conditions are shown in Figure 2. The coastal area of the north coast in the last two years has experienced quite a large number of floods, causing a detrimental impact on the surrounding community.This is due to the water area directly adjacent to residential areas and the main routes of inter-provincial travel in East Java.The impacts include losses to environmental, economic, and social conditions.These three things are the main components of sustainable development, so they require effective handling.

Step 2
Data from observations and interviews with the community were then narrowed until one main problem, namely the flood disaster due to climate change, was found.Because of this, a hypothesis emerged that climate change was thought to trigger the emergence of hydrometeorological disasters, especially in the coastal area of Tuban.

Identification of problems
Step 2

Determination of research focus
Step 3

Step 3
The raw data and documentation were analyzed by triangulating the researcher to find the following description.

Climate change literacy
Climate literacy has three main categories: knowledge, perception, and action [10].The knowledge domain has three sub-domains: causes, impacts, and responses to climate change.The perceptual domain included vulnerability, problem recognition, attitude toward choice, and control points.The action domain is divided into two subdomains: individual and community, national and global.In more detail, the climate literacy domain is explained in Table 1.The government supports and assists in every citizen's action related to disaster mitigation due to climate change.

Climate change and the hydrological cycle
Extreme flood events due to the Bengawan Solo Main River overflow in the Tuban route and along the coast are the effects of global warming.Global warming is one of the causes of climate change.This change can affect living systems on Earth, one of which is the water system.Climate change and human activities significantly affect the water cycle on Earth [11].Climate change will change the hydrological cycle, demand, and availability of water resources.For example, climate change causes greater evaporation of groundwater and seawater so that the atmosphere can hold 4% more water for every 1degree Fahrenheit increase in temperature [12].This increase shows that there is an era link between changes in temperature on earth and climate change [13].
Rising sea surface temperatures have an impact on two things, namely (a) damaging coral reefs (coral bleaching) and changing ocean currents, which result in fish migration patterns in the sea which have a significant impact on fishermen's income, (b) widespread seawater inundation, and abrasion in the coastal areas.Coastal areas and increased intrusion of seawater into the mainland, thus threatening life in coastal areas [14,15].In simple terms, the processes in the hydrological cycle are related to physics material that can be taught at school.Expansion in liquids can represent the process that happens during evaporation, causing a change in the volume of water.Global warming causes an abnormality in the temperature on Earth, and this will have an impact on the water cycle as well.Based on the volume expansion equation in liquids, it is known that.

∆𝑉 = 𝑉 𝑜 𝛾 ∆𝑇
(1) This formulation explains a little that there is a relationship between the quantity of temperature change and the volume of water expansion.In this case, it is indicated by changes in the amount of seawater evaporation.The greater the value of the change in temperature on Earth, the more it shows an increase in the water expansion process.This concept briefly illustrates the effects of climate change, revealing abnormalities in the Earth's water system that can cause hydrometeorological disasters.

Sustainable Physics Learning
The Merdeka Curriculum in Indonesia has been implemented for the first year.Several things can be found related to evaluating the implementation of the Merdeka curriculum, especially at the high school level and learning physics [16].The achievement of learning physics is "Students can describe natural phenomena within the scope of process skills in measurement, climate change and global warming, environmental pollution, alternative energy, and its use."The note shows that material on climate change is intended to be taught in physics at school to improve student's abilities that related in environment phenomenon [17].In addition, learning physics in schools is also used to meet the achievement of SDGs, which, when linked to climate change, will be related to Goal 13, namely "Climate Action." Climate Action in physics learning can be implemented through Project-based learning.Susanti and Lestari [18,19] have succeeded in implementing project-based learning on climate change material through environmental action activities for high school students to increase awareness of reducing the impact of climate change in the form of paper waste reduction projects.The learning activities that have been carried out have succeeded in increasing student creativity, especially in climate change material [20].Therefore, other similar physics lessons must be done to comprehensively improve students' abilities, especially those related to climate change awareness and literacy in schools.

Conclusion
The following research conclusions are obtained based on the results of the problem finding, collection, and qualitative data analysis process.a. Climate change is one of the triggers for the emergence of hydrometeorological disasters in coastal areas, so it impacts the three components of sustainable development: environmental, social, and community performance.b.The community's climate literacy skills still need to improve, especially regarding climate change, while climate action has manifested in mitigation and adaptation activities.This activity implies an opportunity to realize sustainable development.c.Climate literacy training can start from the education aspect by providing material on climate change, especially in the field of glasses learning in the form of learning projects related to climate action.The implication of the research is expected to provide information related to community climate literacy to meet the "Climate Action" sustainable development goals (SDGs) in physics learning.

Figure 2 .
Figure 2. The condition of the Tuban coastal and riverside areas, which are prone to flooding.
, ∆ = volume change (m 3 )   = volume of water after receiving heat (m 3 )   = initial volume of water (m 3 )  = coefficient of spatial expansion (J o C) ∆ = temperature change ( o C)

Table 1 .
Characterization of community climate literacy.