Students’ ability to reading the map of Merapi Volcano hazardous area

The map is a complete picture of phenomena in a particular area or location within a certain period. It can explain the distribution, interactions, and associations that occur. Success in reading maps is required for two things, namely, the quality of the map and the competence of map readers. This study analyzed students’ ability to read maps of Merapi Volcano hazardous areas by students at SMA Negeri 1 Cangkringan, Sleman Regency. This study used a quantitative approach using primary data obtained through tests. This study used a non-probability sampling technique with a sample of 64 students of class XI Social Sciences at SMA Negeri 1 Cangkringan. The analysis technique used was descriptive statistical analysis. The results showed that the level of ability to read the Merapi Volcano hazard map by students at SMA Negeri 1 Cangkringan 14 students (21.9%) belonged to the moderate category, and 50 students (78.1%) were in the high category. Therefore, the average score for the student’s ability to read the Merapi Hazardous map was 76.23 (moderate category). The results of the ability to read maps when viewed by gender showed that out of 28 male students, six students (21.4%) belonged to the moderate category, and 22 students (78.6%) were in the high category. Meanwhile, for female students, there were eight students (22.2%) in the moderate category, and 28 students (78.8%) were in the high category.


Introduction
Geography is a branch of science that studies phenomena on Earth.The definition of geography in a seminar held by IGI (Indonesian Association of Geography Experts ) in Semarang in 1988 stated that geography is a field of science that discusses the similarities and differences in geosphere phenomena using regional and environmental perspectives in a spatial context [1].Geography consists of three approaches, namely spatial, environmental, and regional complex [2].Geography in high school is essentially a subject that examines spatial aspects on the earth's surface, which are all natural phenomena and human life in regional variations.[3].Geography subjects play an essential role in education because geography subjects can increase students' understanding of spatial, social, regional, and environmental aspects on Earth.Therefore, the existence of geography subjects is expected to increase students' sense of concern for the phenomena around them.
Natural disasters are phenomena or events that impact human life, both positive and negative.Indonesian Law Number 24 of 2007 explains that natural disasters are disasters caused by events or a series of events caused by nature, including earthquakes, tsunamis, volcanic eruptions, floods, droughts, hurricanes, and landslides.Based on data from the World Risk Report, in 2018, Indonesia ranked 36th with a risk index of 10.36 out of 172 countries most prone to natural disasters [4].In 1314 (2024) 012115 IOP Publishing doi:10.1088/1755-1315/1314/1/012115 2 addition, Indonesia is also often referred to as a disaster supermarket because of the many potential natural disasters that exist in Indonesia [5].
One of the disasters that often occurs is caused by volcanic activity, which can happen because of the location of Indonesia's territory on the Ring of Fire path [6].One of the active volcanoes in Indonesia is Merapi.Merapi Volcano is located in two regions: the Province of Central Java and the Province of the Special Region of Yogyakarta (D.I.Y).Merapi Volcano has the densest frequency and most active eruptions in Indonesia and even in the world [7].The largest eruptions occurred in 1872 and 2010 with a Volcanic Explosivity Index (VEI) scale of 4 [8].The eruption of Merapi Volcano in 1930-2020 showed a change in the direction of flow of the eruptive material where in 2006 and 2010, it was more inclined towards the south [9].The Gendol River is located on the southern slopes of Merapi Volcano and is one of the hot ash routes when the eruption occurs.However, it always experiences morphological changes due to sand mining activities [10].
The most extensive land cover in Cangkringan District is annual plants, but after the eruption of Merapi Volcano in 2010, annual plants experienced the most significant decline [11].A map of disaster-prone areas is a map that can present areas that have the potential to be hit by natural disasters.With a map of disaster-prone areas, the community can understand the characteristics of high or low exposure to disasters where they live.Therefore, it is necessary to be able to read maps properly and correctly so that no misinformation is obtained from the maps read.An individual's understanding of a map is obtained from that person's skills in interpreting.Someone with good skills in interpreting, his understanding of the map being read is also improving, so it is called the ability to read maps [12].The ability to read Merapi hazardous maps is essential for students so that students are aware of the surrounding environment, which has the potential to be affected by disasters.However, measuring the ability to read maps of students living in areas prone to the eruption of Merapi Volcano has never been carried out.This research tries to measure the map reading ability of students at SMAN 1 Cangkringan, which is located in a disaster-prone area of Merapi Volcano.This school is located on Jl.Raya Merapi, Bendoyo, Cangkringan District, Sleman Regency, Special Province of Yogyakarta.

Methods
This research was conducted at SMA Negeri 1 Cangkringan, located on Jl.Raya Merapi Golf No. 3 Bedoyo, Wukirsari, Cangkringan, Sleman Regency, Special Region of Yogyakarta.The research was conducted in November 2022.This research used a descriptive research method with a quantitative approach.The population used in this research was class XI IPS students, totaling 64.This research used a saturated sampling technique so that the entire population was used as sample.The data was obtained from a test reading of a map of disaster-prone areas of Merapi Volcano.The map reading ability test consists of 14 questions with 10 indicators.Data collection was carried out directly in the school.The data analysis technique used was descriptive statistics and t-test to differentiate the ability to read maps based on several parameters.Map reading ability was also differentiated by gender using the t-test.This test was to see whether or not there was an influence of gender differences on map reading ability.This research also used interviews to strengthen the results of quantitative data analysis.

Results and Discussions
Research conducted at SMA Negeri 1 Cangkringan obtained data in the form of test scores for the ability to read maps of disaster-prone areas of Merapi Volcano.This research used instruments that had been tested for validity and reliability.The validity and reliability test used 33 students to answer the 25 questions that would be tested.The validity test used Pearson correlation, while the reliability test used Cronbach's Alpha.The results of the validity and reliability tests are presented in Table 1 and  Table 2.The table shows that there are 14 valid questions, and the instrument was proven reliable, so the instrument can be used to measure the ability to read the Merapi hazardous map.The ability to read maps of the Merapi volcano hazardous area was measured using a test consisting of 14 questions.Researchers developed the questions used in the test and have passed the instrument validity and reliability test.The total score of respondents' answers was classified into three classes, namely low, moderate, and high.Classification of map reading ability levels is presented in Table 3.Based on the tests that have been carried out, the ability to read maps of Merapi Volcano hazardous areas by students at SMA Negeri 1 Cangkringan is presented in Figure 1.Based on Figure 1, related to the ability to read maps of Merapi Volcano Hazardous Areas, it can be seen that out of 64 students, there were no students in the low map reading ability category.There were 14 students (21.9%) who could read maps in the medium category and 50 students (78.1%) who could read maps in the high category.The average score obtained from the map reading ability test by students at SMA Negeri 1 Cangkringan is 76.23, which is in the high category.Figure 1 shows that students' map reading abilities are in the high category.The details of the ability to read maps of disaster-prone areas are 14 students (21.9%) can read maps in the moderate category.Fifty students (78.1%) could read maps in the high category, and there were no students in the low category.Students' ability to read maps at SMA Negeri 1 Cangkringan is also classified based on class and gender.The ability to read a map by class of respondents is presented in Figure 2, and the ability to read a map by gender is presented in Figure 3.

Figure 2. Map reading ability by class
Source: data analysis, 2023 Class XI IPS 1 consists of 31 students, and class XI IPS 2 consists of 33 students.The student's ability to read maps can be seen in class XI IPS 1; seven students (22.6%) in the moderate category, 24 students (77.4%) in the high category, and no students in the low category.In class XI IPS 2, there Based on Figure 3, it can be seen that out of 28 male students, there are six students (21.4%) who can read maps in the moderate category and 22 students (78.6%) in the high category.Meanwhile, for female students, there were eight students (22.2%) in the moderate category and 28 students (77.8%) in the high category.Therefore, it can be seen that there are no male and female students who fall into the low category in the ability to read maps of Merapi Volcano hazardous areas.The descriptive statistics of map reading ability between male and female students are presented in Table 4.In comparison, the difference in map reading ability between male and female students using an independent t-test is presented in Table 5.The ability to read maps by students of class XI IPS at SMA Negeri 1 Cangkringan, when differentiated by class and gender, shows that class XI IPS 1 has an average score on the ability to read maps higher when compared to class XI IPS 2. Class XI IPS 1 has an average test score of 76.96, which is in the high category.Class XI IPS 2 has an average score of 75.54, which is in the high category.When viewed based on gender (Table 4), female students have slightly higher average scores than male students.Female students have an average score of 76.47, and male students have an average score of 76.12, and both are in the high category.Table 5 shows the significance value of the independent t-test 0.907 > 0.05.This value shows no significant difference in the ability to read the Merapi hazardous map between male and female students.This result differs from research [13], which shows significant differences between female and male students regarding perceptions of mathematics learning.
The measurement of the ability to read maps of Merapi Hazardous Areas consists of 8 indicators with 14 questions.Each indicator has a different number of questions.The distribution of students' answers regarding the ability test to read maps of the Merapi Volcano Hazardous area by class XI IPS students at SMA Negeri 1 Cangkringan is presented in Table 6.Based on Table 6, related to the distribution of answers to the map reading ability test, it can be seen that the highest correct answers were in question number 2 and question number 14, with a percentage of correct answers of 98.44%.The second highest correct answer is in items 9 and 11, with a percentage of correct answers of 93.75%.Apart from that, the question with the fewest correct answers is question number 4, with a percentage of correct answers of 44%.The following fewest correct answers are question number 1, with a percentage of correct answers of 48.44%.The distribution of correct answers for each indicator is presented in Figure 4.
Based on Figure 4, it can be seen that the highest correct answer indicator is on the scale and layout indicator, with a percentage of 98.44%.The second highest percentage of indicators with correct answers is the orientation and legend indicators, with a percentage of 93.75%.The third rank is on the writing method indicator, with a percentage of 90.63%.For indicators with the lowest percentage of correct answers, namely the title determination indicator with a percentage of 48.44%, color indicators with a percentage of 60%, and coordinate line indicators with a percentage of 69%.The ability of students to read and interpret maps is essential and necessary when studying regional and world geography [14].Research with the ability to read the Topographical Map of Indonesia (RBI) Scale 1: 25,000 by students of geography education at the State University of Malang showed unsatisfactory results because only 53% of students had high abilities in reading RBI maps [15].Meanwhile, the ability to read maps by state high school students in Medan City is still in the low category because 39.51% still need to be below the average [16].
The results of the test answers on the ability to read a map of the Merapi Volcano disaster-prone area can be seen in Table 6.Table 6 shows that the question items with the highest correct answers were number 2 and number 14, both of which had a correct answer percentage of 98.44%, answered correctly by 63 students.The following highest correct answer question items were numbers 9 and 11, with a percentage of 93.75%, answered correctly by 60 students.The question item with the fewest correct answers was number 4, with a correct answer percentage of 44%, answered correctly by 28 students.The following question with the fewest correct answers was question number 1, with a percentage of correct answers of 48.44%, answered correctly by 31 students.
The indicator for the ability to read maps with the highest percentage of correct answers was the scale and layout, with a percentage of 98.44%.The following percentage of correct answers is the orientation and legend, with a percentage of correct answers of 93.75%.The indicators with the fewest correct answers were the title determination, with a percentage of 48.44%, the color indicator, with 60%, and the coordinate line indicator, with 69%.Meanwhile, research conducted by [16] showed that the indicator with the lowest or most difficult achievement was the scale, with a score of 33.54%.The indicator with the highest achievement was the title indicator, with a score of 81.46%.
Based on interviews with geography teachers and students of XI IPS at SMAN 1 Cangkringan, it was stated that in learning geography, especially material directly related to maps, students have never been taught to practice directly using map media.Using appropriate media and learning models in learning can improve students' ability to think spatially.Students' thinking abilities must be improved and applied in the learning process.One way is by choosing a learning model that can require student activity [17].Research conducted by [18] showed that there was an increase in spatial thinking skills in the experimental class, which used remote sensing image media, with an average score of 32.88, and the experimental class had an average score of 35.55.The use of maps in geography learning makes the learning process more interesting because it makes students active and not bored with the material being taught [19].

Conclusions
The ability to read maps of Merapi Volcano hazardous areas shows that the average score obtained from the map reading ability test 76.23 is included in the high category.None of the 64 respondents were in the low category.There were 14 students (21.9%) in the moderate category and 50 students (78.1%) in the high category in their ability to read maps of the Merapi Volcano hazardous area.The ability to read maps when differentiated by gender shows no significant difference in the ability to read maps between male and female students.

Figure 1 .
Figure 1.Ability to read maps of disaster-prone areas of class XI IPS students Source: data analysis, 2023

Figure 4 .
Figure 4. Percentage of correct answers, an indicator of the ability to read maps of disaster-prone areas Source: data analysis, 2023

Table 1 .
Instrument validity test

Table 2 .
Instrument reliability test

Table 3 .
Categories of map reading ability.
are seven students (21.2%) in the moderate category, 26 students (78.8%) in the high category, and no students in the low category in reading map ability.

Table 4 .
Group statistics of map reading ability by gender

Table 5 .
Independent samples test of map reading ability by gender

Table 6 .
Distribution of answers to the map reading ability test