Students’ knowledge of flood-prone locations around schools

Knowledge of location has an important role in decision making, especially during a disaster. This study aimed to analyze the location knowledge of MTsN 5 Klaten students related to floods around the school. Knowledge of the location or the surrounding environment can be used to reduce the disaster risk, in order to increase student capacity. This research was quantitative research. The population of this study were all students at MTsN 5 Klaten, totalling 348 students. The research sample totalled 103 students who were taken by purposive sampling method. This method was taken because class IX students had experienced a flood at MTsN 5 Klaten. Data collection techniques used a questionnaire. The data analysis used descriptive statistics. The results of the study showed that the level of students’ knowledge of the location of the flood-prone area was included in the moderate category, with an average value of 75.01. Most of the students have a moderate category with a percentage of 76.7%. There were 9 students (8.7%) in the high category and 15 students (14.6%) included in the low category. The low score of location knowledge regarding distance calculations reflects the need for distance calculation training for students in order to increase students’ location knowledge of flood.


Introduction
Indonesia is a country that is prone to flood disasters.High rainfall intensity, climate change, changes in landuse, slopes, and buildings on river banks can trigger flood disasters.In addition, increasing human activities, especially in transportation, industry, building construction, and other human activities, influence global climate change by increasing the earth's average temperature from year to year [1].Climate change due to global warming increases rainfall and sea level rise.If human activity increases and does not balance natural conditions, flood disasters will occur frequently in several regions of Indonesia.The more frequent floods occur, the more impact it will have on life.Flooding is a condition of water flow whose capacity is above the expected volume of water.Floods have impacts such as loss of life, loss of livelihood, loss of property, and damage to houses and public facilities [2].Agricultural land is the area most affected by flooding, which causes crop failure [3].Increasing land use from non-residential to residential results in a decrease in the carrying capacity of the watershed, which increases the intensity of flooding [4].
Floods are a disaster that often occurs.As many as 644 floods occurred in several regions of Indonesia.Natural disasters during January -July 2021 caused casualties, including 498 people dying, 12,866 people being injured, 68 people going missing, and 5,471,936 people suffering and being displaced.Flood disasters also damage public facilities such as schools, hospitals, mosques, etc.The 1314 (2024) 012116 IOP Publishing doi:10.1088/1755-1315/1314/1/012116 2 many impacts of floods require reducing the risk of disasters.Disaster risk reduction aims to minimize the impact of disasters.
According to BNPB (2012), disaster risk assessment is an approach to show the potential negative impacts of a disaster.The disaster risk map can be created from threats, vulnerabilities, and capacity.In this case, disaster risk is proportional to threats and vulnerabilities but inversely proportional to capacity.So, the greater the community's capacity, the smaller the disaster risk.Therefore, the risk of flood disasters can be reduced by reducing vulnerabilities in the community and increasing the community's capacity to cope with the impacts of flood disasters.
In the field of education, disaster risk reduction is also essential.Disaster risk reduction in educational units can be done by integrating it into existing subjects at school [5].According to [6], disaster risk reduction can be trained through Geography learning.Geography is a science that studies human and natural activities along with their interactions through a spatial perspective to form specific spatial patterns.Geography does not only study theory but also involves spatial thinking skills [7].Based on the education curriculum in Indonesia, students must have several types of learning, including knowledge, attitudes, and skills [8].
Location knowledge is also needed to minimize the impact of floods.The basis of spatial thinking abilities is location recognition [9].By getting to know a place, students can apply the concept of location to events that occur around them.Understanding a location well seems complicated if the location has never been known or recognized.Therefore, geography learning in schools requires maps as a learning media [10].
MTsN 5 Klaten is a school affected by the floods.This school is located in Temas Village, Cawas, Klaten Regency.MTsN 5 Klaten is located on a lower slope than the surrounding area.The school location is also close to the Dengkeng River.The school is located in the southern of the Dengkeng River.The distance between the Dengkeng River and MTsN 5 Klaten is around 2.8 km.The Dengkeng River is an upstream sub-watershed of the Bengawan Solo River.Based on a survey conducted by researchers, MTsN 5 Klaten has experienced flooding.Almost every rainy season, MTsN 5 Klaten experiences floods.The cause of flooding at the school was the low slope and high rainfall.The flood at MTsN 5 Klaten did not cause any casualties, but learning activities were disrupted because the environment around the school was flooded.The flood level was as high as an adult's ankle.Due to the flood incident, the school dismissed its students.The teacher's office was also submerged ankle-deep.
The floods at MTsN 5 Klaten must be anticipated with high student capacity.Increasing student capacity can minimize the impact of floods.Students' capacity can be increased through social studies learning.Social studies subjects emphasize thinking abilities, inquiry, problem-solving, and social skills [11].Knowledge of the location or surrounding environment can also reduce disaster risks and increase student capacity.Students' location knowledge can be known from their ability to read maps.With this ability, students can minimize the flood risk.Knowledge is a domain that is very important for the formation of a person's actions.Knowledge of a particular object is significant for complex changes in attitudes.An attitude based on knowledge will be better than an attitude not based on knowledge.Therefore, researchers conducted research titled "Students' knowledge of flood-prone locations around the school".

Methods
This research is located at MTsN 5 Klaten, which is located on Jl.Temas, Dusun I, Bawak, Cawas District, Klaten Regency, Central Java.This research used descriptive research methods with a quantitative approach.The population in this research is all MTsN 5 Klaten students for the 2021/2022 academic year, totaling 384 students.Sampling used a purposive sampling technique.The reason researchers used purposive sampling was because class IX students had experience of flood disasters and students aged 13-16 years.The distribution of the number of samples used by researchers is presented in Table 1.Data collection techniques used test to collect the student knowledge about flood on their surrounding.Data collection was carried out directly at MTsN 5 Klaten.The map used to measure student knowledge uses a flood vulnerability map created by the government.The data analysis technique used is descriptive statistics.The range of values and frequency of location knowledge for class IX MTsN 5 Klaten students showed in Table 3.The range of values in each class is 8, with the smallest value being 33 and the largest value 100.The number of classes in the frequency distribution of students' spatial thinking abilities is divided into eight.Table 3 shows the frequency distribution of location knowledge scores for class IX MTsN 5 Klaten students.The highest frequency of location knowledge ability scores is 87-95, with 31 students.Meanwhile, the lowest frequency is 51-59, with three students.

Figure 1. Frequency distribution of location knowledge scores
Source: data analysis, 2022 Table 4 shows that the level of location knowledge is divided into three categories: low with a value of 33-56.3,medium with a value of 57.3-79.6, and high with a value of 80.6-100.The students' location knowledge level is included in the moderate level, with 79 students.It shows that most students have a moderate level of location knowledge, with a percentage of 76.7%.In the high category, there are nine students with a percentage of 8.7%.There are 15 students with a percentage of 14.6% included in the lowest category in location knowledge.Location knowledge has four aspects.Based on Table 5, it can be seen the number of students who answered correctly and incorrectly in the aspect of location knowledge.The highest score in location knowledge is in aspect 1, with a percentage of correct answers of 84.2%, which consists of questions 1-8.Meanwhile, the lowest percentage was in aspect 2, with a percentage of correct answers of 47.08%.Table 5 shows the percentage of correct and incorrect answers for MTsN 5 Klaten students.Table 5 shows that the highest aspect with the correct answer is aspect 1, with a percentage of 84.2%.This percentage is obtained from the number of correct answers to questions number 1 to 8 and then divided by 8 to produce this percentage.In aspect 1, eight questions related to knowledge of floods, such as understanding floods, causes of floods, impacts, and flood prevention.Meanwhile, the lowest aspect is aspect 2, with a correct percentage of 47.08%.Aspect 2 relates to students' ability to determine the distance to a place on the map provided by the researcher.So, understanding flood is more effortless than determining the distance to a place on the map.
The level of location knowledge is included in the moderate category, with an average value of 75.01.It can be seen in Table 3, which shows that the level of location knowledge, with a value of 57.3 to 79.6, has the highest percentage, with 76.7%.There are four aspects of location knowledge consisting of 15 questions.The highest answers to the location knowledge aspect were found in questions number 1, 4, 7, 6, and 3.Meanwhile, the highest number of incorrect answers were found in questions 9, 10, and 11.
The number of correct answers to numbers 1, 3, 4, 7, and 6 with percentages were 94.2%, 90%, 89.3%, 88.3% and 89.3% respectively.These five numbers are included in aspect 1 of location knowledge.Aspect 1 relates to flood knowledge, factors that cause floods, and efforts to anticipate floods.According to class IX students at MTsN 5 Klaten, the five questions 1, 3, 4, 7, and 6 are easy because they have already been studied in social science subjects.Flood events that have occurred also increase knowledge about floods.This result is also in line with research [12] showing that the level of knowledge is the main factor that can influence attitudes and concern for being prepared to face disasters.Knowledge can be increased through innovative learning in class, such as using the jigsaw strategy [13].
The highest incorrect answers about location knowledge were in numbers 9 and 10.Questions 9 and 10 were included in aspect 2, regarding location knowledge.The percentage of incorrect answers to questions 9 and 10 is 42.7% and 51.5%.Aspect 2 of location knowledge relates to students' ability to determine the distance using a map.Some MTsN 5 Klaten students need to learn how to determine distance on a map.Some MTsN 5 Klaten students only estimate the distance between places without paying attention to the map's scale.Some students consider determining distance on a map a difficult problem because they have never been taught how to measure the distance of a place on a map.
The research results show that the tendency for location knowledge for class IX MTsN 5 Klaten students is moderate, with an average of 75.01.These results can be seen from the correct answers to each aspect of location knowledge.The highest aspect of location knowledge is in aspect 1, related to flood knowledge.The lowest aspect of location knowledge is in aspect 2, which is related to student's 6 ability to determine the distance of a place.Meanwhile, location knowledge's location and distance aspects are included in the moderate category.Aspect 3, the location knowledge aspect, has a percentage of 63.1%, and aspect 4, which is related to location or place, has a percentage of 77.02%.Table 6 shows the percentage comparison of correct answers between male and female students at MTsN 5 Klaten.Table 6 shows that the highest percentage of correct answers for male and female students is in aspect 1. Aspect 1 relates to students' ability to determine direction or orientation.Male students got a percentage of 44.17%, and female students got a percentage of 40.05%.This percentage shows that male students have higher scores in determining the direction or orientation of a place than female students.
Meanwhile, the lowest percentage of correct answers for male and female students was in aspect 2. In aspect 2, the percentage of correct answers for male and female students was 20.81% and 26.21%.This value shows that male students have a higher answer on location knowledge abilities than female students.

Conclusions
Location knowledge is included in the moderate category, with an average value of 75.01.The highest aspect of location knowledge is in aspect 1, with a percentage of correct answers of 84.2%.Aspect 1 relates to the knowledge of flood disasters at MTsN 5 Klaten students.The lowest aspect of location knowledge is aspect 2, with a correct answer presentation of 47.08%.Aspect 2 relates to students' ability to determine the distance between places using a map scale.The low score of location knowledge regarding distance calculations reflects the need for distance calculation training for students in order to increase students' location knowledge of flood.

Table 1 .
Distribution of sample numbers The results of the location knowledgeability scores obtained by MTsN 5 Klaten students are presented in Table 2. Table 2 shows that the average score for class IX students at MTsN 5 Klaten is 75.01, which results from the total number of sample scores divided by the sample size of 103 students.The average score of location knowledge is 75.01, which is included in the moderate category.It follows the statistical median value obtained by class IX MTsN 5 Klaten students, with 75.79.

Table 2 .
Statistical distribution of location knowledge ability score

Table 3 .
Frequency distribution of location knowledge ability score

Table 4 .
Level of location knowledge ability

Table 5 .
Percentage of location knowledge answers for each aspect

Table 6 .
Percentage of location knowledge answers for each aspect by gender