The background of this research was the importance of disaster mitigation
education at SD Negeri Panikel 03 Kampung Laut, Cilacap Regency, which was at
risk of disasters due to its location in a disaster-prone area. There was a lack of
understanding and preparedness among teachers and students, leading to
suboptimal implementation. The research aimed to describe the perceptions of
teachers and students regarding the goals and importance of disaster mitigation
education, the disaster mitigation learning approach models used by teachers, and
the effectiveness of disaster mitigation learning models integrated with Social
Studies and other approaches. The research used was descriptive qualitative
research. The data collection process involved interviews, observations, and
documentation. The data analysis technique used included data collection, data
reduction, data presentation, and drawing conclusions. The results showed that the
positive perceptions of teachers and students towards disaster mitigation education
create a strong foundation for interaction and the joint construction of knowledge.
A shared understanding between teachers and students about the goals and
importance of disaster mitigation education creates a "zone of proximal
development" that enables more effective learning. Teachers implement integrated
learning that involves a contextual, cooperative approach, using various methods
such as discussions, simulations, projects, and games, as well as utilizing KIE
media to help enhance students' active engagement, understanding, and motivation.
Integrated learning, which uses a contextual and cooperative approach involving
various methods and supportive learning media, has a positive impact on increasing
students' active engagement, understanding, and motivation. This positive impact
reflects the effectiveness of integrated learning, which uses a contextual and
cooperative approach, involving various methods such as discussions, simulations,
projects, and games, while utilizing KIE media to improve students' understanding,
skills, and motivation. The conclusion was that the integrated learning model on
disaster mitigation in Social Studies allowed for contextual, practical, and
innovative learning, supported by adequate facilities, which had positive impacts.