Inovasi Pembelajaran Geografi pada Materi Pola Keruangan Desa untuk Penguatan literasi kebencanaan di SMA Negeri 1 Warungkiara, Kabupaten Sukabumi

Abstract

Geography learning at the senior high school level plays an essential role in developing students’ disaster literacy. However, in practice, it often remains theoretical and does not connect classroom concepts with real environmental contexts. This study focuses on how innovation in geography learning on the topic of rural spatial patterns can be integrated with disaster context to enhance students’ spatial thinking and disaster awareness. The purpose of this research is to develop a contextual learning model that connects spatial pattern concepts with environmental disaster potentials in areas dominated by rubber, palm oil, and cassava plantations, which characterize the Warungkiara region of Sukabumi Regency. This study employed a qualitative descriptive analysis with a case study approach, involving classroom observations, interviews with teachers and students, and documentation of student project results. Data were analyzed thematically to explore the relationships between learning processes, local environmental contexts, and the strengthening of disaster literacy. The results indicate that integrating disaster context into geography learning through a project-based learning model effectively improves students understanding of the relationship between spatial patterns, land use, and disaster risks such as local flooding, drought, and soil erosion. Furthermore, the use of geospatial technology and the inclusion of local wisdom in reflective discussions helped students develop ecological awareness and environmental responsibility. The implication of this study highlights that contextual, locally-based geography learning can serve as an effective strategy to foster students’ disaster awareness, preparedness, and environmental stewardship.

Keywords: disaster literacy, learning innovation, rural spatial pattern, Warungkiara.