Electronic Theses and Dissertation

Abstrak nurul ilma b (2026). meningkatkan pengetahuan kesiapsiagaan gempa bumi melalui animasi digital pada anak usia 5-6 tahun di tk bunga pala aceh besar. [skripsi. universitas syiah kuala]. di bawah bimbingan prof. dr. drs bahrun m.pd dan sitti muliya rizka, s.pd., m.ed pengetahuan kesiapsiagaan gempa bumi pada anak usia 5–6 tahun di tk bunga pala aceh besar masih memerlukan peningkatan. anak belum memahami langkah-langkah yang tepat untuk melindungi diri saat gempa bumi terjadi, sehingga diperlukan pembelajaran yang menarik dan mudah dipahami. penelitian ini bertujuan untuk meningkatkan pengetahuan kesiapsiagaan gempa bumi melalui animasi digital pada anak usia 5-6 tahun di tk bunga pala aceh besar. penelitian ini menggunakan metode penelitian tindakan kelas (ptk) dengan model kemmis dan mctaggart yang dilaksanakan dalam dua siklus. subjek penelitian berjumlah 14 anak. penelitian dinyatakan berhasil apabila rata-rata kemampuan kesiapsiagaan gempa mencapai 75% atau berada pada kategori berkembang sesuai harapan (bsh). hasil penelitian menunjukkan adanya peningkatan pengetahuan kesiapsiagaan gempa bumi anak pada siklus ii pertemuan ii mencapai 83,92%, sehingga indikator keberhasilan penelitian tercapai. penerapan pembelajaran dilakukan melalui kegiatan menonton animasi kesiapsiagaan gempa bumi yang dilanjutkan dengan diskusi, simulasi, dan tanya jawab. langkah-langkah kegiatan meliputi: 1) guru mengajak anak menonton tentang kesiapsiagaan bencana gempa bumi dan isi tas siaga bencana melalui animasi digital, 2) guru memperkenalkan bunyi sirine gempa kepada anak, 3) guru menyanyikan lagu kesiapsiagaan bencana gempa bumi dan mengajak anak bernyanyi bersama, 4) guru menjelaskan tentang upaya penyelamatkan diri serta menjelaskan risiko apabila tidak menyelamatkan diri dari gempa, 5) guru mengajak anak untuk melakukan kegiatan simulasi, 6) guru melakukan tanya jawab terkait materi animasi, 7) guru mengajak anak untuk mengulang kembali materi kesiapsiagaan gempa bumi, 8) guru mengajak anak untuk menempel gambar kesiapsiagaan gempa bumi. dengan demikian, animasi digital terbukti efektif digunakan sebagai media pembelajaran untuk meningkatkan pengetahuan kesiapsiagaan gempa bumi pada anak usia dini. kata kunci: kesiapsiagaan gempa bumi, animasi digital, anak usia dini.

ABSTRACT Nurul Ilma B. (2026). Improving Earthquake Disaster Preparedness Knowledge Through Digital Animation for Children Aged 5–6 Years at TK Bunga Pala Aceh Besar. [Undergraduate Thesis. Universitas Syiah Kuala]. Under the supervision Prof. Dr. Drs. Bahrun, M.Pd. and Sitti Muliya Rizka, S.Pd., M.Ed. Knowledge of earthquake disaster preparedness among children aged 5–6 years at TK Bunga Pala Aceh Besar still needs improvement. Children have not yet understood the appropriate steps to protect themselves when an earthquake occurs; therefore, engaging and easily understandable learning is required. This study aims to improve earthquake disaster preparedness knowledge through digital animation for children aged 5–6 years at TK Bunga Pala, Aceh Besar. This study employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, conducted in two cycles. The research subjects consisted of 14 children. The study was considered successful if the average earthquake preparedness ability reached 75% or was categorized as Developing as Expected (BSH). The results showed an increase in children’s earthquake preparedness knowledge, with the achievement in Cycle II Meeting II reaching 83.92%, indicating that the research success indicators were met. The learning implementation was carried out through watching earthquake preparedness animations followed by discussions, simulations, and question-and-answer activities. The learning steps included: (1) the teacher invited children to watch digital animations about earthquake disaster preparedness and emergency preparedness kits; (2) the teacher introduced earthquake siren sounds to the children; (3) the teacher sang an earthquake preparedness song and invited children to sing together; (4) the teacher explained self-protection efforts and the risks of not protecting oneself during an earthquake; (5) the teacher guided children to participate in simulation activities; (6) the teacher conducted question-and-answer sessions related to the animation material; (7) the teacher invited children to review the earthquake preparedness material; and (8) the teacher invited children to paste pictures related to earthquake preparedness. Thus, digital animation was proven to be effective as a learning medium for improving earthquake disaster preparedness knowledge in early childhood. Keywords: Earthquake Disaster Preparedness, Digital Animation, Early Childhood.