Electronic Theses and Dissertation

Pemerintah Indonesia telah menerbitkan kurikulum pembelajaran mandiri untuk pendidikan tinggi dalam Revolusi Industri Digital 4.0. Kebijakan baru ini mengusulkan e-portofolio sebagai alat yang dapat digunakan untuk merefleksikan hasil kegiatan pembelajaran. E-portofolio melalui Story Map digunakan untuk menginvestigasi kemampuan spasial mahasiswa mata kuliah Wajib Umum Pengetahuan Lingkungan dan Kebencanaan (MKU PKL) di Universitas Syiah Kuala (USK). Penelitian ini bertujuan untuk mengembangkan konsep Story Map sebagai tugas e-portofolio untuk menginvestigasi kemampuan spasial siswa dalam bencana hidrometeorologi. Metode penelitian ini dimulai dengan mengembangkan konsep Story Map sebagai penugasan e-portofolio dari data sekunder: Studi literatur, raster, dan data vektor dari ESRI dan Mapbox. Kemampuan spasial diukur dari data primer: kuesioner. Hasil pengujian selama tiga hari Story Map e-portofolio topik bencana hidrometeorologi di Universitas Syiah Kuala, 3 hari: 1-Narasi geospasial, fokus banjir. 2- Analisis data, rancang Story Map. 3-Selesaikan Story Map dan gabungkan ke e-portofolio. Data pretest-post-test: pretest normal (p=0,424), post-test tidak normal (p=0,013). Data tidak homogen (p=0,013). Uji Wilcoxon: perubahan positif (ranks +496), Mean Rank +16, ties nol. Mayoritas responden menunjukkan tanggapan positif terhadap pemanfaatan e-portofolio dengan Story Map dalam konteks pembelajaran hidrometeorologi, yang terbukti mampu efektif mencapai tujuan pembelajaran dan signifikan dalam peningkatan kemampuan spasial mengenai bencana hidrometeorologi.
Kata kunci: Kemampuan spasial, Story Map, GIS, e-portofolio, Bencana Hidrometeorologi.

The Indonesian government has published an independent learning curriculum for higher education in the Digital Industrial Revolution 4.0. This new policy proposes e-portfolios as a tool that can be used to reflect on the results of learning activities. E-portfolio via Story Map was used to investigate the spatial abilities of students in the Compulsory General Environmental and Disaster Knowledge (MKU PKL) course at Syiah Kuala University (USK). This research aims to develop the Story Map concept as an e-portfolio assignment to investigate students' spatial abilities in hydrometeorological disasters. This research method begins by developing the Story Map concept as an e-portfolio assignment from secondary data: Literature study, raster and vector data from ESRI and Mapbox. Spatial ability is measured from primary data: questionnaire. Test results for three days Story Map e-portfolio on hydrometeorological disaster topics at Syiah Kuala University, 3 days: 1-Geospatial narrative, flood focus. 2- Analyze data, design Story Map. 3-Complete the Story Map and incorporate it into the e-portfolio. Pretest-post-test data: normal pretest (p=0.424), abnormal post-test (p=0.013). The data is not homogeneous (p=0.013). Wilcoxon test: positive change (ranks +496), Mean Rank +16, ties zero. The majority of respondents showed a positive response to the use of e-portfolios with Story Maps in the context of hydrometeorology learning, which was proven to be effective in achieving learning objectives and significantly increased spatial abilities regarding hydrometeorological disasters. Keywords: Spatial ability, Story Map, GIS, e-portfolio, Hydrometeorological Disasters.