Christin Jayanti | The Effectiveness of the Service Learning Method on Pre-Disaster Preparedness in Undergraduate Midwifery Students at STIKES RSPAD Gatot Soebroto Journal Educational of Nursing (JEN) Vol.
8 No.
1 Ae January Ae June 2025.
page 94-99 p-ISSN :2655-2418.
e-ISSN:2655-7630 journal homepage: https://ejournal.
DOI: https://doi.
org/10.
37430/jen.
Article history:
Received: May 16th, 2025 Revised: June 20th, 2025 Accepted: June 27th, 2025 The Effectiveness of the Service Learning Method on Pre-Disaster Preparedness in Undergraduate Midwifery Students at STIKES RSPAD Gatot Soebroto Christin Jayanti1.
Widya Rahayu2 Gatot Soebroto Army Hospital (RSPAD) College of Health E-mail: christin_jayanti@stikesrspadgs.
Abstract Background: Indonesia is a country with a high level of disaster risk so that disaster preparedness is an important competency for health workers, including midwifery students as prospective midwives.
One of the learning methods that can be used to improve pre-disaster preparedness is Service Learning.
Objective:
This study aims to analyze the effectiveness of the Service Learning learning method on the knowledge and attitudes of pre-disaster preparedness in the Undergraduate Midwifery Study Program students of STIKes RSPAD Gatot Soebroto.
Method: This study used a quasi-experimental design with a pretest-posttest control group design approach.
The research sample was 60 using a total sampling technique.
Results: The average student knowledge score increased from 78.
33 A 16.
681 before the intervention to 99.
42 A 2.
after being given the Service Learning learning method.
The average attitude score increased from 72.
A 14.
168 to 86.
37 A 1.
The Wilcoxon test results showed a significant difference in knowledge .
= .
and attitude .
= 0.
before and after the intervention.
Conclusion: The Service Learning method is effective in improving the knowledge and attitude of pre-disaster preparedness of students in the Undergraduate Midwifery Study Program.
Keywords: Service Learning, pre-disaster preparedness, disaster education.
INTRODUCTION
Indonesia is a country with a high level of disaster risk because it is located at the confluence of three active tectonic plates in the world, has many active volcanoes, extensive coastal areas, and is vulnerable to various hydrometeorological disasters such as floods, landslides, extreme weather, drought, and forest and land fires.
Disaster risk remains a major challenge in national development because almost all regions of Indonesia have varying levels of disaster National Disaster Management Agency (BNPB) data shows that during 2024 there were 3,472 disasters in Indonesia with significant impacts on communities and infrastructure.
Most of these disasters were dominated by hydrometeorological disasters such as floods, extreme weather, and landslides that occurred due to the influence of climate change and environmental vulnerability.
Disaster events in 2024 resulted in 540 people died, 63 people went missing, 11,531 people were injured, and 8,136,271 people were affected and In addition, the disaster also caused damage to 80,304 housing units, 612 Journal Educational of Nursing (JEN)Vol.
8 No.
Christin Jayanti | The Effectiveness of the Service Learning Method on Pre-Disaster Preparedness in Undergraduate Midwifery Students at STIKES RSPAD Gatot Soebroto educational facilities, 415 places of worship, 82 health facilities, 89 offices, and 445 This condition shows that efforts to reduce disaster risks and increase community preparedness, including among students as prospective health workers, are very important to support the nation's resilience in facing disasters .
This condition indicates a high level of vulnerability to flood disasters, so efforts are needed to reduce the risks and impacts they cause to the community.
One effort to reduce risks and impacts is through preparedness.
The main goal of preparedness is to minimize the impact of disasters through effective, efficient, and timely planning, training, and preventive actions.
The main parameters in measuring community preparedness are knowledge and attitudes .
Increased community preparedness can be achieved if they have adequate knowledge and understanding regarding the threat of flooding in their area.
Knowledge about disaster preparedness needs to be possessed by the community, even those who are not affected by floods .
Community attitudes towards flood disasters greatly determine the effectiveness of mitigation actions taken.
Attitudes are not only influenced by Preparedness attitudes are actions taken to reduce disaster risks that understanding, response, and proactive actions of individuals or groups in facing potential disasters.
With good knowledge and attitudes about preparedness, the community will be better prepared to reduce the impacts caused by flood disasters .
In the context of health, disasters can disrupt basic health services, including maternal and child health services.
Pregnant women, women in labor, postpartum mothers, infants, toddlers, the elderly, and people with disabilities are vulnerable groups who require special attention in the pre-disaster, emergency response, and post-disaster phases because they have higher health risks than other groups .
Midwifery students as prospective midwives need to have good preparedness, not only in terms of knowledge, but also attitudes, risk communication skills, community education, evacuation planning, and understanding of reproductive health needs in disaster situations .
Pre-disaster preparedness Midwifery students need to be developed through applicable learning methods.
One relevant method is service learning, a learning approach that integrates academic objectives with community service and reflection on learning experiences .
Through service learning, students not only receive material in class but also directly engage in problem identification, education, simulations, and reflection with the This method has been proven to improve practical skills, social responsibility, communication skills, and student readiness in dealing with public health problems and disasters .
In midwifery education, service learning can be implemented through pre-disaster preparedness education activities for the community, the development of educational media, the identification of vulnerable groups, preparedness simulations, and counseling on the special needs of pregnant women and babies during disasters.
These activities provide students with direct learning experiences while increasing the community's capacity to face disaster risks .
Therefore, research on the effectiveness of the service learning method on pre-disaster Undergraduate Midwifery Study Program at STIKES RSPAD Gatot Soebroto is important to determine whether the method is able to significantly improve students' knowledge and attitudes about preparedness.
Journal Educational of Nursing (JEN)Vol.
8 No.
Christin Jayanti | The Effectiveness of the Service Learning Method on Pre-Disaster Preparedness in Undergraduate Midwifery Students at STIKES RSPAD Gatot Soebroto Table 2.
Average Attitudes before and after being given the Service Learning Method
RESEARCH METHODOLOGY
This type of research is quantitative with a quasi-experimental method, using a PretestPosttest Control Group Design.
The study population was all students of the Undergraduate Midwifery Study Program at STIKes RSPAD Gatot Soebroto who met the research criteria.
The sampling technique used total sampling, resulting in 60 respondents divided into an intervention group .
and a control group .
The research instruments were a knowledge questionnaire and a pre-disaster preparedness attitude questionnaire that had been tested for validity and reliability.
The collected data were analyzed univariately to describe the characteristics of respondents and the distribution of research variables.
Data were analyzed using parametric or nonparametric tests according to the results of the normality test, with a significance level of = 0.
Based on Table 2, it is known that the average attitude score of students before being given the Service Learning method was 72.
45 with a standard deviation of 14.
The lowest attitude score was 55 and the highest score After being given the Service Learning method, the average attitude score increased to 86.
37 with a standard deviation The lowest attitude score after the intervention was 70 and the highest score was Table 3.
The Influence of the Service Learning Method on Student Knowledge and Attitudes.
Variables RESULTS Table 1.
Average knowledge before and after being given the service learning method.
Knowledge Mean
Before Elementary School
16,681
After 2,015 MinMax Based on Table 1, it is known that the average knowledge score of students before being given the Service Learning method was 78.
with a standard deviation of 16.
The lowest knowledge score was 33 and the highest score was 94.
After being given the Service Learning method, the average knowledge score increased to 99.
42 with a standard deviation of 2.
The lowest knowledge score after the intervention was 94 and the highest score was 100.
Knowledge Attitude Mean
Rank
Pretest
Mean
Rank
Post-test
0,000
Based on the results of the normality test, the knowledge and attitude data were not normally distributed .
< 0.
, so the analysis was continued using the Wilcoxon Signed Rank Test.
The results of the Wilcoxon test on the knowledge variable showed a mean pre-test rank of 8.
50 and a mean post-test rank of 13.
00 with a p-value 000 .
< 0.
These results indicate that there is a significant difference between the level of student knowledge before and after being given the Service learning Learning.
In the attitude variable, the mean pre-test rank was 10.
88 and the mean posttest rank was 17.
78 with a p-value of 0.
< 0.
These results indicate a Journal Educational of Nursing (JEN)Vol.
8 No.
Christin Jayanti | The Effectiveness of the Service Learning Method on Pre-Disaster Preparedness in Undergraduate Midwifery Students at STIKES RSPAD Gatot Soebroto significant difference between student attitudes before and after being given the Service Learning method.
DISCUSSION