Development of Contextual Disaster Multimedia to Improve Literacy, Interest and Awareness of Disaster Mitigation in Social Science Subjects

Development of Contextual Disaster Multimedia to Improve Literacy, Interest and Awareness of Disaster Mitigation in Social Science Subjects

Sukma Perdana Prasetya^1*, Lidya Lestari Sitohang², Fahmi Fahrudin Fadirubun³, Sri Murtini⁴, Armawati Hidayati⁵

^1,2,3,4Universitas Negeri Surabaya, Indonesia.

⁵Institut Agama Islam Al-Fatimah, Bojonegoro, Indonesia.

*Corresponding author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.906000124

Received: 31 May 2025; Accepted: 02 June 2025; Published: 03 July 2025

ABSTRACT

This study aims to develop and test the effectiveness of contextual disaster education multimedia materials on students’ literacy, learning interest, and disaster mitigation awareness. The research method used is the 4D model (Define, Design, Develop, Disseminate) with a one-group pretest-posttest design. Expert validation showed that the multimedia tool was categorized as “very feasible” with an average score of 93%. The application to 60 seventh grade students of SMP Plus Al Fatimah Bojonegoro showed a significant increase in understanding of disaster mitigation with an average score on the posttest increasing from 48.9 to 85.4. Wilcoxon analysis found a significant difference between the pretest and posttest (p <0.05). The learning interest questionnaire showed that 70% of students were very interested in using contextual disaster multimedia. The answers to the disaster awareness questionnaire showed that more than 75% had a high level of disaster awareness. The conclusion of this study is that disaster education multimedia materials are contextual and effective in improving disaster mitigation literacy as well as students’ learning interest and awareness of disaster preparedness. This study recommends the use of multimedia in teaching social subjects in schools in disaster-prone areas.

Keywords: Disaster mitigation, disaster multimedia, disaster literacy, student preparedness, social science learning

INTRODUCTION

Indonesia, as a country with a high risk of natural disasters, faces a major challenge in providing mitigation understanding to the community (Djalante et al., 2017). Bojonegoro Regency is often hit by hydrometeorological disasters, such as flooding due to high rainfall and whirlwinds during the transitional season (Widodo et al., 2023). The lack of understanding among the public, especially school students, about disaster mitigation shows the need for an innovative educational approach (Shah et al., 2020). In social studies learning, disaster mitigation topics can be integrated through interactive multimedia teaching materials that are relevant to local conditions. Disaster multimedia can combine various visual and audio elements to attract students’ attention, increase their engagement in learning, and provide in-depth understanding that can be applied in everyday life.

Bojonegoro Regency, East Java, is an area prone to various types of natural disasters. One of the main disasters is flooding, especially due to the Bengawan Solo River which often overflows during the rainy season, inundating settlements and surrounding agricultural land (Ningtyas et al., 2021). The southern region of Bojonegoro, which has steep topography, is also prone to flash floods due to intense heavy rain. The unstable soil conditions in areas with high slopes cause landslides to become an additional threat, especially after prolonged rain.

Bojonegoro also experiences strong winds and tornadoes which are often triggered by the formation of cumulonimbus clouds, damaging buildings and infrastructure (Septi Wulandari, 2024). During the dry season, this district experiences drought which results in difficulties in accessing clean water and agricultural products (Rahmawati et al., 2023). The location of Bojonegoro Regency, which is crossed by two active faults, namely the Rembang-Madura-Kangean-Sakala (RMKS) fault and the Kendeng fault, makes earthquakes another potential threat (Husein et al., 2016).

To reduce the risk of this disaster, the regional government through the Regional Disaster Management Agency (BPBD) is actively carrying out mitigation efforts, including outreach, training, and providing early warnings to the community (Jalaludin, 2023).  According to Arofah & Puspaningtyas (2023), active community participation is very important in increasing preparedness, both through understanding disaster mitigation and by utilizing weather information provided by the authorities. With this step, it is hoped that the impact of the disaster in Bojonegoro Regency can be minimized significantly.

Knowledge and understanding of disaster mitigation is important to do, considering that Bojonegoro is one of the areas that is often hit by natural disasters such as floods and tornadoes. One of the anticipatory steps to build public understanding of disaster mitigation is to apply it in the world of education. Understanding natural disaster mitigation can be useful for reducing the risk of natural disaster impacts, building responsive habits and students’ preparedness for natural disasters (Nurani et al., 2022). The understanding of the community and students about disaster mitigation is still low. This is proven by the results of Warda’s research at SD Negeri Baluwarti, that the problem in implementing disaster mitigation education is the limited human resources and the lack of teacher ability in terms of disaster mitigation (Apriyanti, 2019). Another study conducted by Hayudiyas (2020), stated that many students do not yet understand disaster information. After the natural disaster simulation test was conducted, many students were still not responsive and ready to face natural disasters (Suryadi et al., 2024). The lack of public understanding of disaster mitigation is proven by research conducted by Qodrifuddin et al. (2022), stating that the public does not understand natural disaster.

Social studies education as a branch of intradisciplinary science which is an integration of branches of social sciences, one of which is geography (Ningrum et al., 2023). In social studies learning in phase D, there is disaster mitigation material at the VIII grade level. Social studies education is an integration of branches of social sciences such as geography, economics, sociology and history so that the competency of social studies material is related to disaster mitigation regarding community disaster preparedness in terms of geographical and sociological studies of its society. Social studies as a discipline of study has a relationship and responsibility in providing disaster mitigation education to students because of the integration of social sciences in its studies  (Buamona et al., 2023).

The statement above is reinforced by the results of pre-research at SMP Plus Al Fatimah Bojonegoro, that the understanding of natural disaster mitigation among students at the school is still low. According to the results of an interview with one of the social studies teachers at SMP Plus Al Fatimah Bojonegoro, in social studies learning, disaster mitigation material has not been applied and there has been one socialization of weather conditions by the local Meteorology, Climatology and Geophysics Agency. The less than optimal application of disaster mitigation material in social studies learning has an impact on the knowledge and understanding of natural disaster mitigation among students. Seeing these conditions, input from one of the social studies teachers at SMP Plus Al Fatimah Bojonegoro supports the importance of disaster mitigation education for students through the development of disaster teaching materials.

As one of the efforts to overcome natural disasters, it is necessary to implement disaster mitigation education in the world of education (Selby & Kagawa, 2022). In addition, Law No. 24 of 2007 has regulated that educational institutions have a role and participate in efforts to reduce disaster risks by providing knowledge about disaster management. Acording to Tuladhar et al. (2014), disaster mitigation education can be applied at the school level to provide an understanding of disaster management to students, when affected by unexpected natural disasters.

Understanding disaster mitigation in the world of education is called lifelong education because it can be implemented by students in everyday life (Ossiannilsson, 2022). By implementing disaster mitigation education in social studies subjects at the junior high school level, it can provide knowledge and understanding of natural disaster information, natural disaster symptoms and efforts to prevent and overcome post-disaster (Prasetya, et al., 2024). The junior high school level is called a transitional period because there is a change in mindset from childhood to adolescence. Therefore, it is important to provide information about natural disasters, so that students can understand the steps before a disaster, emergency response and after a natural disaster. The purpose of this study was to develop contextual disaster multimedia that is suitable for use in learning disaster material in social science subjects. Testing the application of the impact of using contextual disaster multimedia on learning interest, literacy and awareness of disaster mitigation.

METHOD

This study uses an R&D approach with a 4D model, including: Define: Needs analysis was conducted through interviews with teachers and students. The main problem found was the lack of innovative learning resources on disaster mitigation in schools. Design: Multimedia is designed with interactive features, such as videos, infographics, and quiz-based simulation questions. The material includes steps to mitigate floods and tornadoes. Develop: Media and material expert validation was conducted to assess the feasibility of the product. Trials were conducted with small groups of students to obtain feedback for improvement. Disseminate: Multimedia was implemented in social studies learning for grade VIII. The pretest-posttest design was used to measure the effectiveness of multimedia. The subjects of the study consisted of 60 grade VIII students of SMP Plus Al Fatimah Bojonegoro. Data were collected through questionnaires to measure interest and awareness of disaster mitigation; objective tests were used to measure disaster literacy. Data analysis was used with percentages and paired sample t-tests and N-Gain.

RESULTS AND DISCUSSION

Result

1. Define stage, namely analysis of the results of the needs analysis

Based on the results of interviews with social studies teachers at SMP Plus Al Fatimah Bojonegoro, data was obtained in the form of information on the use of teaching materials in social studies learning in class, especially disaster material, which is still general regarding national disasters that occurred in Indonesia. Disaster material in disaster teaching materials has not been developed in accordance with the disasters that occurred in the region itself, namely in Bojonegoro district. This condition makes it difficult for students to understand disaster material because the material is not contextual with their own region (Bojonegoro).

Natural disaster teaching materials needed by teachers and students are in the form of information that explains the potential for disasters that are prone to occur in Bojonegoro and information related to steps when dealing with floods and tornadoes. So far, the media or teaching materials known to students are in the form of printed paper and digital media such as ebooks. The media design desired by teachers is not only in the form of information presented in writing and images, but also interactive for students. The existence of innovation in the media used to explain disaster mitigation material is important for teachers when implementing natural disaster mitigation information to students. In addition, based on the results of the need assessment analysis of disaster multimedia development, the teacher suggested that examples of natural disaster events that occurred be given, so that students are expected to understand and relate to real conditions in the surrounding environment that are in accordance with the concept of meaningful learning In the second analysis stage, namely, identifying the understanding of students in the Al Fatimah Bojonegoro Plus Middle School class regarding natural disaster mitigation. The researcher conducted an initial identification through interviews with several students regarding their initial understanding of natural disaster mitigation. Based on the results of interviews with several students, it was found that many of them did not know the steps that must be taken to prevent flooding, then what steps should be taken when facing a flood and what actions should be taken after a flood and tornado occur. Seeing these conditions, it is necessary to provide natural disaster mitigation education in social studies learning. In addition, based on the results of interviews with social studies teachers at the junior high school, the material on natural disaster mitigation is included in the new material of the independent curriculum, so it has not been applied in social studies learning. Seeing from the initial abilities of students who do not know and understand about natural disaster mitigation, while the Bojongoro area, especially Kanor sub-district, is an area prone to hydrometeorological disasters. Therefore, it is necessary to provide disaster mitigation learning through the development of disaster multimedia which aims to improve understanding of flood and tornado disaster mitigation for class VIII students at SMP Plus Al Fatimah Bojonegoro.

At the task analysis stage, namely analyzing the material to be selected and identifying activities or tasks to be carried out by students during disaster mitigation learning using disaster multimedia. The selected material is “Geographical Conditions and Conservation of Natural Resources” in theme 1 of class VIII IPS. While the tasks given to students during the learning process using disaster multimedia include quizzes, LKPD and disaster mitigation ability tests for floods and tornadoes. In this study, based on the results of the analysis of the material and students’ abilities related to natural disaster mitigation, the tasks that will be included in the disaster multimedia are 3 (three) quiz questions, which are intended as a reflection of students’ understanding after studying the material on natural disaster mitigation for floods and tornadoes. While the disaster mitigation LKPD is given as a skills assignment. LKPD is compiled as a learning tool accompanied by case studies of examples of natural disasters such as floods and tornadoes in Bojonegoro.

Concept analysis aims to determine the concept of design of disaster multimedia materials and designs. The materials that will be included in disaster multimedia are mitigation of natural disasters such as floods and tornadoes. In this research and development, concept analysis was carried out by searching for and collecting information related to natural disasters such as floods and tornadoes that hit Bojonegoro. Based on data related to natural disasters such as floods and tornadoes obtained through the official website of the Bojonegoro Regency BPBD. On the official BPBD website, there is information about natural disasters such as floods and tornadoes that hit Bojonegoro every year. Several sub-districts that are often hit by floods and tornadoes are Kanor, Kalitidu, Bojonegoro, and Kapas. Through the concept analysis of the material, it will then be included in disaster multimedia and an explanation of the concept of hydrometeorological natural disasters and mitigation efforts that must be carried out by the community before, during and after natural disasters such as floods and tornadoes occur.

2. Design Stage, namely Contextual Disaster Material Design for Bojonegoro

At this stage, the researcher designed disaster multimedia using the Canva and Book Creator applications. There are 4 (four) stages in designing disaster multimedia, as follows:

Test preparation (criterion test construction). The initial stage carried out in designing disaster multimedia teaching materials is to prepare a pre-test and post-test. The preparation of the pre-test and post-test aims to measure and determine the initial and final understanding of students at SMP Plus Al Fatimah Bojonegoro. The pre-test and post-test are composed of 20 multiple-choice questions, and each question is adjusted to the cognitive level developed by Blooms. The pre-test and post-test questions are compiled based on the material on mitigating natural disasters such as floods and tornadoes, including efforts that can be made to reduce the risk of natural disasters such as floods and tornadoes at the pre-disaster stage, then emergency response steps during a disaster and actions that can be taken after a flood and tornado occur. By compiling a pre-test and post-test, it can be used to measure students’ understanding of local natural disaster mitigation such as floods and tornadoes

Media selection. The media selection stage is carried out to determine the media that will be developed as teaching materials. The selection of media is based on the results of the analysis of the initial findings of the need for teaching materials that need to be developed, the results of the analysis of student abilities, task analysis, material concept analysis to the analysis of learning objectives that have been carried out at the define stage. Based on the results of the analysis at the define stage, the researcher chose disaster multimedia to be developed as teaching materials in social studies learning with the topic of natural disaster mitigation material for floods and tornadoes. The reason for choosing multimedia is because there is an integration of text, images, video, audio and infographics that present information on natural disaster mitigation material for floods and tornadoes. Through the integration of text, images, infographics, audio and video in multimedia, it is expected to make it easier for students to learn and understand natural disaster mitigation material.

The design of the disaster multimedia format created in an application on Google Site, including the cover section, foreword page, and core page containing an explanation of the geographical location of Indonesia, climate characteristics in Indonesia, potential natural disasters that occur in tropical climates, explanations of hydrometeorological natural disasters and examples of hydrometeorological natural disasters, explaining the hydrometeorological natural disasters that often hit Bojonegoro Regency, namely floods and tornadoes, then explaining the impact of floods, factors causing floods through audio and examples of flood events that hit Bojonegoro accompanied by mitigation steps for floods and tornadoes. In addition, in this disaster multimedia, there is also a quiz as a reflection to determine students’ understanding of disaster mitigation.

Develop

Disaster multimedia is packaged in the googlesite application (https://bit.ly/3EMR2U2). At this multimedia development stage, the steps taken are to validate with media and material experts, revise multimedia and conduct limited trials. Disaster multimedia that has been created at the design stage is then consulted with the supervising lecturer to provide suggestions, input and approval by the supervising lecturer. After being given input and approval by the supervising lecturer, the next step is to validate the multimedia with expert lecturers in the field of media and material experts. Multimedia Feasibility (Expert appraisal). This multimedia feasibility test stage aims to determine the feasibility of the disaster multimedia that has been developed. Expert validation is carried out by requesting assessments from experts in the field of media and material through opinions, suggestions, input and approval from experts, through the instrument sheet provided. In the research and development of disaster multimedia products, validation is carried out with media experts and material experts. The following is an explanation of the results of the validation test from each media and material expert.

The validation results show that disaster multimedia is very feasible to use, with an average score of 4.6 on a scale of 5. The development of disaster multimedia produces digital-based teaching materials that are very feasible to use in social studies learning. Assessments from media and material experts show an average feasibility score of 93%, indicating a “very feasible” category. This multimedia includes text, video, audio, and infographics, which are designed to attract students’ attention and facilitate understanding of disaster mitigation concepts.

3. Limited Dissemination

The revised disaster multimedia according to the suggestions and input from the media expert validator and material expert, then limited dissemination or limited distribution was carried out to Social Studies Teachers and 60 students in class VII of SMP Plus Al-Fatimah Bojoengoro. Dissemination of disaster multimedia was carried out in a limited manner, due to limited research time so that the researcher applied it to one class, namely VII. The selection of class VII was based on the results of observations and interviews with Social Studies teachers at SMP Plus Al-Fatimah Bojoengoro that class VII has a cooperative attitude and the ability to understand material quickly. Therefore, it is expected that class VII will be able to become a facilitator for peers other than teachers.

Limited dissemination in class VII was carried out for 4 meetings, which included the first meeting where a pre-test was conducted for students, before the multimedia disaster teaching materials were applied. After that, at the second meeting, a treatment was carried out, namely starting to apply disaster multimedia packaged in the googlesit application in social studies learning in class VII which began by providing material related to the relationship between climate conditions and potential disasters that occurred, then studying the flood disaster that occurred in Bojonegoro and its mitigation steps. Then, at the third meeting, a treatment was carried out by studying the tornado disaster mitigation material. In the second and third treatments, students were also given LKPD as worksheets to find out how much they understood the material being taught. Furthermore, at the fourth meeting, students were asked to present the results of the LKPD and work on quizzes individually. At the fifth meeting after the disaster multimedia was applied in social studies learning in class VIII, a post-test was then carried out to measure students’ understanding, before and after the multimedia was applied.

In terms of learning interest after implementing social studies learning by implementing disaster multimedia, students were asked to fill out a questionnaire regarding their interest in learning using disaster multimedia. The questionnaire was distributed involving 60 respondents. Based on the results of the questionnaire using a Likert scale, the majority of students (70%) chose the answer “very interested” related to their interest in using the disaster multimedia provided because they considered the teaching materials to be innovative and interesting. This shows that most students feel that disaster multimedia helps them understand disaster material and the steps that need to be taken in dealing with emergency situations, especially in their own area, namely Bojonegoro Regency. In addition, there were also a number of students who chose “interested”, which indicates a level of interest in using the disaster multimedia, with a percentage of around 25% of the total respondents. There were 5% of respondents who answered “less interested” in using disaster multimedia teaching materials because they considered the media boring, while students who answered “not interested” in using disaster multimedia were 0% (none). The following is Figure 2 which shows the visualization of the results of the questionnaire on interest in using disaster multimedia.

Figure 1. interest in using disaster multimedia

Overall, students showed positive interest in the use of disaster multimedia in learning, with the majority assessing that the material presented was relevant to conditions that often occur around them, and the format and appearance of the multimedia were quite attractive and easy to use. There were also indications that this multimedia motivated students to be more concerned about disasters, and helped them feel more prepared in facing potential disasters. The small percentage of students who chose “Less interested” and “Not interested” indicated that there were several elements in the disaster multimedia that may not have been fully understood or were less effective for a small number of students. In terms of disaster awareness after implementing social studies learning by implementing disaster multimedia, students were asked to fill out a questionnaire regarding their awareness of disasters. The distribution of the questionnaire was carried out involving 60 respondents. Based on the results of the questionnaire using a Likert scale, all responses answered above 75% had high awareness of disasters. Disaster awareness includes seven indicators, namely: disaster understanding 85%, disaster preparedness (80%), disaster action (78%), disaster information awareness (88%), disaster evacuation awareness (82%), post-disaster awareness (75%). The following is Figure 2 which shows the visualization of the disaster awareness questionnaire results.

Figure 2. disaster awareness questionnaire results

In terms of disaster literacy, after implementing social studies learning by applying disaster multimedia in the classroom, the results showed that before using multimedia, most students’ pretest scores were in the low category, with an average score of 48.9. After using multimedia, the average posttest score for disaster mitigation literacy increased to 85.4, with most students reaching the high category. After calculating the N-Gain, the results of the disaster literacy post-test showed a very high increase, with an average score increase of 71%. The following is Figure 3 regarding the visualization of the pretest and posttest results for disaster literacy.

Figure 3. Pretest and posttest results for disaster literacy

Disaster literacy data from the pretest and posttest were then tested for normality and homogeneity of the data. Based on the results of the normality test using Shapiro Wilk, it is known that the significance value (sig) on ​​the results of the initial ability (pre-test) of students is 0.25. While the final ability results (post-test) have a significance (sig) of 0.03 or less than 0.05. Reviewing the normality test data, it can be concluded that the pre-test and post-test data are not normally distributed. Based on the testing of data that is not normally distributed, a hypothesis test is then carried out using the Wilcoxon technique. Based on the Wilcoxon test results, the sig value is obtained. (2-tailed) which is 0.000, so <0.05. These results indicate that there is a significant difference between the initial ability (pre-test) and the final ability (post-test) in understanding the mitigation of natural disasters such as floods and tornadoes in class VII students of SMP Plus Al-Fatimah Bojonegoro.

DISCUSSION

Disaster mitigation education is very important, especially in disaster-prone areas such as Bojonegoro Regency, East Java (Karnaji et al., 2023). The lack of students’ understanding of disaster mitigation indicates the need for a more innovative educational approach (Juhadi et al., 2021). Integrating disaster mitigation material into Social Sciences (IPS) subjects is the right step, considering that this discipline includes geographical and social aspects that are closely related to disaster preparedness (Prasetya, Sitohang, et al., 2024). Through this approach, it is hoped that students will not only have better disaster literacy, but also awareness to be responsive in dealing with disaster threats in their environment.

In an effort to improve students’ understanding of disaster mitigation, this study develops multimedia-based disaster teaching materials that are contextual to the Bojonegoro area. According to Prasetya et al. (2023), this multimedia is designed interactively by combining text, images, videos, and simulations so that students get a more interesting and applicable learning experience. Compared to conventional learning methods that tend to be theoretical, the use of technology in learning allows students to understand the concept of disaster mitigation more deeply and relevantly to the geographical conditions in their place of residence (Sakurai & Shaw, 2022).

The results of the study showed that the implementation of disaster multimedia at SMP Plus Al Fatimah Bojonegoro successfully increased students’ interest, literacy, and awareness of disaster mitigation. This increase was evidenced by the results of the post-test which were higher than the pre-test and the results of the questionnaire which showed that most students felt more interested in learning with this method. Contextual disaster multimedia provides a more concrete understanding because the material presented is directly linked to disaster conditions that often occur in Bojonegoro, such as floods and tornadoes. Thus, student involvement in learning also increases because they feel that the material being studied has a direct impact on their lives. Although disaster multimedia has proven effective, the role of teachers remains very important in optimizing learning. Teachers need to be given training related to the use of technology in education in order to be able to deliver material more optimally. This condition is reinforced by the opinion of Mayer Mayer (1997), who stated that without proper guidance, the use of multimedia may be less effective and not achieve the expected learning objectives. The development of innovative teaching materials and strengthening the capacity of educators also need to be considered so that the use of multimedia in learning truly provides optimal benefits for students (Abdulrahaman et al., 2020).

The use of disaster multimedia is not only relevant for students in Bojonegoro, but can also be applied in other disaster-prone areas in Indonesia. According to Hoffman & Ritchie (1997), the things that need to be anticipated in the implementation of multimedia are the challenges that may be faced in this implementation, namely limited access to technological devices in some schools and the readiness of teachers to adopt digital-based learning methods. For this reason, support from the government and educational institutions is needed to ensure adequate accessibility of technology and teacher training. With good support, disaster multimedia can be an effective solution in increasing community awareness and preparedness for disasters. The advantage of this disaster multimedia lies in its flexibility, which allows students to learn independently using digital devices such as laptops and smartphones (Haleem et al., 2022). The interactive quiz component in multimedia also helps students measure their understanding in real-time (Cochrane, 2005). Multimedia features that combine audio, video, and interactive text have been shown to be effective in improving student understanding (Almarabeh et al., 2015). Students also reported that they found it easier to understand disaster mitigation concepts through the visualizations presented, such as simulations of the impact of floods and tornadoes in their area (Bandrova & Marinova, 2020). According to Buamona et al. (2023), social studies teachers expressed that this multimedia helped them deliver the material in a more engaging and contextual way.

This study shows that the use of disaster multimedia in social studies learning is very effective in improving students’ understanding of disaster mitigation. The use of a contextual approach that is relevant to local geographic conditions has also been shown to increase students’ awareness. In the future, the development of disaster multimedia can be expanded by adding case studies from various regions that have different disaster characteristics. In addition, further research can also be conducted at other levels of education to ensure that disaster mitigation education can be provided sustainably and benefit more students throughout Indonesia.

CONCLUSION

Disaster multimedia developed contextually through the 4D model has proven to be effective and feasible to use in social studies learning to improve students’ understanding of local disaster mitigation. This multimedia also plays an important role in raising students’ awareness of the importance of disaster preparedness. This study recommends the use of disaster multimedia in other schools in disaster-prone areas. Disaster multimedia can be improved by adding case studies of natural disasters in other areas to broaden students’ horizons. The implementation of disaster multimedia needs to be supported by teacher training so that they are able to utilize technology optimally in learning. Further research can be conducted to test the effectiveness of this multimedia at other levels of education.

ACKNOWLEDGEMENTS

The author would like to thank the National Research and Innovation Agency (BRIN) through the Advanced Indonesia Research and Innovation (RIIM) 3 scheme and the Institute for Research and Community Service (LPPM) of Surabaya State University for facilitating the implementation of this research.

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