Social cash assistance for food security during a disaster: lesson learned from Indonesia

There was a change in the environment and food security threat during the COVID-19 pandemic. Many countries, including Indonesia, are forced to allocate funds to reduce the risk of this disaster. The Government Republic of Indonesia, through the Ministry of Social Affairs, has launched a Social Cash Assistance Program for 10 million families affected by COVID-19. This study aims to identify how families affected by COVID-19 take advantage of this social cash assistance. The study was conducted on the beneficiaries of social assistance, in cash transfer of IDR 600,000 (USD 40), per month, for three months. This study involved 2290 beneficiaries as respondents spread across 12 provinces. The sampling technique was the Cohen Manion Morrison Table by proportional stratified random sampling. The findings show that (1) 99% of cash assistance is used for basic needs, especially for food, and (2) cash assistance could be used for basic needs for around two to three weeks, thereby strengthening food security. Recommendations are submitted based on the results of this study related to social cash assistance and food security. The first is that this assistance still needs to be continued until the COVID-19 pandemic is over. It is to help families affected by the COVID-19 pandemic meet their daily needs. Second, most respondents do not have a fixed income during the pandemic, so providing capital and business startups are needed to increase family income sustainably to maintain food security.

Development of Instruments to Measure Students' Conceptual Understanding on "Additive and Addictive Substances and Their Impact on Health"

The purpose of this study was to produce a conceptual understanding assessment instrument on the subject of "addictive and additives substances" during the Covid-19 pandemic. This development research was carried out using by carrying out three of four stages;the Define stage, the Design stage, and the Development stage. The assessment instrument from the development results consists of 11 Basic Competency Achievement Indicators, each of which is developed into three learning objectives so that the assessment instrument has 33 learning objectives (each learning objective is developed into three question indicator items). The total questions developed were 99 question packages and 18 of them were taken to be used as validation samples. Each question package consists of four types of questions;(1) true - false, (2) single choice, (3) the relationship between things, and (4) short answer. The assessment instrument developed covers the subject of "additives and addictive substances and their impact on health". The feasibility of this assessment instrument product was tested with two activities, (1) validation by experts from universities and (2) validation of user practicality by teachers and students. The assessment instrument developed is in the valid category based on the results of validation by experts with a score of 85.35%. For the level of practicality of the user by the teacher, the assessment instrument got a score of 98.61% with a very valid category. Furthermore, for the level of user practicality validity by students, the assessment instrument also received a very valid category with a score of 95.55%. © 2023 American Institute of Physics Inc.. All rights reserved.

Students Spatial Thinking Ability on Online Geography Learning During the COVID-19 Pandemic

The ability of spatial thinking is a demand for learning outcomes for geography education students. This research is to answer the question of how the level of students' spatial thinking skills in geography learning. This study uses a quantitative method with a population of all students of. Data collection techniques using questionnaires given online via Google Form. The data got from the questionnaire were analyzed using the mode. The results are 1) In the class of 2017 students as many as 68.89% have not been maximized in using concepts;62.22% has not been maximized in connecting between concepts;37.78% have not been maximally in predicting the impact;66.66% have not been maximal in problem-solving;51.11% have not been maximal in reading maps;2) In the class of 2018 students, 66.66% have not been maximized in using concepts;87.77% has not been maximized in connecting between concepts;37.78% have not been maximal in predicting the impact;77.78% not optimal in problem-solving;57.78% not maximal in reading maps;3) In the class of 2019 students, 64.91% have not maximized the use of concepts;68.41% has not been maximized in connecting between concepts;45.61% have not been maximal in predicting the impact;63.16% have not been maximal in problem-solving;75.44% have not been maximal in reading maps. From the results, it can be seen that students' spatial thinking skills in learning geography need to be further developed, especially the ability of students to read and interpret maps in analyzing problems raised in learning. © 2021 ACM.