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On April 10th, 2021, 3296 houses suffered light damage, 1964 houses suffered moderate damage, and 1552 houses suffered severe damage due to the earthquake that occurred in Malang, Indonesia. The iMPact on public facilities included 203 damaged schools, 16 damaged health facilities, 171 damaged places of worship, and 40 other damaged public facilities. Most of the damaged buildings were non-engineering buildings with various types of damage. In Pacitan Regency, there are many low-rise to medium-rise non-engineering buildings. In addition, Pacitan Regency has a coastline that is part of the Indonesian Ocean and is located very close to the subduction zone between the Indo-Australia plate and the Eurasian plate. The main potential sources of earthquake and tsunami events in this region are thrust systems. Seismic fragility curves play a pivotal role in the assessment of the comprehensive vulnerability of civil infrastructure to prospective seismic events, as well as in the anticipation of the consequential socioeconomic repercussions. This paper presents an analysis of the fragility of non-engineering buildings and estimates of their collapse using the finite element method. Seismic fragility analysis produces fragility curves that show the probability of structure damage under various damage conditions. [ABSTRACT FROM AUTHOR]

Research has found that core discipline areas continue to be taught separately as school subjects with little or no integration [1]. However, students' immersion in authentic, integrated STEM education in "rich" cross-curricular tasks is an aspirational way of learning. Using a Makerspace approach, the researchers created a community of experts, comprising pre-service teachers, through workshop training sessions. They then provided opportunities for school students to apply their subject knowledge to create hands-on, engaging artifacts influenced by an integrated STEM approach and Maker influence. This paper examines the experiences of primary school students who participated in a STEM-based project. A model of reflective identity formation was used to support the hands-on learning of pre-service teachers in Australia and Indonesia. The Wigglebots project engaged 385 primary school students from Australia and Indonesia, emphasizing their technological and scientific skills and knowledge by tasking them with creating a 'wiggle bot.' Following the completion of the project, the students were asked to complete a survey that gauged their confidence, engagement, and ability to identify and apply scientific knowledge. The results revealed that the Makerspace hands-on approach successfully engaged the students in STEM education. Moreover, all the surveyed students successfully created the bots and collaborated efficiently in groups mentored by pre-service teachers. Groups of students in Australia reported engagement at slightly lower levels than the Indonesian students; however, the Australian students were more able to represent and explain the underpinning science concepts. [ABSTRACT FROM AUTHOR]