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This study aims to analyze the application of the RBL-STEM learning model in improving students' financial literacy to control their consumptive behavior. The method used in this study combines qualitative and quantitative methods by involving 110 students of Riau University. The data of this study were analyzed using SEM PLS on nine Hypotheses that link the application of the RBL-STEM model, student literacy, and student consumptive behavior. The results showed that one hypothesis was rejected, namely the relationship between Risk management and consumptive behavior. The results of the outer model show that each indicator has a composite reliability (CR) value of >0.7 and an average variance extracted (AVE) value of >0.5. It concludes that the outer model used in this study is good. Based on the analysis results, in general, the application of the RBL-STEM learning model has a significant influence on increasing student financial literacy, which has an impact on controlling student consumptive behavior., Competing Interests: The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (© 2024 The Authors.)

Disaster education remains crucial in building resilient communities, especially in natural disaster-prone areas. An essential element of the educational strategy in this paper involves local wisdom integration into teaching and learning processes. As such, the 'Tunjuk Ajar Melayu Riau' (TAMR) offers valuable insights with its profound knowledge of nature and environmental conservation. The research in this paper explores local wisdom integration values in TAMR into disaster education to enhance knowledge and didactic transpositions. The main research objectives in this paper include understanding the perspectives and values of local wisdom in TAMR concerning nature conservation as an investment in disaster preparedness values and knowledge (RQ1) and examining how a prototype model of nature conservation values in TAMR could guide local knowledge about disaster integration into disaster education (RQ2). The descriptive qualitative research studied in this paper contains four stages: data collection, data reduction, data display, and conclusion drawing. The study reveals three forms of knowledge transposition in TAMR: expressions, advice, and taboos. These aspects underline the TAMR values as guidance and local knowledge about the disaster - the keeping, utilizing, and preserving nature. The further findings split this preservation concept into land and water areas, which is crucial for spatial planning to reduce disaster risk. TAMR forms the foundation for knowledge and didactic transposition in disaster education to emphasize preventing floods, landslides, droughts, and forest and land fires. The meanings and values of TAMR necessitate further academic exploration to create a more comprehensive understanding and preservation. Integrating TAMR values as knowledge and didactic transposition based on local wisdom into disaster education emerged as a viable strategy for building a community resilient to disasters., Competing Interests: The authors declare the following financial interests/personal relationships which may be considered as potential competing interests: Dominikus David Biondi Situmorang has the position to declare himself as one of Associate Editors in this journal. However, this article has been handled by another unidentified Associate Editor and reviewed by the Reviewers in an objective and double-blind manner, according to applicable regulations from Elsevier, Heliyon, and Cell Press., (© 2023 The Authors.)

Disaster risk reduction is a significant focus on sustainable development. One way to reduce disaster risk is through disaster education. Through disaster education, disaster knowledge and disaster mitigation knowledge will be obtained. This research is a preliminary study of didactic transposition in disaster education. The method used in this study is the SLR approach and bibliometric analysis. The research findings indicate four forms of connectedness, classified based on the main keyword, disaster knowledge. The four linkages are described as (a) co-occurrence network analysis; (b) word cloud analysis; (c) word tree maps analysis; and (d) network visualization analysis. Subsequently, the findings of the four connectedness are grouped into four clusters. The first cluster is disaster risk reduction, the second cluster is knowledge, the third cluster is disaster mitigation, and the fourth cluster is disaster knowledge. The four connectedness and four clusters will be used as recommendations for future research on the design and development of didactic transpositions in disaster education for prospective elementary school teachers., Competing Interests: Dominikus David Biondi Situmorang has a position to declare that he is one of the members of the journal's Editorial Teams or Associate Editor. However, this article is handled by another unknown Associate Editor and reviewed by the Reviewers objectively and double-blind, based on applicable regulations from Elsevier, Heliyon, and Cell Press., (© 2023 The Authors.)