Analysis of Student Responses to Disaster Mitigation Education for Improving Science Literacy in Support SDG 13 Climate Action Embun Khoerunnisa Maya Safitri*, Bibin Rubini, Surti Kurniasih
Science Education, Post Graduate School, Universitas Pakuan, Indonesia
Abstract
Disaster mitigation education plays an important role in shaping a young generation that is aware of disaster risks and concerned about climate change. The purpose of this study was to analyze students responses to the implementation of disaster mitigation education as a strategy to improve science literacy and its support for the achievement of Sustainable Development Goal 13 climate action. The methods used were descriptive, quantitative, and qualitative. Data collection techniques using questionnaires and 614 junior high school student respondents in the Bogor, Sukabumi, and Banten areas. The results showed that most students responded positively to disaster mitigation education. The aspect of knowledge about disasters and mitigation received the highest percentage of 77%, indicating a strong understanding of the types of disasters, mitigation measures, and their relationship with climate change. The aspects of attitude and responsibility were in the moderate category with 61%, indicating the growth of students awareness of the importance of personal safety and environmental preservation. Meanwhile, the role of the school environment (56%) and awareness and preparedness (53%) still need to be improved through disaster mitigation simulations and training. Disaster mitigation education contributes significantly to improving students science literacy, strengthening scientific knowledge, and fostering an attitude of caring for the environment. This also supports the achievement of SDG 13: Climate Action.
