The relationship between natural disaster experiences and student participation in disaster education

Abstract Flood occurs when a region is overwhelmed with a high amount of water. The disaster experiences that students have had will shape and influence their perception of the physical and social environment. The study aims to investigate 1) students’ experiences with the flood, 2) students’ engagement in disaster learning, and 3) the impact of disaster experiences on students’ participation in disaster learning. The research approach used is quantitative, with a correlational study design. The research population consisted of 94 12th-grade social science classes. The sample used is a saturated sampling. Questionnaires, observation, and documentation are common data-collecting strategies. The product-moment correlation test was employed as an analytical approach. There are various requirements, including a normalcy and homogeneity test. The study’s findings indicate that 1) students have the most disaster experience in terms of understanding the features of flood disasters because they have personally encountered flood events (80%), have directly experienced flood disasters (79%), and are prepared to face flood disasters in the future (65%). 2) The average score for student engagement in disaster material is 54, categorized into the medium category. The metrics for discussion activities (60) and student participation in learning activities (54) both have excellent average ratings. 3) The statistical test findings obtained a p-value <0.05 and a Pearson Correlation (R) value of 0.210. Hence, H1 was accepted, and H0 was refused. A significant correlation exists between students’ experience of flood disasters and students’ engagement in disaster learning.