The impact of contextual problem-based materials on students’ disaster mitigation concept mastery and critical thinking

Ni Made Pujani (), Putu Prima Juniartina (), Putu Hari Sudewa (), Ni Luh Putu Mery Marlinda () and Bartolomeus Kristi Brahmantia Putra ()

International Journal of Innovative Research and Scientific Studies, 2025, vol. 8, issue 3, 4775-4784

Abstract: This study aims to enhance students’ disaster mitigation concept mastery and critical thinking through problem-based contextual teaching materials. The research employed a quasi-experimental one-group pretest-posttest design. Participants consisted of thirty undergraduate students randomly selected from the student population at Universitas Pendidikan Ganesha using simple random sampling techniques. The instruments used included a Critical Thinking Skills test and a Concept Mastery test, which underwent reliability testing. Data analysis was conducted descriptively and further examined using the Wilcoxon test at a significance level of 0.05 to determine the significance of differences before and after the intervention. The research findings indicate that: (1) Critical thinking skills (p < 0.05, = 50%) showed improvement and were categorized as medium; (2) students’ disaster mitigation concept mastery (p < 0.05, = 40%) also showed improvement and was categorized as medium; (3) the Wilcoxon test analysis revealed a significant difference before and after the intervention (p < 0.05); (4) student responses to the teaching materials indicated a positive response. In conclusion, contextual problem-based disaster mitigation teaching materials can enhance students’ disaster mitigation concept mastery and critical thinking. The practical implications of this study recommend integrating contextual problem-based materials into school curricula to enhance disaster preparedness.

Keywords: Critical thinking skills; Disaster mitigation; Students’ concept mastery; Teaching materials. (search for similar items in EconPapers)
Date: 2025
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