Effects of peer education–based student empowerment on flood disaster preparedness among junior high school students

Abstract

Flood disasters frequently affect the Jember region, placing school-age children among vulnerable populations due to limited disaster preparedness. This study examined the effect of peer education–based student empowerment on flood disaster preparedness among students at MTsN 2 Jember. This study used a quasi-experimental design with a one-group pretest–posttest approach. The study population was 320 students, with a sample of 180 students selected through a multistage random sampling technique. Data were collected using structured questionnaires assessing knowledge and attitudes toward flood disaster preparedness. Data were analyzed using the Wilcoxon Signed Rank Test. The results showed a significant increase in students’ knowledge and attitudes after receiving empowerment through the peer education method, with a p-value of 0.000. The simulation-based educational approach provided an active, contextual, and enjoyable learning experience, thereby enhancing students’ preparedness in facing flood disasters. These findings suggest that peer education–based empowerment may be an effective strategy to enhance disaster preparedness among students. Implementation of this approach is recommended, particularly in schools located in disaster-prone areas, as part of disaster risk reduction and health promotion efforts.