Understanding the Cause of Low Flood Mitigation Literacy among Junior High School Students

Abstract

This study examines the factors underlying the low level of flood mitigation literacy among seventhgrade students at SMPN 1 Plered, Cirebon Regency, Indonesia. Using a qualitative case study approach, it explores how pedagogical, structural, and sociocultural aspects influence students’ understanding of flood disaster mitigation. Data were collected through semistructured interviews, participatory observation, and document analysis, and analyzed using the Miles, Huberman, and Saldaña (2014) interactive model, which includes data condensation, data display, and conclusion drawing. The findings indicate that students’ limited flood mitigation literacy is caused by inadequate integration of mitigation concepts in the social studies curriculum, insufficient teacher competence in contextual and experiential disaster education, minimal conceptual reflection by students, and weak community participation in fostering disaster awareness. Structural constraints such as curriculum overload, limited use of digital learning media, and lack of disasterrelated resources exacerbate the issue. The study suggests that contextual, projectbased, and participatory learning models supported by digital technology and community collaboration can enhance disaster literacy in schools. Its novelty lies in linking simple environmental activities, such as ecobrick projects and community cleanups, to the development of students’ flood mitigation literacy. The results contribute to the advancement of disasterresilient education through locally grounded and reflective pedagogical practices.