Project-based Digital Worksheets for Earthquake Disaster Literacy in Indonesian High Schools: Development and Effectiveness

Maya Rizky; Rini Safitri; Susilawati Susilawati; Muhammad Syukri; Andi Ulfa Tenri Pada; Zuchra Ulfa; Aznidar Aznidar

doi:10.35445/alishlah.v18i2.9442

Project-based Digital Worksheets for Earthquake Disaster Literacy in Indonesian High Schools: Development and Effectiveness

Maya Rizky, Rini Safitri, Susilawati Susilawati, Muhammad Syukri, Andi Ulfa Tenri Pada, Zuchra Ulfa, Aznidar Aznidar

Abstract

Indonesia, particularly the Aceh region, is highly susceptible to geological disasters, highlighting the critical need to strengthen disaster literacy among secondary school students. However, disaster education in schools remains limited and is predominantly delivered through conventional materials that lack contextual relevance and interactivity. This study develops and evaluates the effectiveness of Project-Based Learning e-worksheets for enhancing earthquake disaster literacy among high school students, with a focus on knowledge, attitudes, and skills. The research utilizes the ADDIE development model and a quasi-experimental pretest–posttest control group design. The sample consists of 66 students from the Science Club extracurricular activity at Labschool USK Banda Aceh High School, with an experimental group from grade X (n=35) and a control group from grade XI (n=31). To account for potential initial ability differences due to grade level, data analysis employed Analysis of Covariance (ANCOVA) with pretest scores as covariates. The results indicate that PjBL-based digital worksheets are significantly more effective than guided inquiry worksheets in improving disaster literacy. Large effect sizes were observed for knowledge (F=375.526; p<0.005; η²=0.856) and attitude (F=277.399; p<0.005; η²=0.815), and the experimental group achieved significantly higher skill scores according to the Independent Samples t-test (t=22.431; p<0.001). Expert validation and feedback from teachers and students confirmed the high validity and practicality of the developed product. These findings suggest that integrating PjBL into digital worksheet formats promotes active student engagement through contextual disaster projects, thereby enhancing conceptual understanding, fostering preparedness attitudes, and developing practical disaster mitigation skills. Therefore, PjBL-based digital worksheets constitute an effective and applicable medium for supporting earthquake disaster education in secondary schools, especially in disaster-prone regions

Keywords

disaster literacy; project based learning; digital worksheet; earthquake education

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DOI: https://doi.org/10.35445/alishlah.v18i2.9442