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

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.