Effect of Project-Based Flood Mapping on Generation Z’s Mitigation Attitude

Fadel Faturrachman; Risma Margaretha Sinaga; Sugeng Widodo

doi:10.59890/ijels.v3i5.41

Authors

Fadel Faturrachman Universitas Lampung
Risma Margaretha Sinaga Universitas Lampung
Sugeng Widodo Universitas Lampung

DOI:

https://doi.org/10.59890/ijels.v3i5.41

Keywords:

Project‐Based Learning, Flood Hazard Mapping, Disaster Mitigation Attitude, Path Analysis, Generation Z

Abstract

This study examines the effect of a Project‐Based Learning (PjBL) model, centered on creating flood hazard maps, on flood disaster mitigation attitudes among Generation Z students at SMA Negeri 7 Bandar Lampung. A quantitative causal design was employed with a cluster random sample of 70 grade X students. Data collection involved validated and reliable questionnaires (Cronbach’s α = 0.92) and analyses were performed using path analysis and regression techniques. Results show a significant direct effect of PjBL on mitigation attitudes (β = 0.677, p < 0.001) and of disaster knowledge on mitigation attitudes (β = 0.323, p < 0.001). The PjBL model also exhibited a strong positive relationship with disaster knowledge (r = 0.782, p < 0.001). Indirect effects of PjBL on attitudes via knowledge were 0.529 and 0.252, yielding a total indirect effect of 0.781 and a total effect of 1.206. Simultaneous F‐test confirmed that PjBL and disaster knowledge together significantly influenced mitigation attitudes (F(2, 67) = 125.697, p < 0.001). These findings suggest that integrating map‐making projects into learning can effectively enhance both knowledge and proactive attitudes toward flood disaster mitigation among youth.

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