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All Journal SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme
Puspitaningsih, Iffah Rahmi
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Education

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InaRisk Personal for Critical Thinking and Disaster Resilience in Social Studies Education Puspitaningsih, Iffah Rahmi; Suharini, Erni; Tjahjono, Heri; Hariyanto, Hariyanto; Kurniawan, Edi
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 8 No. 2 (2026): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v8i2.10523

Abstract

This research investigated the contribution of InaRisk Personal, a location-sensitive disaster-risk application, to senior high school students' critical thinking in social studies-oriented disaster education. The study employed a quasi-experimental nonequivalent control-group design involving 72 Grade XI students at State Senior High School 11 Semarang. Primary data were gathered through observation, testing, and interviews, complemented by secondary document analysis. Participants were selected using purposive sampling. This study examined the effect of the InaRisk Personal application on students' Higher Order Thinking Skills (HOTS)—specifically analyzing (C4), evaluating (C5), and creating (C6)—by testing the hypothesis of a significant difference in critical-thinking performance between the InaRisk Personal-supported class and the conventional instruction class ( vs ). Descriptive statistics, normalized gain. Both groups showed a significant increase in critical thinking scores, with the experimental group improving from 66.53 to 84.58 and the control group from 57.92 to 66.67. However, after controlling for pretest differences, the treatment effect proved to be statistically significant (B – 13.69, p = < .001). Both groups also demonstrated low normalized gains (0.539 and 0.208, respectively). The InaRisk Personal application contributes to enhancing students' critical thinking skills after controlling for baseline differences. Its location-based data helps students analyze risk patterns, evaluate disaster conditions, and formulate local mitigation strategies contextually. Nevertheless, learning effectiveness ultimately relies on structured intellectual activities, such as questioning data, verifying sources, and examining the social impacts of mitigation choices.
Co-Authors Edi Kurniawan Erni Suharini HARIYANTO HARIYANTO Heri Tjahjono