<![CDATA[The low level of earthquake disaster preparedness among elementary school students highlights the need for meaningful and contextual learning approaches. However, empirical evidence comparing simulation and demonstration methods for developing earthquake disaster preparedness in elementary school students, particularly within IPAS learning, remains limited. This study aimed to examine the effect of the simulation method on students’ earthquake disaster preparedness and compare its effectiveness with the demonstration method. The study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The participants were fifth-grade elementary school students divided into an experimental class and a control class. Data were collected through essay tests measuring three indicators of disaster preparedness, namely preparedness planning, self-rescue actions, and preparedness activities. The data were analyzed using descriptive statistics, prerequisite tests, N-Gain analysis, and the Mann–Whitney U test. The findings showed that the experimental class obtained an N-Gain score of 0.71 (71.96%), while the control class obtained 0.40 (40.89%). The Mann–Whitney U test indicated a statistically significant difference in earthquake disaster preparedness between the experimental and control classes (p < .001). These findings indicate that the simulation method provided greater improvement in students’ earthquake disaster preparedness than the demonstration method. The study contributes empirical evidence on the use of simulation in IPAS learning for earthquake disaster preparedness and suggests that simulation-based learning can provide elementary school students with contextual opportunities to practice disaster preparedness responses.]]>
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