Hanan Zaki Alhusni, Titin Sunarti, Binar Kurnia Prahani, Rahmatta Thoriq Lintangesukmanjaya, Riski Ramadani, Fatimatuz Zahro, Rahma Trinita Putri, Muhammad Rey Dafa Ahmadi
In the 21st century, changes in education are increasingly important so that students are better able to face real-world challenges, especially in understanding resilience to disasters. This is in line with efforts to realize quality education that trains critical thinking, scientific reasoning, and evidence-based decision-making skills in support of SDG 4 Quality Education. This study aims to identify the science literacy profile of students in solving problems of rigid body equilibrium in the context of earthquakes aligned with SDG 13 Climate Action through disaster risk reduction. The study uses a mixed methods approach involving 103 students through science literacy tests, questionnaires, and interviews. The test instruments were compiled based on eight PISA science literacy indicators related to earthquakes and disaster risk reduction. The results show that 57.9% of students are in the low science literacy category, while only 6.2% are in the high category. However, students who scored high still have weaknesses in evidence-based decision-making and investigation design. These findings are supported by the results of questionnaires and interviews, which show that students tend to focus on procedural tasks and lack reflection on disaster risk and sustainability. © 2026 The Authors, published by EDP Sciences.
Faculty of Mathematics and Natural Sciences, UNESA University, Surabaya, Indonesia; Master in Environment and Sustainable Development, Adam Smith Business School, University of Glasgow, Glasgow, G12 8QQ, United Kingdom
