Incorporating disaster context into mathematical problem-solving abilities: The role of cognitive and affective needs

Integrating disaster scenarios into mathematical problem-solving activities not only introduces non-routine challenges, but also strengthens disaster preparedness through contextual learning in mathematics. This study investigates the mathematical problem-solving capabilities of junior high school students in Banda Aceh, Indonesia, a city prone to natural disasters. In disaster situations, swift and accurate calculations are crucial for ensuring the safety and well-being of the population. By analyzing data from 381 students, using inferential statistical methods, this research explores both cognitive and affective factors inherent in mathematical problem-solving tests. The results indicate a significant correlation between students' cognitive and affective needs, and their proficiency in mathematical problem-solving. While integrating disaster contexts into mathematical problems enhances student engagement, this study notes that students exhibit lower confidence levels when tackling such scenarios. The combined influence of cognition and affective needs on mathematical problem-solving abilities is substantial, explaining 73.0 % of the variance, thus highlighting their pivotal roles in skill development. This study underscores the value of context-based problem-solving approaches, and advocates for strategies that utilise local contexts, such as disaster scenarios, to enhance students’ problem-solving skills. These insights can inform educators and policymakers in designing more effective support systems for students during disasters, emphasising the integration of cognitive and affective dimensions in order to foster resilient problem-solving skills.