Readability of Higher-order Thinking (HOT) Mathematical Problems in Disaster Context for Junior High School Students Fahlida Harnita 1 Rahmah Johar 1,* Rina S. Oktari 2,3 1 Department of Mathematics Education, Universitas Syiah Kuala, Indonesia 2 Department of Family Medicine, Universitas Syiah Kuala, Indonesia 3 Tsunami and Disaster Mitigation Research Center (TDMRC), Universitas Syiah Kuala, Indonesia * Corresponding author. Email: rahmah.johar@unsyiah.ac.id ABSTRACT Disaster mitigation efforts in learning mathematics need to be carried out to foster disaster awareness in students through higher-order thinking (HOT) mathematical problems in a disaster context. One effort that can be done is to design HOT math problems with disaster context. However, the problems developed have not gone through the readability test stage by students. This study aims to analyze the readability of HOT mathematical problems in a disaster context for junior high school students. This research is development research limited to the stages of one-to-one and small group only. This study resulted in 16 HOT math problems in a disaster context for junior high school students who had passed the readability test. This research is expected to provide a scientific contribution as a basis and reference for further research and the problems that have been tested for readability can be used by teachers in the teaching and learning process in the classroom. Keywords: Higher-Order Thinking, Problem Readability, Disaster Context. 1. INTRODUCTION Geographic location and population size affect an area's vulnerability to disasters [1-2]. Indonesia is one of the largest archipelagic countries in Asia and even in the world with a population of 268.1 million people [3]. Located in an area where three tectonic plates meet, namely the Indo-Australian Plate, the Eurasian Plate, and the Pacific Plate, Indonesia is one of the most seismically active areas on earth [3]. During 2019, Indonesia experienced 3.814 disaster events [4]. It can be concluded that Indonesia is a disaster-prone area. These conditions require the community to increase awareness of disasters from an early age as a disaster mitigation effort. Government Regulation of the Republic of Indonesia Number 21 of 2008 mentions mitigation as a series of disaster risk reduction efforts. Disaster mitigation can be done physically through infrastructure development and psychologically through awareness of disaster threats. Disaster mitigation can be applied in all aspects, especially in the field of education. Education contributes to prosperity by equipping people with the knowledge and skills for problem-solving and helping to provide a sense of control and mastery in life [5]. The application of disaster mitigation in the field of education can increase disaster knowledge and change attitudes of the community, especially in schools located in disaster risk areas [6]. Efforts that can be made are to include disaster material as a compulsory subject in schools [7]. Disaster mitigation can also be applied using disaster context in learning [8], including in learning mathematics. The implementation of mathematics learning in schools should follow the 21st-century learning mandate. 21st-century skills refer to various skills such as learning and innovation skills consisting of critical thinking, creativity, collaboration, and communication skills [9]. These skills can be grown through Higher Order Thinking (HOT) problems. The HOT problem is a problem used to measure high- level skills consisting of the ability to analyse, evaluate, and create [10]. HOT problems can be enriched by integrating various contexts, including disaster contexts. The HOT math problem in disaster context is a problem Advances in Social Science, Education and Humanities Research, volume 627 Proceedings of the Eighth Southeast Asia Design Research (SEA-DR) & the Second Science, Technology, Education, Arts, Culture, and Humanity (STEACH) International Conference (SEADR-STEACH 2021) Copyright © 2022 The Authors. Published by Atlantis Press SARL. This is an open access article distributed under the CC BY-NC 4.0 license -http://creativecommons.org/licenses/by-nc/4.0/. 264