<p style="text-align: justify;">A virtual-based disaster learning model was created to enhance understanding of COVID-19 disaster mitigation following the characteristics of elementary school students because the high number of child deaths brought on by the COVID-19 pandemic served as the driving force behind this research. The virtual-based disaster learning model had been deemed valid, but more study is required to ascertain its impact on primary school pupils' comprehension of COVID-19 disaster mitigation. This study sought to determine how the virtual disaster learning model affected elementary school pupils' understanding of COVID-19 disaster mitigation. This study was a quasi-experimental investigation. Non-equivalent control group design was the type of experimental design employed. The t-test showed that students who studied using virtual-based disaster learning models and those who used conventional learning had different average levels of understanding of COVID-19 disaster mitigation. According to the findings, primary school children who learned using virtual disaster learning models had higher scores than students who used conventional methods. This finding revealed that virtual disaster learning models could improve understanding of COVID-19 disaster mitigation. The results of this study's implications can be applied as a different approach to enhancing elementary school kids' comprehension of emergency planning for COVID-19.</p>

The learning process during the covid-19 epidemic was not efficient, resulting in low higher-order thinking skills in elementary school students, which prompted this study. The purpose of this study was to improve the higher-order thinking skills of elementary school students using the social reconstruction model for learning during the COVID-19 pandemic. This study was a type of classroom action research, which includes planning, implementing, observing, and reflecting stages. This study took place in a public school in Bukittinggi involving 35 students in grade 5 elementary school. This study found that in the first cycle, the higherorder thinking skill of elementary school students got an average score of 65.45, and in the second cycle, the average score was 81.25. This result showed that during the COVID-19 epidemic, elementary students who used the social reconstruction model for learning improved their higher-order thinking skills. The findings of this study can be utilized as a guide to help elementary school students improve their high-order thinking skills during the COVID-19 epidemic.