Year: 2025 | Month: June | Volume: 12 | Issue: 6 | Pages: 444-456
DOI: https://doi.org/10.52403/ijrr.20250652
Socio-Disaster Puzzle Media as an Educational Innovation for Disaster Learning in Social Studies for Deaf Students
Salsabila Miandini1, Ferani Mulianingsih2
1Universitas Negeri Semarang, Semarang, Indonesia
Corresponding Author: Salsabila Miandini
ABSTRACT
Semarang City is classified as a region with a high level of vulnerability to flood disasters, influenced by its geographical conditions, climate change, and suboptimal environmental management. This situation necessitates a structured strategy to enhance literacy and awareness of disaster mitigation from an early age, including among students with special needs such as those with hearing impairments. Therefore, the implementation of inclusive and responsive education that addresses special needs is crucial to ensuring equitable disaster preparedness across all segments of society. This study aims to examine the effectiveness of the Puzzle Socio Disaster media in increasing flood disaster mitigation awareness among hearing-impaired students in the context of Social Studies (IPS) education. This research adopts a quantitative approach with a quasi-experimental design, incorporating both pre-test and post-test procedures. The subjects of the study were hearing-impaired students at the junior secondary school (SMP) level, divided into an experimental group and a control group. The Puzzle Socio Disaster media was developed as a visual and kinesthetic learning aid designed to convey basic flood disaster mitigation concepts in an interactive and engaging manner. The data collection instrument consisted of a disaster mitigation awareness questionnaire, which had undergone validity and reliability testing. The analysis results revealed a significant increase in flood disaster mitigation awareness scores in the experimental group following the use of the Puzzle Socio Disaster media, compared to the control group. These findings indicate that learning media designed with inclusivity in mind can enhance the understanding of disaster-related content among hearing-impaired students more effectively. In conclusion, the Puzzle Socio Disaster media serves as an effective and inclusive educational tool for fostering flood disaster mitigation awareness among hearing-impaired students. Integrating this media into Social Studies instruction in inclusive schools represents a pedagogical innovation that supports the strengthening of disaster education and contributes to the achievement of sustainable development goals.
Keywords: disaster mitigation, hearing-impaired students, inclusive media, Puzzle Socio Disaster, Social Studies learning, flood
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