<![CDATA[ABSTRACT The ability to understand spatial relationships, directions, and positions plays an essential role in helping young children respond appropriately during emergencies, particularly when identifying safe evacuation routes during an earthquake. However, learning experiences in many early childhood education settings continue to rely predominantly on two-dimensional instructional media, limiting children's ability to develop a concrete understanding of spatial environments. This study explored the use of a STEAM-based Immersive Pop-Up Book as an alternative learning medium that provides three-dimensional visual experiences in earthquake disaster mitigation education. A quantitative approach employing a One Group Pretest–Posttest design was implemented with 17 children aged 4–6 years in Group B selected through purposive sampling. Data were collected using picture-based tests, structured observations, and documentation, and were analyzed through descriptive statistics, the Shapiro–Wilk normality test, N-Gain analysis, and a Paired Samples t-Test using IBM SPSS Statistics. The findings indicated that the mean visual-spatial intelligence score increased from 71.24 in the pretest to 90.18 in the posttest. The average N-Gain score of 0.6713 represented a moderate level of improvement, while the Paired Samples t-Test revealed a statistically significant difference between the pretest and posttest scores (p = 0.000; p < 0.05). These findings demonstrate that the STEAM-based Immersive Pop-Up Book effectively supports the development of young children's visual-spatial intelligence while enriching contextual and developmentally appropriate approaches to earthquake disaster mitigation education. ABSTRAK Kemampuan memahami ruang, arah, dan posisi memiliki peran penting dalam membantu anak usia dini merespons situasi darurat, terutama ketika mereka perlu mengenali jalur evakuasi saat terjadi gempa bumi. Namun, pengalaman belajar yang tersedia di banyak satuan PAUD masih didominasi oleh media dua dimensi sehingga representasi mengenai kondisi ruang belum dapat dipahami secara optimal oleh anak. Penelitian ini mengeksplorasi pemanfaatan immersive pop-up book berbasis STEAM sebagai alternatif pembelajaran yang menghadirkan pengalaman visual tiga dimensi dalam pendidikan mitigasi bencana. Kajian dilakukan menggunakan pendekatan kuantitatif melalui desain One Group Pretest–Posttest dengan melibatkan 17 anak Kelompok B berusia 4–6 tahun yang dipilih menggunakan teknik purposive sampling. Data diperoleh melalui tes bergambar, observasi, dan dokumentasi, kemudian dianalisis menggunakan statistik deskriptif, uji normalitas Shapiro–Wilk, perhitungan N-Gain, serta Paired Sample t-Test berbantuan IBM SPSS Statistics. Hasil analisis memperlihatkan peningkatan rerata skor kecerdasan visual-spasial dari 71,24 sebelum pembelajaran menjadi 90,18 setelah intervensi. Nilai rata-rata N-Gain sebesar 0,6713 mengindikasikan peningkatan pada kategori sedang, sementara hasil Paired Sample t-Test menunjukkan perbedaan yang signifikan antara skor awal dan akhir pembelajaran (p = 0,000; p < 0,05). Temuan tersebut menguatkan bahwa immersive pop-up book berbasis STEAM mampu mendukung pengembangan kecerdasan visual-spasial anak usia dini sekaligus memperkaya strategi pembelajaran mitigasi bencana gempa bumi yang lebih kontekstual dan sesuai dengan karakteristik perkembangan anak.]]>
