<![CDATA[The low learning outcomes of fourth-grade students in science and mathematics are caused by the lack of interactive digital learning media and the dominance of conventional printed books that fail to visualize the concept of extreme weather disaster mitigation in concrete terms. This study aims to analyze, design, develop, implement, and evaluate a prototype e-book assisted by simulation videos to optimize students' cognitive understanding through the integration of Dual Coding and TPACK. This development study uses an iterative ADDIE model design. The subjects included 28 fourth-grade students as effectiveness testers, three IPAS teachers as practicality validators, and five multidisciplinary experts (curriculum, technology, disaster mitigation) for validation. Data were collected through expert validation sheets, teacher-student practicality questionnaires, pre-post IPAS learning outcome tests, and classroom observations. Data analysis used quantitative descriptive, Shapiro-Wilk normality test, Levene's homogeneity, paired t-test, and Hake's N-Gain. The results show that e-books are proven to be valid, practical, and effective in improving learning outcomes through the visualization of concrete simulations of floods and strong winds. Conceptually, the e-book shifts the paradigm of passive learning to active visual-spatial exploration relevant to the reality of local disasters, reinforcing the Pancasila Student Profile of critical thinking and mutual cooperation in the Merdeka Curriculum. Implications include free TPACK templates for elementary school teachers, disaster mitigation literacy prototypes, and policy recommendations from the Ministry of Education, Culture, Research, and Technology.]]>
