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All Journal Media Komunikasi Geografi Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Geografi Journal Of Human And Education (JAHE)
Aksa, Furqan Ishak
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Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Earth & Planetary Sciences Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Physics Social Sciences Other

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Journal : Jurnal Penelitian Pendidikan IPA (JPPIPA)

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Mengatasi Kesenjangan Aksesibilitas dalam Pendidikan Bencana untuk Pembelajar Tunanetra Melalui Media Pembelajaran Kontekstual Afrian, Ramdan; Aksa, Furqan Ishak; Islami, Zukya Rona
Jurnal Penelitian Pendidikan IPA Vol 11 No 8 (2025): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i8.12019

Abstract

Disaster education in Indonesia often lacks inclusivity, particularly for students with visual impairments. This study investigates the learning needs and media preferences of visually impaired learners in three disaster-prone coastal regions of Aceh: East Aceh, Langsa City, and Aceh Tamiang. Using a qualitative descriptive approach, data were collected through interviews and audio-based questionnaires involving six visually impaired students, six teachers, school principals, and disaster education facilitators. Thematic analysis revealed four key findings: limited access to disaster education materials; strong preferences for audio storytelling, sound-based simulations, and tactile maps; low teacher preparedness; and weak institutional support. A visually centered curriculum, lack of training, and exclusion from drills were identified as major barriers. Most students had never participated in actual evacuation practices and relied solely on verbal explanations. These findings highlight an urgent need for multisensory, adaptive, and contextual learning tools tailored to the cognitive and sensory needs of visually impaired learners. The study contributes new insights for the development of inclusive disaster education policies and instructional strategies in high-risk areas. By addressing these barriers, disaster risk reduction efforts can become more equitable and effective for all children, regardless of disability.
Co-Authors Billah, Egi Nursari Effendi, Desy Irafadhillah Hakiki, A.Riyan Rahman Hidiyah, Tabita May Islami, Zukya Rona Jummi, Cut Vita Rajiatul Nuryanti, Reni Prastiwi, Mellinia Regina Putri, Nanda Regita Rahmadi, M Taufik Ramdan Afrian Shrestha, Rajendra Prasad Suciani, Ayu Syamsul Bachri