Muhammad Zaki, Emeraldy Chatra, Sarmiati .

Analisis Metode Penyampaian Pesan Mitigasi Bencana Pada Anak Disabilitas (Studi Kasus Edukasi Mitigasi Bencana Melalui Senam Mitigasi Bencana Gempa Kepada Siswa SLBN 1 Kota Padang)

Introduction

Analisis metode penyampaian pesan mitigasi bencana pada anak disabilitas (studi kasus edukasi mitigasi bencana melalui senam mitigasi bencana gempa kepada siswa slbn 1 kota padang). Analisis metode inklusif penyampaian pesan mitigasi gempa pada anak disabilitas melalui senam di SLBN 1 Padang. Efektif tingkatkan pemahaman & sesuai prinsip komunikasi bencana.

Abstract

Persons with disabilities, including individuals with intellectual disabilities, are among the most vulnerable groups during disasters, particularly earthquakes. This vulnerability is caused by intellectual limitations and barriers in comprehending information, including disaster mitigation messages. One disaster mitigation learning innovation developed at SLBN 1 Kota Padang is earthquake disaster mitigation gymnastics, which is based on songs and movements as an inclusive communication medium for students with intellectual disabilities. This study aims to analyze the role of interpersonal communication and the accuracy of disaster mitigation message delivery methods through earthquake disaster mitigation gymnastics. The research employed a qualitative method with a case study approach and collected through in-depth interviews, observation, and documentation, and analyzed using the Multimodal Interaction Analysis (MIA) framework. The findings show that delivering disaster mitigation messages through song- and movement-based mitigation gymnastics can enhance students’ understanding of earthquake safety procedures. Interpersonal communication approaches were applied in creating gymnastics movements that engaged the imaginative capacity of students with intellectual disabilities, as well as in reinforcing movement messages during class sessions. The gymnastics integrates various modes of communication verbal, visual, auditory, and kinesthetic in line with the principles of inclusive communication and the MIA framework. It also aligns with disaster mitigation communication principles, including customer focus, leadership commitment, inclusive policies, situational awareness, and media collaboration. Furthermore, the method is consistent with the frameworks of the Safe Schools/Madrasah from Disasters (SMAB) and Safe Education Units (SPAB), as well as national regulations on disaster education for vulnerable groups. Alignment is also found with the 3B method from ASB, WOHM, and the BNPB Pocket Book, including 3rd Pillar on Communication, Information, and Education (KIE) media. Delivering disaster mitigation messages through disaster mitigation gymnastics can therefore be recommended as an adaptive, enjoyable, and inclusive disaster education method.

Review

This study tackles a critically important and often overlooked area: effective disaster mitigation education for children with intellectual disabilities. Recognizing that this demographic is disproportionately vulnerable during crises like earthquakes due to inherent communication and comprehension barriers, the paper introduces and rigorously analyzes an innovative pedagogical approach. The "earthquake disaster mitigation gymnastics," based on songs and movements, is presented as an inclusive communication medium specifically designed for students at SLBN 1 Kota Padang. The significance of this research lies in its direct contribution to enhancing the safety and preparedness of a highly marginalized group, offering a practical solution to a pressing humanitarian challenge in disaster risk reduction. Employing a qualitative methodology with a case study approach, the research gathered rich data through in-depth interviews, observation, and documentation, analyzed using the Multimodal Interaction Analysis (MIA) framework. The findings are compelling, demonstrating that this song- and movement-based gymnastics significantly enhances students' understanding of earthquake safety procedures. Key to its success is the strategic application of interpersonal communication, both in crafting imaginative movements that resonate with the students and in reinforcing the embedded messages during class sessions. The gymnastics program effectively integrates multiple communication modes—verbal, visual, auditory, and kinesthetic—thereby aligning with established principles of inclusive communication and the MIA framework. A significant strength of this study is its thorough alignment of the proposed method with a comprehensive array of disaster mitigation communication principles, as well as national and international frameworks like Safe Schools/Madrasah from Disasters (SMAB) and Safe Education Units (SPAB). This robust theoretical and practical grounding reinforces the method's validity and potential for broader adoption. By demonstrating how an adaptive, enjoyable, and inclusive approach can effectively deliver vital safety information, the research offers a highly recommendable model for disaster education. This work not only provides a tangible pathway for improving preparedness among vulnerable populations but also inspires further exploration into the scalability and long-term efficacy of kinesthetic and multimodal learning in diverse educational and disaster risk reduction contexts.

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