Silvia Sulistiani, Ulliana, Karra Sahana Vanka

INFLUENCE OF AUDIO MEDIA ON DENTAL HEALTH KNOWLEDGE OF VISUALLY IMPAIRED STUDENTS AT SLB-A JAKARTA INDONESIA

Introduction

Influence of audio media on dental health knowledge of visually impaired students at slb-a jakarta indonesia. Study reveals audio media effectively boosts dental health knowledge among visually impaired students at SLB-A Jakarta, Indonesia. Essential findings for special needs oral health education.

Abstract

Oral health is an integral part of overall health. Children with special needs, including the visually impaired, require appropriate information media to improve their knowledge of oral and dental health. This study aims to assess the effectiveness of audio-based counselling for visually impaired children. The method was quasi-experimental study used a pre-test and post-test design on 67 visually impaired students at SLB-A Pembina Tingkat Nasional Jakarta, selected through total sampling. Dental and oral health education was delivered via audio media, and knowledge was assessed using Braille-format questionnaires. Responses were recorded by the researcher. Inclusion criteria included adequate hearing, cognitive ability, and consent, while exclusions were similar ongoing studies, hearing impairment, additional disabilities, or communication difficulties. Data were analyzed with SPSS using normality tests, followed by the Wilcoxon test due to non-normal distribution. The results show that audio media is effective in increasing knowledge of oral and dental health, with ρ=0.000 (ρ<0.05), although other research factors did not have a significant effect. Conclusion: Audio media effectively improves dental and oral health knowledge of visually impaired students, independent of demographic factors, with strong support from parents and schools. DOI : 10.54052/jhds.v5n2.p127-140

Review

This study addresses a critically important yet often overlooked area: dental health education for visually impaired students. The choice of an audio-based intervention is highly appropriate and innovative for this specific population, offering a tailored approach to information delivery that aligns with their sensory learning preferences. The research effectively demonstrates that audio media can significantly enhance oral and dental health knowledge among visually impaired students, a finding with substantial practical implications for specialized educational settings. The clear objective and targeted population make this a relevant contribution to the fields of special education and public health. The methodology employed, a quasi-experimental pre-test/post-test design, is suitable for assessing the intervention's immediate impact. The use of Braille-format questionnaires and researcher-recorded responses meticulously addresses the unique needs of the participants, ensuring data collection is accessible and accurate for a visually impaired cohort. The careful inclusion and exclusion criteria, such as assessing adequate hearing and cognitive ability, strengthen the study's internal validity, and the choice of the Wilcoxon test for non-normal data indicates a rigorous approach to statistical analysis. However, the abstract could benefit from a brief description of the specific content and duration of the "audio media" intervention, as well as how "cognitive ability" was assessed, to provide a more complete understanding of the methodology. The findings robustly support the efficacy of audio media as an educational tool, demonstrating its ability to improve dental knowledge independent of demographic factors. This study provides valuable insights for educators and healthcare providers in developing culturally and ability-appropriate health education programs for vulnerable populations. For future research, it would be beneficial to investigate the long-term retention of knowledge gained through this medium, the impact of such knowledge on actual oral hygiene practices and behavior change, and comparisons with other sensory-appropriate educational methods to further optimize intervention strategies. The strong stated support from parents and schools is also an important contextual factor that could be leveraged in future implementation and dissemination studies.

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