The Use of Puzzle Media on the Knowledge of Toothbrushing Techniques in Children with Intellectual Disabilities

Abstract

Children with intellectual disabilities often experience limitations in cognitive and motor functions, behavioral and muscular disorders, gag reflexes, and uncontrolled body movements. These conditions hinder their ability to perform optimal toothbrushing, which negatively affects their oral and dental health. Oral health education, particularly regarding proper toothbrushing practices, can serve as a solution to address these challenges. This study aimed to determine the effect of puzzle media on the knowledge of toothbrushing techniques among children with intellectual disabilities at SLB B-C Optimal Surabaya. A true experimental design with a pretest-posttest control group approach was employed, involving 34 students divided into intervention and control groups. Data were collected using a structured questionnaire. The data were analyzed using the Wilcoxon signed-rank test and the Mann–Whitney U test. The results showed a statistically significant difference with an Asymp. Sig. (2-tailed) value of 0.001, indicating a significance level below α (0.05). The findings suggest that the use of puzzle media has a significant effect on improving the knowledge of toothbrushing techniques among children with intellectual disabilities at SLB B-C Optimal Surabaya.