Nisa’ul Karimah, Sri Astutik Andayani, Zainal Munir

Pengaruh Edukasi tentang Bahaya Bullying dengan Metode Audiovisual terhadap Pengetahuan dan Sikap Remaja

Introduction

Pengaruh edukasi tentang bahaya bullying dengan metode audiovisual terhadap pengetahuan dan sikap remaja. Pelajari pengaruh edukasi audiovisual terhadap peningkatan pengetahuan dan sikap remaja tentang bahaya bullying. Studi ini membuktikan efektivitas metode audiovisual untuk program pencegahan di sekolah.

Abstract

The purpose of this study was to analyze the effect of education on the dangers of bullying using audiovisual methods on adolescents’ knowledge and attitudes, considering that bullying is a serious psychosocial problem in schools which can cause long-term negative impacts such as trauma, decreased self-confidence, and reduced academic performance, and thus requires effective health education strategies to increase awareness and preventive attitudes. This study applied a Quasi-Experimental design with a pretest–posttest control group and involved 60 respondents selected through total sampling, divided into 30 adolescents in the intervention group and 30 in the control group. The intervention group received structured audiovisual-based education that presented material on the definition, types, impacts, and prevention strategies of bullying, while the control group did not receive any intervention. Data were collected using questionnaires on knowledge and attitudes and analyzed with the Wilcoxon test at a significance level of α = 0.05. The results showed that there was a significant increase in the knowledge and attitudes of the intervention group after receiving audiovisual education (Asymp. Sig = 0.000 < α = 0.05), whereas the control group did not experience significant changes due to the absence of intervention. These findings demonstrate that audiovisual education is more effective compared to conventional approaches because it combines visual and auditory stimulation, making learning materials easier to understand and remember, as well as more engaging for adolescents. In conclusion, audiovisual-based education is proven effective in improving adolescents’ knowledge and attitudes regarding the dangers of bullying, and its application should be considered as part of school-based health promotion programs, while future research can further explore its long-term effectiveness and the potential benefits of combining audiovisual methods with peer support and parental involvement in bullying prevention.

Review

This study addresses a critically important public health issue: the dangers of bullying among adolescents and the need for effective educational interventions. The authors' objective to assess the impact of audiovisual education on adolescents' knowledge and attitudes regarding bullying is highly relevant, given the significant psychosocial consequences of bullying. The choice of a quasi-experimental, pretest-posttest control group design is methodologically sound for evaluating intervention effectiveness. The findings, demonstrating a statistically significant increase in both knowledge and attitudes within the intervention group after receiving audiovisual education, provide compelling evidence for the immediate efficacy of this approach. The clear distinction in outcomes between the intervention and control groups strongly supports the conclusion that the audiovisual method is an effective tool for improving awareness and preventive attitudes. While the study presents robust evidence for the short-term effectiveness of audiovisual education, some nuances in the abstract warrant discussion. The control group received no intervention, meaning the comparison is between audiovisual education and the absence of any structured intervention, rather than a "conventional approach" as suggested in the discussion. This is an important distinction for interpreting the relative effectiveness. Furthermore, the abstract, by design, does not elaborate on the specific duration or frequency of the audiovisual sessions, which would be valuable for understanding the intensity of the intervention and for replication purposes. Although the abstract identifies a clear short-term impact, it rightly acknowledges the need for future research into the long-term effectiveness of such interventions, which is a common scope limitation for initial intervention studies. Overall, this paper offers a valuable contribution to the field of school health promotion and bullying prevention. The findings provide a strong empirical basis for advocating for the integration of audiovisual education into school-based programs to combat bullying. The methodology employed is appropriate for the research question, and the results are clearly presented and statistically significant. The study's conclusion regarding the effectiveness of audiovisual-based education is well-supported. I recommend this paper for publication, as it offers practical insights and a clear direction for further research, particularly concerning the long-term impact and potential for combined intervention strategies like peer support and parental involvement.

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