Septiana Septiana, Juhdi Asidi

Reproductive Health Literacy Enhancement through School-Based Health Education for Adolescents

Introduction

Reproductive health literacy enhancement through school-based health education for adolescents. Enhance adolescent reproductive health literacy through school-based education. Study assesses knowledge improvement, informing sustainable, responsive intervention strategies for youth.

Abstract

Purpose of the study: This study aims to see the influence of health education about reproductive health on students' level of knowledge. Methodology: The research sample used was 24 people using a convenience sampling technique. The method used was a pre-experimental design with a one-group pre-test post-test design. Data collection used a questionnaire as a research instrument. The data analysis technique used was the Wilcoxon test. Main Findings: The results of the study showed that students' knowledge before receiving health education had an average value of 81.9%, and after receiving health education it increased to 86.3%. The results of the hypothesis test with an alpha error rate of 0.05 obtained a p value > 0.05, meaning there was no significant difference in adolescents' knowledge before and after receiving health education. Novelty/Originality of this study: This research presents a novel approach by in-depth examining the influence of health education on improving adolescents' knowledge of reproductive health using a contextual and interactive educational approach. The focus on adolescents in the digital age makes these findings crucial for developing more relevant, responsive, and sustainable school intervention strategies.

Review

This study addresses a highly relevant and important public health topic: enhancing reproductive health literacy among adolescents through school-based education. The authors aimed to investigate the influence of a health education intervention on students' knowledge levels. Employing a pre-experimental one-group pre-test post-test design, the study utilized a questionnaire for data collection and the Wilcoxon test for analysis. A convenience sample of 24 participants was recruited, suggesting an exploratory approach to understanding the immediate impact of the educational program. Despite a reported increase in average knowledge scores from 81.9% before education to 86.3% after, the main finding indicates no statistically significant difference (p > 0.05) based on the Wilcoxon test. This non-significant result is a critical outcome that raises questions about the effectiveness of the intervention as measured or the power of the study design to detect an effect. The extremely small sample size of 24 participants is a significant methodological limitation, substantially reducing statistical power and making it difficult to confidently detect genuine differences, even if they exist. Furthermore, the pre-experimental one-group design, lacking a control group, is inherently weak in establishing causality, as observed changes could be attributable to various confounding factors beyond the intervention itself. The convenience sampling technique also limits the generalizability of these findings to a broader adolescent population. The claim of "novelty" through an "in-depth examination" and a "contextual and interactive educational approach" is not adequately supported by the described methodology. A one-group pre-test post-test design with a questionnaire for N=24 provides limited scope for in-depth understanding or evaluation of the nuances of contextual and interactive learning. While the focus on adolescents in the digital age is indeed relevant, the abstract does not elaborate on how this aspect was specifically integrated into the intervention or its evaluation. Future research in this vital area would greatly benefit from a more robust methodology, including larger, randomized, and representative samples, the inclusion of a control group, and more sophisticated instruments to truly capture the impact of interactive and contextual learning. Such improvements would provide more conclusive evidence regarding the effectiveness of school-based reproductive health education for adolescents.

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