Bunga Zulfa Salsabila, Dwi Ratna Nana, Siti Munawaroh

THE INFLUENCE OF USING EDUCATIONAL MEDIA WITH ANIMATED VIDEOS ON THE LEVEL OF KNOWLEDGE OF TEENAGE GIRLS ABOUT TEENAGE PREGNANCY

Introduction

The influence of using educational media with animated videos on the level of knowledge of teenage girls about teenage pregnancy. Investigate how animated educational videos influence teenage girls' knowledge of teenage pregnancy, a critical public health issue. Study reveals impact on adolescent health education.

Abstract

Teenage pregnancy is a major public health issue in low-and middle-income countries. This issue has a significant impact on health of young mothers, infant development, and society as a whole. Teenage pregnancy can affect the physical, psychological, economic, and social health of women in the long term, so it requires serious attention in healthcare system. To determine the effect of using educational media with animated videos on the level of knowledge of teenage girls about teenage pregnancy at SMK Kesatuan, West Jakarta. This study used a quantitative analytical method with a quasi-experimental design and a pre-test post-test with one group

Review

This study addresses a highly pertinent public health issue: teenage pregnancy, particularly in low- and middle-income countries. The abstract effectively highlights the severe long-term health, social, psychological, and economic consequences for young mothers and society, underscoring the urgent need for interventions. The clear objective—to determine the effect of educational media with animated videos on the knowledge level of teenage girls regarding this topic—is commendable. Utilizing animated videos is a relevant and potentially engaging approach for reaching this specific demographic, suggesting a practical and accessible intervention strategy. However, the methodological description presents significant limitations. The abstract states a "quasi-experimental design and a pre-test post-test with one group." While a one-group pre-test post-test design can show changes within the studied group, it severely compromises the study's internal validity. Without a control group, it is difficult to definitively attribute any observed increase in knowledge solely to the educational intervention. Other confounding factors, such as natural maturation, historical events occurring during the study period, or simply the effect of repeated testing, could also contribute to changes in knowledge. Furthermore, the study's focus on a single institution, "SMK Kesatuan, West Jakarta," suggests a limited scope that may hinder the generalizability of the findings. Despite these methodological caveats, the study serves as a valuable preliminary exploration into the potential of animated educational media. For future iterations or in the full paper, it would be crucial to discuss these limitations candidly and consider how the design could be strengthened, perhaps by incorporating a control group or a more robust quasi-experimental design. Expanding the study to multiple settings would also enhance its external validity. Overall, while the current design offers initial insights, it lays the groundwork for more rigorous research to conclusively establish the efficacy of animated videos as an educational tool for improving knowledge about teenage pregnancy.

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