The Effectiveness of Multimedia-Based Health Education on Drug Knowledge in Adolescents at SMA Bina Negara Arjasari, West Java, Indonesia

The results of a survey by the National Narcotics Agency (BNN) in 2018 stated that the prevalence of drug abuse in students reached 4.7 percent of the total number of students in Indonesia or around 921,695 people. This requires serious attention from health practitioners and education to make prevention efforts. The programs that are being promoted include, among others, effective online health education, through cellphones, whatsapp groups and other online facilities. The purpose of the study was to analyze the effect of online-based health education on the level of knowledge and attitudes of adolescents in drug prevention. This study is a quantitative study with a quasi-experimental design using a pre-posttest design without a control group. The research sample was 30 respondents from SMPN 2 Sumberlawang, which was held in July-September 2020. Data collection was by giving a questionnaire via an online g-form. The data were tested using the Wilcoxon test. Results: there was a significant effect (p-value = 0.000 < 0.005) of providing health education interventions through whatsapp groups using voice notes and videos about drug prevention on the level of knowledge and attitudes of SMPN 2 Sumberlawang students.

Children who get inadequate stimulation will develop slower than those who receive regular and purposeful stimulus. Toddler-age toddlers face a variety of growth and development issues as a result of their mother's lack of information about stimulating their development. The purpose of this study is to analyze the impact of health education using leaflet media on mothers' knowledge of early stimulation for toddler-age kids from Gunung Tua village, Subang Regency. This study's research design is a quasi-experiment using a one-group pretest-posttest approach. This study's population consists of moms with toddler-aged children living in Gunung Tua village, Subang. The study's sample size is 80 moms, including criteria for inclusion and exclusion. The data collecting method employs a questionnaire derived from the SDIDTK (Stimulation, Detection and Early Intervention of Growth and Development) book Ministry of Health, which contains 20 questions. The data received from the outcomes of collecting data will be evaluated using univariate analysis, searching for the distribution of frequencies and averaged distributions of the variables studied, and using bivariate analysis via the Wilcoxon rank Test. Women with children aged 1-1.5 years. Of the 25 respondents in this category, 19had a good level of knowledge, while 6had a sufficient level of knowledge. After health education, the post-test findings showed that 24 participants had a good level of knowledge and 1 person had sufficient knowledge. Of the 30 mothers surveyed who have children aged 1.5-2 years, the majority (20 respondents) showed a good level of knowledge. Of the responses received, only one had a low level of knowledge, while the other nine had a sufficient level of knowledge. After the health education, the post-test results showed that 26 participants showed a good level of knowledge. Of the 25 respondents who are mothers with children aged 2-3 years, the majority (13 respondents) showed a good level of knowledge. Only one respondent had a low level of knowledge while the other 11 respondents had a sufficient level of knowledge. After health education, the post-test findings showed that 18 participants showed a good level of knowledge. Following healthcare learning, the post-test results revealed that 26 participants had a good level of understanding. The findings using the non-parametric in Wilcoxon Test, the significant values for respondents, particularly mothers with children ages 1-1.5 a long time, 1.5-2 years, and 2-3 years, are 0.002, 0.000, and 0.000, respectively. In summary, before and after health education using leaflet media can increase mothers' knowledge about stimulation of toddler growth and development in Gunung Tua the village, Subang Regency.

Background: Childhood is a critical period for establishing healthy behaviors that can last a lifetime. School-based health education programs aim to equip children with the knowledge and skills necessary to make informed health choices. Objective: This study aims to evaluate the effectiveness of health education programs in schools on improving children's health knowledge, attitudes, and behaviors. Specifically, it examines changes in nutritional knowledge, physical activity levels, and hygiene practices among students. Methods: A quasi-experimental study design was used, involving 300 students from grades 4 to 6 in five public schools. The schools were selected based on similar socioeconomic backgrounds to ensure comparability. The intervention consisted of a comprehensive health education program delivered over six months, with weekly sessions focused on nutrition, physical activity, and hygiene. Data were collected using pre- and post-intervention surveys and health assessments. The surveys measured health knowledge, attitudes, and behaviors, while the health assessments included BMI, physical fitness tests, and hygiene checks. Data analysis involved paired t-tests and ANCOVA to compare pre- and post-intervention scores, controlling for potential confounders. Results: The intervention resulted in significant improvements in students' health knowledge, with average knowledge scores increasing by 25% (p < 0.01). Attitudes towards healthy behaviors also showed significant positive changes, with an increase in the proportion of students expressing favorable attitudes towards nutrition, physical activity, and hygiene practices (p < 0.05). Behavioral assessments indicated a 20% increase in physical activity levels, improved dietary habits with a higher intake of fruits and vegetables, and better hygiene practices, such as regular handwashing (p < 0.05). Physical health assessments revealed a slight reduction in BMI and significant improvements in physical fitness scores (p < 0.05). Conclusion: Health education programs in schools effectively enhance children's health knowledge, attitudes, and behaviors. These findings support the integration of structured health education into school curricula as a strategy for promoting long-term health benefits. However, further research is needed to explore the sustainability of these effects and identify the most effective program components.

Background: Anemia experienced by young women often occurs when they are menstruating. Young women must have knowledge about these conditions, so that they can overcome these problems properly.
 Objectives: The purpose of this study was to determine the effect of health education on the level of knowledge of adolescents about anemia.
 Methods: The research design used in this study was pre-experimental with a one-group pre-post test design approach. This research was conducted at the Islamic Boarding School of Tahfizh Putri Alfirdaus Hidayatullah, Sekardangan, Sidoarjo on February 28, 2021. The sampling technique used in this study was total sampling. The number of samples in this study were 24 respondents. This study uses health education materials about anemia for the treatment given and a modified questionnaire from Zulaekah's (2007) knowledge level questionnaire with a Cronbach Alpha value of .594. This research was conducted by providing health education to respondents about anemia. Before the health education was carried out, the researcher conducted a pre-test to measure the respondent's level of knowledge. After the health education was carried out, the researcher conducted a post-test to evaluate the respondents' level of knowledge about anemia. The statistical test carried out in this study is the Wilcoxon Signed Rank Test with significant level α < 0.05.
 Results: Based on data analysis using the Wilcoxon Signed Rank Test, it was found that there was an effect of health education on the level of adolescent knowledge about anemia (p-value = .011).
 Conclusion: It is important to provide health education about anemia to young women, so that they can find out what conditions they experience when they are anemic due to menstruation. Health workers are expected to provide this health education through health counseling or education.
 
 Keywords: The effect of health education, anemia, knowledge level, adolescent girls.

Sexually transmitted diseases (STDs) are commonly called diseases that are transmitted through sexual intercourse. In Batang, the number of STD cases was 608 in 2010 and increased to be 1,296 in 2011. Most teenagers do not have accurate knowledge about reproductive health and sexuality. In addition, they have limited access to reproductive health information and services. Sources of this information are only from friends and/ or media, in which the information is usually inaccurate. The purpose of this study was to determine the effect of health education by peers to increase knowledge and change attitudes of adolescents in high school I Subah Batang. This research was quantitative, pre experimental design with One Group Pretest-Posttest. The population was young men and women class X and XI. The sample was 90 people, accounting for 15% of the population. This sample was divided into a group of 30 men and a group of 60 women. The results indicated that after providing health education by peers, 29 of male respondents (96.7%) and 60 of female respondents (100%) had a good level of knowledge. In addition, 21 of male respondents (70%) and 54 of female respondents (90%) had positive attitudes. Results of Wilcoxon Test Match Pair with a 95% confidence level (α = 0.05%) revealed differences in the level of knowledge of young men and women in class X and XI before and after given health education on sexually transmitted diseases (PMS) (ρ value = 0.001), and differences in the attitudes of young men and women in class X and XI before and after given the health education about sexually transmitted diseases (PMS). Health workers and high school educational institution I Subah were advised to further improve health education and provide counseling on sexually transmitted diseases (STDs) to train peers for distributing health education in order for people, especially adolescents of reproductive age to be able to prevent sexually transmitted diseases.

Prevention and treatment of anemia in adolescent girls must be carried out through a comprehensive approach. Health education about anemia in adolescent girls must be accompanied by special education for adolescent girls about the importance of an active lifestyle and a healthy diet. The results of community service activities regarding anemia prevention efforts through health education for adolescent girls show that the number of counseling participants who have a good level of knowledge before the implementation of the counseling activity about anemia is 5 people to 15 participants. The level of knowledge is poor before the implementation of the counseling activity is 7 people to no participants who have a low level of knowledge. The number of participants with a good level of knowledge about iron supplements before the counseling activity is 4 participants and after the counseling activity the number of participants with a good level of knowledge is 14 people. The number of participants with a low level of knowledge before the counseling activity is 9 people and after the counseling activity there are no participants who have a low level of knowledge. The results of the Hb check show that none of the participants suffer from anemia, the average Hb level obtained is normal at 12 mg / dl. Overall, this activity has a positive impact in increasing awareness among young women in increasing their knowledge about anemia and iron tablets

Previous articleNext article No AccessInnovations in Urban Secondary SchoolsMargaret Nelson, and Sam D. SieberMargaret Nelson Search for more articles by this author , and Sam D. Sieber Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 84, Number 2Feb., 1976 Article DOIhttps://doi.org/10.1086/443259 Views: 2Total views on this site Citations: 14Citations are reported from Crossref Journal History This article was published in The School Review (1893-1979), which is continued by the American Journal of Education (1979-present). Copyright 1976 The University of Chicago PressPDF download Crossref reports the following articles citing this article:Lawrence J Saha, Bruce J Biddle, Don S Anderson Chapter 1 Attitudes towards education research knowledge and policymaking among American and Australian school principals, International Journal of Educational Research 23, no.22 (Jan 1995): 113–126.https://doi.org/10.1016/0883-0355(95)91496-4 Findings matrix: What works in adult training, International Journal of Educational Research 19, no.44 (Jan 1993): 345–430.https://doi.org/10.1016/0883-0355(93)90006-6Jorge Grunberg, Mike Summers Computer Innovation in Schools: a review of selected research literature, Journal of Information Technology for Teacher Education 1, no.22 (Aug 2006): 255–276.https://doi.org/10.1080/0962029920010209Stephen E. Anderson Principal's Management Style and Patterns of Teacher Implementation Across Multiple Innovations, School Effectiveness and School Improvement 2, no.44 (Jan 1991): 286–304.https://doi.org/10.1080/0924345910020403Frederick G. Knirk Implications of instructional technologies for the future of education, Journal of Instructional Development 11, no.33 (Sep 1988): 10–15.https://doi.org/10.1007/BF02905793Ellen Ernst Kossek Human Resources Management Innovation, Human Resource Management 26, no.11 (Jan 1987): 71–92.https://doi.org/10.1002/hrm.3930260105Charles E. Basch Research on Disseminating and Implementing Health Education Programs in Schools, Health Education 15, no.44 (Mar 2013): 57–66.https://doi.org/10.1080/00970050.1984.10614453Charles E. Basch Research on Disseminating and Implementing Health Education Programs in Schools, Journal of School Health 54, no.66 (Jun 1984): 57–66.https://doi.org/10.1111/j.1746-1561.1984.tb09737.xDavid P. Crandall Emulation and Replication, Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 4, no.22 (Aug 2016): 13–22.https://doi.org/10.1177/088840648100400203K.A. Leithwood Managing the Implementation of Curriculum Innovations, Knowledge 2, no.33 (Aug 2016): 341–360.https://doi.org/10.1177/107554708100200304EDWARD J. KELLY Our Overcrowded Secondary Schools, The Educational Forum 42, no.22 (Jan 1978): 151–167.https://doi.org/10.1080/00131727809336298W.R. MULFORD, A.B. CONABERE, J.A. KELLER ORGANIZATION DEVELOPMENT IN SCHOOLS: EARLY DATA ON THE AUSTRALIAN EXPERIENCE, Journal of Educational Administration 15, no.22 (Feb 1977): 210–237.https://doi.org/10.1108/eb009775George W. Johnson Abstracts of Documents in This Supplement, (Jan 1977): 1–480.https://doi.org/10.1007/978-1-4899-5178-6_1Sam D. Sieber The organizational dilemma of educational change models: Toward a solution, Interchange 7, no.22 (Jun 1976): 39–49.https://doi.org/10.1007/BF02142212

Numerous school health education programs have been developed. No matter how effective a given program may be, however, its impact will be determined by the extent to which it actually is disseminated and maintained in classrooms. The dissemination of a program involves purposeful efforts by agencies usually outside the school to implement the program in many different schools, efforts by agencies usually outside the school to implement the program in many different schools, while program implementation involves efforts by those within a given school to effectively use the program in its classrooms. This paper has been prepared to review concepts, strategies, and methods used to study dissemination and implementation; to specify the functions of dissemination and implementation research; and to describe general approaches and specific procedures to evaluate the effectiveness of dissemination and implementation activities. As we develop more and better school health education interventions, the need for research that will allow us to efficiently transport these interventions to classrooms throughout the nation becomes increasingly important.

Numerous school health education programs have been developed. No matter how effective a given program may be, however, its impact will be determined by the extent to which it actually is disseminated and maintained in classrooms. The dissemination of a program involves purposeful efforts by agencies usually outside the school to implement the program in many different schools, while program implementation involves efforts by those within a given school to effectively use the program in its classrooms. This paper has been prepared to review concepts, strategies, and methods used to study dissemination and implementation; to specify the functions of dissemination and implementation research; and to describe general approaches and specific procedures to evaluate the effectiveness of dissemination and implementation activities. As we develop more and better school health education interventions, the need for research that will allow us to efficiently transport these interventions to classrooms throu...

Background: Oral health literacy among children and caregivers is crucial for promoting preventive dental care and reducing oral diseases. Effective oral health education programs play a vital role in enhancing oral health literacy and behaviors. Objective: This study aims to assess oral health literacy levels among children and caregivers, evaluate the effectiveness of oral health education programs in school and community settings, and identify areas for program improvement. Methods: A cross-sectional study design was employed, involving 500 participants including children aged 6–12 years and their caregivers. Data were collected through structured questionnaires, interviews, and program evaluation forms to assess knowledge, awareness, and program satisfaction. Results: Findings indicate varying levels of oral health literacy among children, with older children demonstrating higher knowledge and awareness compared to younger counterparts. The oral health education program received high satisfaction ratings, particularly for educational materials and interactive sessions, though areas for improvement such as practical demonstrations and parental involvement were identified. Conclusion: Effective oral health education programs are essential for improving oral health literacy among children and caregivers. Tailored educational strategies, enhanced practical demonstrations, and increased parental engagement are recommended to optimize program effectiveness and promote lifelong oral health behaviors.

The effectiveness of health education is ultimately determined by whether it is implemented, and how it is implemented. Although a given health education innovation may be designed and experimentally assessed to promote well-being with some measure of effectiveness and efficiency, the actual impact of the innovation will depend upon the manner in which it is disseminated, initiated, and maintained. The implementation of health education programs in schools or elsewhere is a function of the types of innovations available, certain characteristics of those innovations that influence their use, and the manner in which the innovations are brought into practice. This paper has been prepared to review, synthesize, and apply current and relevant information about educational innovations and social change to provide a conceptual base for the design, execution, and analysis of efforts to implement health education in schools. The American system of public and private schools could be an agent vitally important to the realization of a second public health revolution. Indeed, in a democratic society, the implementation of health education in schools seems a condition necessary for such a revolution. By analyzing and learning from our own health education efforts, as well as the efforts of those experienced with implementing other types of educational innovations in schools, we might ensure that future populations are informed sufficiently about factors that influence their health and well-being.

ABSTRAK Penyakit degeneratif menjadi tantangan kesehatan yang semakin meningkat di Indonesia akibat perubahan gaya hidup yang tidak sehat. Pencegahan sejak usia remaja merupakan langkah strategis untuk mengurangi risiko penyakit tidak menular, seperti diabetes, hipertensi, dan penyakit kardiovaskular. Kegiatan pengabdian masyarakat ini bertujuan untuk meningkatkan kesadaran dan pemahaman siswa mengenai pencegahan penyakit degeneratif melalui edukasi kesehatan di lingkungan sekolah. Sebanyak 77 siswa kelas XII SMA Negeri 1 Jatiwaras, Kabupaten Tasikmalaya, berpartisipasi dalam kegiatan ini. Penyuluhan interaktif dilakukan menggunakan media leaflet dan video edukatif yang dirancang agar mudah dipahami dan menarik bagi remaja. Evaluasi dilakukan menggunakan pre-test dan post-test untuk mengukur peningkatan pemahaman peserta. Hasil evaluasi menunjukkan peningkatan skor rata-rata dari 3,89 menjadi 5,04, dengan uji Wilcoxon yang menghasilkan nilai signifikansi 0,000 (p < 0,05). Hasil ini menunjukkan adanya peningkatan pemahaman yang signifikan setelah penyuluhan. Penyuluhan berbasis media edukatif terbukti efektif dalam meningkatkan kesadaran siswa mengenai pencegahan penyakit degeneratif. Edukasi kesehatan sejak dini memiliki peran penting dalam membentuk pola hidup sehat di kalangan remaja, sehingga perlu terus dikembangkan di lingkungan sekolah guna menciptakan generasi yang lebih sehat dan produktif di masa depan. Kata Kunci: Degeneratif, Pencegahan, Remaja ABSTRACT Degenerative diseases have become an increasing health challenge in Indonesia due to unhealthy lifestyle changes. Prevention during adolescence is a strategic step in reducing the risk of non-communicable diseases such as diabetes, hypertension, and cardiovascular diseases. This community service activity aimed to increase students' awareness and understanding of degenerative disease prevention through health education in the school environment. A total of 77 twelfth-grade students from SMA Negeri 1 Jatiwaras, Kabupaten Tasikmalaya, participated in this program. The interactive counseling was conducted using leaflets and educational videos designed to be easily understood and engaging for teenagers. Evaluation was carried out using pre-test and post-test assessments to measure students' knowledge improvement. The evaluation showed an increase in the average score from 3.89 to 5.04, with the Wilcoxon test yielding a significance value of 0.000 (p < 0.05), indicating a significant improvement in students' understanding after the intervention. Conclusion: Educational media-based counseling proved to be effective in enhancing students' awareness of degenerative disease prevention. Early health education plays a crucial role in shaping a healthy lifestyle among adolescents. Therefore, continuous development of health education programs in schools is essential to create a healthier and more productive generation in the future. Keywords : Degeneratif, Prevention, Adolescents

Drug prevention education programs have been implemented in primary and secondary schools in Malaysia. This study aimed to investigate the existing drug prevention education programs in primary schools in high-risk areas of Perak, Malaysia and to identify the challenges faced by primary school teachers to implement these programs. The methods used in this study was a qualitative case study design by using interviews for data collection. Seven participants, including primary school teachers, a Ministry of Education Malaysia officer, a National Anti-Drug Agency (NADA) Perak officer, and a State of Education Department officer, were involved as study samples. The results of the study showed that teachers still face problems delivering drug messages in the teaching-learning process because they do not have enough learning materials or knowledge. Teachers’ challenges arise not only from the school or educational policy but also from parents` involvement. It can be concluded that the primary school teachers in Malaysia still face challenges related to their skills, community supports, and government policies in drug prevention education programs. It is expected the study can be used by the stakeholders when planning and evaluating drug preventive in Malaysian primary schools especially in selected hot spot areas. Keywords: challenges, drug prevention, high-risk areas, primary school teachers.  Abstrak Program pendidikan pencegahan narkoba telah dilaksanakan di sekolah dasar dan menengah di Malaysia. Penelitian ini bertujuan untuk menyelidiki program pendidikan pencegahan narkoba yang ada di sekolah dasar di daerah berisiko tinggi Perak, Malaysia dan untuk mengidentifikasi tantangan yang dihadapi oleh guru sekolah dasar untuk melaksanakan program ini. Metode yang digunakan dalam penelitian ini adalah kualitatif dengan desain studi kasus dengan menggunakan wawancara untuk pengumpulan data. Tujuh peserta, termasuk guru sekolah dasar, petugas Kementerian Pendidikan Malaysia, petugas Badan Anti Narkoba Nasional (NADA) Perak, dan petugas Departemen Pendidikan Negara Bagian, dilibatkan sebagai sampel penelitian. Hasil penelitian menunjukkan bahwa guru masih menghadapi kendala penyampaian pesan narkoba dalam proses belajar mengajar karena tidak memiliki bahan ajar atau pengetahuan yang cukup. Tantangan guru muncul tidak hanya dari sekolah atau kebijakan pendidikan, tetapi juga dari keterlibatan orang tua. Dapat disimpulkan bahwa guru sekolah dasar di Malaysia masih menghadapi tantangan terkait keterampilan mereka, dukungan masyarakat, dan kebijakan pemerintah dalam program pendidikan pencegahan narkoba. Diharapkan penelitian ini dapat digunakan oleh para pemangku kepentingan ketika merencanakan dan mengevaluasi program pencegahan narkoba di sekolah dasar Malaysia, khususnya di daerah yang terpilih. Kata kunci: tantangan, pencegahan narkoba, daerah berisiko tinggi, guru sekolah dasar.

Menstrual morbidity plays a significant role in adolescent females' lives. There are no studies to date reporting such data from menstrual health education programs in schools. The aim of our study was to report results from an audit of a menstrual health and endometriosis education program in secondary schools and observe age patterns of young women presenting for menstrual morbidity care. Audit data from education in secondary schools and audit data of patients from an Endometriosis and Pelvic Pain Coaching clinic operating in a private endometriosis specialised centre are reported. In a region of consistent delivery of the education program, student awareness of endometriosis was 32% in 2015. Overall in 2015, 13% of students experienced distressing menstrual symptoms and 27% of students sometimes or always missed school due to menstrual symptoms. Further, in one region of consistent delivery of the menstrual health education program, data show an increase in younger patients attending for specialised endometriosis care. There is strong suggestive evidence that consistent delivery of a menstrual health education program in schools increases adolescent student awareness of endometriosis. In addition, there is suggestive evidence that in a geographical area of consistent delivery of the program, a shift in earlier presentation of young women to a specialised health service is observed.

The article outlines two different paradigms which influence school health education. The first of these is the moralistic paradigm which is dominant in many current health education programmes in schools. It will be argued that the moralistic and totalitarian paradigm may actually be an obstacle for developing a democratic school in a democratic society. The second paradigm focuses on democratic health education and is advocated in this paper as a valuable alternative to the moralistic paradigm. An overview of the major characteristics of the two paradigms is followed by an analysis of several concepts which characterize democratic health education, including 'action competence', 'action' and 'holism'. These concepts illustrate that health and environment have to be closely linked in teaching if students are to acquire a coherent understanding of the dynamics behind health issues and health problems. Finally, the 'IVAC approach is suggested as a way of developing action competence in relation to health and environmental issues. Experiences and examples from the Danish Network of Health Promoting Schools are used to illustrate the thesis presented in this paper.