EFEKTIVITAS EDUKASI BERBASIS VIDEO ANIMASI TERHADAP PENGETAHUAN SISWA TENTANG BULLYING DI SMPN 2 JENANGAN PONOROGO

ABSTRACT

EFFECTIVENESS OF ANIMATED VIDEO BASED EDUCATIONAL ON STUDENTS' KNOWLEDGE ABOUT BULLYING

In students at SMPN 2 Jenangan Ponorogo

By: Lucky Tria Fradilla

Bullying is one of the issues that still frequently occurs among teenagers in school environments and can have negative effects on physical, psychological, social health, and academic performance. The low level of knowledge about bullying is one of the factors that causes this behaviour to continue, so it is necessary to use educational media that is attractive, easy to understand and effective in increasing young people's knowledge. This study aimed to analyse the effectiveness of education using animated educational video in improving students’ knowledge about bullying at SMPN 2 Jenangan Ponorogo.

The study used a quantitative pre-experimental design with a one-group pretest-posttest approach. The population and sample consisted of 85 students, who were selected using total sampling. Data were collected using a questionnaire about bullying knowledge given before and after providing education through animated educational video. Data analysis was performed using the Wilcoxon signed-rank test with a significance level of α = 0.05.

The results of the study showed that, prior to the intervention, the majority of respondents had a moderate level of knowledge, with 42 respondents (49,4%) in this category, 38 respondents (44.7%) in the good category, and 5 respondents (5,9%) in the poor category. After the educational intervention, the number of respondents in the good knowledge category increased to 67 (78,8%), the number in the adequate knowledge category increased to 16 (18,8%), and the number in the poor knowledge category decreased to 2 (2.4%).

The Wilcoxon Signed Rank Test results showed a p value <0.001 (α = 0.05), so H₀ was rejected. There was an increase in students' knowledge scores about bullying after being given educational using animated videos. However, because this study used a single-group design without a control group and the posttest was conducted immediately (5-10 minutes) after the intervention, the results show a short-term increase in knowledge and cannot yet prove long-term effectiveness. Animated video media can be recommended as a health promotion medium in the school environment to increase knowledge and support early bullying prevention efforts.

Keywords: bullying, health education, knowledge, teenagers, video animation.