PENGARUH EDUKASI SIMULASI TERHADAP TINGKAT KETERAMPILAN PENANGANAN CEDERA OLAHRAGA PADA SISWA ANGGOTA EKSTRAKURIKULER OLAHRAGA DI SMAN 3 PONOROGO

Sports injuries are tissue injuries that occur during sports activities and require appropriate management to prevent further injury, reduce the risk of complications, and maintain the position and function of the injured body part through splinting techniques. This study aimed to determine the effect of simulation based education on the level of sports injury management skills among students participating in sports extracurricular activities at SMAN 3 Ponorogo. This study employed a pre-experimental design with a one-group pretest-posttest approach. The study population consisted of students participating in sports extracurricular activities at SMAN 3 Ponorogo. The sample comprised 55 respondents selected using probability sampling with the proportionate stratified random sampling method. Data were collected using an observation checklist assessing sports injury management skills using splinting techniques and were analyzed using the Wilcoxon Signed Rank Test with a significance level of α < 0.05. The results showed that before receiving simulation-based education on sports injury management using splinting techniques, 44 respondents (80%) were categorized as less skilled and 11 respondents (20%) were categorized as skilled. After receiving the simulation based education, 46 respondents (83.6%) were categorized as skilled and 9 respondents (16.4%) were categorized as less skilled. The results of the Wilcoxon Signed Rank Test showed a p-value of 0.000 (p < 0.05), indicating that there was an effect of simulation-based education on the level of sports injury management skills among students participating in sports extracurricular activities at SMAN 3 Ponorogo. Simulation-based education may be implemented as a learning method for sports injury management in schools. However, this study was limited because the pre-test and intervention could not be conducted simultaneously for all participants. Therefore, future studies are recommended to organize the
intervention simultaneously to optimize the learning process.