Flashcard-Supported STI Education and Short-Term Knowledge Change among Grade X Vocational Students in Sleman, Indonesia: A One-Group Pretest–Posttest Study
DOI:
https://doi.org/10.33755/jkk.v12i4.1073Keywords:
adolescent health, flashcards, sexually transmitted infections, vocational studentsAbstract
Background: Adolescents need accurate, age-appropriate information about sexually transmitted infections (STIs). School-based education can improve knowledge, but the contribution of a brief flashcard-supported session should not be inferred from uncontrolled pretest–posttest data.
Objective: To assess short-term within-student change in STI knowledge scores from baseline to one week after a facilitator-led educational session using flashcards.
Methods: This one-group pretest–posttest study included all 50 participating Grade X students at SMK Muhammadiyah 2 Moyudan, Sleman. Students completed a 30-item dichotomous STI knowledge questionnaire immediately before a 45-minute facilitator-led flashcard discussion and again one week later. Descriptive statistics and the Wilcoxon signed-rank test were used.
Results: Before the session, 5 students (10%) were classified as having good knowledge, 25 (50%) moderate knowledge, and 20 (40%) low knowledge; at one week, the respective counts were 28 (56%), 19 (38%), and 3 (6%). Mean scores increased from 49.34 (SD 20.552) to 64.16 (SD 19.078). Forty-eight paired scores increased, none decreased, and two were tied (Z = −6.050, p < 0.001; standardized Wilcoxon r = 0.86).
Conclusion: STI knowledge scores were higher one week after the educational session in this single group. Because there was no comparison group and the same questionnaire was repeated, the study cannot establish a causal flashcard effect, comparative effectiveness, or longer-term retention
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