The Effect of Nutrition Education Using Animated Video Media on Knowledge and Attitudes Regarding Anemia Prevention among Female Adolescents at SMAS Wachid Hasyim 2 Taman

Abstract

Background: Adolescent girls require anemia-prevention education that communicates accurate information while sustaining attention and strengthening favorable judgments toward preventive actions. Purpose: To compare the effectiveness of animated video and PowerPoint in improving knowledge and attitudes toward anemia prevention among adolescent girls. Methods: This quasi-experimental pretest-posttest control group study involved 84 eleventh-grade female students at SMAS Wachid Hasyim 2 Taman, equally allocated to animated-video and PowerPoint groups. Educational content, duration, facilitator, and question-and-answer opportunities were standardized. Knowledge was measured using 10 multiple choice items and attitudes using 10 four-point Likert statements. Gain-score normality was assessed using Shapiro-Wilk; within-group changes were analyzed with the Wilcoxon signed-rank test and between-group differences with the Mann-Whitney U test. Wilcoxon signed-rank and Mann-Whitney U tests were applied. Result: Baseline knowledge and attitude scores were comparable between groups p=0.978 and p=0.316. In the animated-video group, mean knowledge increased from 61.43 to 91.67 and attitude from 71.25 to 93.75. In the PowerPoint group, mean knowledge increased from 61.90 to 78.10 and attitude from 70.24 to 80.77. Both media produced significant within-group improvements, all p<0.001, however, knowledge and attitude gains were greater with animated video than PowerPoint 30.24 vs 16.19, 22.50 vs 10.54, both p<0.001. Conclusion: Animated video was more effective than PowerPoint for short-term improvement in anemia-prevention knowledge and attitudes. Repeated exposure, facilitated discussion, and behavioral monitoring are required to translate these changes into preventive practices.