THE EFFECT OF EDUCATION AND GAMIFICATION (INTERACTIVE QUIZ) ON TEENAGERS PERCEPTIONS OF MENSTRUAL MYTHS
DOI:
https://doi.org/10.47701/e949ch97Keywords:
Education, Gamification, Interactive Quiz, Perception, Menstrual MythsAbstract
Menstrual myths remain an issue in adolescent reproductive health because inaccurate beliefs may influence how girls understand and respond to menstruation. At the study site, preliminary assessment identified that some female students still believed menstrual myths. An educational approach that is active, engaging, and compatible with adolescents' digital habits is therefore needed. Objective: This study aimed to determine the effect of education and gamification through an interactive quiz on adolescents' perceptions of menstrual myths at SMAN 3 Sukoharjo. Methods: A quantitative pre-experimental one-group pretest–posttest design was used. The study involved 53 female tenth-grade students selected by purposive sampling from a population of 233 students. Perceptions were measured using a 20-item questionnaire before and after the intervention. The intervention combined health education about menstrual myths and facts with an interactive quiz. Normality was assessed using the Shapiro–Wilk test and the difference between pretest and posttest scores was analyzed using the Paired Sample T-Test. Results: The mean perception score increased from 57.98 before intervention to 76.04 after intervention, representing an increase of 18.06 points. The Paired Sample T-Test showed p = 0.000 (p < 0.05), indicating a statistically significant difference. After intervention, 38 respondents (71.7%) were in the high-perception category, 15 (28.3%) were moderate, and none were in the low category. Conclusion: Education combined with gamification through an interactive quiz significantly improved adolescents' perceptions of menstrual myths and may be used as an alternative interactive method for reproductive-health education in schools.
References
Alfinda, S., Rahmawati, A., & Andalas, E. F. (2022). Dampak Mitos Menstruasi Terhadap Kehidupan Sosial. Lingua Franca, 6, 97–106.
Alfiyan, A. R. (2023). Peran Adaptasi Game (Gamifikasi) dalam Pembelajaran untuk Menguatkan Literasi Digital: Systematic Literature Review. UPGRADE: Jurnal Pendidikan Teknologi Informasi, 1(1), 43–52. https://doi.org/10.30812/upgrade.v1i1.3157
Ayunda, D., Sari, D. P., Yuliandari, M., & Syafrullah, H. (2023). Pengaruh Edukasi Media Gamifikasi tentang Menarche terhadap Kesiapan Remaja Putri Prapubertas.
Dayati, N. M., Rahayu, S., Utami, I. T., & Agustina, R. (2024). Efektivitas Edukasi Gamifikasi terhadap Pengetahuan dan Sikap tentang Menarche pada Siswi SDN 07 Batu Putih Kabupaten Tulang Bawang Barat.
Kepramareni, P. A., et al. (2021). Kajian tentang edukasi kesehatan menstruasi pada remaja.
Mawarid, et al. (2024). Kajian penggunaan interactive quiz sebagai media pembelajaran.
Nainggolan, et al. (2021). Gamifikasi dalam pendidikan kesehatan reproduksi remaja.
Noor, & Muflikhatun. (2024). Kajian pemahaman kesehatan reproduksi remaja dan pengaruh lingkungan sosial.
Pradipta, U., Yanuarini, T. A., & Hardjito, K. (2020). Pengaruh Permainan Edukatif terhadap Perilaku Remaja Putri dalam Manajemen Kebersihan Menstruasi.
Putri, & Pohan. (2023). Gamifikasi dan keterlibatan aktif dalam pembelajaran.
Putra, L. D., Hidayat, F. N., Izzati, I. N., & Ramadhan, M. A. (2024). Penerapan Gamifikasi untuk Meningkatkan Motivasi dan Kolaborasi pada Siswa Sekolah Dasar, 4(3), 131–139.
Rafika, L. P. (2021). Persepsi Pemberian Kuis Interaktif sebagai Media Evaluasi Pembelajaran pada Mahasiswa Fakultas Kedokteran. Jurnal Medika Hutama, 3(1), 1462–1467.
Sugiyono. (2023). Metode Penelitian Kuantitatif, Kualitatif, dan R&D.
Subhaktiyasa, P. G. (2024). Pendekatan Metodologi Penelitian Kuantitatif dan Kualitatif. Jurnal Ilmiah Profesi Pendidikan, 9(4), 2721–2731.
Yohanes, et al. (2023). Efektivitas gamifikasi dalam peningkatan pengetahuan kesehatan remaja melalui media permainan.
Zusrony, et al. (2023). Pembelajaran interaktif dan penguatan daya ingat melalui keterlibatan aktif.
