The Effectiveness of Learning Videos for Increasing Knowledge about Women's Adolescent Nutrition and Reproductive Health

The purpose of this study was to obtain valid and reliable data or facts related to the effectiveness of instructional video media in improving nutritional knowledge and reproductive health in young women. The problem in this study is the lack of knowledge of young women about nutrition and reproductive health and the lack of use of learning media in schools. This research is quasi-experimental research in the form of a pretestposttest with a control group design with 180 respondents in several vocational schools in Jakarta and Bogor. The normality test is done using the formula Lilliefors and obtained Larithmetic for learning video media by 0.110 and Larithmetic for conventional media 0.126 with Ltable = 0.093, because Larithmetic > Ltable, it can be concluded that the two data is not normally distributed. The influence between the two groups can be seen using the Mann Whitney test to obtain a Zarithmetic of 1.539 and Ztable value at α = 0.05 of 1.200. Based on the calculation results, it can be concluded reject Ho if Zarithmetic > Ztable, which means H1 is accepted, and there is an increase in the knowledge of the experimental group given higher learning video media treatment compared to the control group given treatment using PowerPoint media. So it was concluded that there was an increase in knowledge on the use of video media for learning nutrition and reproductive health in young women.


Introduction
Teenagers are a group that needs to pay attention to their health, especially nutrition.
During adolescence, there are physiological changes, so that energy and nutrient requirements significantly affect the growth and development of adolescents. Adolescents have categorized as vulnerable to nutritional problems that pose a risk to health.
In adolescence, the acceleration of growth and development of the body requires more energy than that in adolescents' changes in lifestyle and habits that like to try the IC-HEDS 2019 food so that there is a mismatch of energy intake and other nutrients [1]. According to Dewantari awareness for healthy eating patterns had not yet possessed by most young women of childbearing age (teenagers). There is a tendency to eat outside the house, in prestigious places with menu choices, not meeting the principle of balanced nutrition.
Favorite to eat fast food does not guarantee nutritional needs. This situation can have an adverse impact that will affect the health of the reproductive organs [2].
In young women, nutritional status can affect reproductive health. In the Chasanah study (2016), it had concluded that there was a significant relationship between reproductive health knowledge and nutritional status in young women [3]. This conclusion is reinforced by Jasienska (2017) that in an energy-rich environment of nutrition, increased production of ovarian steroids in women throughout the menstrual cycle and testosterone in men increases their potential for reproduction [4]. The results of this study indicate that the higher the understanding of adolescent girls about reproductive health, the better the nutritional status during the growth of reproductive health [5]. Providing initial education about nutritional knowledge and reproductive health in young women can be done in various ways. One way is to use learning videos in the classroom.
Video learning is one of the most effective learning methods to increase adolescent knowledge. A research conducted by Hanifah, the level of nutritional expertise after researching balanced nutrition using video media has increased the average value of sample knowledge by 14,242 points. Weaknesses of the research are the samples used by young men and women; the material used was not specific about nutritional education and reproductive health for young women [5]. Fatimah and Musfiroh stated that the selection of video media as learning media or as a media for health promotion could be well received by respondents because learning is far more exciting and not watching [6]. with video games in general [8]. Many theories have revealed the problem of multimedia learning, and generally, shows that students use better-performing compilations to receive information based on two senses [9].
Active learning is learning that allows students to learn quickly, fun, and can achieve learning objectives by expectations [10]. Active learning is what produces knowledge that is useful and aims for students through appropriate procedures [11]. The effectiveness of learning in this study will measure the achievement of learning outcomes of students in following the learning process. Achievement of learning outcomes had obtained if students can understand and master the learning objectives of understanding young women about nutritional needs and adolescent reproductive health before being given treatment using videos on learning nutrition and reproductive health knowledge.

Methods
This research is quasi-experimental in the form of a pretest-posttest with control group design. In this study, the experimental group received material using instructional video media, while the control group was given material with PowerPoint media.

Research design
The preparation of this study uses pre-test and post-test. The control group had given a pre-test (Y 1 ). It then carried out the delivery of nutrition and reproductive health material for young women with PowerPoint media. After that, students have given a post-test return (Y 2 ). In the experimental group pre-test (Y 1 ) and delivery of nutrition and reproductive health material for young women using video media after that had given a post-test (Y 2 ). Learning outcome data is shown by the difference in the value obtained from the pre-test result score (Y 1 ) and the post-test result score (Y 2 ) of students.
The research design can describe as follows in Table 1.

IC-HEDS 2019
The data in this study are data obtained after conducting research conducted at the Global Paskita Vocational School, Bogor Vocational High School 3, and 32 Jakarta Vocational School with 60 respondents per school each. Respondents are young women with an age range of 14-18 years. Age diagram of respondents of the group of video and PowerPoint are shown in Figure 1.

Results
The results of the initial test (pretest) are carried out to give an overview of the students' initial abilities before the treatment has given. The results of this initial learning are the results of pretest learning cognitive aspects between the experimental group and the control group before scholarship has given. The pretest learning outcomes of the cognitive elements between the learning group with instructional video media with the control or learning group with PowerPoint had seen in Table 2. given. Final test results between the learning group with instructional video media with the control or learning group with PowerPoint media had seen in Table 3:     The results obtained an average data increase in learning outcomes of the experimental group with the treatment using video learning media by 6.6 and the average improvement in the learning outcomes of the control group with treatment using Pow- which means H 1 had accepted. As well as the data increase in the experimental group knowledge given the video learning media treatment is higher than the control group given the treatment using PowerPoint media. So it was concluded that there was an increase in knowledge on the use of video media for learning nutrition and reproductive health in young women.

Discussion
The results of research that have done get the results that there is an increase in knowledge of students who get treated using learning video media and PowerPoint learning media; these results had seen from the results of the pretest and posttest.
In  any significant difference in learning motivation between pretest and posttest but can be used as one of the solutions to achieve maximum learning process especially in overcoming the limitations of space and time [14]. In another study, Suyitno et al.
concluded that the use of Stand Trainer media showed differences in the influence of media use in improving student learning outcomes in Automotive Motor courses [15].
Daryanto suggests that learning media is anything that can be used to channel the message (learning materials), so it can stimulate students' attention, interest, though, and feelings in learning activities to achieve the learning goals [16]. Can be concluded information and Technology based media can facilitate the students' learning better [17,18].

Conclusion
Based on data analysis that had done in this study, there is a significant influence on video media for learning nutrition and reproductive health to increase the knowledge of young girls aged 14-17 years. After testing the hypothesis test, the results obtained indicate that the hypothesis stating there is a significant influence on the video media for nutrition and reproductive health learning to increase students' knowledge can be accepted (H 0 rejected).
These results appear in hypothesis testing using the Mann Whitney test, namely