Development of Sexual
Education Animation Videos to
Improve Sexual Understanding and Understanding of Forms
of
Sexual Harassment Behavior of
Yogyakarta Elementary School
Students
Rosalia Nana
Yunita1, Muhammad Nur Wangid2
Universitas
Negeri Yogyakarta, Yogyakarta, Special Region of Yogyakarta, Indonesia1,2
Email: [email protected]1, [email protected]2
|
Keywords |
|
ABSTRACT |
|
Sexual Education, Animation Video, Sexual
Harassment Behavior, Elementary School Students. |
|
Sexual
education has a crucial role in providing understanding to children about
reproductive organs, prevention of sexual violence, and maintenance of
intimate organs. This study aims to develop learning media in the form of
sexual education animation videos to improve sexual understanding and
understanding of forms of sexual harassment behavior in elementary schools.
ADDIE research and development methods (Analysis, Design, Development,
Implementation, and Evaluation) are used in this product development process.
Needs analysis was conducted through interviews with guidance and counseling
teachers, as well as classroom teachers in several elementary schools in
Yogyakarta. The development phase involves material design, animation video
creation, validation by media experts and material experts, as well as field
trials. Evaluation is carried out to correct product deficiencies before they
are widely implemented. The development results include animated sexual
education videos that received "very decent" validation from media
experts and material experts. Field trials involved grade V students with
results that showed increased sexual understanding and understanding of forms
of sexual harassment behavior in classes that used animated videos compared
to control classes. The teacher's response to the media shows a high level of
practicality. In conclusion, this sexual education animation video is
considered feasible, practical, and effective in increasing students'
understanding of sexual material and forms of sexual harassment behavior in
elementary schools. This media is expected to help teachers in providing
appropriate, interesting, and appropriate sexual education according to the
needs of elementary school-age children. |
|
|
|
INTRODUCTION
Sexual
education is the provision of information and knowledge about several human
reproductive organs, as well as providing information about the problem of
sexual deviation/violence that must be watched out for
Some
researchers and teachers in schools have also tried to help convey sexual
education to children through various ways in the form of storybook media,
props such as dolls, and others. Sexual education isn't just about sex,
providing information about human organs is also one part of sexual education
The
task and role of a guidance and counseling teacher is to provide guidance
services in schools to assist students in developing personal lives, social
lives, learning activities, and career planning and development. Guidance and
counseling services provide facilities for student development individually, in
groups, and classically, according to the needs, potentials, talents,
interests, development, conditions, and opportunities owned by students
According
to, sexual harassment is behavior or attention of a sexual nature that is
unwanted and unwanted and results in disturbing the recipient of harassment.
Based on news and several cases taken by Komnas
Perempuan complaint data throughout 2022, shows sexual violence as the dominant
form of violence against women (2,228 cases/38.21%), from the official website
of the Ministry of Women's Empowerment and Child Protection (Kemen PPPA) received 10,727 reports of cases of violence
against women and children. A total of 11,604 people have
been victims of violence since January. From these data, the number of children
who become victims is more than adults. That is, 56.5 percent of children
became victims
Currently,
the provision of education on sexual understanding and understanding of forms
of sexual harassment behavior itself has not been fully delivered by the three
schools. In this case, the researcher conducted a needs analysis in several
elementary schools in Yogyakarta with three teachers, the researcher conducted
interviews regarding the application of sexual education in schools including
namely 1 fifth-grade homeroom teacher from Mangunan
Experimental Elementary School, 1 fifth grade homeroom teacher from Kanisius Kadirojo Elementary
School and 1 bk teacher from Joannes Bosco Elementary
School. The fifth-grade homeroom teacher at SD Kanisius
Kadirojo has provided sexual education services in
the classroom such as science subjects, naming, and recognition of male and
female organs. Then about Religion, homeroom teachers also gave group
discussions according to gender (men and women), and discussions learned about
attitudes that can be done and attitudes that should not be done such as touch
and bad words.
In
addition, BK teachers at SD Joannes Bosco also
provide special services for classical sexual education with collaboration in
the field of health services, namely bringing in a resource person for a
doctor, and providing socialization to large classes, grades 4-6 about puberty.
Likewise, SD Experimental Mangunan is currently
holding a new program with the theme Asah Asih Asuh for parents, which is
expected by parents to also be able to aid students regarding sexuality that
has been given by the school. Teachers have used media in the delivery of
sexual education such as pictures and props such as dolls. In providing these
media, there are still teachers who have not maximized in delivering theory
because of the limitations of the media used, some teaching aids are
incomplete, the images used are monotonous and the videos displayed are
sometimes not by school material, meaning that there needs to be additional
material delivered. Currently, teachers are trying to create some special
learning programs for sexual education and think of media that can help the
delivery of sexual education in an interesting and easily captured by students
Several
studies conducted by other researchers show that teachers in elementary schools
have started teaching sexuality education in schools, namely research conducted
by using sexual learning materials with the subject of human body anatomy,
providing knowledge of the differences in the anatomy of the female and male
bodies, providing knowledge of body parts that can be touched, body parts that
should not be touched, introducing sexual organs, Teach how to act when someone else touches a
part of the body that should not be shown to others, why mom or dad undresses
children when bathing, who can undress children, where children can undress
Current learning media that can attract
students' attention and is considered effective is animated video media, based
on research conducted animated videos are the provision of information that is
very influential, effective, and easy to understand in early childhood, because
of the colorful images and sounds that attract the attention of children. By
displaying animated videos, children quickly know and understand what they want
to convey. Based on the study, it is explained that students who are taught using
videos/films have a positive outlook that increases their enthusiasm in
learning. Because imagination and motivation through audiovisual media can
improve student learning outcomes. To improve learning in the classroom, media
is needed to convey information. As explained the drive to learn in class is
more encouraged/influenced by the media. Through video, media can help students
understand things that may be difficult for teachers to convey. Their learning
outcomes can be seen from students' positive opinions about videos related to
understanding the material and are more effective than those who do not use
videos.
Efficiency in this case means improved
learning outcomes compared to learning without video. Video is a technology
that can be used to convey messages in the form of sound or moving images.
Through videos, teachers can include important information about sexual
education with supportive images so that teachers do not need to be confused to
convey this sexual education to students
Based on the explanation that has been
described earlier, effective media and attracting the attention of students
play an important role in the delivery of sexual education material. With the
hope that sexual understanding and understanding of the form of sexual
harassment behavior can be conveyed well, and easily understood by students,
and it is also hoped that the provision of sexual education animation videos
can help prevent sexual abuse that occurs in children. Therefore, researchers
want to contribute to helping teachers in elementary schools make learning
media in the form of animated videos. Researchers want to develop sexual
education animation videos that contain age-adjusted material and are arranged
based on appropriate reference sources. Through this sexual education animation
video, students are expected to better understand and know sexual education and
images/examples of forms of sexual harassment behavior.
METHODS
This
study uses research and development methods (Research and Development) with a
focus on developing sexual education animation videos to improve sexual
understanding and understanding of forms of sexual harassment behavior in
elementary schools. The development model used adopts the ADDIE (Analysis,
Design, Development, Implementation, and Evaluation) approach developed by Dick
& Carry (1996). This product development process involves analyzing the
needs of guidance and counseling teachers, material design, making animated
videos, implementation in the field, and evaluation.
The
development procedure begins with an analysis, in which the researcher collects
data on the needs of guidance and counseling teachers as well as classroom
teachers regarding sexual education services. The interview method is used as a
preliminary study to identify problems and obtain basic information. After
that, researchers design materials based on theory, make storyboards, and
compile research instrument designs.
The
development stage involves the creation of a product, namely a sexual education
animation video medium. The animated video is then validated by media experts
and material experts to gauge the feasibility of the product. Implementation is
carried out in the field, with restrictions on grade V students as research
subjects. Evaluation is carried out to correct product deficiencies before they
are widely implemented.
Product
trial design includes field trials by comparing experimental classes (which use
animated video) and control classes (without animated video) to assess product
effectiveness. The test subjects involved homeroom teachers and grade V
students in Yogyakarta. The data collection instrument involved written tests,
validation sheets of material experts and media experts, and questionnaires of
teacher responses to the media.
Data
analysis involves qualitative and quantitative approaches. Qualitative data
were obtained from interviews, expert comments, and advice from teachers.
Quantitative analysis involves product feasibility tests, effectiveness tests
using the Wilcoxon test, and practicality tests by calculating average scores
and percentages. The criteria of feasibility, effectiveness, and practicality
are determined based on a certain percentage according to a predetermined
rating scale. With
this approach, this study seeks to produce sexual education animation videos
that are not only interesting and effective but also practical to use in the
context of education in elementary schools.
RESULTS
Product Trial Results
At the beginning of the product trial,
researchers conducted validation tests with media experts and material experts,
after which practitioner expert tests were carried out on BK teachers/homeroom
teachers who supervised class V in several schools. After that, the validity
test of instrument items and effectiveness tests were carried out on students
in 3 schools, namely Mangunan Experimental Elementary
School, Joannes Bosco Elementary School, and Kanisius Kadirojo Elementary
School with a total of 3 research subjects from each school so that the overall
research subjects amounted to 9 students, and service provision was carried out
in the form of classical guidance by providing one group pretest and posttest
designs, which is done with treatment before being given a postest
to see if there is an increase in sexual understanding and understanding of
forms of sexual harassment behavior before and after treatment using sexual
education animation video media.
Material Expert Validation
Validators assessed the feasibility of
the material from both sexual education animated videos developed by the
researcher. Indicators assessed by validators such as the relevance of the
video material and the quality of the material on the video. The results of the
material expert assessment were analyzed using the Likert scale with 4
alternative answers, namely score 4= Very Decent (SL), score 3= Decent (L),
score 2= Not Feasible (TL) score 1= Very Not Feasible (STL). The question items
in the material expert validation sheet are 8 items assessed by 4 material
experts. The minimum score (Smin) is 1 x 8 = 8, the
maximum score (Smax) is 4 x 8 =32, the number of classes is 4 (SL, L, TL, and
STL), the length of the interval (P) is 25:4 = 6.
Table 1. Material Expert Validation Criteria
|
Value |
Material
eligibility criteria |
|
|
Assessment
Categories |
Value
Interval |
|
|
4 |
Very
Worth It |
26 ≤ 32 |
|
3 |
Proper |
20 ≤ 25 |
|
2 |
Not Worth
It |
14 ≤ 19 |
|
1 |
Very
Unworthy |
8 ≤ 13 |
Material expert validation criteria are
used to see the readability of aspects of sexual education animation video
material developed by researchers. The following are the score results given by
the four material expert validators:
Based on the validation results from
experts, one validator gave a score in the "very feasible" category
with a score range of 26 ≤ 32 and three validators gave a score in the
"feasible" category with a score range of 20 ≤ 25. Based on these
scores, it can be interpreted that validators state that animated videos are
appropriate to be used as a medium of guidance and counseling to improve sexual
understanding and understanding of forms of sexual harassment behavior.
Media Expert Validation
Validators assess the feasibility of
both animated videos developed by researchers. Indicators assessed by
validators such as visual, audio, and animation. The results of the media
expert assessment were analyzed using the Likert scale with 4 alternative
answers, namely score 4= Very Decent (SL), score 3= Decent (L), score 2= Not
Feasible (TL) score 1= Very Not Feasible (STL). The question items in the media
expert validation sheet are 10 items assessed by 2 media experts. The minimum
score (Smin) is 1 x 10 = 10, the maximum score (Smax)
is 4 x 10 = 40, the number of classes is 4 (SL, L, TL, and STL), the length of
the interval (P) is 31: 4 = 8. Here are the results of media expert validation:
Table 2. Media Expert Validation Criteria
|
Value |
Media
eligibility criteria |
|
|
Assessment
Categories |
Value
Interval |
|
|
4 |
Very
Worth It |
33 ≤ 40 |
|
3 |
Proper |
26 ≤ 33 |
|
2 |
Not Worth
It |
18 ≤ 25 |
|
1 |
Very
Unworthy |
10 ≤ 17 |
Media expert validation criteria are
used to see the readability of media aspects of sexual education animation
videos developed by researchers. Based on the validation results from experts,
one validator gave a score in the "very decent" category with a score
range of 33 ≤ 40 and one validator gave a score in the "very
feasible" category with a score range of 26 ≤ 33. Based on these scores,
validators can interpret to state that sexual education animated videos are
very feasible to be used as a medium of guidance and counseling to improve
sexual understanding and understanding of forms of sexual harassment behavior.
Media Feasibility Assessment by
Teachers
The results of the teacher assessment
were analyzed using the Likert scale with 4 alternative answers, namely score
4= Very Decent (SL), score 3= Decent (L), score 2= Not Feasible (TL) score 1=
Very Not Feasible (STL). The question items in the assessment sheet of the bk
teacher or homeroom teacher are 15 items assessed by 3 guidance and counseling
teachers and homeroom teachers from the three schools. The minimum score (Smin) is 1 x 15 = 15, the maximum score (Smax) is 5 x 15 =
75, the number of classes is 4 (SL, L, TL, and STL), the length of the interval
(P) is 61: 4 = 15. Here are the results of the initial trial assessment by
guidance and counseling teachers and homeroom teachers:
Table 3. Media Assessment Criteria
|
Value |
Media
Assessment Criteria |
|
|
Assessment
Categories |
Value
Interval |
|
|
4 |
Very
Worth It |
62 ≤ 75 |
|
3 |
Proper |
46 ≤ 61 |
|
2 |
Not Worth
It |
30 ≤ 45 |
|
1 |
Very
Unworthy |
15 ≤ 29 |
The initial trial assessment criteria
were used to view the assessment of sexual education animated video media
developed by researchers. Based on the results of teacher assessments in the
initial trial, 3 teachers gave scores in the "decent" category with a
score range of 46 ≤ 61. Based on these scores, it can be interpreted that
guidance and counseling teachers and homeroom teacher V stated that sexual
education animation videos are suitable to be used as guidance and counseling
media or teaching media to improve sexual understanding and understanding of
forms of sexual harassment behavior in elementary school students.
Instrument Item Validity Test Results
The aspects measured were the level of
sexual understanding and the level of understanding of forms of sexual
harassment behavior in the three schools. Based on a good test for the pretest
is used to find out the normal distribution of the experimental group and the
control group. Basing on a good test for the post-test is used to
measure how high the level of understanding of the experimental group and
control group students. The pre-test and post-test instrument questions are
tested using the Product Moment Formula as follows:
Then each of these calculations is
compared with the r tabel.
The r table price for the error level of 5% with n = 20 obtained r
= 0.444. If r count > r table, then the item is valid, and
if r count < table, then the item is invalid.
The table of validity of pre-test and post-test instruments of the
experimental class and control class can be seen in the following table:
Table 4. Validity Test Results of the Experimental
Class Sexual Understanding Test (SD Experimental Mangunan)
|
No |
Pret-Test |
No |
Post
Test |
||||
|
rcalculate |
rtabel |
Information |
rcalculate |
rtabel |
Information |
||
|
1 |
0,793 |
0,444 |
Valid |
1 |
0,753 |
0,444 |
Valid |
|
2 |
0,359 |
0,444 |
Invalid |
2 |
0,273 |
0,444 |
Invalid |
|
3 |
0,871 |
0,444 |
Valid |
3 |
0,856 |
0,444 |
Valid |
|
4 |
0,816 |
0,444 |
Valid |
4 |
0,856 |
0,444 |
Valid |
|
5 |
0,523 |
0,444 |
Valid |
5 |
0,504 |
0,444 |
Valid |
|
6 |
0,549 |
0,444 |
Valid |
6 |
0,592 |
0,444 |
Valid |
|
7 |
0,516 |
0,444 |
Valid |
7 |
0,518 |
0,444 |
Valid |
|
8 |
0,663 |
0,444 |
Valid |
8 |
0,715 |
0,444 |
Valid |
|
9 |
0,644 |
0,444 |
Valid |
9 |
0,641 |
0,444 |
Valid |
|
10 |
0,405 |
0,444 |
Invalid |
10 |
0,416 |
0,444 |
Invalid |
|
11 |
0,227 |
0,444 |
Invalid |
11 |
0,205 |
0,444 |
Invalid |
|
12 |
0,111 |
0,444 |
Invalid |
12 |
0,568 |
0,444 |
Valid |
|
13 |
0,576 |
0,444 |
Valid |
13 |
0,518 |
0,444 |
Valid |
|
14 |
0,588 |
0,444 |
Valid |
14 |
0,632 |
0,444 |
Valid |
|
15 |
0,604 |
0,444 |
Valid |
15 |
0,570 |
0,444 |
Valid |
|
16 |
0,601 |
0,444 |
Valid |
16 |
0,526 |
0,444 |
Valid |
|
17 |
0,636 |
0,444 |
Valid |
17 |
0,669 |
0,444 |
Valid |
|
18 |
0,688 |
0,444 |
Valid |
18 |
0,725 |
0,444 |
Valid |
|
19 |
0,568 |
0,444 |
Valid |
19 |
0,581 |
0,444 |
Valid |
|
20 |
0,379 |
0,444 |
Invalid |
20 |
0,636 |
0,444 |
Valid |
|
No |
Pret-Test |
No |
Post
Test |
||||
|
rcalculate |
rtabel |
Information |
rcalculate |
rtabel |
Information |
||
|
1 |
0,478 |
0,444 |
Valid |
1 |
0,579 |
0,444 |
Valid |
|
2 |
0,630 |
0,444 |
Valid |
2 |
0,813 |
0,444 |
Valid |
|
3 |
0,567 |
0,444 |
Valid |
3 |
0,873 |
0,444 |
Valid |
|
4 |
0,431 |
0,444 |
Invalid |
4 |
0,780 |
0,444 |
Valid |
|
5 |
0,713 |
0,444 |
Valid |
5 |
0,595 |
0,444 |
Valid |
|
6 |
0,736 |
0,444 |
Valid |
6 |
0,656 |
0,444 |
Valid |
|
7 |
0,395 |
0,444 |
Invalid |
7 |
0,453 |
0,444 |
Valid |
|
8 |
0,601 |
0,444 |
Valid |
8 |
0,783 |
0,444 |
Valid |
|
9 |
0,311 |
0,444 |
Invalid |
9 |
0,308 |
0,444 |
Invalid |
|
10 |
0,588 |
0,444 |
Valid |
10 |
0,573 |
0,444 |
Valid |
|
11 |
0,591 |
0,444 |
Valid |
11 |
0,667 |
0,444 |
Valid |
|
12 |
0,306 |
0,444 |
Invalid |
12 |
0,273 |
0,444 |
Invalid |
|
13 |
0,550 |
0,444 |
Valid |
13 |
0,561 |
0,444 |
Valid |
|
14 |
0,689 |
0,444 |
Valid |
14 |
0,495 |
0,444 |
Valid |
|
15 |
0,374 |
0,444 |
Invalid |
15 |
0,374 |
0,444 |
Invalid |
Table 6. Test Results
of Validity Test of Control Class Sexual Comprehension (SD Kanisius
Kadirojo)
|
No |
Pret-Test |
No |
Post
Test |
||||
|
rcalculate |
rtabel |
Information |
rcalculate |
rtabel |
Information |
||
|
1 |
0,711 |
0,444 |
Valid |
1 |
0,581 |
0,444 |
Valid |
|
2 |
0,547 |
0,444 |
Valid |
2 |
0,599 |
0,444 |
Valid |
|
3 |
0,525 |
0,444 |
Valid |
3 |
0,658 |
0,444 |
Valid |
|
4 |
0,767 |
0,444 |
Valid |
4 |
0,766 |
0,444 |
Valid |
|
5 |
0,791 |
0,444 |
Valid |
5 |
0,750 |
0,444 |
Valid |
|
6 |
0,598 |
0,444 |
Valid |
6 |
0,504 |
0,444 |
Valid |
|
7 |
0,490 |
0,444 |
Valid |
7 |
0,476 |
0,444 |
Valid |
|
8 |
0,674 |
0,444 |
Valid |
8 |
0,565 |
0,444 |
Valid |
|
9 |
0,508 |
0,444 |
Valid |
9 |
0,409 |
0,444 |
Invalid |
|
10 |
0,791 |
0,444 |
Valid |
10 |
0,396 |
0,444 |
Invalid |
|
11 |
0,491 |
0,444 |
Valid |
11 |
0,493 |
0,444 |
Valid |
|
12 |
0,457 |
0,444 |
Valid |
12 |
0,493 |
0,444 |
Valid |
|
13 |
0,452 |
0,444 |
Valid |
13 |
0,473 |
0,444 |
Valid |
|
14 |
0,534 |
0,444 |
Valid |
14 |
0,539 |
0,444 |
Valid |
|
15 |
0,413 |
0,444 |
Invalid |
15 |
0,471 |
0,444 |
Valid |
|
16 |
0,634 |
0,444 |
Valid |
16 |
0,581 |
0,444 |
Valid |
|
17 |
0,662 |
0,444 |
Valid |
17 |
0,680 |
0,444 |
Valid |
|
18 |
0,473 |
0,444 |
Valid |
18 |
0,715 |
0,444 |
Valid |
|
19 |
0,481 |
0,444 |
Valid |
19 |
0,658 |
0,444 |
Valid |
|
20 |
0,555 |
0,444 |
Valid |
20 |
0,632 |
0,444 |
Valid |
Table 7. Results of the
Validity Test of Understanding the Form of Sexual Harassment Behavior Control
Class (SD Kanisius Kadirojo)
|
No |
Pret-Test |
No |
Post
Test |
||||
|
rcalculate |
rtabel |
Information |
rcalculate |
rtabel |
Information |
||
|
1 |
0,554 |
0,444 |
Valid |
1 |
0,735 |
0,444 |
Valid |
|
2 |
0,800 |
0,444 |
Valid |
2 |
0,685 |
0,444 |
Valid |
|
3 |
0,647 |
0,444 |
Valid |
3 |
0,751 |
0,444 |
Valid |
|
4 |
0,716 |
0,444 |
Valid |
4 |
0,465 |
0,444 |
Valid |
|
5 |
0,719 |
0,444 |
Valid |
5 |
0,685 |
0,444 |
Valid |
|
6 |
0,455 |
0,444 |
Valid |
6 |
0,520 |
0,444 |
Valid |
|
7 |
0,610 |
0,444 |
Valid |
7 |
0,630 |
0,444 |
Valid |
|
8 |
0,540 |
0,444 |
Valid |
8 |
0,465 |
0,444 |
Valid |
|
9 |
0,540 |
0,444 |
Valid |
9 |
0,558 |
0,444 |
Valid |
|
10 |
0,551 |
0,444 |
Valid |
10 |
0,744 |
0,444 |
Valid |
|
11 |
0,719 |
0,444 |
Valid |
11 |
0,558 |
0,444 |
Valid |
|
12 |
0,716 |
0,444 |
Valid |
12 |
0,751 |
0,444 |
Valid |
|
13 |
0,719 |
0,444 |
Valid |
13 |
0,744 |
0,444 |
Valid |
|
14 |
0,455 |
0,444 |
Valid |
14 |
0,630 |
0,444 |
Valid |
|
15 |
0,610 |
0,444 |
Valid |
15 |
0,685 |
0,444 |
Valid |
Based on the test table conducted for
the validity of the test question items there is an experimental class
obtained; The sexual comprehension test of 20 questions that have been tested
resulted in 15 valid pretest questions with r > 0.444 and 5 invalid
questions with r < 0.444, while the test conducted for the validity of
posttest questions from 20 questions that have been tested, resulted in 17
valid posttest questions with r > 0.444 and 3 invalid questions with r <
0.444. And for the validity of the pretest sexual harassment behavior competent
test test items from 15 questions that have been
tested, resulting in 10 valid pretest questions with r > 0.444 and 5 invalid
questions with r < 0.444, while the test conducted for the validity of
posttest question items from 15 questions that have been tested, resulting in
12 valid posttest questions with r > 0.444 and 3 invalid questions with r
< 0.444.
In the sexual comprehension test
control class of the 20-point pretest questions that have been tested resulted
in 19 valid pretest questions with r > 0.444 and 1 invalid question item
with r < 0.444, while the test conducted for the validity of the posttest
question items from 20 questions that have been tested, resulted in 18 valid
posttest questions with r > 0.444 and 2 invalid questions with r < 0.444.
And for the validity of the pretest sexual harassment behavior compretest test test items from
15 questions that have been tested, resulting in 10 valid pretest questions
with r > 0.444 and 5 invalid questions with r < 0.444, while the tests
carried out for the validity of posttest question items from 15 questions that
have been tested, all question items are valid because r > 0.444.
Reliability Test Results
According to Sugiyono
(2018: 268), reliability tests are the degree of consistency and stability of
data or findings. Data that is not reliable, cannot be processed further
because it will produce biased conclusions. A measuring instrument is
considered reliable if the measurement shows consistent results over time.
Researchers provided pretest and posttest instruments in the experimental
class, namely SD Joannes Bosco to be tested for
reliability first. Pretest and posttest reliability tests were conducted on 20
students in class V. Reliability tests are carried out after validity tests and
are tested as valid statements or questions.
Cronbach's alpha is between 0.50-0.60. In this study, researchers chose
0.60 as the reliability coefficient. The criteria for reliability testing are:
1. If
Cronbach's alpha value α > 0.60 then the instrument has good reliability, in
other words, the instrument is reliable or reliable.
2. If
Cronbach's alpha value < 0.60 then the instrument being tested is not
reliable.
The following are the results of
reliability calculations using SPSS:
Table
8. Distribution of Reliability of Sexual
Comprehension Test Questions
|
Test
Question Items |
Number
of Question Items |
Cronbhach's Alpha |
Criterion
|
|
Pretest |
20 |
0,798 |
Reliable |
|
Posttest |
20 |
0,869 |
Reliable |
|
Test
Question Items |
Number
of Question Items |
Cronbhach's Alpha |
Criterion
|
|
Pretest |
15 |
0,815 |
Reliable |
|
Posttest |
15 |
0,863 |
Reliable |
After testing the validity of the test
instrument, then a reliability test is carried out to find out whether the
question items to be tested are reliable in providing measurements of student
test results. Based on the results of reliability tests, it can be stated that
sexual comprehension tests and understanding tests of forms of sexual
harassment behavior are declared reliable. The calculation results showed that
the reliability of the Pre-test question items for the sexual comprehension
test was 0.798, while the Post-test questions were 0.869, and for the test of
understanding the form of sexual harassment behavior showed that the
reliability of the Pre-test question items was 0.815, while on the Post-test
questions, it was 0.863. So, both tests are declared reliable because the test
results are > 0.60.
Effectiveness Test Results
The effectiveness test stage was
carried out in the experimental class and control class, namely students of SD
Experimental Mangunan as an experimental class and SD
Kanisius Kadirojo as a
control class with a total of 20 students each so that the total number was 40
students. The effectiveness test is carried out by providing pretest and post-tests
of sexual understanding and understanding of forms of sexual harassment
behavior. The effectiveness test was conducted to determine the effectiveness
of sexual education animation video media to increase student understanding.
The following is the stage of testing the effectiveness of sexual education
animation video media:
1. Pre-test
stage
The pretest stage is carried out by
distributing sexual comprehension tests and comprehension tests of forms of
sexual harassment behavior that have been tested. A pretest is carried out
before starting classical tutoring services in class, to find out the extent of
students' understanding from the beginning before being given material/guidance
by the bk teacher.
2. Treatment
stage
Treatment is carried out by airing
sexual education animation video media that has previously been tested. The
three schools are divided into control classes and experimental classes where
the control class is not given animation video treatment, while the
experimental class is given animation video viewing treatment. Guidance and
counseling teachers provide classical guidance services according to the
service implementation plan that has been prepared. First, the guidance and
counseling teacher showed animated videos titled "My Body Change" and
"Let's Recognize Sexual Harassment Behavior" in an experimental
class. While the control class was not given video shows when classical
guidance and counseling teachers only gave lectures and questions and answers
containing material.
3. Post-test
stage
In the post-test stage, guidance, and
counseling teachers distribute tests of sexual comprehension and understanding
of forms of sexual harassment behavior, aiming to see how high the
understanding of students after being given treatment in the experimental class
and whether there are differences in the control class that is not given
treatment.
4. Result
Data collected in the pretest and
posttest stages were collected and then analyzed using SPSS. The data that has
been collected is first tested using the Normality Test to see that the data is
normally distributed. Then, a Paired Sample T-test was carried out to see the
difference between the score at the pretest stage and the score at the
post-test stage. Furthermore, the N-Gain Test was conducted to determine the
effectiveness of sexual education animation video media for elementary school
students. Then a homogeneity test is performed to show that two or more groups
of data samples are taken from populations that have the same variance. Because
the data to be tested is only 2 (two) groups of data, the homogeneity test is
carried out using the F (Fisher) test with the help of the SPSS program.
Here are the results of the tests that have been carried out:
a) Normality
Test
The normality test was conducted to see
the pretest and post-test data from the sexual comprehension test and
understand the form of sexual harassment behavior has a normal distribution of
data. There were 40 data in the experimental class (20 students) and the
control class (20 students) at the pretest and post-test stages Furthermore,
normality tests were carried out using the Kolmogorov-Smirnov test. The
decision-making requirements in the Kolmogorov-Smirnov test are as follows:
1) If
the calculated significant value is greater than 0.05 then the research data
are normally distributed
2) If
the calculated significant value is less than 0.05 then the research data are
not normally distributed.
Table 10.
Normality Test Results of Sexual Comprehension Test
|
Tests
of Normality |
|||||||
|
|
Class |
Kolmogorov-Smirnova |
Shapiro-Wilk |
||||
|
|
Statistics |
Df |
Sig. |
Statistics |
Df |
Sig. |
|
|
TPS Results |
Pretest Experiment |
,118 |
20 |
,200* |
,928 |
20 |
,144 |
|
Postest Experiments |
,184 |
20 |
,074 |
,881 |
20 |
,018 |
|
|
Pretest Control |
,190 |
20 |
,056 |
,933 |
20 |
,173 |
|
|
Postest Control |
,181 |
20 |
,085 |
,877 |
20 |
,016 |
|
|
*. This is a lower bound of the true
significance. |
|||||||
|
a. Lilliefors Significance Correction |
|||||||
Table 11. Normality Test Results of the
Sexual Harassment Behavior Comprehension Test
|
Tests
of Normality |
||||||||
|
|
Class |
Kolmogorov-Smirnova |
Shapiro-Wilk |
|||||
|
|
Statistics |
Df |
Sig. |
Statistics |
Df |
Sig. |
|
|
|
TPBPPS |
TPBPPS experimental pre-test |
,153 |
20 |
,200* |
,922 |
20 |
,106 |
|
|
Post-test TPBPPS experiment |
,163 |
20 |
,169 |
,919 |
20 |
,095 |
|
|
|
Pre-test control TPBPPS |
,129 |
20 |
,200* |
,913 |
20 |
,072 |
|
|
|
Post-test control of TPBPPS |
,185 |
20 |
,072 |
,900 |
20 |
,041 |
|
|
|
*. This is a lower bound of the true
significance. |
||||||||
|
a. Lilliefors Significance Correction |
||||||||
|
|
||||||||
Based
on the data from the Kolmogorov-Smirnov normality test from SPSS, it is known
that sexual comprehension tests in the experimental class and the control class
are normally distributed. With the
pretest results of sexual completest in the experimental class Sig>0.05
which is 0.200 and in postest 0.74 the pretest
results in the Sig>0.05 control class, which is 0.56 and in the postest 0.85, it shows that the data of sexual
comprehension test results in the experimental class and control class are
normally distributed. Then the pretest results of understanding the form of
sexual harassment behavior in the experimental class Sig>0.05 were 0.200 and
on the posttest 0.169, the pretest results in the Sig>0.05 control class
were 0.200, and on the posttest 0.072, showed that the data on the test results
of understanding the form of sexual behavior and harassment were normally
distributed.
b) Paired
Sample T-test
A paired sample t-test is a different
test of two paired samples, paired samples are the same subject but experience
different treatments, such as experimental classes that are treated with
animated video views and control classes that are not given animated video
views. This difference test model is used to analyze the research model before
and after treatment. According to Widiyanto (2013:
35), a paired sample t-test is one of the test methods used to assess the
effectiveness of treatment, marked by an average difference before and on
average after treatment. The T-test has the following hypothetical formulation:
Ho: There was no significant difference
in the results of the sexual comprehension test and the understanding of forms
of sexual harassment behavior between the experimental class and the control
class
Ha: There were significant differences
in the results of sexual comprehension tests and understanding forms of sexual
harassment behavior between the experimental class and the control class
Then
the basis for decision-making on this T-test is:
1) If
the significance value (2-tailed) < 0.05 then Ho is rejected, and Ha is
accepted.
2) If
the significance value (2-tailed) > 0.05 then Ho is accepted, and Ha is
rejected.
Below
are the results of the T-test analysis using SPSS:
Table 12. Results of Paired Sample T-test of
Sexual Understanding
|
Independent
Samples Test |
||||||||||
|
|
Levene's Test for Equality of Variances |
t-test
for Equality of Means |
||||||||
|
F |
Sig. |
T |
Df |
Sig.
(2-tailed) |
Mean
Difference |
Std.
Error Difference |
95% Confidence
Interval of the Difference |
|||
|
Lower |
Upper |
|||||||||
|
TPS Results |
Equal variances assumed |
5,394 |
,026 |
-4,887 |
38 |
,000 |
-2,150 |
,440 |
-3,041 |
-1,259 |
|
Equal variances not assumed |
|
|
-4,887 |
31,808 |
,000 |
-2,150 |
,440 |
-3,046 |
-1,254 |
|
Table 1. Results of Paired Sample T-test
Understanding Forms of Sexual Harassment Behavior
|
Independent
Samples Test |
||||||||||
|
|
Levene's Test for Equality of Variances |
t-test
for Equality of Means |
||||||||
|
F |
Sig. |
T |
Df |
Sig.
(2-tailed) |
Mean
Difference |
Std.
Error Difference |
95%
Confidence Interval of the Difference |
|||
|
Lower |
Upper |
|||||||||
|
TPBPPS Results |
Equal variances assumed |
,013 |
,909 |
-2,343 |
38 |
,024 |
-1,250 |
,533 |
-2,330 |
-,170 |
|
Equal variances not assumed |
|
|
-2,343 |
37,990 |
,024 |
-1,250 |
,533 |
-2,330 |
-,170 |
|
Based on the results of the
T-test conducted, it is known that, in the sexual comprehension test, a
2-tailed significance of 0.000 < 0.05 was obtained, which means that there
was a significant difference in the results of the sexual comprehension test
and understanding the form of sexual harassment behavior between the
experimental class and the control class. And in the results of the test of
understanding the form of sexual harassment behavior obtained a significance of
2-tailed 0.024 < 0.05, Ho was rejected, which means that there was a
significant difference in the results of the sexual comprehension test and
understanding the form of sexual harassment behavior between the experimental
class and the control class.
From
the results of these calculations, it can be concluded that the treatment of
providing sexual education animation video media is considered effective,
characterized by the presence of significance values that meet the requirements
for decision-making.
c)
N-Gain Test
Normalize gain or N-gain score is designed to determine the
effectiveness of the method or treatment used. To calculate the N-gain score,
researchers used SPSS. The effectiveness criteria interpreted from the
normality gain value according to Meltzer (Karinaningsih,
2010) can be seen in Table 1 below:
Table 14. N-Gain Normality Value Classification
|
Normality Gain value |
Criterion |
|
0.70 ≤ n ≤ 1.00 |
Tall |
|
0.30 ≤ n < 0.70 |
Keep |
|
0.00 ≤ n < 0.30 |
Low |
The average normalized gain (N-gain) score between the
experimental class and the control class was used as data to compare the level
of understanding. Testing the second difference in average between the
experimental class and the control class was carried out with a t-test (Russefendi, 2001). As t-test requirements, the data between
the experimental class and the control class must be normally distributed and
have the same variance (homogeneous). To determine the effectiveness between
these media used the following formula:
The criteria used to state which class is more effective
between learning using animated video media and without imitation videos are as
follows.
If
the effectiveness of > 1, there is a difference in effectiveness where
learning using animated video media is declared more effective than learning
without animated video media
If
effectiveness = 1 then there is no difference in effectiveness between learning
using animated videos and without asnimai videos
If
the effectiveness of < 1, there is a difference in the effectiveness of
learning without animated video media is declared more effective than learning
using animated video (Suhartini, 2010).
The
following are the results of the N-Gain test on the results of the sexual
comprehension test and understanding the form of sexual harassment behavior
that has been calculated with SPSS:
Table 15. N-gain Sexual Comprehension Test Results
|
|
Experiment |
Control |
||||
|
No |
Pretest |
Postest |
N-Gain% |
Pretest |
Postest |
N-Gain% |
|
1 |
18 |
18 |
0,00 |
14 |
16 |
2,33 |
|
2 |
16 |
17 |
1,19 |
18 |
19 |
1,22 |
|
3 |
17 |
18 |
1,20 |
15 |
17 |
2,35 |
|
4 |
17 |
19 |
2,41 |
19 |
20 |
1,23 |
|
5 |
16 |
18 |
2,38 |
14 |
16 |
2,33 |
|
6 |
19 |
20 |
1,23 |
15 |
17 |
2,35 |
|
7 |
18 |
20 |
2,44 |
15 |
20 |
5,88 |
|
8 |
14 |
19 |
5,81 |
17 |
20 |
3,61 |
|
9 |
19 |
20 |
1,23 |
18 |
19 |
1,22 |
|
10 |
19 |
20 |
1,23 |
16 |
18 |
2,38 |
|
11 |
14 |
19 |
5,81 |
15 |
16 |
1,18 |
|
12 |
15 |
17 |
2,35 |
17 |
20 |
3,61 |
|
13 |
17 |
18 |
1,20 |
15 |
17 |
2,35 |
|
14 |
18 |
19 |
1,22 |
15 |
17 |
2,45 |
|
15 |
16 |
19 |
3,57 |
16 |
18 |
2,38 |
|
16 |
15 |
17 |
2,35 |
18 |
20 |
2,44 |
|
17 |
17 |
18 |
1,20 |
16 |
18 |
2,38 |
|
18 |
15 |
18 |
3,53 |
17 |
20 |
3,61 |
|
19 |
14 |
20 |
6,98 |
17 |
19 |
2,41 |
|
20 |
16 |
19 |
3,57 |
16 |
18 |
2,38 |
|
|
Mean |
2,54 |
|
2,50 |
|
|
|
|
Max |
6,98 |
|
5,88 |
|
|
|
|
Min |
0,00 |
|
1,18 |
|
|
Table 16. N-gain Results of the Test for Understanding Forms
of Sexual Harassment Behavior
|
|
Experiment |
Control |
||||
|
No |
Pretest |
Postest |
N-Gain% |
Pretest |
Postest |
N-Gain% |
|
1 |
10 |
11 |
1,11 |
14 |
15 |
1,16 |
|
2 |
12 |
13 |
1,14 |
12 |
13 |
1,14 |
|
3 |
13 |
14 |
1,15 |
9 |
10 |
1,10 |
|
4 |
11 |
12 |
1,12 |
12 |
13 |
1,14 |
|
5 |
10 |
11 |
1,11 |
10 |
12 |
2,22 |
|
6 |
12 |
13 |
1,14 |
11 |
14 |
3,37 |
|
7 |
10 |
11 |
1,11 |
14 |
15 |
1,16 |
|
8 |
9 |
10 |
1,10 |
14 |
15 |
1,16 |
|
9 |
11 |
12 |
1,12 |
13 |
11 |
-2,30 |
|
10 |
13 |
14 |
1,15 |
9 |
10 |
1,10 |
|
11 |
11 |
12 |
1,12 |
11 |
13 |
2,25 |
|
12 |
12 |
13 |
1,14 |
10 |
12 |
2,22 |
|
13 |
13 |
14 |
1,15 |
10 |
11 |
1,11 |
|
14 |
11 |
12 |
1,12 |
13 |
14 |
1,15 |
|
15 |
14 |
15 |
1,16 |
14 |
15 |
1,16 |
|
16 |
13 |
14 |
1,15 |
9 |
10 |
1,10 |
|
17 |
9 |
15 |
6.59 |
11 |
14 |
3,37 |
|
18 |
14 |
15 |
1,16 |
12 |
13 |
1,14 |
|
19 |
14 |
15 |
1,16 |
12 |
13 |
1,14 |
|
20 |
9 |
10 |
1,10 |
10 |
13 |
1,15 |
|
|
Mean |
1,40 |
|
1,35 |
||
|
|
Max |
6,59 |
|
3,37 |
||
|
|
Min |
1,10 |
|
-2,30 |
||
Based on the results of the N-Gain test above on the sexual
comprehension test, it can be concluded that the average N-Gain score of the
experimental class (aired animated video) is 2.54 included in the effective
category and the control class (not shown animated video) the average score is
2.50. The results of the N-Gain test on the test of understanding the form of
sexual harassment behavior are known to have an average N-Gain score in the
experimental class is 1.45 and, in the control, class the average score is
1.35. Based on the average results of the score above, it can be observed that
there is a difference in effectiveness where learning using animated video
media is declared more effective than learning without animated video media.
d)
Homogeneity Test
The
homogeneity test is used to determine whether the data from the results of
research in the experimental class and the control class have the same variance
value or not. It is said to have the same or no different (homogeneous)
variance value if the significance level is ≥ 0.05 and if the significance
level is < 0.05 then the data is concluded not to have the same or different
variance value (not homogeneous). Here are the homogeneity test results from
SPSS:
Table
17. Homogeneity Test Results of Sexual Comprehension Test
|
Test of Homogeneity of Variance |
|||||
|
|
Levene Statistic |
df1 |
df2 |
Sig. |
|
|
TPS
Results |
Based
on Mean |
1,894 |
3 |
76 |
,138 |
|
Based
on Median |
1,758 |
3 |
76 |
,162 |
|
|
Based
on Median and with adjusted df |
1,758 |
3 |
73,954 |
,163 |
|
|
Based
on trimmed mean |
1,899 |
3 |
76 |
,137 |
|
Table
18. Homogeneity Test Results in Test Understanding Forms of Sexual Harassment
Behavior
|
Test of Homogeneity of Variancea |
|||||
|
|
Levene Statistic |
df1 |
df2 |
Sig. |
|
|
TPBPPS Results |
Based on Mean |
,017 |
3 |
75 |
,997 |
|
Based on Median |
,040 |
3 |
75 |
,989 |
|
|
Based on Median
and with adjusted df |
,040 |
3 |
72,411 |
,989 |
|
|
Based on trimmed
mean |
,025 |
3 |
75 |
,995 |
|
|
a. Test result
is constant when Class= 33. It has been omitted. |
|||||
Based
on the results of the homogeneity test above, it is known that the significance
value of the sexual comprehension test in the experimental class and the
control class is 0.138 ≥ 0.05, which means that the data on the results of the
sexual comprehension test in the control and experimental classes are
homogeneous. Then, the homogeneity test results of the sexual harassment
behavior understanding test were 0.997 ≥ 0.05, which means that the data on the
test results of understanding the form of sexual harassment behavior in the
control class and experiments were homogeneous.
e)
Practicality Test
This practicality test is carried out to determine the ease
of the product you want to use in learning, this practicality is addressed to
users, namely teachers. Researchers provide response questionnaires to teachers
to determine the ease of users as teachers in providing services to students.
Users respond to learning media in terms of preparation, interaction, and
storage, the product is said to be practical can be seen from the
implementation indicators. The following are the results of the practicality
test calculation and interpretation of the test results:
Bobor
Score: T x Pn
Information:
T: Total number of respondents who
voted
Pn:
Likert score number selection
Average weight score: x = ∑x ÷ n = 109/10=
10.9
Information:
∑x:
The total sum of each question's weighted scores
n:
Number of questions
|
Score |
Practicality
Criteria |
|
75,01% -
100% |
Very
Practical or can be used without revision |
|
50,01% -
75% |
Practical
or usable but needs revision |
|
25.01% -
50% |
Quite
Practical is recommended not to be used because it needs major revisions |
|
0 - 25% |
Impractical
and should not be used |
Table 19. Practical Scale of Learning Media
Based on the calculation of the practicality test of the
teacher response questionnaire, a score of 90% was obtained, which means that
the educational animation video media is very practical and can be used without
revision.
Product Revisions
The revision of sexual education animation video media is
carried out through 3 stages, the first revision after being validated by 2
material expert tests, 2 media expert tests, and initial field trials.
Researchers have made the first revision by the direction of validators,
improving the material and content of the material in m animated video. The
second revision was carried out after field trials of 3 guidance and
counseling/homeroom teachers. Researchers revised the sexual education
animation video with input from guidance and counseling teachers/homeroom
teachers. Product revisions are carried out from the results of qualitative
data (advice from experts) from the results of validation of media experts,
materials, practitioners and comments and suggestions from students, along with
the results of product revisions:
Table 20. Material Expert Product Suggestions and
Revisions
|
No |
Suggestion |
Product Revisions |
|
1 |
- Each video
has a learning point, the subject matter is adjusted to the material in
elementary school. - Language is
simplified so that it is easy for elementary school children to understand.
The theoretical basis used is listed. - Customize
indicators with question items |
Researchers add subjects to the material, and researchers
simplify sentences according to the language of elementary school-age
children. The researcher fixes the question items according to the existing
indicators. |
|
2 |
- Pay attention to the use of language in items in the
instrument that need to be adjusted to the respondent - There must be relevance of the item to aspects and
indicators |
Researchers fixed language on instrument items tailored to
respondents. |
|
3 |
Sexual understanding is
sufficient, but its relationship to forms of student sexual harassment
behavior does not appear to have emerged |
Researchers added material examples of forms of sexual
harassment behavior |
Table 21. Media Expert Product Suggestions and
Revisions
|
No |
Suggestion |
Product Revisions |
|
1 |
-
Before
the word "Hello" (at the beginning of the video) it is necessary to
display video identity information, namely, the title of the video, the
target user (for what grade students) and the name of the creator (the name
of the student and the study program). This info is displayed for at least 5
seconds and can be accompanied by background music as an illustration. -
Need
explanatory text at minutes 1:57 to 2:09. And in some other segments when
there is an important narrative, it is necessary to add explanatory text. -
At the
end of the video, credit needs to be shown, which is a list of names involved
in helping in making the video. |
Researchers added identities to videos such as video
titles, student names and campus identities. Researchers added explanatory
text to important points, adding video credits at the end of the video |
|
2 |
- Adding
concrete language or terms to sexual harassment - Give concrete
examples in some parts of sexual harassment, such as what harassing calls
look like, and also examples in other sections
please add. |
Researchers add concrete terms and examples of concrete
images in accordance with those in the material so that it is easily
understood by students. |
The revisions made have been by the
advice of media and material experts. The conclusions and suggestions from BK
Teacher practitioners in 3 schools/research sites are as follows:
Table 22. Results of BK Teacher Practitioner
Advice
|
No |
Suggestion |
Follow-up |
|
1 |
The
media created is already good with animations that correspond to the
elementary school level |
It's
been good |
|
2 |
The
animated video developed is good enough, students get an overview of behavior
that should not be done |
It's
been good |
|
3 |
The
media developed is in accordance with the purpose of guidance, students get a
picture of themselves as men and women |
It's
been good |
Final Product Review
The final product of this research produced an animated
video of sexual education. There are two animated video media developed, with
different titles and objectives, because they are tailored to the purpose of
the development and this research is to help students improve their
understanding of sexuality and understanding of forms of sexual harassment
behavior. Video one with the title "My Body Change" and video two
"Let's Recognize the Form of Sexual Harassment Behavior", these videos
were made a duration of approximately 6 minutes each. Sexual education
animation video media used when providing guidance and counseling services
helps students to increase sexual understanding of the physical differences
between men and women, students can also recognize forms of behavior that are
included in sexual harassment. In addition, it can help students to remember
and understand behaviors that should not be done and behaviors that should be
avoided when faced with the situation.
Then this video gets some input from experts, through
several revisions that are by suggestions and criticisms from media experts and
the following material is the stage where researchers start developing the
final product of the video:
1.
Researchers add learning points in
animated videos so that students more easily capture learning points from the
video because previously researchers did not include/add learning points to
animated videos.
2.
In terms of language in animated
videos, it has been improved by researchers to be simpler and accompanied by
concrete images/examples in animation, so that students get a clear picture and
easier to understand.
3.
The researcher also added the identity
of the video to show ownership of the video, because previously it was also not
included video credits according to the advice of media experts, so the
researchers also added video credits to find out who played a role in the
process of making animated videos.
4.
In addition, researchers also added
explanatory text to help students understand in detail what is being
emphasized/discussed in the animated video.
CONCLUSION
Based
on research and development of sexual education animation video media, key
findings include validation test results showing "very decent" scores
from two media experts, with scores of 39 and 34. This positive assessment
implies that the animated video is suitable for use as a medium of guidance and
counseling to increase sexual understanding and understanding of forms of
sexual harassment behavior. In addition, material validation tests by four
experts showed that the material in the animated video was also considered
suitable for use as learning material in guidance and counseling. The results
of the practicality test showed a teacher response of 90%, indicating high
practicality and the ability to use media without revision. The media was also
effective in comparative tests between control classes and experimenters, with
qualified decision-making significance on sexual understanding and
understanding forms of sexual harassment behavior. In conclusion, sexual
education animation video media is considered feasible, practical, and
effective in increasing students' understanding of sexual material and forms of
sexual harassment behavior.
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