INTRODUCTION
One indicator of dental and oral health is the
cleanliness of the oral cavity. This can be seen from the cleanliness of the
oral cavity from organic deposits in the form of alba material, calculus, food
waste, and dental plaque (Sukanti, 2017). Dental and oral health in Indonesian people is something that needs
attention (Hidayat, 2014). Dental and oral health problems, namely
diseases of the gums (periodontal), are the 11th most common worldwide (Adam & Ratuela,
2022). Based on data from Basic Health Research (RISKESDAS)
in 2018, it is stated that as many as 57.6% of Indonesians have dental and oral
health problems (Rahmadhita, 2020). The most significant
proportion of dental problems in Indonesia, is damaged/cavities/pain at 45.3%.
While oral health problems experienced by the majority of the Indonesian
population are swollen gums and boils (abscesses) by 14% (Adam & Ratuela,
2022).
Based on data from
Basic Health Research (RISKESDAS) in 2018, it is stated that as many as 57.6%
of Indonesians have dental and oral health problems (Rahmadhita, 2020). The most significant
proportion of dental problems in Indonesia, is damaged/cavities/pain at 45.3%.
In contrast, oral health problems experienced mainly by the Indonesian
population are swollen gums or boils (abscesses) 14% (Adam & Ratuela,
2022). Data from The National Health
Survey (NHS) shows the prevalence of gingivitis 38% at the age of 6-11 years,
62% at the age of 12-17 years, and 57% at the age of 18-24 years. So the highest
prevalence of gingivitis occurs during puberty (Sukanti, 2017).
Dental and
oral hygiene problems and gingiva often occur in adolescents aged 12-15. This
is because this age is the critical age for measuring indicators of periodontal
disease in adolescents as the age for examination. After all, the teeth have
fully grown. Therefore, poor dental and oral hygiene can cause gingival
inflammation. Plaque, bacteria, and calculus that accumulate on the surface of
teeth are the leading causes of periodontal disease. Periodontal disease often
found in adolescents is gingivitis, an inflammatory disease of the tissue
around the teeth that begins with gingival inflammation and continues to damage
other dental support tissue structures such as cementum, periodontal tissue,
and alveolar bone (Korompot et al., 2019). The severity of the disease, can vary in children and adolescents, but
this incidence tends to increase with puberty (Wilis et al., 2017).
Inflammation at puberty will disappear if it has
passed but cannot disappear entirely unless maximum plaque control is done (Eldarita, 2019). This is due to the need for more public awareness and knowledge to
maintain dental health. In addition, cost-saving factors prevent people from
routinely carrying out dental examinations and treatments (Eldarita, 2019). Everyone has the right to get the personal health care they need to
live a healthy and productive life. However, people are sometimes reluctant to
go to health services because they cannot afford to pay to meet their medical
needs when seriously ill (Supriyana et al., 2019).
Early detection is carried out independently, and
providing solutions for prevention and first treatment to patients before being
rushed to the dentist for further examination is necessary (Ikhsan & Santi, 2020). Media which is currently developing among teenagers is technology-based.
Information and communication technology that is developing so quickly affects
various existing media. It encourages humans to be more creative in managing
science to change the human mindset to think effectively and efficiently to be
included in developments in the world of information and communication
technology (Hidayat, 2014). The development of information and communication
technology today involves many multimedia fields because it effectively conveys
information (Hidayat, 2014). Era 4.0 (digital era) is based on science and technology because science
and technology will develop increasingly globally, so the education structure
must-have aspects of science and three-dimensional applications. The use of an
application using a smartphone is a modern service media that is currently very
popular with children. Health services are carried out in an integrated manner
through smartphones which include promotive, preventive, curative, and
rehabilitative approaches (Kuswanto & Radiansah, 2018).
Existing
applications can support adolescents' knowledge, attitudes and skills in
maintaining healthy teeth and mouth. The more attractive physical appearance in
the media will be more motivated to learn, which can affect learning outcomes.
A learning medium's beauty, attractiveness and interactivity will make children
not saturated and receive the material well (Kuswanto & Radiansah, 2018).(Kuswanto & Radiansah, 2018)
Behaviour change theory states that it takes 21
days to change a person's habits. The 21 days are divided into three stages.
Namely, the first seven days are introductions, then the second 7 days are
repetitions, where they enter the training stage. Then for the last seven days,
it has been more towards strengthening where towards the expected stabilization
of behaviour changes into a habit (Santoso et al., 2020).
Various kinds of media are used in health promotion to support the improvement of dental and oral health behaviour. One media that can be used is information technology-based educational video media. This media plays a role in providing education about gingivitis which is packaged in an exciting form to increase students' interest in learning further. Based on the description of the problem above and the existence of theories that support the importance of an information technology-based educational video model on the gingival health status in adolescents.
��
This
research uses Research and Development (RnD) methods to produce products and
test their effectiveness of these products. The sample consisted of 28 junior
high school students who were divided into two groups, namely 14 intervention
groups taken from students of SMP Negeri 12 Semarang who were given an
Information Technology-Based Educational Video Model and 14 control groups
taken from students of SMP Negeri 21 Semarang who were given Education through
PowerPoint. Sampling using purposive sampling techniques, namely the
determination of samples taken based on inclusion criteria set by researchers,
namely junior high school students who experience gingivitis based on
examinations carried out before the study, and from the existing population,
the number of samples is obtained�data collection using interviews,
questionnaires, and GI observation techniques. Test the effectiveness of the
data using Wilcoxon and Mann-Whitney.
RESULTS AND DISCUSSION
Information Collection
����������� The
information collection was carried out by interviews with the Semarang City
Health Office, dentists at the Srondol Health Center, and dental and oral
therapists at the Srondol Health Center with the conclusion of the interview
results that junior high school-age children are more interested in learning to
use technology with an attractive and accessible appearance and are not dull. A
suitable learning method for junior high school students is two-way
communication, making it easier for children to understand information. Efforts
for dental and oral health services are carried out by networking, then conducting
counselling and providing referrals to children in need.
Design Build Model
����������� This
Information Technology-Based Educational Video Model was developed using the
SDLC (System Development Life Cycle) development system, planning,
analysis, design, implementation, testing, and maintenance.
This model was created to
create promotive and preventive media and provide solutions to gingivitis. The
substance in this model is a subjective examination, gingivitis education,
prevention, and treatment.
Figure 1 Design an Educational
Video Model
Expert Validation
Table 1 Expert Validation Test Results
|
n |
Value |
F(%) |
Average |
p-value* |
|
������� 11 |
47 |
85 |
83% |
0,044 |
|
11 |
46 |
83 |
||
|
11 |
44 |
80 |
||
*Intraclass Correlation Coefficient (ICC)
�����������
Based on table 1
shows that the p-value is 0.044 (p<0.05), which means that the
information technology-based educational video model is feasible for changes in
gingival health status in adolescents.
Model Trial
Table 2 Respondent Characteristics Data Table 2 Respondent
Characteristics Data
|
Variable |
Intervention |
Control |
p-value |
|||
|
(n) |
(%) |
(n) |
(%) |
|||
|
Pre Knowledge |
14 |
1014,29 |
14 |
1085,71 |
0,833* |
|
|
(Mean�SD) |
(10,29�1,54) |
(10,86�1,51) |
||||
|
Gingival Indeks (GI) |
0,257* |
|||||
|
(Mean�SD) |
(0,69�0,23) |
(0,98�0,18) |
|
|||
|
Age |
|
|
|
|
0,099** |
|
|
12 Year |
3 |
21,43 |
3 |
21,43 |
||
|
13 Year |
5 |
35,71 |
5 |
35,71 |
||
|
14 Year |
5 |
35,71 |
5 |
35,71 |
||
|
15 Year |
1 |
7,14 |
1 |
7,14 |
||
|
(Mean�SD) |
(13,29�0,914) |
(13,29�0,914) |
||||
|
Class |
0,867** |
|||||
|
VII |
5 |
35,71 |
5 |
35,71 |
|
|
|
VIII |
5 |
35,71 |
3 |
21,43 |
||
|
IX |
4 |
28,57 |
6 |
42,86 |
||
|
(Mean�SD) |
(2,00�0,829) |
(2,00�0,917) |
||||
|
Gender |
0,705** |
|||||
|
Man |
7 |
50 |
8 |
57,14 |
|
|
|
Woman |
7 |
50 |
6 |
42,86 |
||
|
(Mean�SD) |
(1,50�0,519) |
(1,00�0,514) |
||||
*Levene Statistic��� **Chi-Square
Table 2 shows that
the mean knowledge before treatment, mean gingival index (GI), mean age, mean
class, and mean sex of the intervention and control groups were homogeneous
(p>0.05).
Tabel 1 Uji Normalitas
|
Variable |
p-value |
|
Delta (∆) Knowledge |
0,049*** |
|
Delta's (∆) Attitude |
0,005** |
|
Delta (∆) Skills |
0,018*** |
|
Delta (∆) GI |
0,028** |
*Shapiro-Wilk�����
**Intervensi���� ***Kontrol
Based on table 3
shows that the difference data (∆) knowledge, attitudes, skills, and GI
in the intervention and control groups are not normally distributed, so nonparametric
tests are used, namely the Wilcoxon test for paired tests and the
Mann-Whitney test for unpaired tests.
Table 4 Test of Knowledge Effectiveness of Junior High School Students
|
Variable |
Group |
Mean�SD PretestPretest |
Mean�SD Posttest |
p-value |
|
Paired Test |
||||
|
knowledge |
Intervention |
10,29�1,54 |
12,43�1,15 |
0,000* |
|
Control |
10,86�1,51 |
12,07�1,97 |
0,004** |
|
|
Unpaired Test Change Value (∆) |
||||
|
|
Delta�SD (Δ) |
p-value |
||
|
Intervention |
2,14�1,17 |
0,041*** |
||
|
Control |
1,21�0,97 |
|||
*Paired Sample T
Test **Wilcoxon ***Mann Whitney
Based on table 4, it shows the results of the effectiveness test of
knowledge pair data in the intervention group showing a significance value of p
= 0.000 (p <0.05) meaning that educational videos are effective in
increasing junior high school students' knowledge. Knowledge in the control
group showed a significance value of p=0.004 (p<0.05) meaning that power
point media was also effective in increasing junior high school students'
knowledge. Strengthened by a delta value of 2.14 in the intervention group and
1.21 in the control group.
The results of the effectiveness test for unpaired data on the value of
change (∆) show a significance value of p=0.041 (p<0.05), which means
it is significantly significant, meaning that educational videos and power
point media are effective in increasing knowledge in the intervention group and
the control group.
Table 5 Test of Attitude Effectiveness of
Junior High School Students
|
Statistics |
||||
|
Variable |
Group |
Mean�SD PretestPretest |
Mean�SD Posttest |
p-value |
|
Paired Test |
||||
|
Attitude |
Intervention |
43,21�2,48 |
44,50�2,68 |
0,002* |
|
Control |
42,50�2,84 |
44,57�3,22 |
0,000** |
|
|
Unpaired Test Change Value (∆) |
||||
|
|
Delta�SD (Δ) |
p-value |
||
|
Intervention |
1,29�0,73 |
0,038*** |
||
|
Control |
2,07�1,07 |
|||
*Wilcoxon��� **Paired Sample
T-Test��� ***Mann Whitney
Table 5 shows the
results of the effectiveness test of paired attitude data in the intervention
group showing a significance value of p = 0.002 (p <0.05), meaning that
educational videos effectively increase the attitudes of junior high school
students. Then the control group showed a significance value of p = 0.000 (p
<0.05), meaning that PowerPoint media was also influential in increasing the
attitude of junior high school students. Strengthened by a delta value of 1.29
in the intervention group and 2.07 in the control group.
The results of the
effectiveness test for unpaired data on the value of change (∆) showed a
significance value of p=0.038 (p<0.05), which means it was significantly
significant, meaning that educational videos and power point media were
effective in improving attitudes in the intervention group and the control
group.
Table 6 Test the Effectiveness of Junior High School Students' Skills
|
Statistics |
||||||
|
Variable |
Group |
Mean�SD PretestPretest |
Mean�SD Posttest |
p-value |
|
|
|
Paired Test |
||||||
|
Skills |
Intervention |
5,36�1,21 |
7,50�1,74 |
0,000* |
|
|
|
Control |
6,36�1,49 |
7,43�1,60 |
0,007** |
|
||
|
Unpaired Test Change Value (∆) |
|
|||||
|
|
Delta�SD (∆) |
p-value |
|
|||
|
Intervention |
2,14�1,17 |
0,021*** |
|
|||
|
Control |
1,07�1,07 |
|
||||
*Paired Sample
T-Test **Wilcoxon ***Mann Whitney
Based on table 6,
the effectiveness test of the skill pair data in the intervention group showed
a significance value of p=0.000 (p<0.05), meaning that educational videos
effectively improved junior high school students skills. Then the control group
showed a significance value of p = 0.007 (p <0.05), meaning that PowerPoint
media was also influential in improving the skills of junior high school
students. Strengthened by a delta value of 2.14 in the intervention group and
1.07 in the control group.
The results of the
effectiveness test for unpaired data on the value of change (∆) showed a
significance value of p=0.021 (p<0.05), which means it was significantly
significant, meaning that educational videos and power point media were
effective in improving skills in the intervention group and the control group.
Table 7 GI Effectiveness Test of Junior High School Students
|
Statistics |
||||
|
Variable |
Group |
Mean�SD PretestPretest |
Mean�SD Posttest |
p-value |
|
Paired Test |
||||
|
GI |
Intervention |
0,69�0,23 |
0,25�0,19 |
0,001* |
|
Control |
0,98�0,18 |
0,72�0,18 |
0,000** |
|
|
Unpaired Test
Change Value (∆) |
||||
|
|
Delta�SD (Δ) |
p-value |
||
|
Intervention |
0,44�0,23 |
0,017*** |
||
|
Control |
0,26�0,14 |
|||
*Wilcoxon **Paired
Sample T-Test ***Mann Whitney
�����������
Based on table 7,
the results of the effectiveness test of a gingival index (GI) paired data of
junior high school students in the intervention group showed a significance
value of p = 0.001 (p < 0.05), meaning that educational videos were
effective in reducing the GI of junior high school students. Then the control
group showed a significance value of p = 0.000 (p < 0.05), meaning that
PowerPoint media also effectively reduced the GI of junior high school
students. Reinforced by delta values of 0.44 in the intervention group and 0.26
in the control group.
The results of the
unpaired data effectiveness test of change value (∆) showed a
significance value of p = 0.017 (p < 0.05), which means significantly
meaningful, meaning that educational videos and power point media were
effective in reducing GI in the intervention group and control group.
Model Results
����������� The model
results are in the form of information technology-based educational videos, one
of the innovations in promotional and preventive activities for adolescents who
experience gingivitis in supporting behaviour improvement towards gingival
health status. The results of the model are as follows:
Menu Login���
Login by entering
your username and password, and if you do not have an account, then register
first in the list section below.
Main Menu
����������� 
�����
The main menu consists of 5 menus, namely the examination menu,
material menu, prevention menu, treatment menu, and effort control menu.
Inspection Menu
Examination menu to check the hygiene of teeth and gums by filling out
a questionnaire in the "subjective" section.
Material Menu
The material menu contains information about gingivitis disease,
displaying educational videos based on the symptoms.
Prevention Menu
The prevention menu contains about how to prevent gingivitis which
displays educational videos based on the symptoms.
Treatment Menu
The treatment menu for treating gingivitis displays educational videos
based on the symptoms found.
Effort Control Menu
The effort control menu contains what is done in controlling gingival
health by uploading photos on the application to see the development of
gingivitis.
Examination Summary
My examination contains a summary of the examinations that have been
carried out along with the efforts needed to deal with gingivitis experienced.
����������� Adolescence is when dental health problems
are experienced, such as gingivitis, due to a lack of oral and dental health
maintenance. Adolescent children, such as junior high school children, still
need coaching in maintaining dental and oral health because adolescence is a
period of rapid growth and development, so coaching still needs to be done (Mardeilita, 2019).
����������� Overcoming
these problems is done by shaping the behaviour of preventing and treating
dental and oral diseases in adolescents by using suitable media to achieve
health counselling goals (Prasko et al., 2016). The
method that is suitable to be used as a media is with a model that can provide
information technology-based dental and oral health education in the form of android (Prasasti, 2019). The application of educational videos can be
used as a promotive and preventive media that can support behaviour change,
namely knowledge, attitudes, and skills in maintaining dental and oral health
in adolescents.
The effectiveness of the model on the knowledge of junior high school
students
Student knowledge
was measured using a test about gingivitis totalling 14 questions in the form
of multiple choice with a score of 1 if the answer is correct and a value of 0
if the answer is wrong during the pretest and posttest. Based on the results of
the difference between the two data, it was found that the application of
educational videos was more effective than the provision of PowerPoint media in
the control group, judging from the delta value of the intervention group being
higher than the delta value of the control group.
The educational
material contained in this model is in the form of understanding the causes,
effects and consequences of gingivitis which is in the form of a video that
combines images and writing that is very interactive as well as the display of
the model developed is very interesting in terms of appearance and use so that
adolescents do not feel bored in receiving existing education. This menu has
increased the knowledge of students.
Educational videos
are also considered adequate because they involve many senses in their
reception, namely being heard and seen (audio-visual). This helps students
learn, which clarifies and facilitates the understanding of the language being
learned, which aims to optimize the achievement of learning objectives in a
short time by making students' interest in learning more motivated to practice
what has been taught. Then educational videos also increase interest in student
learning because students can listen and see the picture directly. This aligns
with research conducted by Norfai and Rahman, which states that videos are
effectively applied to students because the message conveyed attracts more
attention, speeds up understanding, and makes students concentrate more (Norfai & Rahman, 2017).
Print and electronic
media significantly affect a person's knowledge, so the public readily accepts
various information (Femala & Ayatullah, 2020). Delivering
health messages with interactive media to children through colour images,
simple language, and videos is very useful to help children obtain information
efficiently and entertainingly (Amalia, 2017).
The effectiveness of
the model on the attitudes of junior high school students
Student attitudes
were measured using a test of 10 questions with five answer choices based on
the Likert scale, namely five values for strongly agreeing answers, 4 for
affirmative answers, 3 for less friendly answers, 2 for disagree answers, and 1
for strongly disagreeing answers during the pretest and posttest. Based on the
results of the difference between the two data, it was found that the
application of power points in the control group was more effective than the
provision of educational videos in the intervention group, judging from the
delta value of the control group was higher than the delta value of the
intervention group. However, both are equally effective in improving student
attitudes.
A person's attitude
changes due to a process of knowledge that increases from unknowing to knowing,
then understanding and making attitudes change. A person's attitude becomes
good after knowing you risk becoming sick if you do not change your health
behaviour. Attitude is a shift in action but does not include an action or
activity. Attitudes
include evaluative predispositions that largely determine how an individual
acts (Aurelina, 2021).
Attitude is an individual's reaction to a stimulus from a particular
object that can cause opinions and emotions. Attitude is a stimulus to a known
object by showing positive and negative attitudes. This is under
research conducted by Prasetya, which states that the information in the media
gives an inviting message which, if the message is strong, will provide a
sufficient basis for assessing something so that a good attitude is formed (Fitri, 2019). Changes in attitude will form depending on
the method used in conveying dental and oral health information messages.(Prasetya et al., 2019)
The Effectiveness of the Model on the Skills of Junior High School
Students
Student skills were
measured using a test totalling ten questions with a score of 1 if the answer
was yes and a score of 0 if the answer was no during the pretest, pretest and
posttest. Based on the results of the difference between the two data, it was
found that the application of educational videos was more effective than the
provision of PowerPoint media in the control group. It was seen that the delta
value of the intervention group was higher than the delta value of the control
group.
The educational
video given to the intervention group is effective for the skills of junior
high school students because the video used is packaged attractively and is a
media that school children like, thus causing concentration when receiving
education from the video so that it runs optimally and affects good
understanding then encouraged to do things and information received from the
video. The stimulus obtained from this educational video media stimulates the
senses of hearing and vision of adolescents, which impacts the application of
what is learned from the educational video to be applied in everyday life.
Skills are also the response of the target self to his behaviour.
With the knowledge
that children already have, they will also decide on their health behaviour.
The excellent knowledge and attitude that has been taken will influence the
child in acting. The existence of educational materials and prevention and
treatment methods in this model causes students to know and then take good
attitudes and actions in preventing or treating the gingivitis they experience.
This is in line with research conducted by Mujahidin, which shows that skills
greatly influence dental and oral health behaviour. Practical skills in dental
and oral health are due to the awareness of each individual regarding oral
health, which will have an impact if neglected. In addition, the actions taken
by respondents can be assessed by their daily habits in maintaining oral hygiene
(Mujahidin & Sampoerna, 2018).
The effectiveness of the model on changes in the gingival health status
of junior high school students
The gingival health
status of students is measured by conducting a gingival examination with a
gingival observation sheet, namely the gingival index (GI), and then the score
at the time of the pretest and posttest. Based on the results of the difference
between the two data, it was found that the application of educational videos
was more effective than the provision of PowerPoint media to the control group
in decreasing the gingival index score seen from the delta value of the
intervention group higher than the delta value of the control group.
The decrease in the
gingival index score in students is because students have obtained information
from the media about the impact of gingivitis is left and give a positive
response to the material they receive so that they implement it in the
maintenance of their daily gingival health. A better mindset will make them do
the prevention and treatment of gingivitis independently, for example, by
brushing their teeth properly and correctly and other ways of maintaining
dental and oral health or checking their dental health with the dentist. This
is under research conducted by Linasari and Karsal, which states that dental
health maintenance habits such as brushing teeth correctly and adequately
affect the severity of gingivitis in adolescents (Linasari & Meilendra, 2019).
CONCLUSION
Information technology-based educational videos
have proven feasible and effective in their application to gingival health
status, as evidenced by pre-and posttest data changes. The knowledge of junior
high school students has increased in maintaining gingival health with the
application of educational videos because the educational material contained in
the videos is packaged in an attractive and easy-to-understand form and is
developed according to the needs of students who still lack knowledge about
gingivitis. The attitude of junior high school students has increased in
maintaining gingival health with the application of educational videos due to
curiosity and positive responses from students supported by good knowledge
after receiving information that influences their attitude. The skills of
junior high school students have increased in maintaining gingival health with
the application of educational videos because, in adolescents, there is
awareness about oral health which will have an impact if neglected. The
gingival health status of junior high school students changed with the
application of educational videos, which was marked by a decrease in the
gingival index (GI) score before and after being given educational videos. This
is because educational videos can inform students about the impact that can
occur next if gingivitis is ignored. Hence, adolescents' mindset changes better
by preventing and treating gingivitis.
BIBLIOGRAFI
