THE INFLUENCE OF AUDIO-VISUAL VIDEO MEDIA ON KNOWLEDGE IN EFFORTS TO PREVENT SEXUAL VIOLENCE AGAINST ADOLESCENTS WITH DISABILITIES AT SLB SHANTI KOSALA NGANJUK
Bibliographic record
Abstract
Background: In Indonesia, teenagers account for one-quarter of the population. The focus of national development is on teenagers. Teenagers with disabilities are of particular concern due to their numerous restrictions, particularly in reproductive health education. They often experience health problems, especially sexual and reproductive health. Reproductive health education is the right solution for people with disabilities so that they can increase their knowledge in sexual violance so that they can protect themselves from a person. The aim of this research is to determine the effect of audio-visual video media on knowledge in efforts to prevent sexual violence among disabled teenagers. Method: We included all of the student that attend the school on the day of data collection. We used questionnaire to collect the data and the analytical test used was the Wilxocon Rank Test. Result: there was an increase in knowledge before implementing health education using audio-visual media, primarily 13.6%, with the high knowledge group comprising 54.5%. Meanwhile, the low knowledge group dropped from 86.4% to 45.5%. The Wilxocon Rank Test value is p= 0.035, indicating that audio-visual media has a significant influence on knowledge. Conclussion: There is an influence of audio-visual media with information in attempts to prevent sexual violence against disabled youth at SLB. Shanti Kosala Nganjuk.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.004 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".