<![CDATA[This study aimed to analyze the effect of health promotion using Problem Based Learning (PBL) and Peer Education methods on students' knowledge, attitudes, and practices of Clean and Healthy Living Behavior (CHLB), as well as to compare the effectiveness of both methods. A quasi-experimental pretest-posttest two-group design was used. The sample consisted of 100 respondents, with 50 respondents in the PBL group and 50 respondents in the Peer Education group. Five peer educators acted as facilitators and were not included as respondents. The intervention was conducted in six sessions covering handwashing, physical activity, smoking hazards, healthy food choices, environmental hygiene and dengue prevention, and healthy toilet use. The instruments consisted of 15 knowledge items, 10 attitude statements, and 10 practice questions. Data were analyzed using the Shapiro-Wilk test, Wilcoxon Signed Rank Test, and Mann-Whitney U Test at a significance level of 0.05. PBL significantly improved knowledge (p=0.005), attitudes (p<0.001), and practices (p<0.001). Peer Education also significantly improved knowledge (p=0.003), attitudes (p<0.001), and practices (p<0.001). A significant difference was found in knowledge improvement between the two methods (p=0.021; effect size=0.280), with Peer Education showing a higher increase, although the practical effect was small. No significant differences were found for attitude (p=0.777) or practice (p=0.362). Both methods were effective in improving CHLB, and their use should be adjusted to intervention objectives, target characteristics, and program implementation conditions.]]>
