<![CDATA[Background: Pediculosis capitis is a common parasitic infestation among school-aged children. The infestation can spread through close head-to-head contact and the sharing of personal items. Evidence regarding the use of animated videos to improve elementary school students’ knowledge of Pediculosis capitis prevention remains limited. Objective: This study aimed to assess changes in students’ knowledge of Pediculosis capitis prevention after they received health education through an animated video. The study hypothesized that students’ knowledge scores would differ between the pretest and posttest. Methods: This quantitative study used a pre-experimental one-group pretest-posttest design without a control group. The researchers recruited 119 fourth- and fifth-grade students aged 10-12 years from an elementary school in North Jakarta through quota sampling. A 20-item true-false questionnaire measured the students’ knowledge. The intervention comprised a 10-minute animated video that the researchers showed twice during the initial session and repeated on day 15 before the posttest. The researchers used the Wilcoxon signed-rank test to analyze changes in knowledge scores because the data were not normally distributed. Results: The median knowledge score increased from 15 (range, 10-19) to 20 (range, 13-20). The number of students with good knowledge increased from 70 (58.8%) to 116 (97.5%). The Wilcoxon signed-rank test identified a statistically significant difference between the pretest and posttest scores (Z = -9.449; p < 0.001), with a large effect size (r = 0.866). Conclusion: Students demonstrated higher knowledge after receiving animated video-based health education. However, the absence of a control group and the repeated exposure to the educational material limit causal interpretation. Schools may consider animated videos as a health-promotion medium for elementary school students.]]>
