<![CDATA[The Lactational Amenorrhea Method (LAM) represents a highly efficient natural postpartum contraceptive modality; however, its widespread clinical utilization is heavily restricted by suboptimal maternal health literacy. Institutionalized pregnancy classes offer an ideal pedagogical opportunity to expand maternal comprehension of postpartum family planning utilizing structured healthcare education frameworks. This investigation aimed to evaluate the definitive effect of pregnancy classes on cognitive awareness regarding the Lactational Amenorrhea Method among third-trimester pregnant women at Health Polyclinic 13.10.01 Manado. A quasi-experimental study incorporating an parallel intervention and control group architecture was executed involving 50 third-trimester gestating women captured via an exhaustive total sampling paradigm. Empirical data were collected via a validated structured questionnaire designed to isolate LAM knowledge levels and subsequently processed using descriptive metrics and the non-parametric Mann–Whitney U test. The univariate output demonstrated a mean cognitive score of 61.90 ± 9.14, with 44.0% of respondents clustering within the moderate knowledge classification, 30.0% demonstrating good literacy, and 26.0% presenting with a poor understanding of the method. Inferential modeling revealed a statistically significant disparity in literacy parameters between the experimental and control arms (U = 204.000; Z = –2.256; p = 0.024). These findings confirm that pregnancy classes act as an effective non-pharmacological vehicle to optimize maternal understanding of the Lactational Amenorrhea Method, suggesting they should be seamlessly integrated into routine antenatal care systems to strengthen early postpartum reproductive counseling and support autonomous contraceptive decisions.]]>
