<![CDATA[In a private Islamic senior secondary school serving adolescents in North Nias, reproductive-health education may be more accessible when medically accurate information is presented in a culturally respectful way. The study aimed to examine short-term changes in knowledge, attitudes, and self-reported preventive practices following the educational session. This one-group pretest–posttest evaluation examined changes following counseling, small-group snakes-and-ladders play, and crossword puzzles among 29 purposively selected Islamic Senior high school Lahewa students aged 15–18 years in October 2024. The questionnaire included 10 knowledge, 10 attitude, and 8 reported-practice items. The original analyses used Wilcoxon signed-rank tests for knowledge and practice and a paired-samples t-test for attitude. Knowledge scores rose in 21 students and were unchanged in eight (Z = −4.094, p < 0.001, r|=0.76). Mean attitude scores increased from 36.48 (SD = 7.16) to 44.31 (SD = 4.12), t(28) = −5.728, p < 0.001, with a 95% CI for the mean increase of [5.03,10.63]. Reported-practice scores increased in 25 students, decreased in one, and were unchanged in three (Z = −4.103, p < 0001, r =0.76). Interactive games may facilitate discussion of sensitive subjects, with Islamic principles such as hifz al-nafs and hifz al-nasl offering a compatible ethical perspective. Religious content was not evaluated separately, and conformity and self-efficacy were not measured. The combined session was followed by short-term improvements in questionnaire scores. Without a control group or behavioral follow-up, a reduction in actual premarital sexual activity cannot be inferred. Keywords: Game-Based Learning, Islamic Reproductive Health Education, Maqashid Shariah, Premarital Sexual Behavior, Adolescents]]>
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