Digital Peer Cadre Empowerment to Enhance Mental and Reproductive Health Literacy Among Adolescent Girls: A Community Partnership Program

Luh Putu Widiastini; I Gusti Agung Manik Karuniadi; I Made Pradipta

doi:10.30994/jceh.v9i2.835

Authors

Luh Putu Widiastini Midwifery Study Program, STIKES Bina Usada Bali, Bali, Indonesia
Manik Midwifery Study Program, STIKES Bina Usada Bali, Bali, Indonesia
Pradipta ITB STIKOM Bali, Bali, Indonesia

DOI:

https://doi.org/10.30994/jceh.v9i2.835

Keywords:

Adolescent Girls, Digital Health Education, Mental Health Promotion, Peer Cadre, Reproductive Health, School-Based Community Service

Abstract

Adolescent girls are vulnerable to mental and reproductive health problems during early adolescence, while schools may lack structured peer cadre programs and educational support. This community service program aimed to establish adolescent girls’ peer cadres and improve their knowledge related to becoming and functioning as peer cadres, particularly in cadre orientation and leadership roles. The program involved 15 adolescent girls at a junior high school in Bali. A one-group pre-test–post-test evaluation design was used. The program consisted of four structured training sessions and two mentoring sessions using lectures, group discussions, demonstrations, role-playing, and practical exercises. An electronic book and web-based platform were provided as supporting educational resources. Knowledge was assessed before and after the program using the Orientation and Leadership Questionnaire for Adolescent Girls’ Peer Cadres, consisting of 15 multiple-choice questions assessing knowledge related to becoming and functioning as a peer cadre. Correct answers were scored 1 and incorrect answers 0. Data were analyzed using descriptive statistics and the Wilcoxon signed-rank test. The mean pre-test score was 8.20 ± 2.18 (range: 4–12), increasing to 14.73 ± 0.59 (range: 13–15) at post-test. A statistically significant difference was observed between pre-test and post-test scores (Z = −3.417; p = 0.001). The findings indicate increased knowledge following the program and achievement of the targeted indicator for peer cadre knowledge. The program also established peer cadres prepared to undertake cadre roles within the school setting. Program sustainability requires ongoing monitoring and school support.

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