Audiovisual Education to Improve Basic Life Support Skills Among Students at SMAN 9 Banjarmasin

A life-threatening situation like cardiac arrest necessitates prompt Basic Life Support (BLS) assistance. High school students' poor BLS proficiency emphasizes the need for efficient teaching strategies, including multimedia materials, to enhance both knowledge and practical abilities. This study aimed to ascertain how SMAN 9 Banjarmasin students' Basic Life Support (BLS) abilities improved following audiovisual-based instruction. This research used a pre-experimental design using a One Group Pretest–Posttest Design and a quantitative methodology. Using a proportionate random sampling approach, 67 eleventh-grade students made up the sample. An observation sheet for BLS skills was used to gather data. The Wilcoxon Signed Rank Test with a 95% confidence level was employed for data analysis. All respondents (100%) fell into the need for improvement category prior to the intervention. Following instruction, 33 respondents (49.25%) fell into the capable group in the second week, 60 respondents (89.55%) fell into the proficient category in the third week, and all respondents (100%) fell into the proficient category in the fourth week. The findings of the Wilcoxon test revealed a p-value of 0.000 (p<0.05), indicating a statistically significant difference in students' BLS skills following the intervention. However, because this study used a single-group pre-experimental design without a control or comparison group, the observed improvement cannot be attributed solely to the audiovisual intervention. Repeated testing and practice effects may also have contributed to the improvement. Students at SMAN 9 Banjarmasin demonstrated improved Basic Life Support (BLS) skills following audiovisual education, suggesting that audiovisual-based instruction may be a useful complementary strategy rather than a standalone approach for health education programs in schools.