Background: Obesity has been one of the most concerning world-wide health problems due to its increase in number every year. In order to raise public awareness, direct face-to-face education is one of the methods that can be implemented. Ongoing COVID-19 pandemic and government's countermeasures, however, limit offline activities, driving people to use online educational platforms instead, which has not been explored as much. Therefore, this study aims to examine the impact towards knowledges, attitudes and practices of productive age-population after receiving virtual education regarding obesity. Methods:A quasi-experimental study was conducted to a group of productive-age-population in Surabaya, Indonesia.The population received an intervention through virtual education, and results were collected using a questionnaire, comparing the pre-test to the post-test results.Results: Results from 19 participants who met the eligibility criteria were analysed using paired t-test for knowledge and Wilcoxon signed-rank test for attitude and practice. Despite no significant differences in knowledge and attitude domains (p = 0.077; p = 0.640), the result shows a significant increase in the attitude domain (p = 0.038) after intervention. Conclusion:This study showed an improvement of attitude regarding obesity after receiving online education. However, the results were not the same in knowledge and practice domains. Therefore, further studies regarding the impact of online education method are necessary to confirm the current findings.

Introduction: Hypertension, the silent killer, affects around one billion people worldwide. Therefore, efforts are necessary to raise public awareness. Objective: This research aims to assess the interactive online health education's impact on hypertension public health domain in the productive-age population in Surabaya, East Java, Indonesia. Method: This non-randomized quasi-experimental study assessed the level of knowledge, attitudes, and practices regarding awareness of hypertension based on the comparison of pre-tests and post-test results after a virtual educational intervention. Recruitment of the participants was performed using a consecutive sampling method. Resident living in Ketabang and Pacar Keling sub-districts of Surabaya were recruited for this study. The study consisted of thirteen participants who took participated in a three-session educational intervention delivered virtually via Zoom Cloud Meetings. The study results were gathered using pre-test and post-test questionnaires via Google Forms. The knowledge domain was compared using a paired t-test, while the attitude and practice domains were analyzed using the Wilcoxon signed-rank test. Results: After the educational intervention, the research disclosed significant differences between the knowledge and practice domain's pre-test and post-test mean scores (57.69 vs. 66.92; p = 0.046; and 31 vs. 32; p = 0.020). However, an examination of the attitude domain revealed indifference (33 vs. 34; p = 0.306). The impact of intervention via interactive online learning was demonstrated in this study by considerable improvements in knowledge and practice. However, the result of participants' attitudes did not alter significantly in this study. Conclusion: This study implies that providing public health promotion and education through online platforms can be used to improve hypertension awareness. Further better-designed and wider-scaled studies with a control group are needed to confirm our findings.