Implementasi Model Pembelajaran Kolaboratif untuk Meningkatkan Ketrampilan Sosial Siswa

Collaborative learning is a philosophy and lifestyle interaction that makes cooperation as an interaction structure. This structure is designed to facilitate achieve common goals collectively. In every situation, when several people are in a group, the collaboration was a way to deal with mutual respect and appreciate the capabilities and contributions of each member of the group. In it there is division of authority and revenue responsibilities among the group members to carry out the action of group. The main idea underlying the collaborative learning is a consensus built up through cooperation among group members as opposed to a competition which put the benefits of the individual. The collaborative learning practitioners utilize this philosophy in the classroom, in committee meetings, in various communities, in families and is widely as a way of living with and interacting with others.Collaborative learning needs to be applied in schools. Collaborative ways of learning is more moving or encourage students to a active and interactive as well as cooperation in completing academic tasks in the classroom. Thus, collaborative learning is fundamentally different from conventional-traditional approach has been done, the better, "direct-transfer, or" one-way transmission "model. In this case the student becomes the sole source of knowledge or skills. Learning view more collaborative learning process as, "learner-centered" and not,, "teacher-centered." Knowledge is seen as a social construct, facilitated through the interaction between peer groups, evaluation and cooperation. Therefore, the role of learning changed from the information transmitter (transferring knowledge), "the stage on the stage" to be a facilitator in self-learners to construct knowledge,, "the guide on the side". There are some benefits of collaborative and cooperative learning are implemented in schools in order to prepare future students. The benefits that we can take through the learning of collaboration and cooperation, namely in terms: a) the recognition of difference, 2) individual recognition, 3) sense of responsibility, 4) develop cooperation to achieve common goals, 5) mutual aid and understanding the problem- problems faced and find solutions, 6) gave a positive response to the other party, 7) development of common views in collaborative work, and 8) the existence of mutual dependence on one another

Association Between Maternal Education, Family Income, and Infant Development, in Community Health Center Peneleh, Surabaya

BACKGROUND: Child development is an important parameter of child health. Child development is influenced by several factors including prenatal condition, culture, family socioeconomic status, nutrition, climate or weather, exercise, child position in the family, intelligence, and hormonal influence. Somatotrophic hormone and thyroid hormone stimulate body metabolism. Parental factors such as parental emotion, education, and experience, may also affect child development. This study aimed to estimate the association between maternal education, family income, and infant development. SUBJECT AND METHODS: This study was a cross sectional study conducted in Surabaya, East Java. A sample of 215 children aged 24 to 36 months from Setro hamlet, Tambaksari sub-district, Surabaya, East Java. The independent variables were family income and maternal education. These variables were measured by a questionnaire. The dependent variable was child development. This variable was measured by Pre Screening of Development Questionnaire (Kuesioner Pre Skrining Perkembangan, KPSP), which was developed by the Ministry of Health. The data was analyzed by a multiple linear regression. RESULTS: There were positive relationships between family income (b=1.14; 95% CI=0.37 to 1.92, p=0.005), maternal education (b=1.58; 95%CI=0.58 to 2.58; p=0.002) and child development. Children aged 2 to 3 years old with family income >Rp 2.000.000 per month had better child development than those with lower income. Children aged 2 to 3 years old with high school or higher maternal education had better child development than those with lower education. CONCLUSION: Higher maternal education and higher family income have positive impact on child development. Keywords: maternal education, family income, child developmen

Risk Factors Affecting Multi-Drug Resistant Tuberculosis in Surakarta and Ngawi, Indonesia

Background: The success rate of Tuberculosis treatment in Indonesia decreased by 81.3% in 2014, which below the 85% target. The current increasing problem in the developing world is multidrug resistance of Tuberculosis (MDR-TB). Many factors may contribute to MDR-TB. At the individual level these factors may include adherence to medication, perception of vulnerability, seriousness, benefit, barrier, and nutritional status. At the institutional level these factors may include the availability of drugs and implementation of DOTS program. This study aimed to analyze factors that affect MDR-TB in Surakarta and Wonogiri district, Central Java, Indonesia.Subjects and Method: This was an observasional analytic study with case control design. It was carried out in August-October 2016 in Surakarta and Ngawi, Indonesia. A total of 120 patients were selected by fixed disease sampling. Another sample of 44 health workers was also selected for the study. The endogenous variables: adherence, nutritional status, and implementation of the treatment of DOTS. The exogenous variables: perception of vulnerability, seriousness, benefits, barriers, the availability of anti Tuberculosis drugs. The data was collected by questionnaire and analyzed by path analysis.Results: Nutritional status (b=-2.98; 95% CI =-5.31 to -0.64; p = 0.012), adherence to anti Tuberculosis drugs (b=-3.38; 95% CI =-5.94 to -0.82; p = 0.010), treatment with DOTS for MDR TB (b=-0.88; 95% CI = 1.43-3.18 ; p = 0.456) were associated with MDR-TB. Perceived vulnerability (b= 2.81; 95% CI= 0.99 to 4.64; p = 0.003), seriousness (b=4.47; CI 95% = 2.38 to 6.57; p 0.001), benefits (b= 3.4; CI 95%= 1.52 to 5.18; p=0.001), barriers (b =-1.81; 95% CI=-3.48 to -1.39; p=0.034), as well as availability of DOTS treatment (b = 3.14; CI 95% = 0.95 to 5.32; p = 0.002), were associated with adherence to treatment.Conclusion: Nutritional status, adherence to treatment, implementation of DOTS strategy for MDR-TB affect the risk of MDR TB. Perceived vulnerability, seriousness, benefit, and barrier, as well as availability of DOTS treatment, affect adherence to treatment. Partnership between patients and health care personnel is recommended to increase the success of TB treatment.Keywords: tuberculosis, risk factor, MDR-TB, adherence to treatmentCorrespondence: Novi Indah Aderita. Polytechnic of Health Sciences Bhakti Mulia, Sukoharjo, Central Java Email: [email protected] of Health Promotion and Behavior (2016), 1(2): 86-99https://doi.org/10.26911/jepublichealth.2016.01.02.0

Pengaruh Penyuluhan Kesehatan terhadap Sikap Remaja dalam Merawat Organ Reproduksi

Penelitian ini bertujuan untuk mengetahui pengaruh penyuluhan kesehatan terhadap sikap merawat organ reproduksi ditinjau dari akses media social pada remaja putri. Penelitian menggunakan metode eksperimen semu (Quasi Eksperimen) dengan rancangan post test control group design. Populasi dalam penelitian adalah remaja putri kelas X SMAN Kerjo Karangnyar sejumlah 60 remaja putri. Kelompok perlakuan 30 remaja putri dan kelompok kontrol 30 diambil dengan teknik purposive sampling. Pengumpulan data menggunakan kuesioner dan analisis menggunakan uji beda t-test. Hasil penelitian menunjukkan nilai p = 0,000, 0,05. Artinya, terdapat perbedaan antara kelompok perlakuan dan kelompok control yang akses media keduanya tinggi maupun rendah. Ada pengaruh penyuluhan tentang kesehatan terhadap sikap merawat organ reproduksi ditinjau dari akses media sosial

Urgensi Pemanfaatan Multimedia dalam Pendidikan Islam

Teknologi pendidikan memiliki peran penting dalam pembelajaran pada era teknologi informasi saat ini. Perkembangan teknologi informasi sudah sangat luas sehingga perlu dimanfaatkan secara optimal. Peralatan teknologi pendidikan yang berupa multimedia merupakan gabungan dari beberapa media yang bisa dimanfaatkan sebagai sarana pendukung dalam pembelajaran. Manfaat yang bisa dirasakan ketika memanfaatkannyaadalah mampu meningkatkan interaksi siswa, meningkatkan minat siswa dalam mengikuti pembelajaran, serta membantu dalam penyampaian materi secara efektif dan efisien. Pendidikan islambertujuan untuk mengembangkan semua aspek dalam kehidupan manusia yang meliputi spritual, intelektual, imajinasi, keilmiahan; baik individu maupun kelompok, dan memberi dorongan bagi dinamika aspek-aspek tersebut menuju kebaikan dan pencapaian kesempurnaan hidup, baik dalam hubungannya dengan sang Pencipta, sesama manusia, maupun dengan alam. Berdasarkan penelitian yang telah dilakukan oleh para peneliti terdahulu yang disajikan dalam artikel ini menunjukkan multimedia sangat bermanfaat dalam meningkatkan hasil belajar. Disamping itu multimedia juga bisa dimanfaatkan untuk program mengatasi kesulitan belajar pada golongan berkebutuhan khusus dalam berbagai macam disiplin ilmu. Oleh karena itu, pelaksanaan pembelajaran dalam pendidikan islam sangat perlu untuk memanfaatkan multimedia pembelajaran agar proses pembelajaran bisa berjalan optimal sehingga tujuan pembelajaran dalam pendidikan islam bisa tercapai

Health Belief Model: Determinants of Hypertension Prevention Behavior in Adults at Community Health Center, Sukoharjo, Central Java

Background: According the WHO the estimated of age standarized prevalence of High blood presure in adults age 25+ years in Indonesia in 2008 was 42.7% in men and 39.2% in women. Hypertension deaths in Indonesia reached 42.226 or 3.02% of total deaths in 2014. Age-adjusted death rate was 25.26 per 100.000 of population (ranked 29 in the world). The prevalence of hypertension in Sukoharjo, Central Java, was 36.827 cases in 2015. This study aimed to examine the determinants hypertension prevention behavior using Health Belief Model.Subjects and Method: This was an analytic and observational study with cross sectional design. This study was conducted in Sukoharjo, Central Java, Indonesia, from September to October 2016. A total of 160 patients visiting Sukoharjo Community Health Center, Sukoharjo, Central Java, was selected for this study by simple random sampling. The sample consisted of 83 (51.9%) patients aged <35 years and 77 (48.1%) patients aged ≥35 years. The exogenous variables were perceived vulnerability, perceived seriousness, cues to action, perceived benefits, perceived barrier, and self efficacy. The endogenous variables were perceived threat and hypertension prevention behavior. The data were collected by questionnaire and analyzed by path analysis.Results: The path model showed goodness of fit with indices as follows: CMIN= 9.03, p=0.172, GFI= 0.99, NFI= 0.99, CFI= 1.00, and RMSEA= 0.06. Self-efficacy (b= 0.11; p<0.001; β=0.31), perceived benefit (b=0.12; p=0.005), and perceived threat (b=-0.10; p<0.001), had positive and statistically significant effect on hypertension prevention behavior. Perceived barrier (b=-0.10; p<0.001) had negative and statistically significant effect on hypertension prevention behavior. Perceived vulnerability (b=0.35; p<0.001), perceived of seriousness (b=0.48; p<0.001), and cues to action (b=0.33; p<0.001) had indirect positive effects on hypertension prevention behavior.Conclusion: Self-efficacy, perceived benefit, and perceived threat, have positive effect on hypertension prevention behavior. Perceived barrier have negative effect on hypertension prevention behavior. Perceived vulnerability, perceived of seriousness, and cues to action have indirect positive effects on hypertension prevention behavior.Keyword: hypertension, prevention behavior, health belief model.Correspondence: Ratna Setyaningsih. School of Nursing Bhakti Mulia, Sukoharjo, Central Java. Email: ratnaa_ [email protected] of Health Promotion and Behavior (2016),1(3): 161-171https://doi.org/10.26911/thejhpb.2016.01.03.0

Pemanfaatan Media pada Pembelajaran Keterampilan Berbicara Anak

Keterampilan berbicara merupakan salah satu keterampilan yang penting untuk dikembangkan pada awal tahapan perkembangan manusia karena akan mempengaruhi segala aspek perkembangan pada tahap selanjutnya. Untuk itu perlu adanya rangsangan dan fasilitas dari guru maupun orang tua agar keterampilan berbicara anak dapat berkembang sesuai harapan. Tujuan penelitian yang dilakukan adalah untuk menganalisis keterampilan berbicara anak; untuk mengidentifikasi karakteristik anak, guru, dan fasilitas sekolah; serta untuk menganalisis media yang sesuai untuk digunakan dalam pembelajaran keterampilan berbicara anak. Penelitian ini merupakan penelitian kualitatif. Subyek penelitian yang digunakan adalah lima kelas anak kelompok A di TK Demak. Data diperoleh melalui kegiatan observasi, wawancara, dan studi pustaka. Observasi dituangkan dalam bentuk catatan lapangan yang dilakukan untuk menganalisis tingkat keterampilan berbicara anak dan mengetahui fasilitas yang ada di sekolah. Wawancara yang dilaksanakan mengacu pada pedoman wawancara yang telah disiapkan untuk mengidentifikasi karakteristik anak dan guru. Sedangkan studi pustaka dilakukan untuk menganalisis media yang sesuai dan dapat digunakan dalam pembelajaran keterampilan berbicara anak. Hasil penelitian menunjukkan bahwa keterampilan berbicara anak masih tergolong rendah terlihat saat dalam kegiatan bercerita hanya ada satu sampai dua anak di kelas yang terlihat lancar dalam bercerita dan menjawab pertanyaan guru, anak sudah mampu mengoperasikan komputer meski hanya dalam konteks yang sederhana, anak terlihat kurang tertarik saat pembelajaran berbicara, sekolah memiliki sumber daya manusia yang memadai dan berpotensi untuk berkembang, serta memiliki fasilitas yang mendukung jika akan digunakan media yang berbasis digital, media pembelajaran berbasis game merupakan salah satu alternatif media yang dapat digunakan dalam pembelajaran keterampilan berbicara anak