Pentingnya Pendidikan Kesehatan pada Anak di Pusat Pendidikan Tahfidz Sains dan Teknologi Pulau Penang: Protokol Pengabdian Masyarakat
Unduhan
Latar Belakang: Pendidikan kesehatan memainkan peran penting dalam membentuk kesejahteraan fisik, mental, dan sosial anak-anak dengan memberikan pengetahuan dan keterampilan penting untuk membuat keputusan kesehatan yang tepat.
Tujuan: Makalah ini mengeksplorasi pentingnya pendidikan kesehatan pada anak-anak, menekankan dampaknya terhadap perkembangan dan strategi implementasi yang efektif melalui aktivitas langsung.
Metode: Bina masyarakat yang dilaksanakan di Pusat Pendidikan Tahfidz dan Teknologi Pulau Penang dengan tajuk Program Saintis Muda dan Doctor to Be. Program ini merupakan inisiatif kerjasama Fakultas Kesehatan Masyarakat Universitas Airlangga dan Fakultas Ilmu Kesehatan Universiti Teknologi Mara Malaysia. Program ini terdiri dari 8 stasiun dan dibagi menjadi 16 kelas. Program ini melibatkan 432 siswa dari tingkat SD dan SMA.
Hasil: Pendidikan kesehatan mengembangkan keterampilan emosional dan sosial penting yang diperlukan untuk mengelola hubungan dan emosi secara efektif. Penelitian menggarisbawahi bahwa anak-anak yang sehat unggul secara akademis dan berkontribusi terhadap kesetaraan kesehatan masyarakat. Metode pembelajaran langsung dalam pendidikan kesehatan melibatkan anak-anak secara aktif melalui kegiatan interaktif dan simulasi, meningkatkan keterampilan praktis, pemikiran kritis, dan relevansi pribadi. Metode-metode ini menjembatani pengetahuan teoretis dengan penerapan di dunia nyata, sehingga memberdayakan anak-anak untuk mengelola kesehatan mereka secara efektif.
Kesimpulan: Berinvestasi dalam program pendidikan kesehatan yang komprehensif menjamin generasi masa depan yang lebih sehat dan tangguh.
Agussalim et al. (2020) ‘The Effect of Health Education on the Knowledge of Children Aged School’, American Journal of Clinical Anatomy and Physiology, 2(1), pp. 18–25.
Aukrust, V.G. (2011) Learning and Cognition In Education. UK: Elsevier.
De Buhr, E. and Tannen, A. (2020) ‘Parental health literacy and health knowledge, behaviours and outcomes in children: A cross-sectional survey’, BMC Public Health. BioMed Central. Available at: https://doi.org/10.1186/s12889-020-08881-5.
Cooper, P.J. et al. (2004) ‘Association between childhood feeding problems and maternal eating disorder: Role of the family environment’, British Journal of Psychiatry, 184(MAR.), pp. 210–215. Available at: https://doi.org/10.1192/bjp.184.3.210.
Darmon, N. and Drewnowski, A. (2008) ‘Does social class predict diet quality?’, American Journal of Clinical Nutrition, 87(5), pp. 1107–1117. Available at: https://doi.org/10.1093/ajcn/87.5.1107.
Dedrick, A. et al. (2020) ‘A Content Analysis of Pinterest Belly Fat Loss Exercises: Unrealistic Expectations and Misinformation’, American Journal of Health Education, 51(5), pp. 328–337. Available at: https://doi.org/10.1080/19325037.2020.1795754.
Denna Hintze, Kathleen Burke and Steven Beyerlein (2013) ‘Putting_It_to_Practice_Hands_On_Learning’, International Journal of Process Education, 5(1), pp. 15–48.
Fischer Walker, C.L. et al. (2012) ‘Does Childhood Diarrhea Influence Cognition Beyond the Diarrhea-Stunting Pathway?’, PLoS ONE, 7(10), pp. 1–6. Available at: https://doi.org/10.1371/journal.pone.0047908.
Fisher, E., Dunn, M. and Thompson, J.K. (2002) ‘Social comparison and body image: An investigation of body comparison processes using multidimensional scaling’, Journal of Social and Clinical Psychology, 21(5), pp. 566–579. Available at: https://doi.org/10.1521/jscp.21.5.566.22618.
García, J.L. et al. (2021) ‘The Dynastic Benefits of Early Childhood Education’, Nber Working Paper Series [Preprint]. Available at: http://www.nber.org/papers/w29004.
Gianistika, C. and Sukma Firmansyah, V. (2023) ‘Improving student learning outcomes by using the discovery learning model in the learning process language indonesia’, Edukasi, 17(2), pp. 176–187. Available at: https://doi.org/10.15294/edukasi.v17i2.47981.
Godínez Castellanos, J.L. et al. (2021) ‘Chemistry in Our Community: Strategies and Logistics Implemented to Provide Hands-On Activities to K-12 Students, Teachers, and Families’, Journal of Chemical Education, 98(4), pp. 1266–1274. Available at: https://doi.org/10.1021/acs.jchemed.0c01120.
Holstermann, N., Grube, D. and Bögeholz, S. (2010) ‘Hands-on Activities and Their Influence on Students’ Interest’, Research in Science Education, 40(5), pp. 743–757. Available at: https://doi.org/10.1007/s11165-009-9142-0.
Hosker, D.K., Elkins, R.M. and Potter, M.P. (2019) ‘Promoting Mental Health and Wellness in Youth Through Physical Activity, Nutrition, and Sleep’, Child and Adolescent Psychiatric Clinics of North America. W.B. Saunders, pp. 171–193. Available at: https://doi.org/10.1016/j.chc.2018.11.010.
Inan, H.Z. and Inan, T. (2015) ‘3Hs Education: Examining hands-on, heads-on and hearts-on early childhood science education’, International Journal of Science Education, 37(12), pp. 1974–1991. Available at: https://doi.org/10.1080/09500693.2015.1060369.
John Kyere (2016) The Effectiveness of Hands-On Pedagogy in STEM Education.
Korwin, A.R. and Jones, R.E. (1990) ‘Do Hands-On, Technology-Based Activities Enhance Learning by Reinforcing Cognitive Knowledge and Retention?’, Journal of Technology Education, 1(2).
Laurson, K.R. et al. (2014) ‘Concurrent Associations between Physical Activity, Screen Time, and Sleep Duration with Childhood Obesity’, ISRN Obesity, 2014, pp. 1–6. Available at: https://doi.org/10.1155/2014/204540.
Mahmood, L. et al. (2021) ‘The influence of parental dietary behaviors and practices on children’s eating habits’, Nutrients. MDPI AG. Available at: https://doi.org/10.3390/nu13041138.
Pfaff, T.J. and Weinberg, A. (2009) ‘Do hands-on activities increase student understanding?: A case study’, Journal of Statistics Education, 17(3). Available at: https://doi.org/10.1080/10691898.2009.11889536.
Pirttimaa, M., Husu, J. and Metsärinne, M. (2017) ‘Uncovering procedural knowledge in craft, design, and technology education: a case of hands-on activities in electronics’, International Journal of Technology and Design Education, 27(2), pp. 215–231. Available at: https://doi.org/10.1007/s10798-015-9345-9.
Priya, R. and a, R. (2021) ‘HANDS ON ACTIVITIES: ROLE OF METHODS OF TEACHING AS MEANS OF INTERDISCIPLINARY EDUCATION’, International Journal of Advanced Research, 9(08), pp. 454–460. Available at: https://doi.org/10.21474/IJAR01/13288.
Pulimeno, M. et al. (2020) ‘School as ideal setting to promote health and wellbeing among young people’, Health Promotion Perspectives. Tabriz University of Medical Sciences, pp. 316–334. Available at: https://doi.org/10.34172/hpp.2020.50.
Sadiyah, H. et al. (2024) ‘The Effect of Problem Based Learning Model on Critical Thinking Skills in Elementary School: A Meta Analysis Study’, Jurnal Iqra’ : Kajian Ilmu Pendidikan, 9(1), pp. 135–160. Available at: http://journal.iaimnumetrolampung.ac.id/index.php/ji/.
Schunk (2012) Learning Theories An Education Perspectivee. Yogyakarta: Pustaka Pelajar.
Schwichow, M. et al. (2016) ‘What students learn from hands-on activities’, Journal of Research in Science Teaching, 53(7), pp. 980–1002. Available at: https://doi.org/10.1002/tea.21320.
Smith, A.R., Hames, J.L. and Joiner, T.E. (2013) ‘Status Update: Maladaptive Facebook usage predicts increases in body dissatisfaction and bulimic symptoms’, Journal of Affective Disorders, 149(1–3), pp. 235–240. Available at: https://doi.org/10.1016/j.jad.2013.01.032.
Stohr-Hunt, P.M. (1996) ‘An Analysis of Frequency of Hands-On Experience and Science Achievement’, Journal of Research in Science Teaching, 33(1), pp. 101–109. Available at: https://doi.org/10.1002/(SICI)1098-2736(199601)33:1<101::AID-TEA6>3.0.CO;2-Z.
Taufiq, N. and Dartanto, T. (2020) ‘Education, informal turnover and poverty dynamics in Indonesia’, International Journal of Economics and Management, 14(1), pp. 157–172.
WHO and UNICEF (2017) Global Nutrition monitoring framework. Operational guidance for tracking progress in meeting targets for 2025, World Health Organization. Available at: http://apps.who.int/iris/bitstream/handle/10665/259904/9789241513609-eng.pdf;jsessionid=82B08433379C3E3E69B3F8D4F2690C34?sequence=1%0Awww.who.int/nutrition.
Hak Cipta (c) 2024 Dominikus Raditya Atmaka, S.Gz, MPH
Artikel ini berlisensiCreative Commons Attribution-ShareAlike 4.0 International License.
Media Gizi Kesmas by Unair is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
1. The journal allows the author(s) to hold the copyright and to retain the publishing right of the article without restrictions.
2. The legal formal aspect of journal publication accessibility refers to Creative Commons Attribution-Share-Alike (CC BY-SA).
3. The Creative Commons Attribution-Share-Alike (CC BY-SA) license allows re-distribution and re-use of a licensed work on the conditions that the creator is appropriately credited and that any derivative work is made available under "the same, similar or a compatible license”. Other than the conditions mentioned above, the editorial board is not responsible for copyright violations.
