Peran Guru Pendidikan Jasmani dalam Mengembangkan Gaya Hidup Aktif dan Sehat Melalui Program Usaha Kesehatan Sekolah: Explanatory Sequential Mixed Methods Design
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Program Usaha Kesehatan Sekolah (UKS) telah lama menjadi kerangka kerja promosi kesehatan, namun efektivitasnya sering terhambat oleh keterbatasan pelatihan guru, minimnya kolaborasi lintas sektor, serta kurangnya evaluasi jangka panjang terhadap perilaku hidup bersih dan sehat (PHBS) serta kesehatan mental siswa. Celah penelitian ini mendorong perlunya model integratif yang tidak hanya mengandalkan modul UKS, tetapi juga menggabungkan peran guru Pendidikan Jasmani, kemitraan dengan puskesmas, dan pemberdayaan siswa sebagai health champions. Penelitian ini bertujuan menguji efektivitas model integratif promosi kesehatan berbasis kerangka Ecological Model, Social Cognitive Theory, dan Diffusion of Innovations dalam meningkatkan pengetahuan, praktik PHBS, dan kesejahteraan mental siswa sekolah dasar. Desain penelitian menggunakan Explanatory Sequential Mixed Methods di dua SD di Kecamatan Praya. Sampel terdiri atas 56 siswa kelas 4–5 yang dipilih dengan stratified random sampling, serta tiga guru Pendidikan Jasmani sebagai informan kunci. Data kuantitatif dikumpulkan melalui kuesioner PAQ-C, pre–post test pengetahuan kesehatan, dan observasi aktivitas fisik, sedangkan data kualitatif diperoleh melalui wawancara semi-terstruktur dengan guru. Hasil kuantitatif menunjukkan peningkatan signifikan skor gaya hidup sehat (47,82 menjadi 61,16) dan pengetahuan kesehatan (71,87 menjadi 77,91) (p < 0,05). Data kualitatif menegaskan peran guru sebagai fasilitator, teladan, dan koordinator kolaborasi lintas sektor, serta efektivitas kaderisasi siswa dalam memperkuat adopsi PHBS. Temuan ini membuktikan bahwa model integratif mampu menghasilkan perubahan perilaku kesehatan yang lebih konsisten dan berkelanjutan dibanding pendekatan UKS konvensional.
The Role Of Physical Education Teachers In Developing Active And Healthy Lifestyles Through School Health Programs: An Explanatory Sequential Mixed Methods Design
Abstract
This study aims to develop and test the effectiveness of an integrative health promotion model in elementary schools that combines the role of trained Physical Education teachers, cross-sector collaboration with community health centers, and empowerment of students as health champions. The study design used Explanatory Sequential Mixed Methods, with a quantitative phase consisting of pre-posttests and physical activity observations during the six-month intervention, and a qualitative phase through in-depth interviews with Physical Education teachers. Quantitative results showed a 22% increase in students' average health knowledge scores, an increase in the frequency of morning exercise from 1.8 to 3.4 times per week, and improvements in mental well-being indicators based on a psychosocial scale. Qualitative data revealed that Physical Education teachers functioned as facilitators who designed and monitored fitness programs, role models who exemplified clean and healthy living behaviors, and coordinators who established regular partnerships with community health centers. In addition, the role of teachers in assisting student health cadres was shown to strengthen the independent adoption of PHBS practices among their peers. These findings confirm the hypothesis that implementing the integrative model significantly positively impacts students' knowledge, physical activity, and mental well-being compared to baseline conditions. Sustained student participation and post-intervention program monitoring indicate stability of behavioral change
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