Edukasi dan Pemberian Obat Pencegahan Massal untuk Meningkatkan Pengetahuan Anak Usia Dini tentang Diare dan Infeksi Cacing
DOI:
https://doi.org/10.36312/linov.v10i3.3163Keywords:
Anak Usia Dini, Edukasi Kesehatan, Obat Cacing, Diare, Cacing Usus, SDG 3Abstract
Peningkatan pengetahuan anak usia dini mengenai perilaku hidup bersih dan sehat sangat penting untuk mencegah penyakit berbasis lingkungan seperti diare dan infeksi cacing. Program ini bertujuan untuk meningkatkan pemahaman anak tentang pencegahan kedua penyakit tersebut melalui edukasi interaktif dan pemberian obat pencegahan massal. Metode yang digunakan adalah model desain instruksional ADDIE yang mencakup analisis kebutuhan, perancangan media edukasi, pengembangan video dan leaflet, implementasi edukasi serta simulasi enam langkah cuci tangan, dan pemberian pirantel pamoat kepada 139 siswa TK. Hasil evaluasi menunjukkan peningkatan skor pengetahuan yang signifikan dari pretest (11,3 ± 2,1) ke posttest (16,9 ± 1,7) dengan nilai p < 0,001, serta keterlibatan aktif anak selama kegiatan berlangsung. Kegiatan ini dilakukan di satu TK dengan dukungan terbatas dari orang tua dan dalam durasi kegiatan yang singkat, namun berhasil menunjukkan perubahan signifikan dalam peningkatan pengetahuan anak. Dapat disimpulkan bahwa kombinasi pendekatan edukasi visual-partisipatif dan intervensi farmakologis efektif dalam meningkatkan pengetahuan anak serta mendukung pencapaian SDG 3.
Education and Mass Drug Administration to Improve Early Childhood Knowledge on Diarrhea and Intestinal Worm Infections
Abstract
Improving early childhood knowledge of clean and healthy living behaviors is essential to prevent environmentally transmitted diseases such as diarrhea and helminth infections. This program aimed to enhance children’s understanding of disease prevention through interactive education and mass drug administration. The method employed the ADDIE instructional design model, consisting of needs analysis, educational media design, development of videos and leaflets, implementation of health education and six-step handwashing simulation, and administration of pyrantel pamoate to 139 kindergarten students. Evaluation results showed a significant increase in knowledge scores from pretest (11.3 ± 2.1) to posttest (16.9 ± 1.7) with a p-value < 0.001, alongside active engagement from children throughout the activity. It can be concluded that the combination of visual-participatory educational approaches and pharmacological interventions is effective in improving children’s knowledge and supports the achievement of SDG 3.
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Copyright (c) 2025 Kiky Martha Ariesaka, Lintang Widya Sishartami, Anditri Weningtyas, Hilma Tsurayya Iftitahurroza, Moh Mirza Nuryady, Arif Ladika Wiratama, Taurisma Aulia Nanda Wibisono, Fannia Yosa Bakhtiar

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