Abstract

AbstractBackground: The visualitation in participatory program (VIPP) can be applied as a method of adolescentreproductive health (ASRH) education to improve the coverage of PKPR program at the community healthcenter.Objective: This study aims to assess the effect of VIPP and lecture method on ASRH knowledge, attitudes andskills.Methods: A quasi-experimental design with pretest-posttest design was conducted on 65 high school students(32 of VIPP group and 33 of lecture method group) who have experienced puberty and voluntarilyparticipated in the program for 10 sessions of VIPP and lecture method using multi stage random samplingin two working areas of Puskesmas Kabupaten Jember. The ASRH knowledge, attitudes, and skills beforeand after intervention were measured and compared in each group. Data were analyzed by paired t-test.Results: In the lecture group, there were no difference in ASRH knowledge and attitudes (p>0.05), whereasthere were significant differences in ASRH skills (p<0.05) in the lecture method group. Meanwhile, in theVIPP group, there were significant differences in ASRH knowledge, attitudes, and skills (p<0.001) beforeand after VIPP intervention for 10 sessions.Conclusion: The VIPP method is capable of changing 3 domains of knowledge, attitudes, and skills, but thelecture method can only change the skill domain. It is recommended that VIPP method should becomealternative method for ASRH health education method in accordance with the standard of PKPR inincreasing the 3 domains of ASRH.Keywords: VIPP, Lecture method, Adolescent health of behavior, PKPR AbstrakLatar belakang: Visualitation in participarory program (VIPP) dapat diterapkan sebagai metode pendidikankesehatan reproduksi remaja (KRR) untuk meningkatkan cakupan layanan program Pelayanan KesehatanPeduli Remaja (PKPR) di puskesmas.Tujuan: diketahuinya pengaruh visualitation in participarory program (VIPP) dan metode ceramah terhadappengetahuan, sikap, dan keterampilan KRR.Metode: Desain penelitian adalah quasy experiment with pretest-posttest design. Sampel penelitian 65 siswaSMA yang telah mengalami pubertas (32 kelompok VIPP dan 33 kelompok metode ceramah) diambil secaramulti stage random sampling di dua Wilayah Kerja Puskesmas Kabupaten Jember dan secara sukarela maumengikuti program selama 10 sesi VIPP maupun metode ceramah. Variabel pengetahuan, sikap, danketerampilan KRR sebelum dan sesudah intervensi diukur dan dibandingkan pada masing-masing kelompok.Data dianalisis dengan paired t-test.Hasil: Pada kelompok metode ceramah tidak ada perbedaan bermakna pengetahuan dan sikap KRR (p>0.05),tetapi ada perbedaan yang bermakna ketrampilan KRR (P<0.05) sebelum dan sesudah intervensi. Padakelompok VIPP terdapat perbedaan yang signifikan antara pengetahuan, sikap, dan ketampilan KRR(p<0.001) sebelum dan sesudah intervensi VIPP selama 10 sesi.Kesimpulan: Metode VIPP mampu merubah 3 domain pengetahuan, sikap, dan ketrampilan, tetapi metodeceramah hanya mampu merubah domain ketrampilan. Agar metode VIPP menjadi metode alternatifpendidikan pendidikan kesehatan sesuai dengan standar PKPR dalam meningkatkan 3 domain KRR.Kata kunci: VIPP, Ceramah, Kesehatan reproduksi remaja, PKPR