0.05) on the score of class X, XI and XII spirometry at the beginning and at the end of the research. While the BMI scores of the three classes, remain in the normal category. In the measurements of discipline, independence, self-efficacy, and a healthy lifestyle in general decrease significantly (p < 0.05). Youth development program implemented by “TAKSA” Conclusion: senior high school, through biopsychosocial approach between 2010-2011 proved to be successful in increasing their physical quality. Therefor, the physical development program at “TAKSA” senior high school can be recommended as a standard implementation guidance in the Indonesian boarding school. Physical activity has no effect on lung capacity, since spirometry only measures forced expiration within the first second. Self-efficacy development proved to be successful in increasing student‟s self-efficacy, to those who have been exposed to the development longer and in a conducive environment. Changes in the environment does not impact to these group. Development of student‟s discipline, independence, and health behaviors in boarding school will succeed with a consistent implementation, commitment from all civitas academica, and with the support and monitoring of the supra system."> 0.05) on the score of class X, XI and XII spirometry at the beginning and at the end of the research. While the BMI scores of the three classes, remain in the normal category. In the measurements of discipline, independence, self-efficacy, and a healthy lifestyle in general decrease significantly (p < 0.05). Youth development program implemented by “TAKSA” Conclusion: senior high school, through biopsychosocial approach between 2010-2011 proved to be successful in increasing their physical quality. Therefor, the physical development program at “TAKSA” senior high school can be recommended as a standard implementation guidance in the Indonesian boarding school. Physical activity has no effect on lung capacity, since spirometry only measures forced expiration within the first second. Self-efficacy development proved to be successful in increasing student‟s self-efficacy, to those who have been exposed to the development longer and in a conducive environment. Changes in the environment does not impact to these group. Development of student‟s discipline, independence, and health behaviors in boarding school will succeed with a consistent implementation, commitment from all civitas academica, and with the support and monitoring of the supra system.">
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EVALUASI PROGRAM PEMBINAAN REMAJA MELALUI PENDEKATAN BIOPSIKOSOSIAL DI SEKOLAH BERASRAMA SMA “TAKSA”

Edy Sedyawan, dr., M.Sc, Prof. Johana E. Prawitasari, Ph.D.

2012 | Disertasi | S3 Kedokteran Umum

Latar belakang: Permasalahan remaja merupakan permasalahan yang mendunia, Indonesia pun menghadapi masalah yang sama. Boarding school setingkat SMA merupakan salah satu lembaga yang dapat diharapkan meningkatkan kualitas remaja, sehingga diperlukan suatu program pembinaan yang baku. Penelitian ini merupakan suatu bentuk evaluasi program pembinaan remaja melalui pendekatan biopsikososial yang diharapkan menghasilkan rekomendasi program pembinaan baku yang dapat diterapkan di sekolah berasrama. Biopsikososial adalah suatu pendekatan masalah dengan memperhatikan hubungan antara faktor biologis, psikologis dan sosial. Keluaran dari pembinaan tersebut diharapkan akan menghasilkan remaja yang mempunyai fisik yang ideal, disiplin yang baik, mandiri, mempunyai self efficacy yang tinggi serta berperilaku hidup sehat. Tujuan: Mengevaluasi program pembinaan remaja melalui pendekatan biopsikososial di sekolah berasrama SMA “TAKSA”, dalam pembentukan fisik yang ideal, peningkatan disiplin, kemandirian, self efficacy, serta perilaku hidup sehat pada siswa kelas X, XI, XII. Metode: Penelitian ini menggunakan quasi experiment dengan rancangan non equivalent pretest-postest group design. Subjek penelitian terdiri dari seluruh siswa SMA “TAKSA” tahun pelajaran 2010-2011. Setiap responden akan dinilai meliputi kondisi fisik (kekuatan lari, sit-up, push-up, spirometri, antropometri, dan body mass index), disiplin, mandiri, self-efficacy, dan pola hidup sehat (terhindar dari rokok, narkoba/alkohol, seks bebas, dan perilaku hidup sehat) sebelum dan sesudah intervensi. Hasil evaluasi program pembinaan melalui pendekatan biopsikososial menentukan kelayakan program pembinaan tersebut. Pengumpulan data dilakukan dengan tes kesamaptaan, pengukuran spirometri, antropometri dan BMI, pengisian kuesioner untuk mengukur disiplin, kemandirian, self-efficacy, dan pola hidup sehat, observasi dan wawancara terhadap siswa, guru dan karyawan, serta data-data sekunder yang ada di sekolah. Analisis data menggunakan T-Test , anova dan PLS Hasil: Setelah dilakukan intervensi pada masa basis kondisi fisik siswa kelas X meningkat pada aspek lari, push-up dan sit-up secara signifikan (p < 0,05), tetapi pushup dan sit-up menurun secara signifikan (p < 0,05) pada akhir penelitian. Demikian juga dengan kelas XI dan XII pada pengukuran awal dan akhir penelitian. Tidak terjadi perubahan yang signifikan (p > 0,05) pada skor spirometri kelas X, XI dan XII di awal dan akhir penelitian. Sedangkan skor BMI ketiga kelas tetap dalam kategori normal. Pada pengukuran disiplin, mandiri, self-efficacy, dan pola hidup sehat pada umumnya menurun secara signifikan (p < 0,05). Kesimpulan: Program pembinaan remaja melalui pendekatan Biopsikososial yang diselenggarakan di SMA “TAKSA” pada tahun pelajaran 2010-2011 terbukti berhasil meningkatkan kualitas fisik siswa. Dengan demikian, pola pembinaan fisik di SMA “TAKSA” dapat menjadi rekomendasi penyelenggaraan baku pembinaan di sekolah berasrama. Aktivitas fisik tidak meningkatkan nilai spirometri, karena spirometri mengukur ekspirasi paksa pada detik pertama. Pembinaan self-efficacy terbukti berhasil pada kelompok siswa yang lebih lama mendapat pembinaan dalam kondisi lingkungan yang kondusif. Program pembinaan kedisiplinan, kemandirian dan perilaku hidup sehat yang diselenggarakan di sekolah berasrama akan berhasil jika diselenggarakan dengan konsisten, diperlukan komitmen dari seluruh civitas academica, dan dukungan suprasistem.

s Background: Teen problem is a global issue, as well as Indonesia. A boarding school at high school level is one institution that can be expected to improve the quality of adolescents, therefore we need a standardized training program. This research is a form of evaluation of youth development programs through a biopsychosocial approach that is expected to result in the standard programs to be implemented in boarding school. Biopsychosocial is an approach of problems by considering the relationship between the biological, psychological and social factors. The output of the development is expected to produce teenagers having an ideal physique, good discipline, independence, high selfefficacy and a healthy behavior. e the effectiveness of programs in Objective: To evaluat a \"TAKSA\" Senior High School towards the ideal physical formation, improvement of discipline, independence, selfefficacy, and healthy behaviour of class X, XI, XII students. is research was Methods: Th held by using the quasi experiment with the non-equivalent pretest-posttest group design. The research subjects consist of all students in a \"TAKSA\" Senior High School, school year 2010-2011. Each respondent was evaluated including physical conditions (running power, sit-ups, push-ups, spirometry, and body mass index), discipline, independence, self-efficacy, and healthy lifestyle (avoid smoking, drugs / alcohol, free sex , and healthy behavior) before and after intervention. The results of the evaluation of the development programs through a biopsychosocial approach determine the feasibility of the development programs. The data collection was carried out by physical fitness, spirometry measurements, and BMI, filling up a questionnaire to measure discipline, independence, self-efficacy, and a healthy lifestyle, observations and interviews of students, teachers, employees, and secondary data found in school. Data analysis was conducted by using t-tests, ANOVA and PLS. during Results: After the intervention the “masa basis”, the physical conditions of class X students increase significantly in the aspect of running, push-ups and sit-ups (p < 0.05), but at the end of the reserch the push-ups and sit-ups decrease significantly (p < 0.05). It happened similarly with the students of class XI and XII at the beginning and at the end of research measurement. There are not any significant changes (p > 0.05) on the score of class X, XI and XII spirometry at the beginning and at the end of the research. While the BMI scores of the three classes, remain in the normal category. In the measurements of discipline, independence, self-efficacy, and a healthy lifestyle in general decrease significantly (p < 0.05). Youth development program implemented by “TAKSA” Conclusion: senior high school, through biopsychosocial approach between 2010-2011 proved to be successful in increasing their physical quality. Therefor, the physical development program at “TAKSA” senior high school can be recommended as a standard implementation guidance in the Indonesian boarding school. Physical activity has no effect on lung capacity, since spirometry only measures forced expiration within the first second. Self-efficacy development proved to be successful in increasing student‟s self-efficacy, to those who have been exposed to the development longer and in a conducive environment. Changes in the environment does not impact to these group. Development of student‟s discipline, independence, and health behaviors in boarding school will succeed with a consistent implementation, commitment from all civitas academica, and with the support and monitoring of the supra system.

Kata Kunci : evaluasi - biopsikososial – remaja – boarding school


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