Reproductive Health Game (KEPO Game) to the Self-Concept and Adolescent Reproductive Health Motivation
Abstract
The problem of adolescent reproductive health has not been adequately addressed, although there have been many tried attempts both formally and informally. Adolescents aged 12–15 years old are suitable for early reproductive health education, so the needed media that suits their needs and developments. Reproductive health/kesehatan reproduksi (KEPO) game contains information about reproductive health and moral messages in the formation of self-concept, healthy reproduction, health motivation, and responsibility. The purpose of this study was for knowing the effect of using the KEPO game to the self-concept and motivation of adolescent reproductive health. The study layout uses a quasi-experiment with a pretest-posttest with control group design. The treatment group received a KEPO game, while the control group received the Young Health Programme (YHP). This study uses a sampling technique using simple random sampling with a sample of 42 students for each group. The analysis used is the nonparametric test. This research was implemented in the work area of the Public Health Center Ujungberung in Bandung city on the April–May 2017. The results showed that there was an effect of using the KEPO game to self-concept and motivation of adolescent reproductive health (p<0.001). The increase in self-concept in the treatment group was 8.2%, while in the control group it was 2.2%. For reproductive health motivation, the treatment group experienced an increase of 9.5%, while the control group experienced an increase of only 0.8%. Conclusion, the KEPO game increased self-concept and reproductive health motivation in adolescents.
GIM KESEHATAN REPRODUKSI (KEPO) UNTUK KONSEP DIRI DAN MOTIVASI KESEHATAN REPRODUKSI REMAJA
Masalah kesehatan reproduksi remaja belum teratasi dengan baik, meskipun telah banyak upaya yang dilakukan baik secara formal maupun informal. Remaja usia 12–15 tahun merupakan masa yang tepat untuk pendidikan kesehatan reproduksi secara dini sehingga dibutuhkan media yang sesuai dengan kebutuhan dan perkembangannya. Gim kesehatan reproduksi (KEPO) berisikan informasi tentang kesehatan reproduksi dan pesan moral dalam pembentukan konsep diri dan motivasi kesehatan reproduksi yang sehat serta bertanggung jawab. Tujuan penelitian mengetahui pengaruh penggunaan gim KEPO terhadap konsep diri dan motivasi kesehatan reproduksi remaja. Rancangan penelitian menggunakan quasi-experiment dengan pretest-posttest with control group design. Kelompok perlakuan mendapatkan gim KEPO, sedangkan kelompok kontrol mendapatkan Program Pelayanan Kesehatan Peduli Remaja (PKPR). Teknik pengambilan sampel menggunakan simple random sampling dengan jumlah sampel 42 siswa untuk setiap kelompok. Analisis yang digunakan adalah tes nonparametrik. Penelitian ini dilakukan di wilayah kerja Puskesmas Ujungberung Kota Bandung pada bulan April–Mei 2017. Hasil penelitian menunjukkan terdapat pengaruh penggunaan gim KEPO terhadap konsep diri dan motivasi kesehatan reproduksi remaja (p<0,001). Kenaikan konsep diri pada kelompok perlakuan 8,2%, sedangkan pada kelompok kontrol 2,2%. Untuk motivasi kesehatan reproduksi pada kelompok perlakuan mengalami kenaikan 9,5%, sedangkan kelompok kontrol mengalami peningkatan hanya 0,8%. Simpulan, gim KEPO meningkatkan konsep diri dan motivasi kesehatan reproduksi remaja.
Keywords
Full Text:
PDFReferences
Badan Pusat Statistik. Proyeksi populasi Indonesia (Indonesia population projection) 2010–2035. Jakarta: Badan Pusat Statistik; 2013.
Kementerian Kesehatan Republik Indonesia. Pedoman standar nasional pelayanan kesehatan peduli remaja (PKPR). Jakarta: Kementerian Kesehatan Republik Indonesia; 2014.
Goldman JDG, Collier-Harris CA. School-based reproductive health and safety education for students aged 12–15 years in UNESCO’s (2009) International Technical Guidance. Camb J Educ. 2012;42(4):445–61.
Mehta B, Kaur A, Kumar V, Chawla S, Khatri S, Malik M, et al. Adolescent reproductive and sexual health in India: the need to focus. J Young Med Res. 2013;1(1):e1.
Obono K. Patterns of mother-daughter communication for reproductive health knowledge transfer in Southern Nigeria. GMJ CE. 2012;5(1):95–110.
Pakasi DT, Kartikawati R. Antara kebutuhan dan tabu: pendidikan seksualitas dan kesehatan reproduksi bagi remaja di SMA. MHJR. 2013;17(2):79–87.
Granic I, Lobel A, Engels RC. The benefits of playing video games. Am Psychol. 2014;69(1):66–78.
Entertainment Software Association. 2015 essential facts about the computer and video game industry [cited 2017 June 15]. Available from: http://www.theesa.com/wp-content/uploads/2015/04/ESA-Essential-Facts-2015.pdf.
Young K. Understanding online gaming addiction and treatment issues for adolescents. Am J Fam Ther. 2009;37(5):355–72.
Sung HY, Hwang GJ. A collaborative game-based learning approach to improving students' learning performance in science courses. Comp Educ. 2013;63:43–51.
Keller JM. Development and use of the ARCS model of instructional design. J Instruct Dev. 1987;10(3):2.
Yapono F, Suharnan. Konsep-diri, kecerdasan emosi dan efikasi-diri. Persona. 2013;2(3):208–16.
Astuti RD. Identifikasi faktor-faktor yang mempengaruhi konsep diri siswa Sekolah Dasar Negeri Mendungan I Yogyakarta. Basic Educ. 2015;4(2):427.
Baranowski T, Blumberg F, Buday R, DeSmet A, Fiellin LE, Green CS, et al. Games for health for children—current status and needed research. Games Health J. 2016;5(1):1–12.
DeSmet A, Shegog R, Van Rryckeghem D, Crombez G, De Bourdeaudhuij L. A systematic review and meta-analysis of interventions for sexual health promotion involving serious digital games. Games Health J. 2015;4(2):78–90.
Atkinson RC, Shiffrin RM. Human memory: a proposed system and its control processes. In: Spence KW, Spence JT, editors. Psychology of learning and motivation. Volume 2. 1st Edition. San Diego: Academic Press; 1967. p. 89–195.
Pham Q, Khatib Y, Stansfeld S, Fox S, Green T. Feasibility and efficacy of an mHealth game for managing anxiety: “Flowy” randomized controlled pilot trial and design evaluation. Games Health J. 2016;5(1):50–67.
Brown-Johnson CG, Berrean B, Cataldo JK. Development and usability evaluation of the mHealth Tool for Lung Cancer (mHealth TLC): a virtual world health game for lung cancer patients. Patient Educ Couns. 2015;98(4):506–11.
Katsikitis M, Jones C, Muscat M, Crawford K. Knowing You, Knowing Me (KYKM): an interactive game to address positive mother-daughter communication and relationships. Front Psychol. 2014;5:721.
Sardiman AM. Interaksi & motivasi belajar mengajar. Jakarta: Rajawali Pers; 2014.
Di Serio A, Ibáñez MB, Kloos CD. Impact of an augmented reality system on students’ motivation for visual art course. Comp Educ. 2013;68:586–96.
Santrock JW. Child development. 14th Edition. New York: McGraw-Hill Education; 2014.
Winkel WS. Psikologi pendidikan dan evaluasi belajar. Jakarta: Gramedia; 1986.
Jong MSY, Shang J, Lee FL, Lee JHM. Harnessing computer games in education. IJDET. 2008;6(1):1–9.
Bellotti F, Kapralos B, Lee K, Moreno-Ger P, Berta R. Assessment in and of serious games: an overview. Adv Human Comp Interact. 2013;2013:136864.
Ozcelik E, Cagiltay NE, Ozcelik NS. The effect of uncertainty on learning in game-like environments. Comp Educ. 2013;67:12–20.
Grimes A, Kantroo V, Grinter RE. Let’s play!: mobile health games for adults. In: Bardram JE, Langheinrich M, Truong KN, Nixon P, editors. Proceedings of the 12th ACM International Conference on Ubiquitous Computing. Copenhagen, Denmark: Association for Computing Machinery (ACM); 2010. p. 241–50.
Rath JM, Williams V, Rubenstein R, Smith L, Vallone D. Assessing the impact of an interactive mobile game on tobacco-related attitudes and beliefs: the truth campaign's “flavor monsters”. Games Health J. 2015;4(6):480–7.
Safitri, Melinda H, Noegroho BS, Husein F, Marhaeni D, Djais JTB, Penerapan aplikasi sayang ke buah hati (SEHATI) terhadap pengetahuan ibu serta dampak pada keterampilan anak tentang cara menyikat gigi. GMHC. 2018;6(1):68–73.
DOI: https://doi.org/10.29313/gmhc.v6i3.2897
pISSN 2301-9123 | eISSN 2460-5441
Visitor since 19 October 2016:
Global Medical and Health Communication is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.