PELATIHAN GURU SEBAGAI EDUKATOR VAKSIN HPV MELALUI MEDIA INTERAKTIF

Yunita Amraeni; Chandrayani Simanjorang; Ika Maulida Nurrahma; Sintha Fransiske Simanungkalit

doi:10.31764/jmm.v10i5.41576

PELATIHAN GURU SEBAGAI EDUKATOR VAKSIN HPV MELALUI MEDIA INTERAKTIF

Yunita Amraeni, Chandrayani Simanjorang, Ika Maulida Nurrahma, Sintha Fransiske Simanungkalit

Abstract

Abstrak: Rendahnya literasi mengenai human papillomavirus (HPV) dapat menghambat dukungan sekolah terhadap vaksinasi. Kegiatan ini bertujuan meningkatkan pengetahuan guru dan menyiapkan mereka sebagai edukator HPV. Pelatihan dilaksanakan pada 11 Juni 2026 kepada 15 guru sekolah dasar melalui workshop interaktif, pemaparan materi, diskusi, demonstrasi job aids, dan permainan ular tangga edukatif. Evaluasi menggunakan pretest-posttest serta observasi partisipasi. Setelah pelatihan, jumlah peserta dengan kategori pengetahuan baik meningkat menjadi 13 orang (86,7%), sedangkan kategori cukup menjadi 2 orang (13,3%) dan tidak terdapat peserta pada kategori kurang. proporsi peserta dengan pengetahuan baik meningkat sebesar 26,7 poin persentase, sementara kategori pengetahuan kurang menurun dari 13,3% menjadi 0%. Media visual, job aids, diskusi, dan permainan edukatif digunakan untuk mendukung keterlibatan peserta selama proses pelatihan . Pelatihan singkat berbasis media interaktif berpotensi memperkuat peran guru dalam edukasi vaksin HPV di sekolah, namun pendampingan lanjutan diperlukan untuk menilai penerapan edukasi secara mandiri.

Abstract: Limited literacy regarding human papillomavirus (HPV) may hinder school support for vaccination. This community service aimed to improve teachers’ knowledge and prepare them as HPV educators. The training was conducted on 11 June 2026 with 15 primary-school teachers through an interactive workshop, lectures, discussions, job-aid demonstrations, and an educational snakes-and-ladders game. Evaluation used paired pretest-posttest questionnaires and participation observation. After training, the number of participants in the “good₝ knowledge category increased to 13 (86.7%), while those in the “fair₝ category numbered 2 (13.3%), and there were no participants in the “poor₝ category. The proportion of participants with good knowledge increased by 26.7 percentage points, while the proportion in the “poor₝ category decreased from 13.3% to 0%. Visual aids, job aids, discussions, and educational games are used to encourage participant engagement throughout the training process. A brief interactive-media training may strengthen teachers’ roles in school-based HPV vaccine education; however, follow-up mentoring is needed to assess independent implementation.

Keywords

Health Education; Human Papillomavirus; Interactive Media; Teachers; Vaccination.

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DOI: https://doi.org/10.31764/jmm.v10i5.41576