INCREASING ELEMENTARY SCHOOL CHILDREN'S KNOWLEDGE ABOUT HARMFUL EFFECT OF CIGARETTES AS AN EFFORT TO CREATE NON-SMOKING AREAS
DOI:
https://doi.org/10.31764/jces.v4i1.3646Keywords:
Perception, Smoke Hazard, Elementary Student.Abstract
Abstrak: Persepsi Akan bahaya rokok dapat terbentuk sejak kecil. Menurut Aisyah dan Prameswari, persepsi siswa sekolah dasar yang ada di Kecamatan Cimalaka masih banyak yang memiliki persepsi negatif akan bahaya rokok (75%). Persepsi negatif ini salah diakibatkan karena kurangnya pengetahuan mengenai bahaya rokok. Dari masalah yang didapat maka tujuan dari pelaksanaan pengabdian kepada masyarakat ini adalah untuk meningkatkan pengetahuan siswa-siswi sekolah dasar sehingga terbentuk persepsi positif tentang bahaya rokok secara dini. Metode PKm menggunakan metode ICARE (Identiffication, Consolidation, Action, Reflection and Evaluation). Pemberian pengetahuan pada siswa diawali dengan pre-test kemudian pemberian materi secara daring menggunakan media video dan juga buku. Pembelajaran dilakukan selama 6 hari di mana dalam satu hari siswa diminta untuk menonton video dan juga membaca buku yang diberikan sebanyak dua kali. Evaluasi post-tes dilakukan di akhir pembelajaran. Hasilnya didapatkan uji paired T test menujukan nilai p (0,00) yang artinya ada perbedaan yang signifikan sebelum dan sesudah perlakukan dengan nilai korelasi (0,576) yang artinya ada hubungan yang kuat. Kegiatan pengabdian masyarakat ini selanjutnya akan menjadi pondasi dalam upaya menciptakan Kawasan bebas asap rokok.
Abstract: Perception of the harmful effect of cigarettes can be formed since childhood. According to Aisyah and Prameswari, the perception of elementary school students in Cimalaka subdistrict still negatively perceives the dangers of cigarettes (75%). This negative perception is caused by a lack of knowledge about smoking hazards. The purpose of implementing this community service is to increase the knowledge of elementary school students so that a positive perception of smoking hazards is formed early. The PKm method uses the ICARE method (Identification, Consolidation, Action, Reflection, and Evaluation). Giving knowledge to students begins with a pre-test and then provides material online using video and books. Learning is carried out for six days in which in one day, students are asked to watch videos and read books that are given twice. Post-test evaluation is carried out at the end of the lesson. The results showed that the paired T-test showed the p-value (0.00), which means a significant difference before and after treatment with a correlation value (0.576), which means a healthy relationship. This community service activity will then become the foundation for efforts to create a smoke-free area.
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