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All Journal Jurnal Penelitian dan Evaluasi Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Penelitian dan Penilaian Pendidikan Jurnal Biologi Tropis PREPOTIF : Jurnal Kesehatan Masyarakat Jurnal Ners Jurnal Kesehatan Tambusai Jurnal Kesehatan dan Sains STIKES Griya Husada Sumbawa ACTION : Jurnal Inovasi Penelitian Tindakan Kelas dan Sekolah Journal of Innovation Research and Knowledge Jurnal Pengabdian Masyarakat Indonesia (JPMI) Jurnal Nusantara Berbakti Abdimas Terapan: Jurnal Pengabdian Kepada Masyarakat Terapan Karunia: Jurnal Hasil Pengabdian Masyarakat Indonesia Kesejahteraan Bersama : Jurnal Pengabdian dan Keberlanjutan Masyarakat Masyarakat Berkarya: Jurnal Pengabdian dan Perubahan Sosial Jurnal Pengabdian Kepada Masyarakat Indonesia KREATIF: Jurnal Pengabdian Masyarakat Nusantara Jurnal Pengabdian Masyarakat Indonesia International Journal of Health Science
Has'ad Rahman Attamimi
STIKES Griya Husada Sumbawa
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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A Qualitative Study on Risk Factors Contributing to Stunting in Karang Dima Village, Sumbawa Regency Yunita Lestari; Has'ad Rahman Attamimi; Evi Gustia Kesuma; Hajera Hajera
International Journal Of Health Science Vol. 5 No. 2 (2025): International Journal of Health
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/ijhs.v5i2.5648

Abstract

Stunting is a significant public health issue with lasting effects on human development and the quality of the workforce. This study aimed to identify the risk factors of stunting using an epidemiological approach in Karang Dima Village, Sumbawa Regency. A descriptive qualitative method was employed, and data were gathered through in-depth interviews with 22 mothers of stunted children and environmental observations. The results highlighted several key factors contributing to stunting. Host factors, such as low maternal nutritional knowledge, improper parenting practices, and limited spousal support during pregnancy, were identified as primary contributors. These factors negatively influence a mother’s ability to provide adequate care and nutrition during pregnancy and the early stages of a child’s life. Agent factors included recurrent infections, including diarrhea, acute respiratory infections (ARI), and measles. These infections, often linked to weak child immunity, exacerbate the risk of stunting, especially when compounded by poor nutritional intake. Environmental factors also played a significant role. Poor sanitation, high population density, and exposure to pollution from household waste burning and indoor cigarette smoke were noted as critical elements in the village’s stunting risk profile. These environmental conditions compromise both maternal and child health, increasing vulnerability to infections and impairing overall development. The study emphasizes that stunting prevention requires a comprehensive, multi-faceted approach. Nutritional education, improved sanitation, and greater family involvement, particularly from fathers and extended family members, are essential in reducing stunting risk. The findings highlight the need for cross-sectoral strategies to address the various interrelated factors contributing to stunting, particularly in vulnerable communities. Accelerating stunting reduction efforts requires a collaborative, community-driven approach involving healthcare providers, local governments, and families.
Penyuluhan Manajemen Kebersihan Menstruasi (MKM) Pada Remaja Putri di Desa Pungka Sumbawa Yunita Lestari; Has’ad Rahman Attamimi
Jurnal Nusantara Berbakti Vol. 1 No. 3 (2023): Juli : Jurnal Nusantara Berbakti
Publisher : Universitas Kristen Indonesia Toraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/jnb.v1i3.163

Abstract

Menstrual Hygiene Management (MHM) is the management of hygiene and health for women when they are menstruating. Users of sanitary napkins who are clean, can be changed frequently during menstrual periods, and have access to their disposal, and can access toilets, soap, and water to clean themselves in comfortable conditions with maintained privacy. The purpose of this activity is to provide health education about Menstrual Hygiene Management (MHM) for Adolescents as the Application of Behavior to Maintain Personal and Environmental Hygiene. This community service method is carried out by holding counseling in the village of Pungka. community service activities (pengabmas) regarding MHM for Adolescents as the Application of Behavior to Maintain Personal and Environmental Hygiene
Evaluation of the School Public Health Program in 61 Middle Schools in Sumbawa Regency Has'ad Rahman Attamimi; Yunita Lestari; Ernawati Ernawati; Abdul Aziz
Jurnal Penelitian Pendidikan IPA Vol 9 No 10 (2023): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i10.4805

Abstract

This research aims to obtain an overview of the implementation of the UKS program. The subjects in this research were 61 junior high schools in Sumbawa Regency. Meanwhile, data collection techniques include observation techniques, in-depth interviews, and document study. For the evaluation model, the CIPP model is used. And data analysis is carried out interactively. The results of the evaluation based on the context component of the 61 schools evaluated, 46 stated that they were still experiencing difficulties in increasing prevention and resilience to the bad effects of narcotics, cigarettes, alcoholic drinks, and other dangerous drugs; then for the input component, there were still 37 schools that stated that UKS supervisors had not received training, while 19 schools stated that facilities were needed to be improved, and for the budget, 61 schools had a budget allocation; in the process component, at the planning and implementation stage all schools have program implementation plans, but at the monitoring and assessment stage this is not optimal; Meanwhile, for the Product component, no one has evaluated the impact of the UKS Program. It can be concluded that the implementation of UKS in 61 schools does not fully refer to the 2014 UKS implementation guidelines
EVALUASI PENILAIAN BERBASIS HOTS PADA MATA PELAJARAN BAHASA INDONESIA DI SMA LABSCHOOL KEBAYORAN BARU Has'ad Rahman Attamimi; Hari Setiadi
Jurnal Penelitian dan Penilaian Pendidikan Vol. 3 No. 1 (2021)
Publisher : Sekolah Pascasarjana Universitas Muhammadiyah Prof. DR. Hamka bekerjasama dengan Himpunan Evaluasi Pendidikan Indonesia (HEPI).

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/jppp.v3i1.5905

Abstract

Penilaian berbasis HOTS, merupakan penilaian yang menuntut sesorang untuk memiliki kemampuan berpikir yang didasarkan pada kemampuan; menganalisa, mengevaluasi, dan mencipta. Penelitian ini bertujuan untuk mengevaluasi Penilaian Berbasis HOTS yang telah diintegrasikan dengan kurikulum 2013 revisi 2018. Evaluasi ini dilakukan dengan model evaluasi CIPP (Context, input, process, product) dan dengan pendekatan kualitatif. Pengumpulan data menggunakan metode observasi, wawancara, dan studi dokumen. Data hasil wawancara diperoleh dari warga SMA Labschool Kebayoran, Jakarta Selatan, meliputi; Wakil Kepala Sekolah, Guru, dan Siswa. Dan untuk data dokumen berupa, dokumen Visi dan Misi, Profile Sekolah, dan paket soal HOTS buatan Guru. Hasil evaluasi menunjukkan bahwa pada; Komponen context, Visi dan Misi mengarah pada peningkatan kemampuan berpikir tingkat tinggi siswa. Komponen input; 1) Tidak terdapat perencanaan seacara khusus, 2) Tidak terdapat Alokasi anggaran, 3) Secara umum kompetensi guru Bahasa Indonesia memenuhi standar indikator input, 4) Kurikulum dan penilaian HOTS dilaksanakan sebagai satu kesatuan. Komponen process; 1) Penilaian HOTS diterapkan pada proses pembelajaran, dan dalam proses evaluasi hasil belajar. Komponen product terdiri dari; 1) Paket soal kelas X terdiri dari 10 butir soal, 9 soal termasuk kategori soal dengan setandar penilaian HOTS, dan 1 soal tidak termasuk. 2) Paket soal kelas XI, terdiri dari 18 butir soal, 1 soal terkategori LOTS pada dimensi mengingat, dan 17 soal terkategori HOTS. Pada paket soal kelas X, berdasarkan taksonomi bloom, rata-rata masih berada pada level C4/ menganalisa. Setelah mempertimbangkan sejumlah indikator dalam evaluasi, serta berdasarkan keempat komponen dalam evaluasi dengan model CIPP (Conteks, Input, Proses, Product).Dapat disimpulkan bahwa pelaksanaan program penilaian berbasis HOTS pada mata pelajaran Bahasa Indonesia di SMA Labschool Kebayoran, Jakarta Selatan berjalan dengan sangat baik, walaupun beberapa poin seperti ketersediaan anggaran khusus serta persiapan pelaksanaan tidak tersedia dan tidak dilakukan   HOTS-based assessment, is an assessment that requires a person to have the ability to think based on ability; analyze, evaluate, and create. This study aims to evaluate the HOTS-Based Assessment which has been integrated with the 2013 revised 2018 curriculum. This evaluation was carried out using the CIPP evaluation model (Context, input, process, product) and with a qualitative approach. Data collection uses the method of observation, interviews, and document study. Interview data were obtained from residents of SMA Labschool Kebayoran, South Jakarta, including; Vice Principal, Teachers, and Students. And for document data in the form of Vision and Mission documents, School Profiles, and HOTS question packages made by the Teacher. The evaluation results show that on; The context, vision and mission components lead to an increase in students' higher order thinking skills. input components; 1) There is no specific planning, 2) There is no budget allocation, 3) In general, the competence of Indonesian language teachers meets input indicator standards, 4) The curriculum and HOTS assessment are carried out as one unit. process component; 1) HOTS assessment is applied to the learning process, and in the process of evaluating learning outcomes. Product components consist of; 1) The class X question package consists of 10 questions, 9 questions are included in the HOTS assessment category, and 1 item is not included. 2) Question packages for class XI, consisting of 18 questions, 1 question in the LOTS category on the remembering dimension, and 17 questions in the HOTS category. In class X question packages, based on Bloom's taxonomy, the average is still at C4/analyzing level. After considering a number of indicators in the evaluation, as well as based on the four components in the evaluation with the CIPP model (Context, Input, Process, Product). It can be concluded that the implementation of the HOTS-based assessment program in the Indonesian language subject at Labschool Kebayoran High School, South Jakarta is going very well , even though several points such as the availability of a special budget and preparation for implementation were not available and were not carried out
Peningkatan Keterampilan Menulis Teks Cerita Sejarah Siswa Kelas XII IPS SMAN 1 Garut Menggunakan Model Discovery Learning Melalui Media Film Yulianti; Has'ad Rahman Attamimi; Ernawati Ernawati
Jurnal Penelitian dan Penilaian Pendidikan Vol. 3 No. 2 (2021)
Publisher : Sekolah Pascasarjana Universitas Muhammadiyah Prof. DR. Hamka bekerjasama dengan Himpunan Evaluasi Pendidikan Indonesia (HEPI).

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/jppp.v3i2.6798

Abstract

Penelitian termasuk penelitian tindakan kelas (PTK) yang dilaksanakan dalam dua siklus dengan melalui empat tahapan yakni perencanaan, pelaksanaan tindakan, observasi, dan refleksi terhadap siswa kelas XII IPS 1 SMAN 1 Garut yang berjumlah 36 siswa. Pengumpulan data digunakan dengan teknik observasi dan tes. Analisis data dilakukan secara interaktif yaitu melalui tahapan reduksi data (data reduction), penyajian data (data display), dan penarikan kesimpulan/verifikasi data (conclusion drawing/verification). Penelitian dapat dikatakan berhasil apabila memenuhi indikator rata-rata nilai minimal 80 dengan ketuntasan 90%. Hasil penelitian menunjukkan bahwa proses pembelajaran berlangsung dengan lancar, kendala-kendala yang muncul pada siklus 1 dan II dapat diatasi dengan baik. Kedua, terjadi peningkatan rata-rata nilai dari 70,4 pada kondisi awal, meningkat menjadi 78,3 setelah tindakan siklus I, dan meningkat lagi menjadi 88,9 pada siklus II. Hal ini berarti terjadi peningkatan sebesar 18, 5 poin. Selain itu, terjadi peningkatan jumlah siswa tuntas sebanyak 69,5% dari 8 siswa (22,2%) pada kondisi awal, meningkat menjadi 24 siswa (66,7%) setelah tindakan siklus I, dan meningkat lagi menjadi 33 siswa (91,7%) pada siklus II..   The research included classroom action research (PTK) which was carried out in two cycles through four stages, namely planning, implementing action, observing, and reflecting on class XII IPS 1 students of SMAN 1 Garut with a total of 36 students. Data collection is used by observation and test techniques. Data analysis was carried out interactively, namely through the stages of data reduction (data reduction), data presentation (data display), and drawing conclusions/data verification (conclusion drawing/verification). Research can be said to be successful if it fulfills the minimum average value indicator of 80 with 90% completeness. The results of the research show that the learning process runs smoothly, the obstacles that arise in cycles 1 and II can be overcome properly. Second, there was an increase in the average score from 70.4 in the initial conditions, increased to 78.3 after the first cycle of action, and increased again to 88.9 in the second cycle. This means an increase of 18.5 points. In addition, there was an increase in the number of students completing as much as 69.5% from 8 students (22.2%) in the initial conditions, increasing to 24 students (66.7%) after the first cycle action, and increasing again to 33 students (91, 7%) in cycle II.
Co-Authors Abdul Azis Abdul Azis Abdul Aziz Abdul Hamid Abdul Hamid Agustikawati, Nurlaila Al Asyary Anggia Sari Ashari, Elva Febri dwi susmita agustina Ernawati Ernawati Ernawati Ernawati Ernawati Ernawati Ernawati Ernawati Eti Astiani Evi Gustia Kesuma Firmansyah Firmansyah Galuh Permatasari Habibah, Rini Yaumi Hajera Hajera Hajerah Hajerah Hamdin Hari Setiadi Hari Setiadi Ida Ayu Putu Sri Widnyani Kesuma, Evy Gustia Lestari, Yunita Lina Mardianti Luh Putu Sri Yuliastuti Maesaraoh, Dianas N.K.A. Aristyawati N.K.A. Aristyawati Nina Lestari Nur Ike Putri Nur Syarifah, Nur Putri Adekayanti Putri Adekayanti Rahman A. Ghani Rai’in Rina Octavia Ririn Akmal Sari Rusmayadi Rusmayadi Rustika Setianingsih, Tri Sudarli Sudarli TEGUH BUDIAWAN Uyunun Nudhira Yulianti Yulianti Yulianti Yulida Anggraini Yunita Lestari Yunita Lestari Yunita Lestari