<![CDATA[Masa remaja merupakan periode perkembangan yang penting dan ditandai oleh perubahan biologis, psikologis, dan sosial, termasuk perkembangan kesehatan reproduksi. Rendahnya pemahaman kesehatan reproduksi pada remaja masih menjadi tantangan, sementara sekolah memiliki peran strategis dalam memberikan pendidikan kesehatan reproduksi. Namun, keterbatasan metode pembelajaran dan kesiapan guru sering kali menghambat efektivitas pelaksanaannya. Kegiatan pengabdian masyarakat ini bertujuan untuk meningkatkan keterampilan guru dalam memberikan pendidikan kesehatan reproduksi serta meningkatkan pemahaman kesehatan reproduksi siswa SMP melalui penerapan metode Komunikasi Antar Pribadi (KAP). Kegiatan dilaksanakan melalui tiga tahap, yaitu persiapan, pelaksanaan, dan evaluasi. Modul pendidikan kesehatan reproduksi berperspektif Islam disusun melalui Focus Group Discussion yang melibatkan tenaga kesehatan, pendidik, ahli komunikasi, dan ahli agama. Guru SMP/MTs/Pesantren Muhammadiyah di Jakarta dan Bandung mengikuti pelatihan komunikator selama tiga hari, kemudian mengimplementasikan pendidikan kesehatan reproduksi di sekolah masing-masing. Evaluasi dilakukan melalui post-test pengetahuan siswa dan feedback dari guru. Sebanyak 42 guru melaksanakan pendidikan kesehatan reproduksi melalui 124 sesi yang menjangkau 930 siswa. Hasil evaluasi menunjukkan pemahaman siswa berada pada kategori tinggi, dengan nilai rata-rata post-test antara 94,4 hingga 97,6 pada seluruh topik. Feedback kualitatif guru menunjukkan bahwa metode KAP meningkatkan partisipasi siswa, mempermudah pemahaman materi, serta meningkatkan kepercayaan diri guru dalam menyampaikan pendidikan kesehatan reproduksi. Metode KAP yang didukung oleh pelatihan guru dan modul yang kontekstual efektif dalam meningkatkan pemahaman kesehatan reproduksi siswa SMP dan memperkuat kapasitas guru sebagai fasilitator. Pendekatan ini berpotensi menjadi model edukasi kesehatan reproduksi berbasis sekolah yang berkelanjutan, khususnya di lingkungan pendidikan berbasis keagamaan. Adolescence is a critical developmental period marked by significant biological, psychological, and social changes, including reproductive health development. Limited understanding of reproductive health among adolescents remains a challenge, while schools play a strategic role in delivering reproductive health education. However, limitations in teaching methods and teacher preparedness often hinder effective implementation. This community service program aimed to improve teachers’ skills in delivering reproductive health education and to enhance junior high school students’ understanding of reproductive health through the application of the Interpersonal Communication Method (ICM). The program was conducted in three stages: preparation, implementation, and evaluation. An Islamic-based reproductive health education module was developed through focus group discussions involving health professionals, educators, communication experts, and religious scholars. Junior high school and Islamic boarding school teachers from Muhammadiyah schools in Jakarta and Bandung participated in a three-day communicator training program and subsequently implemented reproductive health education in their respective schools. Student knowledge was evaluated using post-test assessments, and qualitative feedback was collected from teachers. A total of 42 teachers delivered reproductive health education through 124 sessions, reaching 930 students. Evaluation results showed that students’ understanding was in the high category, with average post-test scores ranging from 94.4 to 97.6 across all topics. Qualitative feedback indicated that the Interpersonal Communication Method enhanced student participation, facilitated comprehension of the material, and increased teachers’ confidence in delivering reproductive health education. The Interpersonal Communication Method, supported by teacher training and contextually relevant educational modules, was effective in improving junior high school students’ understanding of reproductive health and strengthening teachers’ capacity as facilitators. This approach has the potential to serve as a sustainable model for school-based reproductive health education, particularly in faith-based educational settings.]]>
