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All Journal ENGLISH JOURNAL English Journal Jurnal Kolaboratif Sains
Moh. Rifki
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Pengaruh Penyuluhan Kesehatan Terhadap Pengetahuan, Sikap dan Tindakan Masyarakat di Desa Sibala Barat Wilayah Kerja Puskesmas Kamaipura: The Influence of Health Counseling on Community Knowledge, Attitudes and Actions in West Sibala Village, Kamaipura Health Center Working Area Israwati Pontoh; Sukmawati; Asni Nua; Deysi Swandayani; Moh. Rifki; Israwati; Jeane Angelin; Tomi Iskandar; Nurfaizan Rauf; Julisthin Ibrahim; Fadila; Nikmatul; Karen; Wianda; Abdul Kadri; Muh. Anzar; Nur Rismawati; I Kadek Waratna
Jurnal Kolaboratif Sains Vol. 8 No. 2: Februari 2025
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/jks.v8i2.7157

Abstract

Perilaku Hidup Bersih dan Sehat (PHBS) dalam tatanan keluarga memiliki peran penting dalam meningkatkan kesehatan masyarakat. Keluarga sebagai unit terkecil dapat menjadi kunci dalam penerapan PHBS melalui pembentukan kebiasaan sehat sehari-hari.Tujuan penelitian ini adalah untuk diketahuinya pengaruh penyuluhan kesehatan tentang Perilaku Hidup Bersih Dan Sehat (PHBS) terhadap pengetahuan, sikap dan tindakan masyarakat sebelum dan sesudah diberikan penyuluhan di Desa Sibala Barat II Wilayah Kerja Puskesmas Kamaipura Kabupaten Sigi. Metode penelitian ini adalah preexperimental design dengan pendekatan one group pretest-posttest design. Sampel berjumlah 23 responden, teknik pengambilan sampel dalam penelitian ini adalah purposive sampling. Analisis Data dikumpulkan melalui kuesioner yang mengukur pengetahuan, sikap, dan tindakan responden terkait Perilaku Hidup Bersih dan Sehat (PHBS) sebelum dan sesudah penyuluhan. Hasil analisis menunjukkan bahwa terdapat pengaruh yang signifikan terhadap pengetahuan dengan uji Wilcoxon menunjukan nilai p.value = 0,039 (p.value <0.05). Dan tidak terdapat pengaruh pada sikap dengan uji Wilcoxon menunjukan nilai p.value = 0,129 (p.value >0.05). terdapat pengaruh terhadap Tindakan pengetahuan dengan uji Wilcoxon menunjukan nilai p.value = 0,000 (p.value < 0.05) Kesimpulan terdapat pengaruh yang signifikan terhadap pengetahuan dan tindakan, namun tidak terdapat pengaruh yang signifikan terhadap sikap. Hal ini mengindikasikan bahwa intervensi yang dilakukan efektif dalam meningkatkan pengetahuan dan tindakan, tetapi belum berhasil mempengaruhi sikap secara signifikan. Saran Diharapkan bagi pihak Puskesmas Kamaipura kabupaten sigi, khususnya bagian promosi kesehatan Puskesmas Kamaipura untuk selalu mensosialisasikan program PHBS kepada kader dan masyarakat sehingga masyarakat mendapatkan informasi tentang penting dan manfaat PHBS.
OFFLINE GAMIFIED ANKI FOR EFL VOCABULARY LEARNING: IMPLEMENTATION, BENEFITS, AND CHALLENGES Moh. Rifki; Nina Khayatul Virdyna
ENGLISH Vol 20 No 1 (2026)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v20i1.23021

Abstract

This study investigates offline gamified Anki for EFL vocabulary learning at Banyuanyar English Center (BEC), a pesantren-based context with restricted internet access and limited device availability. To the authors’ knowledge, no published empirical research has specifically examined offline gamified Anki in comparable limited-access EFL settings. Using a qualitative descriptive approach with thematic analysis, the study examines how offline gamified Anki was implemented, what benefits it offered, and what challenges influenced learning quality. The study contributes context-sensitive insights to technology-supported vocabulary learning and offers practical implications for teachers, students, and institutions in limited-access EFL settings to implement offline gamified Anki routines while maintaining learning quality. Findings show that the program operated as a structured routine through scheduled sessions, shared-device turn-taking, and consistent procedures. Benefits included stronger learning sustainability through routine-building, increased engagement supported by visible progress, and improved vocabulary learning through repeated review, active recall, pronunciation cues, and contextual examples. Challenges included limited devices that encouraged rushing, difficulties maintaining accurate self-rating during review, competitive pressure associated with leaderboard visibility, and environmental noise that reduced the usefulness of audio support. Overall, offline gamified Anki appears feasible in limited-access contexts, but effectiveness depends on careful routine management, fair access to practice, and classroom guidance that prioritises learning quality over speed or scores.
OFFLINE GAMIFIED ANKI FOR EFL VOCABULARY LEARNING: IMPLEMENTATION, BENEFITS, AND CHALLENGES Moh. Rifki; Nina Khayatul Virdyna
ENGLISH Vol 20 No 1 (2026)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v20i1.23021

Abstract

This study investigates offline gamified Anki for EFL vocabulary learning at Banyuanyar English Center (BEC), a pesantren-based context with restricted internet access and limited device availability. To the authors’ knowledge, no published empirical research has specifically examined offline gamified Anki in comparable limited-access EFL settings. Using a qualitative descriptive approach with thematic analysis, the study examines how offline gamified Anki was implemented, what benefits it offered, and what challenges influenced learning quality. The study contributes context-sensitive insights to technology-supported vocabulary learning and offers practical implications for teachers, students, and institutions in limited-access EFL settings to implement offline gamified Anki routines while maintaining learning quality. Findings show that the program operated as a structured routine through scheduled sessions, shared-device turn-taking, and consistent procedures. Benefits included stronger learning sustainability through routine-building, increased engagement supported by visible progress, and improved vocabulary learning through repeated review, active recall, pronunciation cues, and contextual examples. Challenges included limited devices that encouraged rushing, difficulties maintaining accurate self-rating during review, competitive pressure associated with leaderboard visibility, and environmental noise that reduced the usefulness of audio support. Overall, offline gamified Anki appears feasible in limited-access contexts, but effectiveness depends on careful routine management, fair access to practice, and classroom guidance that prioritises learning quality over speed or scores.
Co-Authors Abdul Kadri Asni Nua Deysi Swandayani Fadila I Kadek Wartana Israwati Israwati Pontoh Jeane Angelin Julisthin Ibrahim Karen Muh. Anzar Nikmatul Nina Khayatul Virdyna, Nina Khayatul Nur Rismawati Nurfaizan Rauf sukmawati Tomi Iskandar Wianda