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All Journal JURNAL KESEHATAN SAMODRA ILMU Journal of Innovation and Research in Primary Education
Ristyaningsih, Ristyaningsih
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Education Health Professions Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Nursing Public Health Other

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Pengaruh Mobilisasi Dini Terhadap Peristaltik Usus Pada Post Sectio Caesarea Di Ruang Nusa Indah 2 RSUD Sleman Ristyaningsih, Ristyaningsih; Syarifah, Syarifah; Anida, Anida; Handayani, Sri
Jurnal Kesehatan Samodra Ilmu (JKSI) Vol 15 No 01 (2024): JURNAL KESEHATAN SAMODRA ILMU (JKSI)
Publisher : LPPM Sekolah Tinggi Ilmu Kesehatan Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55426/jksi.v15i01.291

Abstract

Latar Belakang : Tindakan sectio caesarea berdampak terhadap termanipulasinya organ abdomen serta menurunkan peristaltik usus dan terjadi distensi abdomen. Pengaruh dari obat anestesi dapat memperlambat atau menghentikan gelombang peristaltik usus yang dapat mengakibatkan pergerakan usus terdengar lemah bahkan hilang dimana pergerakan usus berfungsi untuk membantu pencernaan. Mobilisasi dini diharapkan mampu mempercepat munculnya peristaltik usus, mengurangi rasa nyeri sehingga mempercepat penyembuhan pasien post sectio caesarea dan dapat memperpendek LOS (Long of Stay). Tujuan penelitian: mengetahui pengaruh mobilisasi dini terhadap pemulihan peristaltik usus pasien post sectio caesarea di Ruang Nusa Indah 2 RSUD Sleman. Metode penelitian: Penelitian ini merupakan penelitian kuantitatif quasi eksperimen dengan one group pretest dan posttest design without control group. Sampel sebanyak 16 ibu post SC dengan anestesi spinal di RSUD Sleman. Teknik Sampling dengan Purposive sampling. Instrumen yang digunakan lembar observasi dan SPO. Data dianalisis menggunkan Paired T-Test karena data terdisribusi normal. Hasil: Rata-rata peristaltik usus sebelum dilakukan mobilisasi adalah 4,56 dan sesudah dilakukan mobilisasi adalah 25,12 yang dapat digolongkan dalam peristaltik usus normal. Hasil paired sampel t-test diperoleh p value = 0,001 < ɑ = 0,05 Kesimpulan: Ada pengaruh mobilisasi dini terhadap pemulihan peristaltik usus pasien post sectio caesarea di Ruang Nusa Indah 2 RSUD Sleman
Enhancing Early Reading Skills through Integrated VAKT and Contextual Learning: A Classroom Action Research with First-Grade Students with Learning Difficulties Ristyaningsih, Ristyaningsih; Pujaningsih, Pujaningsih
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2184

Abstract

Early reading proficiency represents a fundamental prerequisite for academic success, yet approximately 30% of kindergarten students demonstrate resistance to conventional reading instruction. Students with learning difficulties face particular challenges in mastering foundational reading skills, necessitating specialized intervention approaches. This study investigated the effectiveness of integrating Visual, Auditory, Kinesthetic, and Tactile (VAKT) methodology with contextual learning principles for improving beginning reading skills among first-grade students with learning difficulties. A qualitative classroom action research design following the Kemmis and McTaggart model was employed with five first-grade students (aged 7.1-8.7 years) experiencing difficulties reading CVDCC pattern words. The intervention integrated systematic VAKT activities with contextual learning elements across two cycles, each consisting of three intervention sessions and one assessment session. Data collection utilized reading performance assessments and observational protocols measuring student participation and teacher implementation fidelity. Substantial improvements were observed across both intervention cycles. Pre-intervention mean performance of 24% increased to 68% following Cycle I and reached 96% after Cycle II, with all participants exceeding the 80% success criterion. Students demonstrated enhanced engagement and sustained attention when interventions incorporated optimal scheduling and multisensory activities. Three participants achieved perfect scores (100%) while two reached 90% proficiency levels. The integrated VAKT-contextual approach effectively addressed reading challenges by compensating for individual processing weaknesses through multiple learning modalities while connecting abstract concepts to meaningful, familiar contexts. The intervention provides a structured, implementable framework for inclusive classroom practices supporting diverse learners with beginning reading difficulties.
Co-Authors Anida Anida, Anida Handayani, sri Pujaningsih Pujaningsih Syarifah Syarifah, Syarifah