Fauziah, Sofa Kurnia
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MEMBANGUN GENERASI EMAS TANPA STUNTING MELALUI PERAN REMAJA DALAM PEMBERIAN EDUKASI PENCEGAHAN DINI Nisa, Salsa Zahra Afiatun; Aulia, Sabrina Aska; Fauziah, Sofa Kurnia; Nuranti, Mawar; Julyanti, Ai Rian; Yuningsih, Aneng
JMM (Jurnal Masyarakat Mandiri) Vol 9, No 5 (2025): Oktober
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v9i5.34021

Abstract

Abstrak: Stunting tetap menjadi persoalan kesehatan di Indonesia, termasuk di Kecamatan Sukaratu, dengan prevalensi di atas target nasional. Remaja memiliki peran strategis sebagai calon orang tua dalam memutus siklus stunting. Kegiatan pengabdian ini bertujuan meningkatkan pengetahuan remaja SMP tentang pencegahan stunting sejak dini. Metode yang digunakan adalah penyuluhan partisipatif dengan presentasi interaktif, diskusi, tanya jawab, dan kuis, melibatkan 32 siswa kelas VIII terpilih. Evaluasi dilakukan menggunakan pre-test dan post-test berisi 10 soal benar atau salah. Hasil menunjukkan persentase siswa dengan kategori pengetahuan baik meningkat secara signifikan dari 40% menjadi 80%, sedangkan kategori pengetahuan kurang turun dari 15% setelah penyuluhan. Rata-rata skor pengetahuan meningkat 24,1%. Selain itu, observasi menunjukkan peningkatan partisipasi, antusiasme, dan kemampuan siswa dalam menjelaskan kembali materi.Abstract: Stunting remains a health issue in Indonesia, including in Sukaratu District, with a prevalence above the national target. Adolescents play a strategic role as future parents in breaking the cycle of stunting. This dedication activity aims to increase the knowledge of junior high school students at SMP about early stunting prevention. The method used was participatory education through interactive presentations, discussions, question-and-answer sessions, and quizzes, involving 32 selected eighth-grade students. Evaluation was conducted using pre- and post-tests consisting of 10 true atau false questions. The results showed that the percentage of students in the “good knowledge” category increased significantly from 40% to 80%, while the percentage in the “poor knowledge” category decreased from 15% after the education session. The average knowledge score increased by 24.1%. Additionally, observations indicated improved participation, enthusiasm, and students' ability to explain the material.