Pengaruh Alat Peraga BIDAR terhadap Pengetahuan dan Keterampilan SADARI pada Remaja Putri

Sri Wahyuni (Poltekkes Kemenkes Mataram)
Desi Rofita (Jurusan Kebidanan, Poltekkes Kemenkes Mataram)
St. Halimatusyaadiah (Jurusan Kebidanan, Poltekkes Kemenkes Mataram)
Baiq Iin Rumintang (Jurusan Kebidanan, Poltekkes Kemenkes Mataram)

Midwifery Student Journal (MS Jou)
Vol. 5 No. 1 (2026): Midwifery Student Journal (MS Jou)

Latar Belakang: Bidar (Bra Trampil SADARI) merupakan alat peraga yang dirancang menyerupai payudara manusia untuk melatih pemeriksaan payudara sendiri (SADARI). Tujuan: Menganalisis pengaruh penggunaan Bidar terhadap pengetahuan dan keterampilan SADARI pada remaja putri. Metode: Penelitian kuantitatif dengan desain quasi-experimental posttest only control group. Sampel sebanyak 30 remaja putri dipilih menggunakan purposive sampling, terdiri atas 15 responden kelompok Bidar dan 15 kelompok phantom payudara. Data dianalisis menggunakan uji Mann–Whitney. Hasil: Rerata pengetahuan kelompok intervensi lebih tinggi dibanding kelompok kontrol (89,71 vs 82,51), demikian pula keterampilan (90,00 vs 81,45). Uji Mann–Whitney menunjukkan perbedaan bermakna pada pengetahuan (p=0,022) dan keterampilan (p=0,016). Kesimpulan: Penggunaan Bidar lebih efektif dibandingkan phantom payudara dalam meningkatkan pengetahuan dan keterampilan SADARI pada remaja putri, sehingga berpotensi menjadi media edukasi inovatif untuk mendukung deteksi dini kanker payudara. Abstract Background: BIDAR (Bra Trampil SADARI) is an educational teaching aid designed to resemble the human breast for training breast self-examination (BSE) skills. Objective: This study aimed to analyze the effect of using BIDAR on knowledge and BSE skills among adolescent girls. Methods: This quantitative study employed a quasi-experimental design with a posttest-only control group. A total of 30 adolescent girls were selected using purposive sampling, consisting of 15 participants in the BIDAR intervention group and 15 participants in the breast phantom control group. Data were analyzed using the Mann–Whitney test. Results: The mean knowledge score in the intervention group was higher than that in the control group (89.71 vs. 82.51), as was the mean BSE skill score (90.00 vs. 81.45). The Mann–Whitney test showed statistically significant differences in knowledge (p = 0.022) and BSE skills (p = 0.016). Conclusion: The use of BIDAR was more effective than the breast phantom in improving knowledge and BSE skills among adolescent girls, indicating its potential as an innovative educational medium to support the early detection of breast cancer.