Fithriani EVALUASI, Alhadi Yan Putra, Meillia Rosani

E EVALUASI PROGRAM SEKOLAH SEHAT DALAM MENGEMBANGKAN PERILAKU SEHAT PADA SMA DI INDRALAYA SELATAN

Introduction

E evaluasi program sekolah sehat dalam mengembangkan perilaku sehat pada sma di indralaya selatan. Evaluasi Program Sekolah Sehat di SMA Indralaya Selatan menunjukkan dampak positif pada perilaku sehat siswa. Meningkatkan nutrisi, kebersihan, aktivitas fisik, dan kesadaran lingkungan.

Abstract

This study evaluates the Healthy Schools Program at senior high schools in South Indralaya and its impact on students' healthy behavior development. The results showed that high schools in South Indralaya have successfully implemented the Healthy Schools Program, which has a positive impact on the development of students' healthy behaviors. The program includes physical education, nutrition, environmental sanitation, and school health services. Collaboration between BK teachers, UKS, sports teachers, healthy canteen officers, and community health centers increased students' awareness of the importance of balanced nutrition and healthy lifestyles. Students began to implement healthy eating habits, maintain personal hygiene, exercise regularly and choose healthy foods. Increased physical activity through school sports contributes to fitness and a reduced risk of obesity. Hygiene initiatives, such as waste management, also encourage cleanliness practices at home and school. In addition, mental health awareness increased and students were more proactive in seeking emotional support. Environmental education programs foster students' concern for the environment through activities such as tree planting.

Review

This study addresses a vital area concerning public health and youth development by evaluating the Healthy Schools Program in South Indralaya. The abstract compellingly reports successful implementation and a broad positive impact on students' healthy behaviors. The program's multi-faceted approach, encompassing physical education, nutrition, environmental sanitation, and health services, along with significant inter-stakeholder collaboration among teachers, health personnel, and community centers, is commendable and appears to be a key driver of its effectiveness. The initiative's comprehensive design provides a strong foundation for fostering holistic well-being among students. The reported outcomes are comprehensive and impressive, indicating tangible shifts in student behavior across various domains. Specific achievements include improved healthy eating habits, regular exercise, personal hygiene, and active participation in waste management. Crucially, the program also fostered increased physical fitness, a reduced risk of obesity, and enhanced environmental consciousness through activities like tree planting. Furthermore, the abstract highlights an important dimension often overlooked in similar programs: the rise in mental health awareness and students' proactive seeking of emotional support, demonstrating a truly holistic approach to student well-being. While the abstract presents a highly positive and encouraging picture, a full paper would significantly benefit from providing more robust methodological detail. Information on the specific evaluation framework, data collection methods (e.g., quantitative measures of behavior change, duration of observation, control groups), and the scale of student participation would strengthen the claims of impact and generalizability. Future research could explore the long-term sustainability of these behavioral changes, identify potential challenges encountered during implementation, and analyze the specific contributions of each program component to the overall success. This would offer a more nuanced understanding of the program's effectiveness and provide clearer guidance for replication in other contexts.

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