Devi Usdiana Rosyidah, Nur Mahmudah, Sulistyani Sulistyani, Tri Agustina, Nining Lestari, Setyo Nurwaini

PELATIHAN USAHA KESEHATAN SEKOLAH (UKS) DAN PERTOLONGAN PERTAMA PADA KECELAKAAN (P3K) GURU SEKOLAH AMAL USAHA MUHAMMADIYAH

Introduction

Pelatihan usaha kesehatan sekolah (uks) dan pertolongan pertama pada kecelakaan (p3k) guru sekolah amal usaha muhammadiyah. Pelatihan UKS & P3K bagi guru TK dan MI Muhammadiyah untuk tingkatkan kompetensi dan ciptakan lingkungan sekolah sehat. Bekali guru dengan pengetahuan pertolongan pertama.

Abstract

ABSTRAK Kemandirian siswa-siswi Taman Kanak-kanak (TK) dan Madrasah Ibtidaiyah (MI) masih rendah. Guru menjadi pembimbing dan pengganti orang tua saat kegiatan sekolah. Guru dituntut untuk memiliki kemampuan bidang akademik, dan non akademik berkaitan dengan kesehatan anak didik saat kegiatan di dalam dan diluar sekolah. Lingkungan sekolah sehat, ketersediaan perlengkapan kesehatan, personil guru yang kompeten dibidang Usaha Kesehatan Sekolah (UKS) dan Pertolongan Pertama Pada Kecelakaan (P3K) menjadi salah satu modal menciptakan lingkungan kondusif bagi anak didik. Guru penanggung jawab UKS sekolah Muhammadiyah tingkat TK dan MI di Kecamatan Gondangrejo belum pernah mendapatkan pelatihan khusus mengenai UKS dan P3K. Berdasarkan hal tersebut kami mengadakan pengabdian masyarakat melalui pelatihan Usaha Kesehatan Sekolah (UKS) dan Pertolongan Pertama Pada Kecelakaan (P3K) untuk Guru Sekolah Taman Kanak-Kanak dan Madrasah Ibtidaiyah Amal Usaha Muhammadiyah. Metode kegiatan berupa seminar, workshop, pembuatan buku panduan UKS, poster kesehatan, serta pembagian perlengkapan UKS dan P3K. Peserta pelatihan adalah perwakilan guru dari TK dan MI Muhammadiyah se-kecamatan Gondangrejo Kabupaten Karanganyar. Peningkatan kompetensi dapat diberikan dengan pemberian pengetahuan dan pelatihan. Nilai postes lebih tinggi dibanding nilai pretes. Menciptakan sekolah sehat merupakan tanggung jawab seluruh civitas sekolah, baik guru, siswa, karyawan sekolah, maupun orang tua siswa. ABSTRACT The independence of kindergarten (TK) and Madrasah Ibtidaiyah (MI) students is still low. Teachers act as mentors and substitutes for parents are required to have academic and non-academic skills related to the health of students during activities. A healthy school environment, the availability of health equipment, and teaching staff who are competent in School Health Services (UKS) and First Aid (P3K) are some of the factors that contribute to creating a conducive environment for students. Teachers in charge of UKS at Muhammadiyah kindergarten and MI levels in Gondangrejo Subdistrict have never received special training on UKS and P3K. Based on this, we held a community service program through training on School Health Efforts and First Aid for Accidents for teachers. The methods used were seminars, workshops, the creation of UKS guidebooks and posters, and the distribution of UKS and P3K equipment. The training participants were teacher representatives from Muhammadiyah kindergartens and elementary schools in the Gondangrejo sub-district of Karanganyar Regency. Competency improvement can be achieved through the provision of knowledge and training. The post-test scores were higher than the pre-test scores. Creating a healthy school is the responsibility of the entire school community, including teachers, students, school employees, and parents.

Review

This paper describes a crucial community service initiative focusing on enhancing the capacity of teachers in Muhammadiyah kindergarten (TK) and Madrasah Ibtidaiyah (MI) schools in Gondangrejo Subdistrict regarding School Health Services (UKS) and First Aid (P3K). The abstract effectively highlights the pressing need for such training, citing the low independence of young students and the teachers' vital role as primary caregivers and health guardians. It underscores the importance of competent teachers, a healthy school environment, and proper health equipment in fostering a conducive learning atmosphere. This project directly addresses an identified gap where teachers responsible for UKS had not previously received specialized training, making the intervention highly relevant and timely for improving student welfare. The methodology employed for this community service program was comprehensive, involving a multi-faceted approach. The intervention included educational seminars, interactive workshops, the development and distribution of essential UKS guidebooks and health posters, and the provision of practical UKS and P3K equipment to participating schools. The program targeted teacher representatives from Muhammadiyah TK and MI schools across the specified sub-district. A key finding reported is a demonstrable improvement in teacher competency, evidenced by higher post-test scores compared to pre-test scores, affirming the project's success in achieving its immediate objective of enhancing knowledge and skills among the educators. This initiative demonstrates a commendable and practical approach to addressing a significant educational and health need within specific school communities. The combination of knowledge transfer, practical skill development, and provision of resources creates a holistic intervention. To further strengthen its contribution as a journal article, future reports should elaborate on the statistical significance of the pre-post test results, detail the nature of the assessment instrument, and discuss the specific content and duration of the training modules. Exploring the long-term impact of the training on actual school health practices and student well-being, as well as the sustainability of the provided resources, would significantly enrich the findings and provide valuable insights for broader application and policy recommendations.

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