Hanifatun Nisak, Sri Setiyo Rahayu

Peran Guru PAUD Dalam Membangun Literasi Kesehatan: Studi Kasus Penerapan Hidup Sehat Pada PAUD Di Kecamatan Gunungpati

Introduction

peran guru paud dalam membangun literasi kesehatan: studi kasus penerapan hidup sehat pada paud di kecamatan gunungpati. Telusuri peran krusial guru PAUD dalam membangun literasi kesehatan & kebiasaan hidup sehat anak usia dini di Gunungpati. Studi ini mengulas strategi pembelajaran dan tantangan yang dihadapi.

Abstract

Health literacy is an important foundation in shaping healthy behaviors from an early age. This study aims to analyze the role of PAUD teachers in building healthy behaviors in early childhood in Gunungpati sub-district. The research used a qualitative with multiple-case design. The research subjects involved 30 teachers from 10 PAUD in Gunungpati Sub-district who were selected using purposive sampling technique. Data were collected through in-depth interviews, lesson observations, and documentation analysis. Data were analyzed using thematic analysis techniques with the stages of data reduction, data presentation, and conclusion drawing. The results showed that PAUD teachers act as learning facilitators, healthy behavior models, motivators, and health educators. Learning strategies carried out in this study include play-based learning activities, health storytelling, clean living habituation, and demonstration of healthy practices. Supporting factors for implementation include school commitment and children's enthusiasm, while inhibiting factors include limited teacher knowledge and lack of learning media. This study concludes that the role of PAUD teachers is very important in building early childhood health literacy, but requires increased competence and infrastructure support to achieve optimal results.

Review

This study meticulously investigates the critical role of PAUD (Early Childhood Education) teachers in fostering health literacy among young children, specifically focusing on the implementation of healthy living practices within the Gunungpati sub-district. The research effectively highlights the foundational importance of early health education, positing that establishing healthy behaviors from an early age is paramount. Utilizing a qualitative, multiple-case design, the study offers valuable insights into the multifaceted responsibilities undertaken by these educators, positioning them as pivotal agents in shaping the future health outcomes of their students. This focus on a local context provides a rich, in-depth understanding of the challenges and successes encountered on the ground. The methodological approach, encompassing in-depth interviews, lesson observations, and documentation analysis with 30 teachers across 10 PAUDs, lends significant credibility to its findings. The thematic analysis effectively delineated key teacher roles, identifying them as facilitators, healthy behavior models, motivators, and dedicated health educators. Furthermore, the study elucidated practical and effective learning strategies, such as play-based learning, health storytelling, habituation to clean living, and demonstrations of healthy practices, showcasing innovative pedagogical approaches. The identification of both supporting factors, like school commitment and children's enthusiasm, and inhibiting factors, such as limited teacher knowledge and inadequate learning media, provides a comprehensive view of the contextual elements influencing implementation. While the study robustly affirms the indispensable role of PAUD teachers, its conclusions also underscore critical areas for improvement. The identified inhibiting factors—limited teacher knowledge and lack of appropriate learning media—point to systemic needs that must be addressed to optimize early childhood health literacy initiatives. The recommendation for increased teacher competence and enhanced infrastructure support is a crucial call to action for policymakers and educational stakeholders. Future research could expand upon these findings by exploring intervention strategies to address the identified limitations, potentially through professional development programs or resource allocation models, thereby ensuring that PAUD teachers are fully equipped to fulfill their vital role in cultivating healthy generations.

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