Model Pembelajaran dan Implementasi Posyandu Integrasi Layanan Primer (Studi Kasus)
DOI:
https://doi.org/10.64730/jrdbantul.v25i4.154Kata Kunci:
posyandu ILP, kader posyandu, model pembelajaran, posyandu cadres, learning modelAbstrak
Pelaksanaan Posyandu Integrasi Layanan Primer (ILP) sebagai model layanan kesehatan komunitas terpadu masih menghadapi berbagai tantangan, terutama terkait keterbatasan kompetensi kader, sarana prasarana, dan sistem pelaporan yang belum optimal. Kader sebagai ujung tombak kegiatan posyandu dituntut mampu mengintegrasikan berbagai informasi kesehatan, melaksanakan edukasi, pencatatan, pelaporan, serta sistem rujukan dengan puskesmas. Evaluasi awal menunjukkan bahwa kompetensi kader Posyandu Gunung Krakatau belum sepenuhnya memenuhi standar pelaksanaan ILP sebagaimana ditetapkan dalam regulasi nasional. Penelitian ini bertujuan untuk menganalisis efektivitas penerapan tiga model pembelajaran—klasikal, kelompok kecil, dan role play—dalam meningkatkan pengetahuan dan keterampilan kader Posyandu Gunung Krakatau sebagai persiapan implementasi Posyandu Integrasi Layanan Primer berbasis kearifan lokal. Penelitian ini menggunakan metode studi kasus deskriptif dengan melibatkan 16 kader Posyandu di Dusun Soka, Seloharjo, Pundong, Bantul. Kegiatan dilaksanakan selama tiga bulan (Agustus–Oktober 2025) melalui tiga tahapan pembelajaran: (1) model klasikal untuk memperkuat konsep dasar, (2) model kelompok kecil untuk peningkatan keterampilan teknis, dan (3) model role play untuk penerapan pengalaman langsung. Pengumpulan data dilakukan dengan pre-test dan post-test pada setiap tahap pembelajaran untuk mengukur perubahan pengetahuan dan keterampilan kader. Hasil penelitian menunjukkan peningkatan yang signifikan pada semua model pembelajaran. Pada model klasikal, kader dengan kategori pengetahuan “baik” meningkat dari 18,75% menjadi 62,5%. Pada model kelompok kecil, keterampilan “baik” meningkat dari 18,75% menjadi 68,75%. Sedangkan pada model role play dan praktik langsung ILP, pengetahuan dan keterampilan “baik” meningkat dari 31,25% menjadi 87,5%. Metode role play terbukti paling efektif karena memadukan teori dan praktik dalam situasi simulatif yang menyerupai kondisi lapangan. Kombinasi tiga model pembelajaran klasikal, kelompok kecil, dan role play terbukti efektif dalam meningkatkan kompetensi kader Posyandu menuju pelaksanaan ILP berbasis kearifan lokal. Pembelajaran berjenjang dan berbasis pengalaman menciptakan proses belajar yang interaktif dan aplikatif, memperkuat kemampuan kader dalam memberikan edukasi, pelayanan dasar, pencatatan, serta sistem rujukan masyarakat. Diperlukan dukungan berkelanjutan dari puskesmas, pemerintah desa, dan lembaga lokal untuk menyediakan pelatihan periodik, sarana-prasarana, serta sistem pelaporan digital agar keberlanjutan Posyandu ILP di tingkat komunitas dapat terjamin
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