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Peran guru PJOK dalam mendukung program kesehatan sekolah dasar
Danny Eka Wahyu Saputra, Fakultas Vokasi, Universitas Negeri Yogyakarta, Indonesia
Sunaryo Sunaryo, Fakultas Vokasi, Universitas Negeri Yogyakarta, Indonesia
Abstract
Tujuan penelitian ini adalah untuk mengukur seberapa besar kontribusi guru PJOK dalam mendukung program kesehatan sekolah dasar melalui Kegiatan Usaha Kesehatan Sekolah (UKS) di Sekolah Dasar di seluruh Kecamatan Sentolo Kabupaten Kulon progo. Penelitian ini menggunakan pendekatan deskriptif kuantitatif dengan metode survei dan pengumpulan data menggunakan kuesioner. Populasi penelitian mencakup 25 guru PJOK dengan teknik total sampling. Teknik analisis data penelitian menggunakan analisis deskriptif kuantitatif dalam bentuk persentase. Hasil penelitian menunjukkan bahwa perananan guru PJOK didalam Kegiatan Usaha Kesehatan Sekolah (UKS) di Sekolah Dasar di seluruh Kecamatan Sentolo Kabupaten Kulon progo presentase tertinggi yaitu masuk dalam kategori “cukup” sebesar 48% (12 guru). Kemudian kategori “tinggi” sebesar 24% (6 guru), kategori “sangat tinggi” sebesar 16% (4 guru), kategori “kurang” sebesar 12% (3 guru), dan kategori “Sangat Kurang” sebesar 0% (0 guru) atau tidak ada guru dengan kategori sangat kurang).
Abstract: The aim of this research is to measure how much PJOK teachers contribute to supporting elementary school health programs through School Health Business Activities in elementary schools throughout Sentolo District, Kulon Progo Regency. This research uses a quantitative descriptive approach with survey methods and data collection using questionnaires. The research population included 25 PJOK teachers using a total sampling technique. The research data analysis technique uses quantitative descriptive analysis in the form of percentages. The results of the research show that the role of PJOK teachers in School Health Business Activities in elementary schools throughout Sentolo District, Kulon progo Regency, has the highest percentage, namely in the "sufficient" category at 48% (12 teachers). Then the "high" category was 24% (6 teachers), the "very high" category was 16% (4 teachers), the "poor" category was 12% (3 teachers), and the "very poor" category was 0% (0 teachers), or there are no teachers in the very poor category.
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DOI: https://doi.org/10.21831/jpji.v20i1.72664
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