Effects of PAKEM-Based Anemia Education on Knowledge and Iron Tablet Consumption Compliance among Adolescent Girls at SMK Negeri 2 Padang
DOI:
https://doi.org/10.25311/keskom.Vol12.Iss1.2495Abstract
Anemia is a global health problem with significant impacts on adolescent girls. The prevalence of anemia among women aged ≥15 years worldwide remains stagnant at 29.9%. Compliance with iron tablet consumption remains low, partly due to inadequate knowledge. The Participatory, Active, Creative, Effective, and Fun (PAKEM) education model is considered a potential approach to improve knowledge and promote compliance with iron tablet consumption. This study aimed to analyze the effect of PAKEM-based anemia education on knowledge levels and compliance with iron tablet consumption among adolescent girls at SMK Negeri 2 Padang. This study employed a quasi-experimental design with a pretest–posttest control group approach. The research was conducted from May to October 2025, involving 74 adolescent girls, who were divided into intervention and control groups using simple random sampling. Data were collected using a knowledge questionnaire and the Morisky Medication Adherence Scale (MMAS-8). Univariate data were presented as frequency distributions, while bivariate analysis was performed using the chi-square test with a significance level of p<0.05. The results showed an increase in knowledge in the intervention group, from predominantly moderate (48.6%) to good (73.0%). Compliance with iron tablet consumption improved from predominantly low (64.9%) to moderate (43.2%) after receiving PAKEM-based education. The chi-square test showed significant differences in knowledge (p=0.001) and compliance with iron tablet consumption (p=0.008) between the intervention and control groups after receiving PAKEM-based anemia education.). In conclusion, PAKEM-based anemia education is effective in improving knowledge and compliance with iron tablet consumption among adolescent girls. This model can be recommended as an innovative strategy to enhance anemia prevention programs in schools.
Downloads
References
[1] World Health Organization. Anemia in Women and Children 2024. https://www.who.int/data/gho/data/themes/topics/anaemia_in_women_and_children (accessed May 1, 2025).
[2] Kementerian Kesehatan Republik Indonesia. Survei Kesehatan Indonesia (SKI) 2023 dalam Angka. Jakarta: 2023.
[3] Menteri Kesehatan Republik Indonesia. Peraturan Menteri Kesehatan Republik Indonesai Nomor 21 Tahun 2021. Jakarta: Kementerian Kesehatan Republik Indonesia; 2021.
[4] Kementerian Kesehatan Republik Indonesia. Profil Kesehatan Indonesia 2023. Jakarta: 2024.
[5] Dinas Kesehatan Kota Padang. Laporan Tahunan Dinas Kesehatan Kota Padang 2023 Edisi 2024. 2024.
[6] Rachmawati W. Promos Kesehatan dan Ilmu Perilaku. Malang: Wineka Media; 2019.
[7] Subur RY, Rahayu S. Perbandingan Model Pembelajaran ADDIE dan PAIKEM Hasil Belajar Anatomi Fisiologis Kebidanan STIKIM. Jurnal Ilmiah Kebidanan Indonesia 2021;11:122–34. https://doi.org/10.33221/jiki.v11i03.1275.
[8] Siadari UB, Sudarno, Priyono. Pembelajaran Berbasis PAIKEM. Malang: PT. Literasi Nusantara Abadi Group; 2024.
[9] Astiwi W, Siswanto DH. Pengembangan e-LKPD pada Materi Relasi dan Fungsi dengan Model PAKEM untuk Meningkatkan Kemampuan Berpikir Kreatif. Jurnal Praktik Baik Pembelajaran Sekolah Dan Pesantren 2024;3:118–32. https://doi.org/10.56741/pbpsp.v3i03.684.
[10] Putri R, Mudjiran. Pembelajaran Matematika Menggunakan Model PAKEM (Partisifatif, Aktif, Kreatif, Efektif, dan Menyenangkan) dalam Mengatasi Kejenuhan Belajar dan Meningkatkan Pemahaman Konsep Matematis Siswa. Jurnal Pendidikan Dan Konseling Universitas Pahlawan 2022;4:890–8.
[11] Wijayanti W, Efendi M. Efektivitas Model PAKEM dalam Meningkatkan Konsentrasi Belajar Anak Usia Dini. Wisdom : Jurnal Pendidikan Anak Usia Dina 2021;2:92–109.
[12] Aqib Z. Kupas Tuntas Strategi PAKEM Pembelajaran Aktif Kreatif Efefektif dan Menyenangkan. 1st ed. Yogyakarta: CV Andi Offset; 2022.
[13] Natali EK, Pujiono A. Pengaruh Penerapan Model Pembelajaran Pakem terhadap Motivasi Belajar Pendidikan Agama Kristen. Journal Pf Learning & Evaluation Education 2022;1:35–43.
[14] Hsbollah MH, Hassan H. Creating Meaningful Learning Experiences with Active, Fun, and Technology Elements in the Problem-Based Learning Approach and its Implications. Malaysian Journal of Learning and Instruction 2022;19. https://doi.org/10.32890/mjli2022.19.1.6.
[15] Howell RA. Engaging Students in Education for Sustainable Development: The Benefits of Active Learning, Reflective Practices and Flipped Classroom Pedagogies. J Clean Prod 2021;325:129318. https://doi.org/10.1016/j.jclepro.2021.129318.
[16] Al-Tabany, Truyanto I. Mendesain Model Pembelajaran Inovatif, Progresif, dan Kontekstual: Konsep, Landasan, dan Implementasinya pada Kurikulum 2013 (Kurikulum Tematik Integratif/TKI). Jakarta : Kencana; 2017.
[17] Hidayanto A, Destyanto A, Iman M. Bermain untuk Belajar: Merancang Permainan sebagai Media Pembelajaran yang Efektif. Yogyakarta: Leutikaprio; 2018.
[18] Yang C, Luo L, Vadillo MA, Yu R, Shanks DR. Testing (Quizzing) Boosts Classroom Learning: A Systematic and Meta-Analytic Review. Psychol Bull 2021;147:399–435. https://doi.org/10.1037/bul0000309.
[19] Samaila K, Al-Samarraie H. Reinventing Teaching Pedagogy: the Benefits of Quiz-enhanced Flipped Classroom Model on Students’ Learning Outcomes and Engagement. Journal of Applied Research in Higher Education 2024;16:1214–27. https://doi.org/10.1108/JARHE-04-2023-0173.
[20] Jatmika S, Maulana M, Kuntoro, Martini S. Buku Ajar Pengembangan Media Promosi Kesehatan. Yogyakarta: K-Media; 2019.
[21] Paranduk E, Duhita F, Isir M, Abdullah VI. Peningkatan Kepatuhan Konsumsi Tablet Tambah Darah pada Remaja Putri Melalui Edukasi dengen Metode PAKEM di SMP Roon Kabupaten Teluk Wondama. Giat Noken 2024;1:31–7.
[22] Rusdin R, Abdullah AZ, Wahiduddin W, Ansariadi A, Suriah S, Hidayanty H. Educational Model of PAKEM in Compliance with Fe Tablet Consumption of Adolescent Girls. Open Access Maced J Med Sci 2021;9:710–6. https://doi.org/10.3889/oamjms.2021.6576.
[23] Assefa H, Abebe SM, Sisay M. Magnitude and Factors Associated with Adherence to Iron and Folic Acid Supplementation Among Pregnant Women in Aykel Town, Northwest Ethiopia. BMC Pregnancy Childbirth 2019;19:1–8. https://doi.org/10.1186/s12884-019-2422-4.
[24] Isnaini YS, Pihahey PJ, Bahra, Mintaningtyas SI, Simanjuntak MK, Fabanjo IJ. Knowledge, Attitude, Practice and Compliance to Weekly Iron Supplementation Among Female Public Junior High School Students in West Papua. Public Health of Indonesia 2024;10:38–48. https://doi.org/10.36685/PHI.V10I4.858.
[25] Azwar S. Sikap Manusia Teori dan Pengukurannya. vol. 22. 2nd ed. Yogyakarta: Pustaka Pelajar; 2021.
[26] Dwistika WF, Utami KD, Anshory J. Pengaruh Edukasi Anemia dengan Video Animasi terhadap Kepatuhan Konsumsi Tablet Tambah Darah dan Kadar Hemoglobin Remaja Putri di SMPN 17 Samarinda. Advences in Social Humanities Research 2023;1:112–24.
[27] Septiana KS, Adnani QES, Susiarno H, Tarawan VM, Arya IFD, Anwar R. The Influence of Anemia Education Media on Increasing Self-Awareness and Compliance in Consuming Iron Supplements in Adolescent Girls: A Systematic Review. Int J Womens Health 2025;17:2277–89. https://doi.org/10.2147/IJWH.S532950.
Downloads
Submitted
Accepted
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Jurnal kesehatan komunitas (Journal of community health)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
