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Kata Kunci: Remaja Perempuan, Menstruasi, Manajemen Higiene Menstruasi
Still poor Menstrual Hygiene Management (MHM) practices of female adolescents is behind the research background with cross sectional study design. The purpose of this study was to determine the factors associated with MHM practices of female students at A and B SHS East Jakarta in 2016. The data was collected using a selfreport questionnaire in 210 students. The results showed 45.2% female students have good MHM practice. Based on the chi-square test, there is a relationship between predisposing factor (knowledge with p value= 0.004 and attitude with p value= 0.003), enabling factor (sanitation and hygiene with p value= 0.003 and a school with p value= 0,049), and reinforcing factor (information exposure with p value= 0.005) with MHM practice.
Keyword: Female Adolescents, Menstruation, Menstrual Hygiene Management
Indonesia memiliki populasi remaja besar (15,8% berusia 10–19 tahun), menjadikannya kelompok strategis dalam program kesehatan reproduksi. Namun, pengetahuan dan praktik terkait pubertas serta manajemen kebersihan menstruasi (MKM) masih rendah. Untuk menjawab kebutuhan tersebut, UNICEF bersama PKBI meluncurkan aplikasi OKY sebagai media digital interaktif yang ramah remaja.
Penelitian ini bertujuan mengevaluasi pelaksanaan edukasi pubertas dan MKM melalui aplikasi OKY menggunakan model CIPP (Context, Input, Process, Product). Desain penelitian kualitatif studi kasus dilakukan di dua SMK di Jakarta: SMK Negeri 50 yang memiliki PIK-R aktif dan SMK Muara Indonesia yang tidak lagi memiliki PIK-R. Data diperoleh melalui wawancara mendalam dengan penanggung jawab program, guru, kepala sekolah, serta focus group discussion (FGD) bersama siswa, dan diperkuat analisis dokumen.
Hasil menunjukkan bahwa aspek konteks relevan dengan kebutuhan remaja akan informasi kesehatan reproduksi yang mudah diakses. Pada input, kolaborasi PKBI dengan sekolah berjalan baik, dengan variasi dukungan: SMK Negeri 50 memiliki PIK-R yang membantu siswa lebih terbiasa membicarakan isu kesehatan reproduksi, meskipun jumlah guru BK masih terbatas. SMK Muara Indonesia menghadapi tantangan berupa keterbatasan guru, fasilitas, dan koordinasi program. Dari sisi proses, kedua sekolah menyesuaikan pelaksanaan dengan kondisi masing-masing, tetapi keterlibatan dalam perencanaan, monitoring, dan evaluasi masih minim. Pada produk, kedua sekolah menunjukkan peningkatan pengetahuan, sikap, dan perilaku remaja, dengan perubahan lebih nyata di SMK Negeri 50 berkat dukungan PIK-R, sementara di SMK Muara Indonesia peningkatan tetap terjadi tetapi lebih terbatas dan memerlukan pendampingan intensif.
Kesimpulannya, aplikasi OKY efektif sebagai media edukasi digital, namun keberlanjutan program memerlukan penguatan kapasitas guru, monitoring berbasis hasil, keterlibatan orang tua, dan dukungan kebijakan lintas sektor
Indonesia has a large adolescent population (15.8% aged 10–19 years), making them a strategic group in reproductive health programs. However, knowledge and practices related to puberty and menstrual hygiene management (MHM) remain limited. To address this gap, UNICEF and PKBI introduced OKY, an interactive digital application designed to provide adolescent-friendly menstrual information. This study aimed to evaluate the implementation of puberty and MHM education through the Oky application using the CIPP (Context, Input, Process, Product) evaluation model. A qualitative case study design was conducted in two vocational schools in Jakarta: SMK Negeri 50, which has an active PIK-R, and SMK Muara Indonesia, which no longer has PIK-R. Data were collected through in-depth interviews with program officers, teachers, school principals, focus group discussions (FGDs) with students, and document reviews. Findings showed that the context aligned with adolescents’ need for accessible reproductive health information. Regarding input, collaboration between PKBI and schools was effective, though support varied: SMK Negeri 50 benefited from PIK-R in fostering openness, despite limited counseling teachers, while SMK Muara Indonesia faced challenges of limited staff, facilities, and coordination. In terms of process, both schools adjusted implementation to their conditions, but engagement in planning, monitoring, and evaluation remained limited. For product, both schools demonstrated improvements in knowledge, attitudes, and behaviors, with more significant changes at SMK Negeri 50 due to PIK-R support, whereas SMK Muara Indonesia showed progress but required stronger mentoring. In conclusion, Oky is effective as a digital education tool, yet program sustainability requires strengthened teacher capacity, results-based monitoring, parental involvement, and cross-sectoral policy support.