Pengaruh Pelatihan Multimedia dan Micro-Teaching Pada Pendampingan Guru Sekolah Terhadap Perilaku, Kesehatan Dan Kebersihan Mulut Siswa Sekolah Dasar Negeri (Jenis Penelitian Mixed Method di Kabupaten Pohuwato, Provinsi Gorontalo) = The Effect of Multimedia Training and Micro-Teaching on Teacher Mentoring in Improving Oral Health Behavior, Dental Health, and Oral Hygiene among Public Primary School Students (A Mixed Methods Study in Pohuwato Regency, Gorontalo Province)

Pengaruh Pelatihan Multimedia dan Micro-Teaching pada Pendampingan Guru Sekolah terhadap Perilaku, Kesehatan, dan Kebersihan Gigi dan Mulut Siswa Sekolah Dasar Negeri (Studi Mixed Methods di Kabupaten Pohuwato, Provinsi Gorontalo) ABSTRAK Kesehatan gigi dan mulut merupakan bagian integral dari kesehatan umum yang berperan penting terhadap kualitas hidup anak. Tingginya prevalensi karies dan rendahnya perilaku pemeliharaan kesehatan gigi dan mulut pada anak usia sekolah dasar menunjukkan perlunya strategi promosi kesehatan yang efektif, berkelanjutan, dan berbasis sekolah. Guru memiliki peran strategis sebagai agen perubahan dalam pembentukan perilaku kesehatan anak, namun efektivitas peran tersebut sangat dipengaruhi oleh kualitas pelatihan dan metode pendampingan yang diterapkan. Penelitian ini bertujuan untuk menganalisis pengaruh pelatihan berbasis multimedia dan penguatan micro-teaching pada pendampingan guru sekolah terhadap perilaku, kesehatan, dan kebersihan gigi dan mulut siswa sekolah dasar negeri. Penelitian menggunakan desain mixed methods sequential explanatory dengan pendekatan kuantitatif dan kualitatif. Rancangan kuantitatif menggunakan two-group pre-test post-test control group design, melibatkan guru dan siswa kelas III dan IV sekolah dasar negeri di Kabupaten Pohuwato, Provinsi Gorontalo. Intervensi terdiri atas pelatihan guru menggunakan multimedia dengan dan tanpa micro-teaching, serta kelompok kontrol tanpa pelatihan dan pendampingan. Pendampingan siswa dilakukan selama enam bulan. Variabel yang diukur meliputi perilaku kesehatan gigi dan mulut, status kesehatan gigi (DMFT), dan kebersihan gigi dan mulut (OHI-S). Analisis data kuantitatif menggunakan uji Friedman dan Wilcoxon, sedangkan data kualitatif diperoleh melalui Focus Group Discussion (FGD) pada guru. Hasil penelitian menunjukkan bahwa pelatihan multimedia dengan penguatan micro-teaching secara signifikan meningkatkan pengetahuan guru dan efektivitas pendampingan siswa. Kelompok intervensi dengan micro-teaching menunjukkan perbaikan yang lebih bermakna pada perilaku kesehatan gigi dan mulut, penurunan skor OHI-S, serta perlambatan peningkatan skor DMFT dibandingkan kelompok tanpa micro-teaching dan kelompok kontrol. Temuan kualitatif menguatkan bahwa guru merasa lebih percaya diri, terstruktur, dan konsisten dalam melakukan pendampingan setelah mengikuti pelatihan micro-teaching. Disimpulkan bahwa pelatihan berbasis multimedia yang dipadukan dengan micro-teaching efektif dalam meningkatkan peran guru sebagai pendamping kesehatan gigi dan mulut siswa serta berdampak positif terhadap perilaku, kesehatan, dan kebersihan gigi dan mulut siswa sekolah dasar. Model ini berpotensi menjadi strategi promotif-preventif berbasis sekolah yang berkelanjutan dan dapat direkomendasikan sebagai bagian dari kebijakan kesehatan gigi dan mulut anak usia sekolah. Kata kunci: multimedia, micro-teaching, pendampingan guru, perilaku kesehatan gigi dan mulut, siswa sekolah dasar, mixed methods ABSTRACT Oral health is an essential component of general health and plays a crucial role in determining children’s quality of life. The high prevalence of dental caries and inadequate oral health behaviors among primary school children indicate the need for effective, sustainable, and school-based oral health promotion strategies. Teachers serve as key change agents in shaping children’s health behaviors; however, their effectiveness largely depends on the quality of training and mentoring methods provided. This study aimed to analyze the effect of multimedia-based training combined with micro-teaching reinforcement on teachers’ mentoring roles in improving oral health behaviors, dental health, and oral hygiene status among public primary school students. A mixed methods sequential explanatory design was employed, integrating quantitative and qualitative approaches. The quantitative component applied a two-group pre-test post-test control group design, involving teachers and grade III and IV students from public primary schools in Pohuwato Regency, Gorontalo Province. The intervention consisted of teacher training using multimedia with and without micro-teaching, as well as a control group without training or mentoring. Student mentoring was conducted over a six-month period. Outcome measures included oral health behavior, dental health status (DMFT), and oral hygiene status (OHI-S). Quantitative data were analyzed using Friedman and Wilcoxon tests, while qualitative data were collected through Focus Group Discussions (FGDs) with teachers. The results demonstrated that multimedia training reinforced with micro-teaching significantly improved teachers’ knowledge and the effectiveness of student mentoring. The micro-teaching intervention group showed greater improvements in oral health behaviors, significant reductions in OHI-S scores, and slower progression of DMFT scores compared to the non-micro-teaching and control groups. Qualitative findings further revealed that teachers experienced increased confidence, improved instructional structure, and greater consistency in mentoring practices following micro-teaching training. In conclusion, multimedia-based training integrated with micro-teaching effectively strengthens teachers’ roles in oral health mentoring and positively influences students’ oral health behaviors, dental health, and oral hygiene status. This model represents a sustainable, school-based promotive and preventive strategy and is recommended for incorporation into oral health policy and programs for primary school children. Keywords: multimedia, micro-teaching, teacher mentoring, oral health behavior, primary school students, mixed methods.