Psikoedukasi “IKESMEN” Untuk Meningkatkan Literasi Kesehatan Mental Siswa pada Guru

https://doi.org/10.22146/gamajpp.32318

Runi Rulanggi(1*), Thomas Dicky Hastjarjo(2)

(1) Fakultas Psikologi Universitas Gadjah Mada
(2) Fakultas Psikologi Universitas Gadjah Mada
(*) Corresponding Author

Abstract


This study was to determine the effects of “Ikesmen” (e-mental health)
Psychoeducation program in improving mental health literacy in secondary school teachers
in Yogyakarta. Thirty secondary school teachers in Yogyakarta participated in the study.
Fifteen teachers in the experimental group received “Ikesmen” program and fifteen teachers in
the control group did not receive treatment. The untreated control group design with pretest
and posttest samples were used. The validity of “Ikesmen” program was tested in accordance
to Rusell module development principles (V coefficient is 0.775-0.8461). Literacy
Questionnaires, Mental Health Stigma Questionnaires, and Mental health Knowledge Test
were used to collect data. Mixed analysis of variance was conducted to analyse the data. The
results showed that there were no differences in the scores of mental health literacy between
the experimental group and control group (F=0.188, p =0.01< 0.668). There was no significant
improvement in the experimental group treated with Ikesmen Psychoeducation in comparison
with the control group (F=0.640, p= 0.01<0.431). Further research is required to obtain
description on the impact of technology usage in improving mental health literacy.

Keywords


mental health literacy; psychoeducation; teachers

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References

This study was to determine the effects of “Ikesmen” (e-mental health) Psychoeducation program in improving mental health literacy in secondary school teachers in Yogyakarta. Thirty secondary school teachers in Yogyakarta participated in the study. Fifteen teachers in the experimental group received “Ikesmen” program and fifteen teachers in the control group did not receive treatment. The untreated control group design with pretest and posttest samples were used. The validity of “Ikesmen” program was tested in accordance to Rusell module development principles (V coefficient is 0.775-0.8461). Literacy Questionnaires, Mental Health Stigma Questionnaires, and Mental health Knowledge Test were used to collect data. Mixed analysis of variance was conducted to analyse the data. The results showed that there were no differences in the scores of mental health literacy between the experimental group and control group (F=0.188, p =0.01< 0.668). There was no significant improvement in the experimental group treated with Ikesmen Psychoeducation in comparison with the control group (F=0.640, p= 0.01<0.431). Further research is required to obtain description on ​​the impact of technology usage in improving mental health literacy.



DOI: https://doi.org/10.22146/gamajpp.32318

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