No. characteristics
respondents Amount
1. Gender
a. Man b. Female
27 33
45 55
2. Age
a. 16 years b. 17 years
c. 18 years 4
31 25
25 52
42 3.
Ever get information about
adolescent reproductive health:
a. Yes b. No
57 3
95 5
4. If so, the
information can adolescent
reproductive health at first from :
a. Health workers b. Magazine
c. Electronic media
d. Friends 28
9 20
47 15
33
5. Haved date :
a. Yes b. No
52 8
87 13
Variable Preete
st Posttes
t ∑ ∑
The experimental group
a. Doesn‟t support
b. Support 3
8 2
2 6
3 3
7 2
7 3
3 4
5 5
5 group pretest, the attitude of
the The control group
respondents who have an attitude in favor of just 44.8, after getting
counseling be 53.40. For more seen in the table below :
a. Doesn‟t support
b. Support 3
9 2
1 6
5 3
5 3
9 2
1 6
5 3
5
Table 1. Results of numerical characteristics of the respondents in
PGRI High school Talun Blitar It is known from the above
table that the experimental group after being supportive counseling for sexual
behavior by 33 respondents , whereas there was no change it in the comparison
group.
Analyzed data were using Mann- Whitney Test showed that
adolescent reproductive health
counseling effect on adolescent sexual attitudes with p-value 0.0005.
Counseling with face to face activities, conducted intentionally ,
involves two parties , namely are conselor and counselees. Counselors are
those who help and those who assisted counselee is aimed at enlightening the
counselee to better understand himself he himself, knowing the situation, look
at the various alternatives to solve the problem
and decide
his choice Akhmadi, 2013. Therefore, counseling
on reproductive health carried out can shape the attitudes of the students.
The focus of counseling is to help an individual
or group of individuals
to achieve goals intrapersonal
and interpersonal,
overcome personal shortcomings and difficulties of development, making
decisions and planning for change and development, and improve physical and
Table 2. Numerical results pretest - posttest sexual behavior of adolescent
who get counseling and get counseling adolescent reproductive health PGRI
High School Talun Blitar mental health and happiness achieve
collective happiness. Attitude is a feeling of support
or partiality positive or less support or impartiality negative on a specific
object. An attitude of readiness to react to an object in a certain way, it can be
said that readiness is a potential tendency to react or act only when
individuals are exposed to a stimulus that calls for a response.
From the research it is evident that most of the students are already
getting information about reproductive health from
health officials, the
804
electronic media and friends before being given counseling. Thus, therapy
can be solidified counseling a person to be supportive attitude some positive
things in sex and drugs.
CONCLUSION
The formation of new behavior began in the cognitive domain, where
the subject knew beforehand the stimulus in the form of material giving
rise to new knowledge on the subject and subsequently cause a response in the
form of inner attitude and pose a further response in the form of action related to
a particular object.
ACKNOWLEGEMENT
Research on the effect of Implikasinya terhadap Kebijakan
dan Layanan Kesehatan Seksual dan Reproduksi. Jurnal Makara,
Kesehatan, Vol.10, No. 1: pp 29- 40.
UNFPA. 2009. Adolescent Sexual and Reproduktive Health Toolkit For
Humanitarian Settings: A Companion to The Interagency
Field Manual on Reproductive Health in Humanitarian Setting.
UNHCR, UNFPA. 2012. Women‟s Refugee Commission, Save the
Children: Adolescent Sexual and Reproductive Health Programs in
Humanitarian Settings.
counseling on
adolescent sexual attitudes, there are some drawbacks
which time only one month of research, counseling therapy is given only once
face to face, this is because when the students constrained midterms. It is
hoped further research may provide therapeutic counseling face-to-face at
least 5 times so that the attitude of teenagers obtained can be maximized
REFFERENCES
Ahmad Mubiar. 2013. Dinamika Perkembangan Anak dan Remaja:
Tinjauan Psikologi Pendidikan dan Bimbingan. Bandung: Refika
aditama.
BKKBN. 2005. Remaja dan Kesehatan Reproduksi. Jakarta : BKKBN.
BPS, BKKBN, Kemenkes. 2013.
Survei Demografi dan Kesehatan Indonesia 2012 Kesehatan
Reproduksi Remaja
. Jakarta. Suryoputro, A., Ford, J. Nicholas.,
Shaluhiyah. 2006. Faktor-Faktor yang Mempengaruhi Perilaku
seksual Remaja di Jawa Tengah:
805
803
THE CORRELATION OF EMOTIONAL INTELEGENCY WITH THE MOTIVATION OF CLINICAL PRACTICE RESULT IN STIKES PATRIA
HUSADA BLITAR
MARIA ULFA Program Studi D3 Kebidanan
STIKes PATRIA HUSADA BLITAR email: ulfamaria2048yahoo.co.id
ABSTRACT
The result of clinical practice is the scoring of any medical action which is done by the student during the clinical practice session. Midwivery academy is
academy which used 40 theoritical and 60 practice in the lesson. Factors determine the result of the study is affected by intrinsic and extrinsic factor;
emotional quotient and motivation.The objective of was this study is to investigate correlation of Emotional Quotient and Motivation with the Student Result of
Clinical Practice in Asuhan Kebidanan III STIKes Patria Husada Blitar.
This study was observational analitic using cross-sectional approach. The sampel was 36 3rd grade students in D III midwivery on STIKes Patria Husada
Blitar, using exhaustive sampling. The dependent variable was the students result of clinical practice in asuhan kebidanan III, while the independent variables was
emotional quotient and motivation. The data was collected using two closed questionnaires which has been pretested for validity and reliability. The total item
correlations were 0,20 and Cronbach Alpha 0,60. The data was analyzed using multiple linear regression model.
This study showed that there was a positive relation between the Student Result of Clinical Practice in Asuhan Kebidanan III and Emotional Quotient b =
0,27; p = 0,010, and motivation b = 0,69; p = 0,001. Emotional Quotient and motivation variables was able to explained 88,7 of the variation in Student
Result of Clinical Practice in Asuhan Kebidanan III R
2
= 0, 887; p 0,001. The conclusion of the research showed that there was a relation between
emotional quotient and motivation with the student result of clinical practice in asuhan kebidanan III. Emotional quotient and motivation can increase student
result of clinical practice in asuhan kebidanan III Keywords: Emotional Quotient, motivation, Student Result
INTRODUCTION
An academy of midwifery education institutions that use the
learning method with 40 theory and 60 practice , so as to determine the
success of the learning process is not only of value theory but also visits of
skill or clinical practice midwifery care givenDepkes RI, 2006.
Once the student has passed the learning in the classroom , the student
is ready to be deployed on land practices for implementing clinical
816
practice . Clinical practice is a form of real experience for students to learn
how to interact with clients . Because clients come from a variety of ethnic,
religious and social status , it requires attention and sooth ourselves .
Learning outcomes are the results that have been obtained by students from
the experiences and practices are followed during learning in the form of
cognitive , affective , and psychomotorDimyati, 2006.
From the acquisition of learning outcomes in clinical practice STIKes
Husada Patria Blitar last 2 years has decreased
Acquisition value III clinical as the person who membelajarkan
students , should be concerned with the problem of this motivation . Teachers
must be willing and able to motivate students who are low learning
practice of midwifery care in D III motivation , and increase
the Midwifery courses begin the academic
year 20072008 to 20092010 academic year , which demonstrated the value
tends to decrease.
Some efforts have been made by the institutions in an effort to improve
learning outcomes from the implementation of the lab skills on
each - each Prasat obstetrics , test each Prasat any rate increases , debriefing
before the students went to the practice field , the results are still not changed.
motivation of students who already have motivation Friedman, 2004 :
112.
The dividing line between emotion and motivation is very thin .
For example, fear fear is emotion , but also a motive driving behavior.
Because when people are afraid that people will be encouraged to behave
towards a specific goal goal -directed . We are goal -directed behavior is
colored by emotion . Tomkins argued
In midwifery education ,
that the emotions it raises the energy emotional intelligence needed to
prepare midwifery students in the world of work in which a midwife
should have the ability to motivate and empathy toward others because of the
midwifery profession is closely in contact with the public, especially
women. Given the emotional intelligence , there is the ability to
motivate , midwifery education in itself , serves as the driving motivation of the
achievement of a student achievement obstetrics.
Motivation can determine whether or not the goals that the greater the
motivation will be even greater learning success . Someone who is a
big motivation will be enterprising , persistent seem unwilling to give up ,
keen to read books to improve his performance to solve the problem .
Instead they yamg motivation is weak , seemed indifferent , easily discouraged
, his attention is not focused on the lesson , like disturbing the class , often
leaving lessons will decline as a result of student achievement . If this is not
observed , not helped , the student will fail in learning . Therefore, the teacher
817
for motivation . Further stated that the motive or impulse drive only
provide information about temporary needs . For example impulse tells us
that food was needed , as well as water and so on Walgito, 2004 : 55.
Through a preliminary study conducted, the results of interviews on
some privately practicing midwives who had been a mentor practice
student midwifery STIKes Patria Husada Blitar obtained information
that some students praktikan less able to provide health counseling persuasive
to patients and have less desire to skillfully perform the target - target of
their competence, other than that they are also less sensitive to the feelings of
patients and they are less able to socialize with people around practice.
From this information, it can be concluded that the majority of
midwifery student lacks the ability to motivate, empathy and the ability to
build social relationships well. Whereas those three things are the
most important thing that must be owned by a student midwife midwifery
as a candidate, because they will be the
health care community, especially and Cronbach alpha 0.60 ie 0.94 as
women. Ability to motivate, to many as 24 items . The items - items
empathize and build social relationships with both form part of
emotional intelligence in addition to the ability to recognize and control
emotions. While the scope of the lecture itself, much needed motivation
to learn that can be caused by emotional intelligence of each - each
student. As expressed by Walgito 2004: 55, that the emotions it creates
energy for motivation. And are associated with impulse drive is
emotion, which creates energy for the boost, so that the motivational power.
In regard to the importance of emotional intelligence and motivation
to learn in order to improve the learning outcomes of clinical practice
and have never done the research on pragram studies D III Midwifery
STIKes Patria Husada Blitar , the authors interested in studying The
relationship of emotional intelligence and motivation with the learning
outcomes of clinical practice midwifery care III students D III
STIKes Husada Patria Blitar .
METHODS This study is observational analytic
that drop is number 2. The trial for the 20 items of the
questionnaire motivation , otherwise qualified reliability which the total
item correlation 0.20 and Cronbach alpha 0.60 ie 0.93 as many as 19
items . The items - items that drop is number 9.
Table 4.1 Reliability Test Results
B. Description of Research Subjects
Table 1 Distribution Frequency characteristics of the respondents
Characteristics of the sample data cross sectional cross - sectional .
on Penalitian relationship of
This research carried out in d III Midwifery Program STIKes Husada
Patria Blitar in February 2012. The sample consisted of 36 students of
level III D III Midwifery Studies emotional intelligence and motivation
to learn the results of midwifery care III clinical practice midwifery students
STIKes Husada Patria Blitar in table 2 below :
Program STIKes Husada Patria Blitar Table
2 Table sample
using exhaustive sampling . The
characteristics continuous data instrument used was a questionnaire
RESULT AND ANALYSIS A. Reliability Test Results
Based on trial results for the 25 items of the questionnaire of emotional
intelligence , otherwise qualified reliability where correlations 0.20
818
Based on research data in Table 4.3 shows that the average emotional
intelligence , motivation and learning outcomes respectively 85.75 ,
74.34 , 78.14 .
C. Hypothesis Testing 1. Frequency Distribution
From Table 3
showed that emotional intelligence has a significant
correlation with learning outcomes . It also occurred in the motivation that has
signifika correlation with learning outcomes .
Figure 4 presents a scatter diagram and the regression line
on the relationship of emotional intelligence
Figure 1 shows that of the 36 subjects , the average value mean 85.75.
Figure 4 shows there is a positive correlation between emotional
intelligence and learning results of Figure 2 shows that of the 36 subjects ,
the average value mean 74.39 . clinical practice . Students of high
emotional intelligence tend to get better learning results .
Figure 3 shows that of the 36 subjects , the average value mean 78.14 .
Figure 5 shows there is a positive 1. Analysis Bivariat
Table 3 Correlation emotional intelligence and motivation
with learning outcomes
819
correlation between motivation and learning outcomes of clinical practice .
Students who have high motivation tend to get better learning results .
2. Analysis Multivariat
Results of the study the relationship model is statistically significant p
of emotional intelligence and
0.001. motivation to learn the results of
midwifery care III clinical practice
2. ANALYSIS
midwifery students STIKes Patria 1. Emotional intelligence
with Blitar Husada described in Table 4.
Table 4 Results of multiple linear learning outcomes clinical practice
midwifery regression analysis
on emotional
The results are consistent with intelligence
and motivation with
research Goleman
2009, that
learning outcomes emotional intelligence influence on
student success in learning. According to Table 4.5, each 1 point increase
emotional intelligence
scores 0.27 points scores will improve learning
outcomes. In other words every
increase of 10 points score of
Table 4 shows the results of multiple linear regression analysis linking the
value of the learning outcomes of emotional intelligence will improve
learning outcomes 2.7 points on a scale of 100. This shows that there is a
clinical practice with
emotional positive relationship and statistically
intelligence and motivation.
The significant on emotional intelligence
analysis showed every 1 point increase emotional intelligence scores 0.27
by learning outcomes b = 0.27; p = 0.010.
points scores will improve learning Learning
outcomes will
be outcomes. In other words
every obtained not only pay attention to
increase of 10 points score of
intellectual intelligence of students, but emotional intelligence will improve
also their emotional intelligence. learning outcomes 2.7 points on a scale
of 100. This shows that there is a positive relationship and statistically
Intellectual intelligence alone does not give the preparation the students to
face the turbulence, opportunities or significant on emotional intelligence
difficulties -
difficulties in
by learning outcomes b = 0.27; p = 0.010.
The analysis showed every 1 point increase motivation score will improve
learning outcomes scores 0.69 points. implementing clinical practice. With
emotional intelligence, the individual is able to know and respond to their
own feeling well and able to read, the face of feelings - feelings of others
In other words every increase of 10 effectively.
Students with
well- points score of
motivation will
developed emotional intelligence, can improve learning outcomes 6.9 points
on a scale of 100. It shows there is a effectively appreciate the value of the
object - faced through the expression positive relationship and statistically
of feelings and can express it
significant motivation to learning appropriately. Students will also be
outcomes b = 0.69; p = 0.001. Variable emotional intelligence and
able to solve the problem - the problem that occurred in the area of clinical
motivation to learn is able to explain practice. For example, a
student the variations in learning outcomes of
88.7 percent R2 = 0, 887. The overall suffered severe anger or depression
will still be able to get up and feel happy, if it has the form of the current
820
compensation - when happy Goleman, 2009.
their surroundings. In reaching a feat, in students one of which is also
Emotional intelligence and are affected by
emotional disorders.
able to recognize themselves and Feelings of anxiety,
anger, or
academic social environment will depression have difficulty learning,
affect the learning outcomes to be obtained. This is consistent with a
report from the National Center for Clinical Infant Programs 1992 stated
that success in school is not predicted by a collection of facts a student or her
ability to read, but by the size - the size people - people who are stuck in a state
- this state also encountered difficulties with information efficiently absorb or
mitigate them properly. In this sense of emotional intelligence is the primary
skill, ability which deeply affects all other abilities, either facilitate or
of the emotional and social themselves have an interest, know the behavior
inhibit the ability Goleman, 2009.
- the ability which is expected of others and how to
control impulses to do bad, is able to
2. Learning Motivation And
wait, follow the instructions and referring to the teacher for help and
Learning Outcomes Of Practice Midwifery
Clinical
expressing needs - needs while
Motivation can essentially help hanging out with friends Goleman,
2009. in understanding and explaining the
behavior of individuals, including the Research that is consistent about
behavior of individuals who are
the relationship between emotional intelligence with the results of this
study has been carried out by Amalia SW 2004, entitled Relationship
between Emotional Intelligence with Achievement at a second grade student
learning Uno, 2011. The statement was supported by the results of this
study. According to Table 4.5 each increase of 1 point score of motivation
will improve learning outcomes scores 0.69 points. In other words every
SMU lab school in East Jakarta found increase of
10 points score of no relationship low between emotional
motivation will improve learning
intelligence and achievement the study r = 0.25. Based on the results of
research conducted by Qurniyawati 2009 entitled Emotional Intelligence
Relationship with Student Learning outcomes 6.9 points on a scale of 100.
It shows there is a relationship posirif and statistically significant motivation
to learning outcomes b = 0.69; p = 0.001.
Achievement in Program D IV
From the results above, it can be Midwifery Strip FK UNS Regular
School Year 20082009, there is a explained the relationship between
motivation to learn the results of significant relationship
with the
clinical practice because motivation is positive direction between emotional
intelligence and learning achievement p 0.05.
Results - the results showed that children - children who are trained in
the early childhood emotions - a child will be able to develop the ability of
social kertampilan future, these skills can help them in their interaction with
821
a powerful incentive for individuals or students conducting clinical practice.
The urge to learn, then the potential will obtain better results Sardiman,
2007.
A person who entered the field of health education when coupled with
high motivation will display high spirit and always prioritize its activities to
kepetingan learn so as to obtain optimal results or achievements. This
outcomes of midwifery
clinical practice
is in line with what was said Sardiman Emotional intelligence
and 2007 that students with a strong
motivation will have more energy for learning activities. Otherwise lack
motivation or low then there is no or motivation to learn simultaneously
positively and significantly related to the learning outcomes of clinical
practice midwifery care. Together - the
less zeal in learning activities so that same
emotional intelligence and
the results obtained are less than the maximum.
Lack of motivation can be grown in various ways such as giving replay,
adding value and giving feedback motivation to learn is able to explain
the variations in learning outcomes of clinical practice midwifery.
Based on the multiple linear regression statistical calculation results
feedback, created
competition, of the variables emotional intelligence
reward reward
or punishment
and motivation are able to explain punishment.
Line research on the relationship between motivation and outcome of
this study has been conducted by Dedi variations in learning achievement of
88.7 R2 = 0, 887; p 0.001. From the results it can be said that
there are emotional intelligence and I 2006,
entitled Relationship
motivation to learn to relate to the Motivation
and Achievement
in competence of
clinical practice Madrasah
Aliyah Sukarame
midwifery care. Thus the simultaneous Tasikmalaya relationship was found r
= 0.50. Based on the results of research conducted Nabhani 2007,
entitled Relationship Between Interest variables emotional intelligence and
motivation to learn can explain the learning outcomes of clinical practice
midwifery care.
and Motivation
to Learning
Results of this study supported Achievement in Students of Nursing
previous research conducted by the Academy
PKU Muhammadiyah
research of Saifuddin Z 2010 with the Surakarta Year 2007, also stated there
was a significant relationship with the positive direction between motivation
and academic achievement r = 0.56. title The relationship between interest,
motivation and emotional intelligence with learning achievement in Student
Prodi D III Physiotherapy Polytechnic
The role of positive motivation-a Surakarta
mentioned that the
collection of enthusiasm, passion and relationship between the
interest, confidence in achieving the feat.
Motivation is the impulse contained within him and comes from outside
motivation and emotional intelligence with student achievement, then the
interest, motivation and emotional
themselves, and urge the cause,
intelligence highly supportive learning directing, and organizing behavior to
do a job. People - people who are used to motivate themselves tend to be more
achievement. It can be concluded that there is a weak correlation between
interest and learning achievement r =
productive and
effective every
0:17, ρ = 0.184. moderate correlation mngerjakan any Goleman, 2009.
between motivation
and learning achievement r = 0:34, ρ = 0.008.
3. Emotional intelligence and
There is a moderate correlation
learning motivation and learning
822
between emotional intelligence and
learning achievement r = 0491, ρ = 0.000.
In international research Arockiam L and Selvaraj C. 2011 A Study on
the relationship between emotional quotient and Recollection and retention
in e-learning provides the results of emotion and motivation is the most
significant driving force behind the maximum results for students to move
in a certain direction. Students who do not have the motivation to learn and
the level of the relatively immature emotional intelligence might be
inclined to see the results of clinical practice is negative, due to the success
in this environment requires a greater degree of self-discipline, independent
1. There is a positive relationship and a statistically significant
correlation between emotional intelligence and learning results
of clinical practice midwifery b = 0.27; p = 0.010
2. There is a positive relationship and statistically significant
between motivation and learning outcomes of clinical practice
midwifery b = 0.69; p = 0.001
3. Variable emotional intelligence and motivation are able to
explain variations in learning achievement of 88.7 R2 = 0,
887; p 0.001.
SUGGESTION
business, maturity, time management 1. For Education
skills, and a positive attitude , Given To manage
emotional the research linking emotional
intelligence and motivation in clinical practice with intrinsic personal
characteristics such as self-discipline, self-direction, and maturity, as well as
intelligence in order to improve the motivation of learners, to carry
out tests of emotional intelligence and motivation to determine the
extent of readiness of students in
extrinsic motivator, it becomes more conducting
clinical practice important to change the power of
thought which demands extra midwifery care.
The existence of a minimum cognitive, emotional, and physical
value as
a condition for
resources. Skills in this practice requires a strong sense, self-awareness
and personal understanding. It also requires good problem solving, skills
and confidence firm to conduct a follow up to the task. A study of the
concept of emotional intelligence implementing clinical practice at
the practice field. With emotional intelligence and motivation to
learn are both expected outcomes of clinical practice students are
also increasingly baim as the results in this study.
showed that characteristics such as 2. for Students
self-perception, maturity, and self- To develop
emotional actualization will motivate the forces
that led to the students involved and academic success and get the
intelligence and motivation as well as play an active role in achieving
the learning outcomes of students
appropriate assessment. clinical practice
and develop strategies to
clinical practice
CONCLUSION midwifery care.For
Further Based on the analysis
and Research.
discussion that has been stated in the previous chapter, it can be concluded
as follows: 3. For Further Research
Expected to conduct further research on the factors influencing
823
the emotional intelligence and . 2006.
Kurikulum pendidikan
motivation to learn because of the results of this study indicate.
diploma
Jakarta:
III kebidanan
. Departemen
Kesehatan Sardiman. 2007.
Interaksi dan motivasi
REFFERENCES Arikunto S. 2002.
Prosedur penelitian suatu pendekatan praktek.
Jakarta: Rineka Cipta Dimyati dan Mudjiono. 2006.
Belajar dan pembelajaran
. Jakarta: Rineka Cipta
belajar mengajar
. Jakarta: PT Raja Grafindo Perkasa
Slameto. 2003.
Belajar dan faktor
–
faktor yang mempengaruhi
. Jakarta: Pt Rineka Cipta
Uno H. 2011.
Teori motivasi dan pengukuran
. Jakarta: Bumi Goleman D. 2009.
Emotional
Aksara
intelligence
. Jakarta: Winardi J. 2001.
Motivasi
Gramedia Pustaka Utama Hamalik O. 2011.
Proses belajar mengajar.
Jakarta: PT Bumi Aksara
Mubayidh M. 2006.
Kecerdasan dan pemotivasian dalam
manajemen
. Jakarta: PT Raja Grafindo Persada
Arockiam L and Selvaraj C. 2011.
A Study on relationship between
kesehatan emosional anak
.
emotional quotient and
Jakarta: Pustaka Al-Kautsar Mudjiman H. 2006.
Belajar mandiri self
–
motivation learning
Cetakan I. Surakarta: LPP UNS dan UNS Press
Murti B. 2010.
Desain dan ukuran sampel untuk penelitian
kuantitatif dan kualitatif di bidang kesehatan
Cetakan II. Yogyakarta: Gadjah Mada
University Press
recollection and retention in e-learning
. http:www.enggjournals.com
ijcsedocIJCSE11-03-12- 077.pdf. 27 desember 2011
Dobbins T. 2011.
The relationship between emotional
intelligence and attitudes toward computer -based
instruction of postsecondary hospitality students
. Purwanto N.
2007.
Psikologi
http:scholar.lib.vt.eduejourn
pendidikan
. Bandung: Remaja Rosdakarya
DepKes. 2005.
Standar pembelajaran praktik kebidanan.
Jakarta: Departemen Kesehatan
824
als JCTEv26n1behnke.html .
28 desember 2011
THE EFFECTIVENESS OF WARM COMPRESSES TO THE REDUCTION OF PRIMER MENSTRUAL PAIN DISMINOREA IN ADOLESCENT
GIRLS
Laily Prima Monica STIKes Patria Husada Blitar
Email : laily_primayahoo.com
Abstract
Giving a warm compress both given during menstruation and menstrual pain experienced disminorea primer, helps to stretch
the muscles of the uterus to contract when menstruation and blood flow. Pre - experimental research design. The population in this
study was 234 girls boarding school in the village Maftahul Uluum Jatinom Kanigoro District of Blitar. The sampling technique used purposive sampling. The research was
Conducted on 30 July 2015 in the Maftahul Uluum Jatinom Kanigoro District of Blitar boarding school. The statistical test used Wilcoxon Sing Rank Test and was assisted
using SPSS for windows.
The result showed a decrease in the percentage of menstrual pain scale dysmenorrhoea primer before and after being given a warm compress that pain scale
was from 60 to 20. Then, there was the increase in scale of menstrual pain dysmenorrhoea primer on mild pain scale that was from 33.3 to 66.7 and there was
no pain on a scale from 0 to 13,3. Based on statistical test obtained Wlicoxon Signed
Rank Test p value = 0.004, so the p value = 0,004 α = 0.05, meant that there were effect of a warm compress to decrease menstrual pain dysmenorrhoea primer in adolescent
girls. Warm compresses is one method that can reduce the pain that occurs when disminorea in adolescent girls.
Keyword : Warm compress, menstrual pain disminorea primer. Introduction
Menstruation is the periodic bleeding of the uterus that begins about 14 days after
ovulation. Mestruasi cycle is a complex sequence of events which affect each other
belly down before and during menstruation and often nausea hence the
term dysmenorrhoea is only used if the menstrual pain so painfull, forcing the
patient to rest and leave, for a few hours or
and occur endometrium,
simultaneously in the to the hypothalamus,
a few days Wiknjosastro, 2005. The use of warm compresses is a
pituitary and ovary. Bobak. 2005. Menstruation can sometimes cause
pathological risk when associated with impaired activities of daily living. At the
time of menstruation, women sometimes feel pain, the nature and degree of pain
varies. The condition is called dysmenorrhoea, namely the state of severe
pain and can interfere with daily activities. Because this disorder is subjective,
difficult to assess the weight or intensity. Although the frequency of dysmenorrhoea
is quite high and the disease has long been known, until now this pathogenesis has not
been solved satisfactorily. Hence almost all women experience discomfort in the
823 way to eliminate or decrease the pain that
is in a non-pharmacological without side effects. Warm compresses can relieve
ischemia by reducing uterine contractions and expedite blood vessels so that it can
relieve pain by reducing tension, improve blood flow and reduce pelvic vasocon-
gestion Bobak, 2005. In epidemiological studies in the adolescent population aged
12-17 years in Amerikaa union, klein and Litt disminorea reported a prevalence of
59.7 percent. And those who complain of pain, 12 percent severe, 37 percent
moderate and 49 percent dull pain. The study also reported that disminorea causes
14 percent of young women are often
absent from school. Conditions in Indonesia may be said 90 percent of
METHOD
women have experienced disminorea This
research used a pre-
Anugoro, ditto. 2011. The results of the initial survey
conducted in Pondok Pesantren Putri Maftahul Uluum Ds. Jatinom district.
Kanigoro Kab. Blitar based on the register for the last three months there were 8
students who break due to dysmenorrhea.
The results of interviews of 10‟ boarding school students found that eight of the
students experiencing abdominal pain each experimental approach with One-group
pre-post test design. The population in this study was all young women who have
experienced menstruation and experienced primary menstrual pain dysmenorrhoea
in the village Uluum Maftahul Jatinom Kanigoro Blitar boarding school .The
respondents were 15 young girls. The sampling technique used purposive
sampling. In this study, the instrument
period and two people sometimes
used a check-list as SOP and observation experience it. When two people said that
how to cope with taking pain medication, five people with rest, squat, and never use
eucalyptus oil. Based on the results of these interviews, researchers interested in
conducting research on the effectiveness of warm compress to decrease primer
menstrual pain dysmenorrhoea.
The purpose of this research was to determine the influence of a warm
compress to decrease menstrual pain dysmenorrhoea in adolescent girls in
Pondok Pesantren Putri Maftahul Uluum sheets to determine the effect of the
interventions. The data collection methods used observation. This study used a
statistical test Wilcoxon signed rank test with SPSS.
RESULT AND ANALYSIS A. GENERAL DATA
