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Pendidikan Kesehatan Dalam Meningkatkan Pengetahuan Siswa SMAN 1 Parongpong Tentang Penguatan Harga Diri

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Abstrak Masa remaja merupakan periode transisi yang penuh tantangan, di mana harga diri berperan penting dalam membentuk perilaku sehat, pencapaian akademik, dan hubungan sosial yang positif. Rendahnya harga diri dapat meningkatkan risiko perilaku berisiko, stres, serta kesulitan dalam pengambilan keputusan. Untuk memperkuat harga diri siswa, pendidikan kesehatan di SMAN 1 Parongpong dilaksanakan dengan pendekatan interaktif, reflektif, dan partisipatif. Metode yang digunakan meliputi ceramah interaktif mengenai konsep harga diri, diskusi kelompok tentang pengalaman pribadi dan strategi menghadapi tekanan sosial, serta latihan komunikasi asertif. Media edukasi berupa presentasi visual, leaflet motivasi, dan lembar kerja reflektif mendukung internalisasi nilai positif. Evaluasi dilakukan melalui pre-test dan post-test persepsi harga diri, observasi keterlibatan siswa, serta penilaian kemampuan mengekspresikan pendapat secara sehat. Hasil kegiatan menunjukkan peningkatan pemahaman konsep harga diri, perubahan sikap menuju penerimaan diri yang lebih positif, serta kesiapan siswa menerapkan perilaku asertif. Program ini menegaskan efektivitas pendidikan kesehatan berbasis sekolah dalam memperkuat harga diri remaja dan pentingnya pengembangan berkelanjutan. Kata Kunci: Harga Diri, Pendidikan kesehatan berbasis sekolah, Remaja. Abstract Adolescence is a critical transitional period in which self-esteem plays a key role in shaping healthy behaviors, academic achievement, and positive social relationships. Low self-esteem may increase vulnerability to risky behaviors, stress, and difficulties in decision-making. To strengthen students’ selfesteem, a school-based health education program was implemented at SMAN 1 Parongpong using interactive, reflective, and participatory approaches. The methods included interactive lectures on the concept of self-esteem and its influencing factors, group discussions on personal experiences and strategies for coping with social pressure, and exercises in assertive communication and healthy decision-making. Educational media such as visual presentations, motivational leaflets, and reflective worksheets supported the internalization of positive values. Evaluation was conducted through pre- and post-tests of self-esteem perception, observation of student engagement, and assessment of their ability to express opinions healthily. The results indicated improved understanding of self-esteem, more positive self-acceptance, and readiness to apply assertive behavior, confirming the effectiveness of school-based health education in enhancing adolescent self-esteem. Keywords: Adolescents, School-based health education, Self-esteem.