Course Title: Health Promotion Programme: Planning and Evaluation Program I KUI: KUI 6121 Credit: 2 Course Type: Core Semester: I

POST GRADUATE PROGRAM IN PUBLIC HEALTH, FACULTY OF
MEDICINE, UNIVERSITAS GADJAH MADA, YOGYAKARTA
COURSE TITLE
Planning and
: Health Promotion Programme:
Evaluation Program I
KUI
: KUI 6121
Credit
:2
Course type
: Core
Semester
:I
COURSE COORDINATOR(S)
Dra. RA YayiSuryoPrabandari, M.Si., Ph.D
NIDN: 0015116404
Phone 62-274-551409; Fax 62 274 551410
Secretariat of Graduate Program on Public Health, Majoring on Health
Behavior and Promotion, 3rd Floor Public Health Building, Faculty of Medicine,
Universitas Gadjah Mada, Sekip Utara, Yogyakarta
TEACHING TEAM(s)
1. dr. Fatwa Sari Tetra Dewi, MPH., Ph.D
NIDN : 0021056903
Phone 62-274-551409; 566295; Fax : 551410
Secretariat of Graduate Program on Public Health, Majoring
Behavior and Promotion, 3rd Floor Public Health Building,
Medicine, Universitas Gadjah Mada, Sekip Utara, Yogyakarta
2. Dr. Dra. Retna Siwi Padmawati, MA
NIDN : 0528036301
Phone 628122692432
Secretariat of Graduate Program on Public Health, Majoring
Behavior and Promotion, 3rd Floor Public Health Building,
Medicine, Universitas Gadjah Mada, Sekip Utara, Yogyakarta
FACILITATORS TEAM(s)
1. Fitrina M. Kusumaningrum, SKM, MPH
2. Fahmi Baiquni, S.Psi, MPH
FIELD SUPERVISOR :
1. Fitrina M. Kusumaningrum, SKM, MPH
Department of Health Behavior and Promotion
1st Semester 2016
on Health
Faculty of
on Health
Faculty of
2. Fahmi Baiquni, S.Psi, MPH

TEACHING ASSISTANT
dr. Bagas Suryo Bintoro
PREREQUISITES
None
COURSE DESCRIPTION
This compulsory course will give opportunity to enable students for
developing health program or health promotion program in particular. Health
promotion officer and public health professionals should follow steps which
begin with assessing the need of population target to identify the priority
health issues using community analysis and targeted assessment. Students
will practice to conduct need assessment using primary and secondary data,
quantitatively and qualitatively. When student selecting health priority, they
can consider determinants of health and the principles of health promotion
and health program, as a side of conducting a needs analysis and analysis of
the community. To develop health program and health promotion programs,
evidences that taken from local, national, regional and international source
can be used to strengthen the result from community analysis and targeting
assessment.
COURSE AIMS/OBJECTIVE
The aims of this course are:
a. Analyze community health problems and health needs
b. Formulate targeted assessment based on community need assessment
c. Compose a set health priorities for formulating health program and
health promotion program
d. Create health program and health promotion program objectives
COURSE OUTCOME
After following this course the student is expected to be able to:
a. Identify health problems and community needs
b. Practice a need analysis based on primary and secondary data using
quantitative and qualitative approach
c. Assess community needs to construct target assessment based on the
consideration of health determinants and evidence from local, national,
regional and international
d. Formulate prioritizing health issues base on need analysis and
targetted assessment
1st semester 2016
e. Assess to expand and deepen the results to determine the level and
goals of health promotion
ASSESSMENT AND GRADING POLICY
Student grades will be based on:
Presence
1. Mini quiz 10%
2. Tutorial activity .. 20%
3. Group assignment 20%
4. Individual assessment 20%
5. Final exam .. 30%
Mini quiz will be executed before class. Students are expected to read the
module/reference in advance. Mini quiz consists of 2 to 4 questions based on
the topic in the day of lecture. Mini quiz questions are based on the main
reference. Mini quiz will begin at lecture session 2.
Tutorial activity will be assessed based on the activity and professional
behavior of students during tutorial discussion, pre-test before tutorial
discussion and the comprehension of students in analyzing the problem,
creating the LO (learning objective) and responding the LO.
Group assessment will be assessed based on the deep of analysis and review
of the references used for responding the LO, use of latest reference,
acquisition of the theme and report writing. Late submission please read on
section late work.
Individual assessment will be assessed based on the deep of analysis and
review on the reference, the use of latest reference, acquisition of the theme
and writing format. Late submission please read on section late work.
COURSE REQUIREMENTS
Course citizenship
We believe that learning is a collaborative enterprise among teacher, tutor or
facilitator and student. For that reason, I expect that all of us will make
thoughtful, informed, and productive contributions to class, both during class
discussions, field work group assignment and also in the GAMEL. These
contributions should not merely be stating your view but also responding to
the views of others, making connections among course texts, proposing
specific interpretations of course readings, offering thoughtful probing
questions that can advance and deepen our discussions, especially during
small group or tutorial sessions. Please do not dominate conversation or
1st semester 2016
discussion; and be aware of the frequency of your contributions and be

courteous of others right to speak.
Please observe the following classroom etiquette:
1. Smartphones, cell phones, and other personal electronic devices
should not be used and should be in the off position.
2. Laptops should not be used during classroom discussion. If you wish to
take notes during lecture, you may do so. Please note that web
surfing is not allowed during class at any time during lecture session.
3. Avoid distracting others if you must eat or drink. Clean up after
yourself!
Late work
For every day after the deadline of the individual, group assignment and take
home exam, a half-grade penalty will be applied to the students grade. The
class discussion questions and reflections will not be accepted after the due
date.
Incompletes
There is no automatic grade of incomplete. Students are expected to
complete all course assignments and exams on schedule by the end of a
semester. An incomplete may be given only when a student has met the
attendance requirement (minimal 80% of the class sessions) but certain
course assignments have not been completed for reasons satisfactory to the
instructor (i.e.: sickness).
To request an incomplete the student must contact the course instructor no
later than one week before final examination. To remove an incomplete, you
will need to coordinate with the instructor a date and time within 12 months
after the last day of the course to submit the required work.
Missing exams
For the final examination, there will be no make-up exams for schedule
conflicts on due date. If you have a conflict of schedule on the day of exams,
you are required to notify the course instructor or teaching assistant at least
five days prior to the exam. Rescheduling of your exams will be considered
on a case-by-case basis. There is no mid-term exam in this course.
Citations and original work
Citations should be included with any material in which the original research,
ideas, or interpretations are not your own. Citations should be in Harvard
format. If you have any questions about citations, please contact your
teaching assistant.
1st semester 2016
Collaboration
The best ideas are not created in isolation but are the results of interaction,
discussion, debate, and revision. Therefore the collaboration is encouraged.
However, when submitting written work that is the product of collaboration,
all work must be in your own words. You should be aware the rule of
plagiarism. Our GAMEL software is capable to identify this rule as well.
Attendance:
We expect that students will be present, both mentally and physically, for all
class meetings (minimum 80% of the sessions). One absence per semester is
permitted; absence in excess of this limit must be accompanied by written
explanation. I will judge each case on its own merit, and students grade may
be negatively affected by excessive absence without cause.
1st semester 2016
COURSE STRUCTURE
Course Format
Course activity covers lecture, small group or tutorial discussion, small group
exercise and independent study by student (assignment). The lectures will
be delivered through direct face to face in class. Students are required to
attend directly in the class.
Lectures, Discussions and Quizzes
All of the lectures can be found under content on the GAMEL site. All of main
references, including small group or tutorial assignment, can be found under
discussions on the GAMEL.
Mandate for turning in assignments
1. Every assignment must be typed in Microsoft Word and no hand
written.
2. Every group assignment report should not exceed 7 pages (one page
title and one page list of references)
3. Every individual assignment should not exceed 5 pages (including title
and list of references)
4. Page layout margins must be Normal i.e., 1 inch on all sides.
5. The font style must be times romans, arial or calibri and the font size
should not less than 11 pt and not more than 12 pt
6. The spacing between lines in a paragraph must be 1.5.
7. Every page of the assignment must have the students full name and
page number.
8. Assignment must be saved with the students full name and the
assignment number
before turning it in on GAMEL.
UGM POLICIES AND EXPECTATIONS
Students and faculty have a shared commitment to the UGMs mission,
values and oath.
Each student is obliged to:
1. the values of all Gadjah Mada University's;
2. understand and uphold the vision, mission, and objectives of the
University;
3. maintain the good name, dignity, and the dignity of the University
to comply with all regulations or decisions that set the University;
4. honor and obey academic honesty;
5. carry out academic activities in a responsible manner;
6. carry out the tasks entrusted by the University in a responsible
manner;
7. respect Lecturer, Personnel, and fellow students;
1st semester 2016
8. maintain a professional relationship with the Lecturer, Personnel,

and fellow students;
9. foster and maintain the unity of the citizens of academicians;
10. respect differences of opinion and forward the deliberations;
11. upholding the academic freedom that is responsible, maintain and
advance the science,
12. technology, arts, and culture; and / or appreciate the invention or
work of others.
Each student is forbidden:
1. to do plagiarism, which include but are not limited to:
2. cites concepts, ideas, paraphrasing, images, tables, charts, and / or
data without mentioning the source;
3. submit and / or publish academic works partly or wholly the same as
has been done the other party;
4. claimed the work of others as his own work;
5. provide work to other parties to be submitted as an academic
assignment and / or to be published; and / or collects the same work /
academic work for different subjects (auto-plagiarism or selfplagiarism);
To commit academic fraud measures, which include but are not
limited to:
a) be a student in a way that is not right or cheatting;
b) open, read, and / or cite writings contained in books, other
documents / or documents and / or electronic media in
examinations that are closed book;
c) collaborate with other participants in the test;
d) falsify and manipulate data;
e) falsifying signatures in the document; and / or do the task or replace
others in the exam, lab work, and / or other academic activities;
f) to
express, act, and / or not to prevent actions that could
undermine the peace of the University;
g) do or do not prevent actions that could damage the good name,
dignity, and the dignity of the University, either directly or
indirectly;
h) acts that may affect the learning process and the results of
academic assessment by lecturer;
i) on behalf of the University without the approval of the Executive
Board;
j) use of academic titles that is not right;
k) damaging the facilities of the University;
l) disturbing security, safety, and comfort of the University;
m) pollute the University environment; do not smoke in the campus
and should move to be non-smoker as a public health expert
candidate
n) breaches lectures and learning contract disciplinary;
1st semester 2016
o) committing a crime;
p) sexual misconduct;
q) involved in the distribution, use, and / or trafficking of narcotics,
psychotropic substances, and other additives (drug); and / or
enrolled as a student at two (2) or more courses at the University of
Gadjah Mada in the same study period.
Academic Integrity
Students are required to adhere to the UGM Code, available online at
htttp://tf.ugm.ac.id/images/mahasiswa/Peraturan_Rektor_711.pdf
1st semester 2016
COURSE SCHEDULE
PLEASE SEE THE LECTURE SECTION OF COURSE
READINGS, EXAMS, AND LECTURE SLIDES.
WORKS TO DOWNLOAD THE
Session 1 Introduction : Health Promotion and Health Program

............... Learning Objectives:
1. Describe the purpose of program planning models in health
program and health promotion program.
2. Explain the social ecological model and how it relates to program
planning
3. Identify key elements of PRECEDE-PROCEED model.
4. Discuss key elements of the MATCH model.
5. Define the elements of health communication planning models.
6. Explain the similiarities and differences between program
planning models and health communication models.
7. Summarize why these models are an important step to
successful health promotion
8. Compose the planning process for health program and health
promotion program
Reading:
A. Main reference
1. Snelling, A. ed., 2014. Introduction to Health Promotion,
San
Francisco: Jossey-Bass (Chapter 3)
2. Ardal, S., Butler, J., Edwards, R., &Lawrie, L. 2006 The
Health Planners Tool Kit. The Planning Process. Ontario,
Canada:Health System Intelligence Project/HSIP (Chapter 1
& 2)
B. Suggested reading
1. Keleher, H. Health promotion planning and the social
determinant of health. In Keleher, H., MacDougall, C., &
Murphy, B. 2007 Understanding Health Promotion.
Melbourne, Australia: Oxford University Press
2. Bartholomew, LK., Parcel, GS., Kok, G., & Gottlieb, NH.
2006 Planning Health Promotion Program. San Fransisco,
US: John Wiley & Sons. (Chapter 1)
3. Dignan, MB.,& Carr, PA. 1992 Program Planning for Health
Education and Promotion. Pennsylvania, USA: Lea
&Febinger (Chapter 1)
Assignment:
1st semester 2016
Group assignment (1):

Small group activities. Groups and the members will be determined.
Students are asked to explore and select theme and health problem
for foundation to develop program or health promotion program.
Individual assignment (1):
Read the main reference and suggested reading to prepare tutorial
session and mini quiz for the next session
Session 2 Secondary Data and Interpretation

..............
Learning Objectives:
1. Interpret secondary data for assessing health promotion and
health program needs
2. Demonstrate variety approach to defining and analyzing a
problem in a secondary data
3. Analyze the benefit of secondary data use for health
promotion and health program
Reading:
Main reference
1. Johnston, MP. 2014 Secondary data analysis: a method of
which the time has come. Qualitative and Quantitative
Methods in Libraries (QQML) 3:619 626, 2014
2. Sutehall, TL.,Sque, M., Addington-Hall, J. 2014. Secondary
analysis of qualitative data: a valuable method for exploring
sensitive issues with an elusive population? Journal of
Research in Nursing 16(4) 335344
Suggested reading
1. Bartholomew, LK., Parcel, GS., Kok, G., & Gottlieb, NH. 2006
Planning Health Promotion Program. San Fransisco, US: John
Wiley & Sons. (Chapter 2)
Education and Promotion. Pennsylvania, USA: Lea &Febinger
(Chapter 2)
Assignment:
Students are asked to identify health problem based on secondary
data or combination of secondary and primary data for students
who are conducting field work
Individual assignment (2)
Read the main reference and suggested reading to prepare
1st semester 2016
tutorial session and mini quiz for the next session
Session 3 Need Assessment Strategy

...............
1. Define needs assessment, and explain its relevance to
health promotion programming
2. Evaluate source of needs assessment data and information
in terms of scope, timeliness, cost, and relevance to
program recipients
3. Describe the four-step needs assessment process and the
role of program stakeholders at each step
4. Describe how to report needs assessment findings in a way
that meets stakeholders requirements and uses for the data
Reading:
A. Main reference
1. Price, JH.,Dake, J.A. & Ward, B., 2010. Assessing the Needs of
Program Participants. In C. I. Fretman & D. D. Allensworth,
eds. Health Promotion Programs: From Theory to Practice.
San Francisco: Jossey-Bass, pp. 92119 (Chapter 4)
(Chapter 2)
Wiley & Sons. (Chapter 5), pp 193-250
Assignment:
Students are asked to conduct needs assessment, targeted
assessment and focus program
Individual assignment (3) :
tutorial session and mini quiz for the next session
Session 4 Targeted Assessment
1. Interpret and extend the community analysis and needs
1st semester 2016
assessment
2. Create health program and health promotion program focus
3. Analyze the way to measure and collect data on behavior
and outcome
4. Formulate behavior and outcome target based on evidence
and theoretical framework
5. State and create expected change or program outcomes for
health-related behavior and environmental conditions
6. Categorize behavior and environmental conditions into
performance objectives
7. Examine and select important and changeable personal and
external determinants of behavior and environmental
conditions
8. Create a matrix of change objectives for each level of
intervention planning
Reading:
A. Main reference
(Chapter 3), pp 59-94
1. Chen, W., Jye Sheuhen, J., & Chen, H-S. 2010 Making
decision to create and support a program. In C. I. Fretman&
D. D. Allensworth, eds. Health Promotion Programs: From
Theory to Practice. San Francisco: Jossey-Bass, pp. 121152
(Chapter 5)
Melbourne, Australia: Oxford University Press
Assignment:
Continuing to conduct independent group work for needs
assessment, targeted assessment and focus program
tutorial session
1st semester 2016
TUTORIAL SCHEDULE
Please see the web to download the readings, data, computer program and
lecture slides.
Session 1 Health Priority and Community Analysis (Learning unit 1,
step 1-5)
.............. Learning Objectives:
1. Identify health problems and its determinants
2. Examine primary and secondary data for selecting health
priority
3. Compose health priority based on community analysis
Reading:
Program Participants. In C. I. Fretman& D. D. Allensworth,
(Chapter 2)
Assignment:
Based on step 1 to 5 in the tutorial, students have to create
LO/learning objective and conduct step 6, reading, discussing,
answering and making summary of the LOs
Reading and answering the LOs to prepare step 7 tutorial
discussion pre-test
Session 2 Field work plan: discussion for preparing field visit to

explore and observation
.............. Learning Objectives:
1. Arrange observation focus and checklist
2. Create guidance for conducting interview with the
community
1st semester 2016
3. Identify resource for searching secondary data and report

4. Examine secondary data to more comprehend on health
problem
Reading:
(Chapter 2)
Assignment:
Group Assigment (6):
Students have to make checklist, guidance and detail plan to go to
the field or select secondary data
Session 3 Field visit : conduct observation and assessment
[3 days] Learning Objectives:
1. Observe the field and conduct un structured interview with the
community
2. Identify health problems and its determinants within the
community
3. Examine primary and secondary data to formulate health
priority
4. Compose health priority based on field work
Reading:
Program Participants. In C. I. Fretman& D. D. Allensworth, eds.
Health Promotion Programs: From Theory to Practice. San
Francisco: Jossey-Bass, pp. 92119 (Chapter 4)
(Chapter 2)
1st semester 2016
Assignment:
Group Assignment (7)
Students have to summarize the result from the field, and formulate
health priority based on field visit and assessment on secondary
data.
Session 4 Selected problem from community analysis

1. Summarize field work and community analysis
2. Examine result of field visit and result from secondary data
assessment
3. Set up health priority /s
Reading:
(Chapter 2)
Assignment:
Group Assigment (8)
Students have to criticize their field work and the way to prioritize
the health problem
Session 5 Determining how to solve the chosen problem
1. Criticize the discussion and steps on prioritized the health
problem
2. Appraise the result of health problem priority/s
3. Evaluate primary and secondary data used for setting up the
health priority/s
Reading:
1st semester 2016

(Chapter 2)
Assignment:
Group Assignment (9) :
Students have to prepare report and presentation to present result
from the field and independent small discussion
Session 6 Group presentation for selected health problem

.
1. Demonstrate result from the field and steps to select health
priority/s problem
2. Evaluate needs assessment and targeted assessment
3. Appraise the use of primary and secondary data for setting
up health priority/s
4. Practice presentation technique to explain result from the
field
Reading:
(Chapter 2)
Assignment:
Group Assignment (10)
Students have to make report based on the field work, the way to
set up health priority/s and feedback on the presentation
1st semester 2016
Session 7 - Health Priority and Community Analysis (Learning unit 1,

step 7)
1. Identify health problems and its determinants
2. Selecting primary and secondary data to support health
priority formulation
3. Compose health priority based on the steps 1 to 6
Reading:
(Chapter 2)
Assignment:
Group assignment (11) :
Making summary of the LOs and reporting for the second tutorial
of unit 1
Making summary of the respond of LOs
Session 8 Needs assessment and targeted assessment in health
program and health promotion program Analisis (Learning unit 2 Step
1-5)
1. Identify assessment of needs that should be determined
based on the selected health problem
2. Formulate assessment of target and focus after conducting
needs assessment
3. Appraise any data, primary and secondary, quantitative
and qualitative approach that need for assessing the needs
and formulating the target
1st semester 2016
Reading:
1. Price, JH.,Dake, J.A. & Ward, B., 2010. Assessing the Needs
of Program Participants. In C. I. Fretman& D. D. Allensworth,
Education and Promotion. Pennsylvania, USA: Lea
&Febinger (Chapter 2 and 3)
Planning Health Promotion Program. San Fransisco, US:
John Wiley & Sons. (Chapter 5), pp 193-250
4. Chen, W., JyeSheuhen, J., & Chen, H-S. 2010 Making
decision to create and support a program. In C. I. Fretman&
D. D. Allensworth, eds. Health Promotion Programs: From
Theory to Practice. San Francisco: Jossey-Bass, pp. 121152
(Chapter 5)
Melbourne, Australia: Oxford University Press, pp113-133
(Chapter 8)
SanFrancisco: Jossey-Bass, pp 51-70 (Chapter 3)
Assignment:
Based on step 1 to 5 in the tutorial, students have to create
LO/learning objective and conduct step 6, reading, discussing,
answering and making summary of the LOs
Reading and answering the LOs to prepare step 7 tutorial
discussion pre-test
Session 9 Field work to assess needs and target

[3 days]
1. Practice to carry out needs assessment in selected
population
2. Apply knowledge and skills to conduct need assessment
3. Appraise the result of needs assessment to identify target
and focus program
4. Examine primary and secondary data to support the field
1st semester 2016
work result
Reading:
(Chapter 2 and 3)
Manage the result of needs assessment and formulate the target
and focus program based on the need assessment.
Session 10 Identified the rational in selecting main health, behavior
and environmental problem
[3
days]
1. Examine the results of needs assessment on health, behavior
and environmental problem
2. Appraise primary and secondary data to strengthen the needs
assessment and formulate the target and focus program
3. Evaluate the published previous health program/health
promotion program and theories underpinning the program
Reading:
(Chapter 2 and 3)
4. Chen, W., JyeSheuhen, J., & Chen, H-S. 2010 Making decision to
create and support a program. In C. I. Fretman& D. D.
Allensworth, eds. Health Promotion Programs: From Theory to
Practice. San Francisco: Jossey-Bass, pp. 121152 (Chapter 5)
1st semester 2016
determinant of health. In Keleher, H., MacDougall, C., & Murphy,

B. 2007 Understanding Health Promotion. Melbourne, Australia:
Oxford University Press, pp113-133 (Chapter 8)
SanFrancisco: Jossey-Bass, pp 51-70 (Chapter 3)
Making report on the result of needs and targeted assessment
Session 11 Development of instrument to collect data
5 days Learning Objectives:
1. Examine the result of primary and secondary data that used in
previous steps
2. Identify behavior and environmental factors that needs to be
explore
3. Construct instrument/s for assessing the behavior and
environment that underlie the identified health problem
Reading:
1. Crosby, RA., Salazar, LF., Clayton, RR., &DiClemente, RJ. 2015.
Measurement in health promotion. In Salazar, LF., Crosby, RA., &
Di Clemente, RJ. Research Methods in Health Promotion
2. Salazar, LF.,Mijares, A., Crosby, RA., Di Clemente, RJ. 2015.
Qualitative research strategies and methods for health
promotion. In Salazar, LF., Crosby, RA., &DiClemente, RJ.
Research Methods in Health Promotion
3. Tashakkori, A., &Teddlie. 2010 Handbook of Mixed Methods in
Social & Behavioral Research (Edisi Terjemahan). Yogyakarta:
Pustaka pelajar
Students have to develop quantitative or qualitative instrument to
collect data for strengthening the needs assessment and targeted
assessment
Session 12 Field work collecting the quantitative and qualitative

data
[3
days]
1. Apply data collection to support the result of previous needs
assessment
2. Examine the result of data collection to formulate the targeted
assessment
1st semester 2016
Reading:
1. Richards, L. 2009 Handling Qualitative Data. LA: Sage
Social & Behavioral Research (EdisiTerjemahan). Yogyakarta:
Pustakapelajar (Chapter 13 to 16)
3. Salazar, LF., Crosby, RA., &DiClemente, RJ. 2015 Research
Methods in Health Promotion. US: John & Willey Sons. (Chapter
14 and 16)
Students have to collect data in the field to support previous needs
and targeted assessment
Session 13 Needs assessment and targeted assessment in health
program and health promotion program Analisis (Learning unit 2 Step
7)
..............
..
1. Demonstrate the steps to do needs and targeted
assessment for developing health program or health
promotion program
2. Selecting primary and secondary data to support health
priority formulation
3. Appraise underpinning theories that used for conducting
needs and targeted assessment
4. Examine data collection methods to support needs and
targeted assessment
Reading:
(Chapter 2)
4. Crosby, RA., Salazar, LF., Clayton, RR., &DiClemente, RJ.
2015. Measurement in health promotion. In Salazar, LF.,
Crosby, RA., &DiClemente, RJ. Research Methods in Health
Promotion
5. Salazar, LF.,Mijares, A., Crosby, RA., DiClemente, RJ. 2015.
1st semester 2016
Qualitative research strategies and methods for health

promotion. In Salazar, LF., Crosby, RA., &DiClemente, RJ.
Research Methods in Health Promotion
Social & Behavioral Research (EdisiTerjemahan). Yogyakarta:
Pustakapelajar
Assignment :
Making summary of the LOs and reporting for the second tutorial
of unit 1
Making summary of the respond of LOs
SILABUS MATA KULIAH

No
1.
Topik
Introduction : Health Promotion and Health
Program
Metode
Lecture
1st semester 2016
Waktu di
Kelas
100 menit
No
Topik
Metode
Waktu di
Kelas
2.
Group Discussion : Selection of themes and

studying data field of senior student (2014,
2013 and 2012)
Diskusi
mandiri
100 menit
3.
Health Priority and Community Analysis

(Learning Unit 1, step 1-5)
Tutorial
100 menit
4.
Secondary Data and Interpretation
Lecture
100 menit
5.
Need Assessment Strategy
Lecture
100 menit
6.
Targeted Assessment
Lecture
100 menit
7.
Field work plan : discussion for preparing field

visit to explore and observation
Field visit : conduct observation and
assessment
Tutorial
100 menit
Field word
three days
8.
9.
Selected problem from community analysis
Field work
three days
10.
Determining how to solve the chosen problem
Field work
three days
11.
Group presentation
problem
Presentation
Group
12.
Tutorial
13.
Health Priority and Community Analysis

(Learning Unit 1, step 7)
Needs assessment and targeted assesment in
health program and health promotion
program analisis (Learning Unit 2 step 1-5)
two days
(@ 120
menit)
100 menit
Tutorial
100 menit
14.
Field work to assess needs and target
Field work
100 menit
15.
Data collection method for need assessment
Lecture
100 menit
16.
Identified the rational in selecting main

health, behavior and environmental
Group
Assignment
Three days
17.
18.
19.
for
selected
health
Development of instrument to collect data

Needs assessment and targeted assesment
in health program and health promotion
program analisis (Learning Unit 2 step 7)
Group Presentation : Planning and Evaluation
Group
Assigment
One weeks
Tutorial
100 menit
Presentation
120 menit
1st semester 2016
No
Topik
Metode
Waktu di
Kelas
Program 1
SATUAN ACARA PENGAJARAN

PLANNING AND EVALUATION I
Minat PPK 2016
No
Hari/tanggal
Topik
Metode
Dosen/
Tutor
1.
Kamis, 17 Nov
2016
07.00-08.40 wib
2.
9.
Selasa, 22 Nov
2016
08.00-09.40 wib
Kamis, 24 Nov.
2016
08.00-09.40 wib
Senin, 28 Nov.
2016
10.00-11.40 wib
Selasa, 29 Nov.
2016
08.00-09.40 wib
Rabu, 30 Nov.
2016
08.00-09.40 wib
Rabu, 30 Nov.
2016
13.00-14.00 wib
3 days
10.
3 days
11.
1 days
3.
4.
5.
6.
7.
8.
Introduction : Health
Promotion and Health
Program
Lecture
Group Discussion :
Selection of themes
Diskusi
mandiri
Student
Group
Health Priority and

Community Analysis
(Learning Unit 1, step 1-5)
Group Discussion :
Discussion for selected
problem
Tutorial
FMK & FB
Need Assessment Strategy

Secondary Data and
Interpretation
Targeted Assessment
Field work plan : discussion
for preparing field visit to
explore and observation
Field visit : conduct
observation and assessment
Selected problem from
community analysis
Determining how to solve
the chosen problem
YSP
Field
Discussion
YSP, FMK &

FB
Lecture
RSP
Lecture
FSTD
Lecture
Tutorial
YSP
FMK & FB
Field word
Student
Group
Field work
Student
Group
Field work
Student
Group
1st semester 2016
No
Hari/tanggal
Metode
Topik
Dosen/
Tutor
12.
13.
14.
15.
16.
17.
Selasa, 6
2016
08.00-09.40
Rabu,
7
2016
08.00-11.40
Jumat, 9
2016
08.00-09.40
Des. Health Priority and

Community Analysis
wib
(Learning Unit 1, step 7)
Des.
Group presentation for
selected health problem
wib
Des. Needs assessment and
targeted assesment in health
wib
program and health
promotion program analisis
(Learning Unit 2 step 1-5)
One weeks
Field work to assess needs
and target
Selasa, 13 Des.
Data collection method for
2016
need assessment
08.00-09.40 wib
3 days
Identified the rational in
Presentatio
n Group
YSP, FMK,
FB
Tutorial
FMK & FB
Student
Group
Lecture
YSP
selecting main health,

behavior and environmental
Group
Assignmen
t
Student
Group
Group
Assigment
Student
Group
3 days
Development of instrument
to collect data
19.
Kamis, 22 Des.
2016
08.00-09.40 wib
20.
Jumat, 23 Des.
2016
08.00-11.40
Needs assessment and

targeted assesment in health
program and health
promotion program analisis
(Learning Unit 2 step 7)
Group Presentation :
Planning and Evaluation
Program 1
:
:
:
:
:
FMK & FB
Field work
18.
Keterangan :
YSP
FSTD
RSP
FMK
FB
Tutorial
Tutorial
Presentatio
n
FMK & FB
YSP, FMK,
FB
Dra. Yayi Suryo Prabandari, M.Si, Ph.D

dr. Fatwa Sari Tetra Dewi, MPH, Ph.D
Dr. Dra. Retna Siwi Padmawati, MA
Fitrina M Kusumaningrum, SKM, MPH
Fahmi Baiquni, S.Psi, MPH
1st semester 2016
1st semester 2016

Course Title: Health Promotion Programme: Planning and Evaluation Program I KUI: KUI 6121 Credit: 2 Course Type: Core Semester: I

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Course Title: Health Promotion Programme: Planning and Evaluation Program I KUI: KUI 6121 Credit: 2 Course Type: Core Semester: I

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POST GRADUATE PROGRAM IN PUBLIC HEALTH, FACULTY OF

MEDICINE, UNIVERSITAS GADJAH MADA, YOGYAKARTA

: Health Promotion Programme:

2. Fahmi Baiquni, S.Psi, MPH

1st semester 2016

1st semester 2016

discussion; and be aware of the frequency of your contributions and be

Department of Health Behavior and Promotion

1st semester 2016

Department of Health Behavior and Promotion

1st semester 2016

1st semester 2016

8. maintain a professional relationship with the Lecturer, Personnel,

1st semester 2016

Department of Health Behavior and Promotion

1st semester 2016

WORKS TO DOWNLOAD THE

Session 1 Introduction : Health Promotion and Health Program

Department of Health Behavior and Promotion

1st semester 2016

Group assignment (1):

Session 2 Secondary Data and Interpretation

1st semester 2016

tutorial session and mini quiz for the next session

Session 3 Need Assessment Strategy

1st semester 2016

Department of Health Behavior and Promotion

1st semester 2016

Session 2 Field work plan: discussion for preparing field visit to

1st semester 2016

3. Identify resource for searching secondary data and report

Department of Health Behavior and Promotion

1st semester 2016

Session 4 Selected problem from community analysis

1st semester 2016

Francisco: Jossey-Bass, pp. 92119 (Chapter 4)

Session 6 Group presentation for selected health problem

Department of Health Behavior and Promotion

1st semester 2016

Session 7 - Health Priority and Community Analysis (Learning unit 1,

Department of Health Behavior and Promotion

1st semester 2016

Session 9 Field work to assess needs and target

1st semester 2016

1st semester 2016

determinant of health. In Keleher, H., MacDougall, C., & Murphy,

Session 12 Field work collecting the quantitative and qualitative

1st semester 2016

1st semester 2016

Qualitative research strategies and methods for health

SILABUS MATA KULIAH

Department of Health Behavior and Promotion

1st semester 2016

Group Discussion : Selection of themes and

Health Priority and Community Analysis

Secondary Data and Interpretation

Need Assessment Strategy

Field work plan : discussion for preparing field

Selected problem from community analysis

Determining how to solve the chosen problem

Health Priority and Community Analysis

Field work to assess needs and target