TEORI PERILAKU

HBM Components and Linkages

Modifying Individual Beliefs ACTION
factors
Perceived
Susceptibility Perceived
To & severity Threat
Age Of disease
Gender
Ethnicity Perceived Individual
Personality benefits
Socio-
behavior
economics
Perceived
Knowledge
Barriers Cues to
Perceived Action
Self-efficacy
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Theory of Reasoned Action
&
Theory of Planned Behavior

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 Behavioral
EXTERNAL beliefs
VARIABLE ATTITUDE
Evaluation of
Demographic behavioral
variable outcomes B
BEHA E
Normative
beliefs
VIO- H
Attitude
towards target SUBJECTIVE RAL A
NORM IN V
Motivation to TEN I
Personality comply O
traits TION
R
Control Beliefs
Other
individual PERCEIVED
difference CONTROL
variable Perveived
Power Gambar TRA & TPB
INTEGRATED BEHAVIOR
MODEL

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 Feelings Gambar IBM
ATTITUDE
about Knowledge &
Experiential Skills to perform
behavior
Attitude the behavior
Feelings
about Instrumental Salience
O behavior Attitude of the
T Behavior
H Normative PERCEIVED B
E Belief - NORM E
R Other’s Injunctive H
Intention to
Expectation Norm A
F perform the
Normative behavior V
A Descript ive
C Belief - I
Norm O
T Other’s
O Behavior PERSONAL R
R AGENCY
Control Perceived Habit
Beliefs Control

Efficacy Environmental
Self - Efficacy
Beliefs Constraints
Transtheoretical
Model

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Stages of Change

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 <

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DIFFUSION OF
INNOVATION

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STAGES in the INNOVATION-DECISION
PROCESS

Communication Channels

PRIOR KNOWLEDG
CONDITION E
PERSUASION DECISION
1. Previous
practice
2. Felt needs Perceived
/problems Charact. Of the Charact of the 1.Adoption
3. Innovative Decision Innovation:
ness making unit: 1Relative
4. Norms of the 1.Soc—econ, advantage
soc.system 2.Personality 2.Compatibility 2.Rejection
3.Commucation 3.Complexity
behavior 4.Trialability
5.Observability

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 STAGES in the INNOVATION-DECISION
PROCESS

COMMUNICATION CHANNELS

DECISION IV. IMPLEMENTATION V. CONFIRMATION

Continued Adoption
Adoption Later Adoption

Discontinuance
Rejection
Continued Rejection
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PRECEDE – PROCEED
MODEL

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 Model yang digunakan untuk membuat perencanaan dan
untuk mengevaluasi kesehatan

 PREECED (Predisposing, Reinforcing and Enabling

Causes in Educational Diagnosis and Evaluation)

 PREECEDE memberikan langkah dalam perencanaan

untuk mengenal masalah mulai kebutuhan pendidikan
sampai pengembangan program
 PROCEED (Policy, Regulatory, Organizational
Construct in Educational and Environmental
Development)

 PROCEED digunakan untuk menetapkan sasaran dan

kriteria kebijakan serta implementasi dan evaluasi.
Social Need Assessment
 Proses penentuan persepsi masyarakat terhadap
kebutuhannya.
 Untuk mengetahui masalah sosial dengan menggunakan
indikator sosial
 Data dapat diperoleh dengan menggunakan data statistik
atau dengan penggumpulan data langsung
Indikator sosial

Fase 2 Fase 1
Epidemiologigal, behavioral and social
Assessment
environmental Assessment
 Quality of life
Subjectively defined
Health problems and priorities
Behavioral Environmental
Vital indicators: of individuals or
indicators: indicators:
Disability communities
Compliance Economic
Discomfort Social indicators:
Consumption Physical
Fertility Absenteeism
patterns Services
Fitness Achievement
Coping Social
Morbidity Aesthetics
Preventive Dimensions:
Mortality Alienation
actions Access
Physiological Comfort
Self-care Affordability
Risk factors Crime
Utilization equity
Dimension: Crowding
Dimension:
Distribution Discrimination
Frequency
Duration Happiness
Persistence
Functional level Hostility
Quality
Incidence Illigitimacy
range
Intensity Performance
Longevity Riots
prevalence Self-esteem
Unemployment
Votes
welfare
Epidemiological, Behavioral and
Environmental Assessment
 Mengidentifikasi masalah faktor kesehatan yang
mempengaruhi hidup seseorang perilaku, lingkungan yang
mempengaruhi masalah kesehatan
 Mengidentifikasi kelompok yang terkena masalah
kesehatan (umur. Jenis kelamin, lokasi, suku, dll)
Educational and Ecological
Assessment
  Faktor yang mempengaruhi:
a. Predisposing factor (f. predisposisi)
b. Enabling factor (f. pemungkin)
c. Reinforcing factor (f.penguat)

 Diidentifikasi faktor pendidikan, organisasional dan

ecologi sehingga selanjutnya menetapkan tujuan
pembelajaran
Administrative and Policy Assessment
and Intervention Alignment
  Dilakukan 3 penilaian untuk diagnosis administratif:
a. Sumber daya yang dibutuhkan untuk melaksanakan
program
b. Sumberdaya yang ada di organisasi dan masyarakat
c. Hambatan pelaksanaan program
 Pada diagnosis kebijakan diidentifikasi dukungan dan
hambatan politis
 Implementation, Process
Evaluation, Impact Evaluation
 Melakukan evaluasi di akhir fase, evaluasi penting untuk
keberlanjutan program berikutnya dan perbaikan program
Outcome Evaluation
 Dampak yang lebih jauh lagi dari hasil program yang
dijalankan.
Pustaka

 Glanz, Karen, Barbara K.Rimer & K. Viswanath,

2008. HEALTH BEHAVIOUR & HEALTH
EDUCATION, Theory, Research, and Practice,
4 ed. Jossey-Bass, Publisher, San Franscisco.

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TQVM…..