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Abstract

Background. Passive smokers in Indonesia reaches 75% or 96.9 million people. 66.2% students are exposed to cigarette in closed public spaces. Ministry of Education and Culture issued Permendikbud 64/2015 concerning KTR in the School Environment. implementation of KTR in schools still need optimization. Objective to see how the role of students in the advocacy process in implementing schools as smoke-free areas. Method. This research is a qualitative descriptive research with case study design conducted in a Junior High School of Bogor Regency. There were 7 informants. The data collection technique used Focus Group Discussion (FGD) and in-depth interviews by looking at the advocacy process using the "A" Advocacy Framework. Results. Students act as implementers of KTR in schools by advocating teachers to become student facilitators, school leaders as policy makers, and shop traders around the school. Students identify perceived problems, formulate strategies, analyze targets and conduct advocacy. The agreement formed include implementation of KTR according to the school’s ability and condition, installing KTR signs, applying KTR task-force and advocating stalls around schools to put down cigarette advertising banners Conclusion. Students can become agents of change for the implementation of KTR in schools with facilitation and support from teachers and principals.

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Bahasa Abstract

Latar Belakang. Jumlah perokok pasif di Indonesia mencapai 75% atau 96,9 juta orang. Sebanyak 66,2% pelajar terpapar rokok di ruang publik tertutup. Kementerian Pendidikan dan Kebudayaan telah menerbitkan Permendikbud 64/2015 tentang Kawasan Tanpa Rokok (KTR) di Lingkungan Sekolah. Masih perlu optimalisasi pelaksanaan KTR di sekolah. Tujuan. untuk melihat bagaimana peran siswa dalam proses advokasi dalam mengimplementasikan KTR di sekolah Metode. Penelitian ini merupakan penelitian deskriptif kualitatif dengan desain studi kasus yang dilakukan di suatu SMP di Kabupaten Bogor. Terdapat 7 informan yang terlibat. Teknik pengumpulan data yang digunakan adalah Focus Group Discussion (FGD) dan wawancara mendalam dengan melihat proses advokasi menggunakan Kerangka Advokasi “A”. Hasil. Siswa berperan sebagai pelaksana KTR di sekolah dengan mengadvokasi guru untuk menjadi fasilitator siswa, pimpinan sekolah sebagai pembuat kebijakan, dan pedagang toko di sekitar sekolah. Siswa mengidentifikasi permasalahan yang dirasakan, merumuskan strategi, menganalisis target dan melakukan advokasi. Kesepakatan yang terbentuk diantaranya pelaksanaan KTR sesuai kemampuan dan kondisi sekolah, pemasangan plang KTR, menjalankan satgas KTR, sosialisasi bahaya merokok dan advokasi kepada warung di sekitar sekolah untuk menurunkan spanduk iklan rokok. Kesimpulan. Siswa bisa menjadi agen perubahan untuk implementasi KTR di sekolah dengan adanya fasilitasi dan dukungan dari guru dan kepala sekolah.

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