Qualitative analysis reveals differing management of health literacy in two madrasahs, highlighting planning and supervision challenges.
Key Points
Health literacy services were found to be actively integrated into educational practices at both madrasahs, yet there are significant differences in management processes.
MAN 1 Medan utilized structured planning and coordination via its School Health Unit, unlike MAN 2 Model Medan which depended on informal methods with teacher-led initiatives.
Implementation of health literacy activities occurred both curricularly and extracurricularly, with MAN 1 exhibiting superior institutional coordination.
Supervision at both institutions was informal and lacking standard evaluation systems, indicating areas for improvement in effectiveness and documentation.