Analisis Peran Fakultas Kesehatan, Tingkat Pengetahuan Dan Sikap Terhadap Perilaku Self Medication Penggunaan Antibiotik Di Kalangan Mahasiswa Universitas Jember

Abstract

Self-medication with antibiotics has become a growing public health concern, particularly in developing countries such as Indonesia. This practice, involving the use of antibiotics without medical prescriptions or proper supervision, contributes significantly to the rise of antibiotic resistance a global threat that leads to increased morbidity, mortality, and health care costs. Antibiotic resistance is a major global issue. According to recent data, Southeast Asia has one of the highest mortality rates due to antibiotic resistance. In Indonesia, the prevalence of irrational antibiotic use continues to rise, with 79.74% of the population reportedly engaging in self medication, and a significant portion using antibiotics without a prescription. Notably, university students studying in health-related fields, who should ideally be role models for rational drug use are also participating in such practices. This research aims to analyze the relationship between the roles of health faculties, students' levels of knowledge and attitudes, and the self-medication behavior related to antibiotic use among health faculty students at the University of Jember. The study seeks to determine whether these factors significantly influence the tendency of students to self-medicate, and to identify the key determinants that could be addressed through educational and institutional interventions. This research used a quantitative, cross-sectional analytical design. The study was conducted at Universitas Jember and involved 100 students from four health faculties: Medicine, Dentistry, Nursing, and Pharmacy. Respondents were selected using stratified random sampling based on academic level (early and final semester). Data were collected using a structured digital questionnaire that assessed knowledge, attitudes, perceptions of faculty roles, and antibiotic self-medication behavior. Data analysis was performed using Structural Equation Modeling–PartialLeast Squares (SEM-PLS) to explore relationships between variabels, and the Kruskal-Wallis test to assess differences between groups. The findings indicate that knowledge plays a critical and statistically significant role in influencing self-medication behavior (p < 0.05). Students with higher levels of knowledge about antibiotics were less likely to self-medicate, underscoring the importance of academic understanding in promoting rational drug use. This confirms existing literature which has consistently linked knowledge to improved health behavior and reduced risk practices. In contrast, attitudes towards antibiotic use—although generally positive—did not show a significant influence on self-medication behavior. This finding suggests that while students may express awareness about the dangers of antibiotic misuse, their actual behavior does not necessarily align with their attitudes. This disconnect highlights the complexity of behavior change and suggests that merely cultivating positive attitudes may not be sufficient without practical, experiential interventions. Similarly, the perceived role of the health faculties, encompassing educational curricula, awareness programs, and faculty guidance did not have a statistically significant effect on self-medication behavior. This outcome was unexpected, considering the central role academic institutions play in shaping student behavior and professional ethics. It suggests a need for reflection within the faculties regarding how antibiotic education is integrated and delivered. Traditional lecture-based learning may not effectively instill behavioral change unless accompanied by more interactive and problem based approaches. Significant differences were found between students at the beginning of their academic program and those nearing graduation. Final-semester students demonstrated higher levels of knowledge and more responsible self-medication behavior. This could be attributed to accumulated academic exposure and clinical experiences that reinforce the risks of antibiotic misuse. However, despite these improvements, attitudes did not significantly differ between the two groups, again reinforcing that academic progression alone may not lead to substantial changes in attitude. These results are consistent with earlier studies that show knowledge improvement does not always lead to behavioral change unless supported by