Pengaruh pendidikan gizi terhadap pengetahuan, praktik gizi seimbang dan status gizi pada anak sekolah dasar

Hayda Irnani; Tiurma Sinaga

doi:10.14710/jgi.6.1.58-64

DOI: https://doi.org/10.14710/jgi.6.1.58-64

Pengaruh pendidikan gizi terhadap pengetahuan, praktik gizi seimbang dan status gizi pada anak sekolah dasar

Hayda Irnani , Tiurma Sinaga

Program Studi Ilmu Gizi, Fakultas Ekologi Manusia, Institut Pertanian Bogor, Indonesia

Published: 29 Dec 2017.

BibTex Citation Data :

@article{JGI17757,
    author = {Hayda Irnani and Tiurma Sinaga},
    title = {Pengaruh pendidikan gizi terhadap pengetahuan, praktik gizi seimbang dan status gizi pada anak sekolah dasar},
    journal = {Jurnal Gizi Indonesia (The Indonesian Journal of Nutrition)},
  volume = {6},
    number = {1},
    year = {2017},
    keywords = {nutrition education; nutritional knowledge; nutritional practice; nutritional status},
    abstract = {   Background    : The prevalence of n  utritional problem in school aged children was high, beside Indonesia has Nutritional Balance Guidelines. Socialization of this guidelines in nutrition education and nutrition practice to be applied is very important to do in school aged children.     Objective   : A  nalyze nutrition education effect on nutritional knowledge,   nutritional   practice and nutritional status in   Elementary   school children.     Methods:    This study used pra experimental with one group pretest-posttest design. This study was conducted in March – April 2017 in SDN Paringin 2 South Kalimantan. Subjects consisted of 61 students that cho  o  sen purposively. The research divided into 4 phase  s  .   F  irst     phase was pretest,   s  econd   phase   were intervention and first post test of nutritional knowledge  , third phase was   observation of   nutrtitional practice, and the last phase was   post test  .       Result   : N  utrition education increased the category of nutritional knowledge from poor to fair. Nutrition education did not increas  e   nutritional practice significantly   yet.   Nutritional status showed changes in every category and most of the subjects were normal. The difference test showed that nutrition education has a significant difference on pre test and first post test of nutrition knowledge (p=0.000; p<0.05), energy intake    (p=0.002; p<0.05), protein intake (p=0.001; p<0.05), and fat intake (p=0.007; p<0.05). The correlation test showed that there were no significant correlation between sujects’ characteristic with nutritional status and food consumption (p>0.05), nutritional knowledge with nutritional status and   nutritional   practice  (p>0.05), except second post test of nutritional knowledge with   fourth nutritional   practice   observation (p=0.001; p<0.05).      Conclusions:    There was an increased of nutritional knowledege from poor categorize to fair categorize after the intervention. There were increased and decreased on nutritional practice after intervention. There was no significant different of nutritional status before and after intervention.   },
   issn = {2338-3119},   pages = {58--64}  doi = {10.14710/jgi.6.1.58-64},
    url = {https://ejournal.undip.ac.id/index.php/jgi/article/view/17757}
}

Citation Format:

Abstract

Background : The prevalence of nutritional problem in school aged children was high, beside Indonesia has Nutritional Balance Guidelines. Socialization of this guidelines in nutrition education and nutrition practice to be applied is very important to do in school aged children.

Objective: Analyze nutrition education effect on nutritional knowledge, nutritional practice and nutritional status in Elementary school children.

Methods: This study used pra experimental with one group pretest-posttest design. This study was conducted in March – April 2017 in SDN Paringin 2 South Kalimantan. Subjects consisted of 61 students that choosen purposively. The research divided into 4 phases. First phase was pretest, second phase were intervention and first post test of nutritional knowledge, third phase was observation of nutrtitional practice, and the last phase was post test.

Result: Nutrition education increased the category of nutritional knowledge from poor to fair. Nutrition education did not increase nutritional practice significantly yet. Nutritional status showed changes in every category and most of the subjects were normal. The difference test showed that nutrition education has a significant difference on pre test and first post test of nutrition knowledge (p=0.000; p<0.05), energy intake (p=0.002; p<0.05), protein intake (p=0.001; p<0.05), and fat intake (p=0.007; p<0.05). The correlation test showed that there were no significant correlation between sujects’ characteristic with nutritional status and food consumption (p>0.05), nutritional knowledge with nutritional status and nutritional practice(p>0.05), except second post test of nutritional knowledge with fourth nutritional practice observation (p=0.001; p<0.05).

Conclusions: There was an increased of nutritional knowledege from poor categorize to fair categorize after the intervention. There were increased and decreased on nutritional practice after intervention. There was no significant different of nutritional status before and after intervention.

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Keywords: nutrition education; nutritional knowledge; nutritional practice; nutritional status

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In Vol 6, No 1 (2017)

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