Keterkaitan antara Kebiasaan Sarapan dan Asupan Protein terhadap Status Gizi dan Prestasi Belajar Siswa Tingkat SLTP di Cirebon

Abstract

Sarapan merupakan sumber energi bagi otak untuk membantu proses belajar. Penelitian ini bertujuan untuk menganalisis keterkaitan hubungan antara kebiasaan sarapan dan asupan protein terhadap status gizi dan prestasi belajar siswa tingkat SLTP di Cirebon. Penelitian cross-sectional ini melibatkan 68 subjek yang dipilih secara purposive. Subjek merupakan siswa kelas 7 dan 8 MTs Negeri 02 Cirebon. Pengumpulan data dilakukan melalui pengisian kuesioner dan wawancara secara langsung. Mayoritas subjek memiliki prestasi belajar kategori kurang, status gizi normal, frekuensi sarapan 4,6±1,7 kali/minggu, kontribusi energi sarapan 18,7±6,2% AKE, dan kontribusi protein harian 8,1±3,0 %AKE. Subjek dengan prestasi belajar baik pendidikan ayah dan pendapatan keluarganya signifikan lebih tinggi dibandingkan subjek dengan prestasi belajar kurang. Terdapat hubungan signifikan positif antara kontribusi energi sarapan terhadap status gizi subjek (p=0,028, r=0,267). Tidak terdapat hubungan signifikan (p>0,05) antara kebiasaan sarapan, konsumsi pangan, dan status gizi terhadap prestasi belajar. Namun demikian, sebagian besar subjek dengan prestasi belajar baik memiliki kontribusi energi dari sarapan yang cukup serta melaksanakan sarapan setiap hari sebelum pukul 09.00. Hal ini menunjukan bahwa semakin tinggi kontribusi energi sarapan, semakin tinggi nilai z-score dalam kategori normal. Hal ini menunjukkan sarapan perlu ditingkatkan untuk memenuhi kebutuhan zat gizi dan meningkatkan prestasi belajar.

Breakfast is one of source of energy for brain to perform better of learning process. This research aimed to analyzed correlation between breakfast habits and protein intake with nutritional status and learning achievement among junior high school student. This cross-sectional study involved 68 subjects. Data was collected by filling out questionnaires and direct interviewed. Most of the subjects had fair learning achievement, normal nutritional status, breakfast frequency 4.6±1.7 times/week, breakfast energy contribution 18.7±6.2% RNA, and daily protein contribution 8.1±3.0 % RNA. Subjects with good learning had significantly higher father's education and family income than subjects with fair learning achievement. There was positive significant correlation (p=0.028, r=0.267) between breakfast energy contribution and the nutritional status of the subjects. There was no significant correlation (p>0.05) between breakfast habits, food consumption, and nutritional status with learning achievement. However, most of the subjects with good learning achievement had sufficient breakfast energy contribution and had breakfast every day before 09.00 AM. This result showed that the higher energy contribution of breakfast, the higher z-score in the ranged of normal nutritional status category. These indicated that breakfast needed to be improved to fulfill the nutrients requierement and improve learning achievement of students.