Hubungan antara Pengetahuan dan Praktik Gizi pada Siswa, Ibu, dan Guru Jurusan Tata Busana SMKN 3 Bogor

Abstract

Tantangan akan rendahnya pengetahuan dan praktik gizi remaja masih ditemukan. Pada siswa remaja, pengetahuan dan praktik gizi dapat dibentuk oleh peran ibu dan guru. Penelitian ini bertujuan menganalisis hubungan antara pengetahuan dan praktik gizi siswa, ibu, dan guru jurusan Tata Busana SMKN 3 Bogor. Penelitian dilakukan secara cross-sectional pada 137 pasang siswa dan ibu serta 21 guru menggunakan instrumen kuesioner terkait 4 pilar gizi seimbang, program Makan Bergizi Gratis, dan peran guru terkait gizi. Pengetahuan gizi siswa, ibu, dan guru yang dominan secara berturut-turut tergolong kategori sedang (55,5%), sedang (68,6%), dan baik (61,9%). Sementara itu, praktik gizi siswa, ibu, dan guru dominan secara berturut-turut tergolong kategori sedang (73,7%), baik (50,4%), dan sedang (71,4%). Mayoritas siswa merasa kurangnya peran guru terkait gizi (55,5%). Pengetahuan gizi siswa dan ibu berhubungan positif signifikan dengan korelasi lemah. Praktik gizi siswa dan peran guru berhubungan positif signifikan dengan korelasi lemah. Tidak ada hubungan signifikan antara pengetahuan gizi siswa dan pengetahuan gizi serta peran guru, maupun antara praktik gizi siswa dan praktik gizi ibu serta guru. Selain itu, tidak ditemukan hubungan signifikan antara pengetahuan dan praktik gizi pada setiap kelompok subjek.

Challenges regarding low nutritional knowledge and practices among adolescents persist. These aspects can be shaped by the roles of mothers and teachers. This cross-sectional study aims to analyze the relationships between the nutritional knowledge and practices of students, mothers, and teachers in the Fashion Design study program at SMKN 3 Bogor, involving 137 student-mother pairs and 21 teachers. Questionnaires evaluated the four pillars of balanced nutrition, the Free Nutritious Meal program, and the teachers' nutritional role. The predominant nutritional knowledge among students, mothers, and teachers was moderate (55.5%), moderate (68.6%), and good (61.9%), respectively. Meanwhile, their predominant nutritional practices were moderate (73.7%), good (50.4%), and moderate (71.4%), respectively. Most students perceived a lack of teacher’s role regarding nutrition (55.5%). Students' nutritional knowledge was significantly and positively associated with mothers' knowledge, showing a weak correlation. Similarly, students' nutritional practices and the perceived role of teachers demonstrated a significant positive but weak correlation. No significant relationships were found between students' nutritional knowledge and teachers' knowledge or role, nor between students' practices and the practices of mothers or teachers. Furthermore, no significant relationship was found between nutritional knowledge and practices within each subject group.