Hubungan Antara Pengetahuan Dan Praktik Gizi pada Siswa, Ibu, Dan Guru Jurusan Tata Kecantikan SMKN 3 Bogor

Abstract

Gizi merupakan faktor penting dalam menentukan kualitas sumber daya manusia, terutama pada remaja yang sedang mengalami pertumbuhan pesat dan rentan terhadap masalah gizi. Penelitian ini bertujuan untuk menganalisis hubungan antara pengetahuan dan praktik gizi pada siswa, ibu, dan guru di SMKN 3 Bogor Jurusan Tata Kecantikan. Penelitian menggunakan desain observasional analitik dengan pendekatan cross-sectional, melibatkan 97 siswa, 97 ibu, dan 16 guru yang dipilih dengan metode total sampling. Data dikumpulkan menggunakan kuesioner dan dianalisis dengan uji korelasi Spearman. Hasil menunjukkan bahwa rata-rata pengetahuan gizi tertinggi terdapat pada guru (88,8±8,9), diikuti siswa (73,1±17,9) dan ibu (69,1±22,6), sedangkan praktik gizi terbaik terdapat pada ibu (78,7±14,3), diikuti siswa (73,8±9,6) dan guru (71,9±10,9). Terdapat hubungan signifikan antara pengetahuan gizi ibu dan siswa (p=0,006; r=0,276), praktik gizi ibu dan siswa (p=0,007; r=0,271), serta peran guru dengan praktik gizi siswa (p=0,008; r=0,266), namun tidak terdapat hubungan antara peran guru dengan pengetahuan siswa (p=0,434), dan hubungan pengetahuan–praktik hanya signifikan pada ibu (p=0,001; r=0,389). Kesimpulannya, ibu memiliki peran penting dalam pembentukan pengetahuan dan praktik gizi siswa, sementara guru lebih berperan dalam aspek praktik, sehingga diperlukan intervensi edukasi gizi yang komprehensif dan aplikatif melalui sinergi keluarga dan sekolah.

Nutrition is an important factor in determining the quality of human resources, especially among adolescents who experience rapid growth and are vulnerable to nutritional problems. This study aimed to analyze the relationship between nutrition knowledge and practices among students, mothers, and teachers at SMKN 3 Bogor, Department of Beauty. This study used an analytical observational design with a cross-sectional approach, involving 97 students, 97 mothers, and 16 teachers selected through total sampling. Data were collected using questionnaires and analyzed using Spearman correlation test. The results showed that the highest mean of nutrition knowledge was found among teachers (88.8±8.9), followed by students (73.1±17.9) and mothers (69.1±22.6), while the best nutrition practices were found among mothers (78.7±14.3), followed by students (73.8±9.6) and teachers (71.9±10.9). There were significant relationships between mothers’ and students’ nutrition knowledge (p=0.006; r=0.276), mothers’ and students’ nutrition practices (p=0.007; r=0.271), and teachers’ roles with students’ nutrition practices (p=0.008; r=0.266), but no significant relationship between teachers’ roles and students’ nutrition knowledge (p=0.434), and the knowledge–practice relationship was only significant among mothers (p=0.001; r=0.389). In conclusion, mothers play an important role in shaping students’ nutrition knowledge and practices, while teachers contribute more to the practice aspect; therefore, comprehensive and applicable nutrition education interventions involving both family and school are needed.