Aktivitas Harian, Status Gizi, Perkembangan Sosial Emosi dan Prestasi Belajar Siswa Sekolah Dasar Full Day dan Non Full Day
Damanik, M. Rizal M.
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The formal education system is devided into a full day school (studying about 9 hours/day) and non full day school (only takes less than 5 hours/day). The difference which previously of these school day hour determined physical and psicological for students, therefore can affected to their cognitive performance. The study is aimed to analyze daily activity, nutritional status, social emotional development, and cognitive intelligence and it’s comparison and correlation in full day and non full day elementary school student. SDIT Nur Al Rahman represents full day school category and SDN Cibeureum Mandiri I was represent non full day school category. Both of school was located in Cimahi. The sample of the research is 30 students of each school. The study results show that there is significant differences between student who take daily activity in full day and non full day school. Most of full day school student had daily activity in everage category, by 70%. Beside, most of non full day school student had low category, by 86,5%. Based on IMT/U, most of subject nutritional status presentation of full day school was in normal level by 50%, fat 30%, obese 20% an none in thin category. Therefore in non full day school, the most subject nutritional status presentation was in normal category by 70%, each thin and fat by 30%, and obese 3,3%. Social emotional development in full day and non full day school was in high category, by more than 80. Achievement student everage in full day school was in excellent category (80-100), beside for non full day students was in good category (70-79). The was any correlation between nutritional status and social emotional development in full day school (p=0,036) and non full day school (p=0,021).
- UT - Community Nutrition