Keterkaitan Pengetahuan Gizi, Tingkat Kecukupan Energi dan Zat Gizi Makro, Status Hidrasi dan Status Gizi dengan Prestasi Belajar Remaja

Abstract

Konsumsi pangan dan cairan dalam jangka panjang dapat berpengaruh terhadap status gizi serta penting dalam menjaga fungsi otak agar dapat memiliki prestasi belajar yang baik. Penelitian ini bertujuan menganalisis keterkaitan pengetahuan gizi, tingkat kecukupan energi dan zat gizi makro, status gizi, serta status hidrasi dengan prestasi belajar remaja. Penelitian cross-sectional ini melibatkan 63 subjek yang dipilih secara purposive. Data pengetahuan gizi dikumpulkan melalui pengisian kuesioner, konsumsi pangan menggunakan food recall 2x24 jam, status hidrasi dengan kartu PURI, status gizi diukur berdasarkan berat badan dan tinggi badan, serta prestasi belajar berdasarkan nilai rata-rata ujian tengah semester. Sebagian besar subjek memiliki pengetahuan gizi rendah (65%), tingkat kecukupan energi, zat gizi makro, dan cairan tergolong defisit, status gizi baik (78%), status hidrasi tergolong dehidrasi (81%) dan prestasi belajar baik (100%). Hasil penelitian menunjukkan bahwa terdapat hubungan signifikan positif antara tingkat kecukupan energi dan protein dengan status gizi serta antara status gizi dengan prestasi belajar. Hal ini menunjukkan bahwa semakin baik tingkat kecukupan energi dan protein, maka semakin baik pula status gizi. Lebih lanjut menunjukkan bahwa dengan semakin baik status gizi, maka semakin baik pula prestasi belajar. Agar kebutuhan zat gizi, termasuk cairan, dapat dipenuhi maka edukasi gizi sangat penting dilakukan.

Food and fluid consumption is important, especially in the long term, for normal nutritional status and maintain brain function to have a good learning achievement. The objectives of this study was to analyze the correlation between nutritional knowledge, energy and macronutrients adequacy levels, nutritional status, and hydration status with adolescent learning achievement. This cross-sectional study involved 63 subjects selected purposively. Nutritional knowledge data was collected through filling out questionnaires, food consumption used 2x24-hour food recall, hydration status used a PURI card, nutritional status was estimated based on body weight and height, and learning achievement was estimated based on the average score of the mid-semester exam. Most of the subjects had low nutritional knowledge (65%), adequacy levels of energy, macronutrients and fluids were classified as deficit, nutritional status was good (78%), hydration status was classified as dehydration (81%) and learning achievement was classified as good (100%). There were a positive significant relationship between energy and protein adequacy level with nutritional status, and between nutritional status with learning achievement. These indicated that the better energy and protein adequacy level, the better nutritional status. Furthermore, the better nutritional status followed by the better learning achievement. So, in order to meet nutritional needs, including fluids, nutritional education is important to be done.