ANALYSIS OF COGNITIVE ABILITIES OF SCHOOL-AGE CHILDREN BASED ON EATING HABITS AND NUTRITIONAL STATUS
Dietary habit is behaviors that are appropriate for the selection of the right foods so that they will provide good nutritional status. Nutrients that consist of macronutrients such as carbohydrates, proteins, fats, and micro substances such as vitamins and minerals needed by the body for the process of growth and development. The purpose of this study was to determine the relationship between eating patterns with the nutritional status and cognitive abilities of elementary school children. Cross-Sectional research design. The population in this study were all students as many as 367 students, the sampling used was a Stratified random sampling technique, a sample of 192 respondents. Data analysis uses the Spearman Rank Rho statistical test. The results of the analysis of dietary variables with nutritional status were obtained ρ (0.003) <α (0.05), so H0 was rejected, meaning that there was a relationship between eating patterns and nutritional status of school-age children, with a value of r = 0.210 which showed a high positive correlation. The results of the analysis of nutritional status variables with cognitive abilities obtained results ρ = 0.00, <α = 0.05. meaning that there is a relationship between nutritional status and cognitive learning achievement in elementary school children. Normal nutritional status can be obtained by applying a positive diet so that the intake that enters the body in accordance with the needs of the body. Children who have normal nutritional status have good cognitive abilities. Parents are the most important support in optimizing children's growth and development
Almatsier, S. (2009). Prinsip Dasar Ilmu Gizi. Jakarta: Gramedia Pustaka Utama.
Akhtar, N., Zareen, H. and Sarmad, R. (2018) ‘Research Article Eating Habits and Nutritional Status of Female Students of a Medical College of Lahore’, pp. 2–6.
Badan Penelitian dan Pengembangan Kesehatan. (2014). Hasil Riskesdas 2013.pdf. Laporan Nasional 2013.https://doi.org/1 Desember 2013
Depkes, R. (2010). Kepmenkes RI No.1995 Tahun 2010 Tentang Standar Antropometri Penilaian Status Gizi Anak. Jakarta: http://doi.org/10.1016/j.eneco.2014.11.003
Devi, N. (2012). Gizi anak sekolah. Jakarta: PT.Kompas Media Nusantara.
Djamarah, S. (2011). Psikologi Belajar. Jakarta: PT. Rineka Cipta.
Hardinsyah, & Nyoman, S. I. D. (2016). Ilmu Gizi Teori & aplikasi. Jakarta: EGC
Husien H.A (2017) 'Effect of Food Habits on the Nutrional Status of Children in Cairo. Biomedical Statistic and informatics. Vol.2 No.1, 2017,pp.10-17. doi:10.11648/j.bsi.20170201.13
Herlina. (2014). Hubungan Status Gizi Dengan Prestasi Siswa Sekolah Dasar Negeri 081234 Kota Sibolga Tahun 2014. Wahana Informasi, 4(1). https://doi.org/2089-8592
Juan, P. M. F. S. (2006) ‘Dietary habits and nutritional status of school aged children in Spain’, 21(3), pp. 374–378.
Kementerian Kesehatan. (2014). Pedoman PGSKesehatan, 1-99.
Malongane, F. (2017). Nutritional status of children on the National School Nutrition Programme in Capricorn District, Limpopo Province South Africa, 11(1), 11–15. https://doi.org/10.7196/SAJCH.2017.v11i1.1124
Neuroscience, H. et al. (2013) ‘The role of nutrition in children ’ s neurocognitive development from pregnancy through childhood’, 7(March),pp.1-16.doi:10.3389/fnhum.2013.00097.
Sulistyoningsih, H. (2011). Gizi Untuk Kesehatan Ibu Dan Anak. Yogyakarta: Graha ilmu
Tucker, K. L. (2016) ‘Nutrient intake nutritional status , and cognitive function with aging’, 1367, pp. 38–49. doi: 10.1111/nyas.13062.
Wahyuningsih, En. (2012). Hubungan Status Gizi dengan Prestasi Belajar Pada Anak Kelas V SDN 01 Kadilanggon Wedi Klaten. Involusi Kebidanan, 4(8), 47–59. Retrieved from file:///C:/Users/User/Downloads/245-729-1-PB.pdf
Waryono, S. (2010). Gizi Reproduksi. Yogyakarta: Pustaka Rihama.
Wulandini S, D. M. (2017). Hubungan Status Gizi dengan Prestasi Siswa di SDN 010 Pangkalan Kerinci Kabupaten Pelalawan. Menara Ilmu, XI(78), 92–100.