Intervensi Pendidik Sebaya Meningkatkan Pengetahuan, Sikap, dan Perilaku Gizi Seimbang pada Remaja di MTsN Model Limboto - Nuryani, Nuryani; Paramata, Yeni (Indonesian Journal of Human Nutrition, 2018)
Abstrak Periode remaja dikategorikan kelompok rawan masalah gizi dan mempunyai risiko kesehatan tinggi disebabkan pertumbuhan dan perkembangan yang pesat. Remaja cenderung mudah mengikuti pengaruh teman sebayanya, sehingga pendekatan positif berupa kelompok pendidik sebaya diharapkan mampu memperbaiki sikap dan perilaku gizi seimbang pada remaja. Penelitian ini bertujuan untuk menilai perubahan pengetahuan, sikap, dan perilaku gizi seimbang remaja setelah diberikan edukasi dari kelompok teman sebaya. Metode penelitian adalah quasy experiment dengan rancangan two group pre-post test design. Penelitian dilakukan di MTS Negeri Model 1 Limboto. Pengambilan sampel secara accidental sampling. Sampel untuk kelompok educator sebanyak 30 siswa, sementara yang menjadi sasaran target remaja kelompok peer educator sebanyak 128 siswa. Variabel penelitian meliputi pengetahuan, sikap dan perilaku gizi seimbang dikumpulkan sebelum dan setelah pemberian edukasi gizi. Analisis data menggunakan uji paired t-test untuk membandingkan skor masing–masing variabel. Hasil penelitian menunjukkan bahwa kelompok remaja peer educator terjadi peningkatan skor pengetahun 28,77 ± 23,58 (p-value=0,000), skor sikap 4,72 ± 5,99 (p-value=0,000), skor perilaku gizi seimbang 7,56 ± 8,26 (p-value=0,000), sementara pada kelompok remaja sasaran kelompok peer educator terjadi peningkatan skor pengetahun 2,17 ± 15,05 (p-value=0,104), skor sikap 0,86 ± 6,57 (p-value=0,140) dan skor perilaku gizi seimbang 1,14 ± 9,97 (p-value=0,198). Kesimpulan dari penelitian ini adalah terjadi peningkatan skor pengetahuan, sikap, dan perilaku gizi seimbang secara signifikan pada kelompok peer educator, namun tidak signifikan pada kelompok sasaran peer educator.Kata kunci: pengetahuan, sikap, perilaku, gizi seimbang, peer educator  Abstract Adolescence period is categorized as a group prone to nutritional problems and has high health risk caused by rapid growth and development. Adolescents tend to follow their peers’ influence, thus a positive approach in a form of peer educators is expected to improve attitudes and behavior on balanced nutrition among adolescents. The study aims to assess the changes of knowledge, attitudes, and behavior about balanced nutrition in adolescents after given education from peer groups. The research method used was quasy experiment with two group pre-post test design. The study was conducted in Islamic Junior High School 1 Limboto. Sampling was taken by accidental sampling. The sample for peer educators was as many as 30 students, while the targeted adolescents of the peer educators were 128 students. The research variables including knowledge, attitudes, and behavior on balanced nutrition were collected before and after the provision of nutritional education. Data analysis was using paired t test to compare the scores of each variable. The results showed that in the peer educator there were increases in knowledge score 28.77 ± 23.58 (p-value=0.000), attitude score 4.72 ± 5.99 (p-value=0.000), behavior score 7.56 ± 8.26 (p-value=0,000), while in the peer educator target group, there were increases on knowledge score 2.17 ± 15.05 (p-value=0.104), attitude score 0.86 ± 6.57 (p-value=0.140) and behavior score 1.14 ± 9.97 (p-value=0.198). It is concluded that there are significant increases in the scores of knowledge, attitudes, and behavior about balanced nutrition in the peer educator group, but not significant in the peer educator target group. Keywords: attitude, balanced nutrition, behavior, knowledge, peer educator