The Policy Implementation of Nutrition Education in Elementary School Permata Insan Malang Indonesia

Moch. Agus Krisno Budiyanto

Program Studi Pendidikan Biologi FKIP Universitas Muhammadiyah Malang Jl. Tlogomas 246 Malang Telp 464318 psw 120, email:

aguskrisno.gbf@gmail.com

Abstract: In the developed countries, children regularly get nutrition education at early

age. Through the classroom learning and lunch program at school, they are educated to

understand and practice the dietary guidelines. This study was designed to figure out the conceptual framework of the implementation of nutrition education’s policy

comprising the program concept, success, factors, and impacts. To achieve this

objective, the policy study was used as design. The subjects, who are sampled

purposively, were the headmaster, teachers, and students’ parents of Permata Insan

Elementary School Malang. The data collection method used was in-depth interview,

participatory observation, and documentation. The data was analyzed through content analysis by using Miles and Huberman’s interactive model. Based on the result, it is

stated that 1) The implementation of nutrition education’s policy on Permata Insan

Elementary School Malang is in form of school lunch and other programs that establish

the atmosphere of nutrition education; 2) the success of the program is indicated

through the character building and Islamic dietary; 3) the dominant factor of the implementation is the parents’ inclination for their children having healthy dietary, 4)

the implementation has individual impact (on students) and social impact (on parents)

regarding the the improvement of students’ dietary tradition at school, home, and other

environments.

Key Words: implementation, nutrition education‘s policy, school lunch program, success, impact

INTRODUCTION

According to Soedirman (2010) and Winarno (2014), Indonesian children generally lack of critical thinking and vigilance towards dietary. The Indonesian curriculum of elementary school has not yet provided professional nutrition education. Moreover, only few schools have introduced good program of school lunch. Fact reveals that asking children to eat their vegetables is the most difficult thing for most mothers in Indonesia. It is as difficult as preventing the children to not consume fast food. Another fact shows that the habit of reading label on canned food has not been applied by parents in Indonesia.

In developed countries, children have obtained regular nutrition education. Through the classroom learning and lunch program at school, they are educated to understand and practice the dietary guidelines. Through the guidelines, they are persuaded to like various kinds of food, especially vegetables and fruits. They are also taught to maintain cleanliness and to pay attention on the label of food cans or containers in order to avoid contaminated or expired food (Niryati, 2010, Winarno, 2014). According Sahid (2003), Bustos (2016), Cooke (2015), Essien (201), the decision of the principal to promote nutritional health can affect feeding behavior of students and it is very important to the learning environment. Diner existence of healthy and nutritional education have an impact on improving the nutritional status of students. Nutritional education is an important component in the prevention of nutritional diseases wrong. Nutrition knowledge will have an influence in choosing a good meal in an effort to get a good nutritional status on students.

According Gannan (2012), Nemet (2012), Falter (2011), Aftandilian (2013), community-based interventions can improve access to school fruit and vegetable consumption. Increased consumption of fruits and vegetables can help protect the overall health status and reduce disease risk. On the other hand, social and economic factors are the trigger factors nutritional diseases wrong. Low income families are the trigger factors of obesity in children in the United States. Nutrition education to children proved to reduce the risk of nutritional diseases in children. The existence of garden plants have an important role in creating food justice. Intervention nutrition and physical activity in elementary school children were able to reduce the risk factor of nutritional diseases wrong. The effectiveness of school-based health education programs proven to lower the risk of certain chronic diseases early in life. Interventions such as nutrition

classes for families, the addition of healthy school food choices that appeal to students, and the activities of non-competitive physical education can improve the ability of healthy eating for children. That requires the selection of appropriate resources in nutrition education to improve healthy eating behaviors in children. There are four elements of nutrition education materials, namely: positive messages, diet, fitness development, and content integration (Draper, 2010, Kafatos, 2007, Gooh 2009, Eliassen, 2007). According Briggs (2003), Wechsler (2001), Sandra (2003), Services performed by the American School Food Service Association (ASFSA) was able to improve a comprehensive school health program. Schools can play a key role in nutrition education and healthy food choices. School food service programs must also consider the scheduling of school meals. Schools should give students sufficient amount of time for breakfast and lunch. Required the

sacrifice of time, taste, convenience, and price for choosing healthy foods.

The Integrated Islamic Elementary School (SDIT) Permata Insan Malang is one of the leading schools implementing the school lunch policy as one of the foundations of the nutrition education at the school. This study was conducted to figure out the implementation of nutrition education’s policy in SDIT Permata Insan Malang.

Based on the grand theory about the policy implementation, this study was designed to answer the following focuses of study: 1) How is the program of implementation of nutrition education’s policy in SDIT Permata Insan Malang?; 2) How is the success of the program of implementation of nutrition education’s policy in SDIT Permata Insan Malang?; 3) What factors influence the implementation of nutrition education’s policy in SDIT Permata Insan Malang?; and 4) How are the impacts of the implementation of nutrition education’s policy in SDIT Permata Insan Malang?

This study was designed to figure out the conceptual framework of the implementation of nutrition education’s policy in SDIT Permata Insan Malang comprising the program concept, success, factors, and impacts.

STUDY METHOD

This study used policy study as design. The subjects, who are sampled purposively, were the headmaster, teachers, and students’ parents of Permata Insan Elementary School Malang. The number of the subjects would be considered as enough if the obtained data/information was saturated. The data collection method used was in-depth interview, participatory observation, and documentation. The data validation test used in the study was source and method triangulation. The data of program, success, and impact of the implementation of nutrition education’s policy were analyzed through content analysis by using the Miles and Huberman’s interactive model. This model

consists of four interconnected components, they are (1) data collection, (2), data reduction, (3) data serving, and (4) drawing and testing or conclusion verification. The data of the factors influencing the implementation of the nutrition education’s policy was analyzed through domain analysis.

RESULTS AND DISCUSSION

The grand theory used in this study is the theory of policy implementation by Grindle and Winarno. According to Winarno (2014), the policy implementation is the manifestation of fundamental policy decision that usually arranged in certain law, and also can be in the form of crucial executive instructions or regulatory decisions. According to Grindle (1994), the measurement of the success of the implementation of nutrition education’s policy is conducted by analyzing program, success, factors, and both individual

and social impacts of the policy implementation. The program of nutrition education in SDIT Permata Insan Malang is

school lunch. Students systematically obtained nutrition education regarding dining etiquette and dietary through various eating programs at school. After dhuha‘ prayer, students are invited to have snacks together, and before dhuhur prayer, they are invited to have their lunch collectively. The snack menu is made as various as possible, comprising traditional to modern food, for example, toasts. The same similar program is also applied to the lunch menu. the lunch is served in box-shaped plastic container filled with rice, vegetables, and various high-protein side dishes. The food is organic and processed hygienically and is non-preservative. In this program, students are educated taught to always start and end the lunch with prayer, to be not picky on food, and to be fond of vegetables and fruits. To realize this program, each student is charged IDR 160.000 per month.

Dining etiquette is highly concerned in the lunch program. This is in

accordance with the vision of the school: To be a leading school prioritizing the nobleness of morals and wholesomeness for society; and also in accordance with the particular objectives of the school, which are: 1) Developing elementary education that prioritizes the nobleness of morals as reflection to act and also being wholesome for society, and 2) Introducing and implementing positive values, especially religious values, among students at early age.

The lunch and snack time are held in classrooms with Islamic dining etiquette, such as 1) Washing hands before and after eating, 2) Praying before and after eating, 3) Sitting while eating, 4) Chewing food in the proper? way , and 5) returning the receptacles to the school kitchen after eating. The food is in under the control of: 1) Foundation, 2) Headmaster, 3) Teachers, and 4) Parents.

The nutrition education is an attempt to spread awareness to society on the importance of nutrition for life. It is a learning process regarding what nutrition is, how to choose nutritional food, the benefit of nutrition to life, and so forth. The nutrition of education has goals of changing the attitude and action towards awareness to fulfil the need of nutrition for healthy life. It should be implemented on children at early age by both the parents and teachers. The materials of nutrition lesson should be the part of curriculum at school (Niryati, 2010, Veria, 2014). In supporting the nutrition education, there are several things that should be done by the school, they are: 1) Providing hygienic school shop and cafeteria, 2) Forbidding students to buy food outside the school, 3) Advising the society for not selling meals and/or snack in school area, 4) Providing information regarding nutrition education in the school’s official website, 5)

Performing conducive activities regarding the nutrition education, and 6) encouraging parents to sell organic foods.

One of the conducive activities is the ‘TV program’ on Permata TV performed by the fourth graders of the school.

― . . .It was really fun, they acted like Farah Quin (Host of the ‗Ala Chef‘ Show). Alhamdulillah, it was successful. I was moved when seeing them passionate and expressive. I hope that this media I made with my husband and neighbors – a box with ‗Permata TV‘ written on it – can be realized into a real TV show . . .‖ said a teacher.

One of the materials in the website of the school, insanpermata.com, is

the guide for healthy food. The expert convince that the keys of healthy diet are balance, variety, and sufficiency. In short, it means that all the foods are high-nutrient and and low-calories. According to according to Niryati (2010) and Veria, 2014), there are 10 tips that can help you maintain the three keys and still can enjoy delicious food, they are: 1. Eat high-nutrient food. You need 40 different types of nutrient to gain

healthy body, and they cannot be found in a single type of food. Your daily diet should include bread, grains, fruits, vegetables, milk, meat, fish, and the other high-protein foods. the amount of food you need depends on your calories need.

2. Choose various types of grains, fruits, and vegetables. Among six to eleven food you eat, starting from bread, rice, cereal, and pasta, are there among them full grains? Do you eat fruits and three to five portions of vegetables? If your answer is no, you had better start to make it a habit. Buy receipt books to cook delicious vegetable meals.

3. Maintain your weight. Your ideal weight depends on several factors such as gender, height, age, and heredity. Overweight body leads to poor blood circulation, high probability of heart attack, stroke, diabetes, and cancer. Undernourished body also leads to osteoporosis, menstrual problems, and more health problems. If you are losing and gaining weight alternately, dietary can help you manage your weight. Regular exercise also helps you maintain your health.

4. Eat in sufficient portion. If you maintain your food portion, it is easier to eat all you want and keep healthy. Do you know that the recommended portion of cooked meat is only three ounces? A portion of food and a bowl of pasta are considered as balanced portion to maintain your health A glass of ice

cream is equal to eating four portions. 5. Eat regularly. Missing meal time will cause you difficulty in controlling

hunger, and this leads you to overeating. When you are hungry, you tend to eat everything without concerning the nutrients. Having snacks between meal times can help reducing your hunger. Do not overeat your snacks that could lead you abandoning your main meals.

6. Eat less, but do not miss your meal. If your favorite meal is fatty, salty, and sweet, the safe way you can do is sufficiently consume it under the strict schedule. Know your food and make change if you need to. It is better for the adults to consume less meat and milk. Use the panel of nutrition facts on food labels as your guideline. Choose non-fat milk and limit your meat consumption. If you are fond of fried chicken, it does not matter. Limit your consumption. When you eat along with your friends, offer them your food.

7. Choose balanced dietary. Not all the foods should be ‘perfect’. Select low-fat, low-salt, and low-sugar food. If you missed several types of food in one day,

substitute them on the next day. Try to choose foods that complete the nutrients each other on daily basis.

8. Know the Food Trap. To fix your diet, the first thing you need to know is if there is anything wrong with it. List all the foods you have eaten in last three days. Check the list and match with all the tips above. Do you overeat your snack or fatty foods? Do not abandon the foods. Limit them. Do you eat sufficient fruits and vegetables? If not, eat some more.

9. Make gradual change. There is no ‘super food’ or easy answer for a healthy diet. Do not expect you can change your diet in one night. Start with the intention of living a healthy life and make gradual change. Keep it for a lifetime. For adjustment, if you do not like non-fat milk, start with low-fat milk.

10.Remember, there is no ‘good’ or ‘bad’ food. Choose types of food that fulfil

your total need, not based on whether it is good or bad for you. Do not feel guilty if your favorite meals are pie, french fries, chocolate, or ice cream. Keep eating what you like, but remember, in sufficient portion. Choose another food as counterweight.

One of the the important factors in determining the success of the implementation is the parents’ inclination for their children having healthy dietary. Most of the parents want their children to recognize and consume organic food. It is no surprising if there is a crowd full of parents trading organic foods in front of the school mosque. One of the traders commented:

―. . . all the organic fruits and vegetables are from University Farm of the University of Muhammadiyah Malang. I also bought organic rice there. My turnover is getting improved along with the awareness of the parents upon the importance of healthy foods . . .‖ In this 21st century, the trend of healthy lifestyle has successfully

encouraged the vast development of organic farming (Prihandarini, 2009). The organic farming is one of the alternatives to establish sustainable and environmental-friendly farming. The organic farming is a sustainable farming system admitted by the European Commission and Agricultural Council on the 1992 United Nation Conference (Pihandarini, 2009, Niryati, 2010).

According to Winarno in Bahar (2009) and Prihandarini, (2009), the domestic and foreign consumers, especially in developed countries such as in Europe, Japan, and United States, highly interested in organic foods due to the health motivation, freshness of the products, good taste and texture, and specific characteristics that bring satisfaction in several developed countries, organic farming has shown good portion in the food production system. In Austria, 10% of the foods are from organic farming. In Switzerland, the organic foods reach 7,8%. In United States, France, Japan, and Singapore, the development in organic farming reach more than 20% annually.

Based on the survey in 2005, Czech spent USD 15,9 millions to buy organic products. It was predicted that the numbers would reach USD 59 millions in 2011. 50% of the value were from the Czechs that did not recognize any organic products. Only 3% of the consumers regularly bought products with environmental-friendly labels. Survey mentioned that generally the Czechs tend to buy organic foods since they are expensive and contain traditional values (Yusmaini,2009, Prihandarini, 2009).

Nowadays, around 10% to 15% of households in Switzerland regularly purchase organic products. Swiss are the most dominant purchasers of certain organic products in the world by spending SFR 160 per person annually.

Among the products, the food one dominate 3% of the marketing. Migros, the biggest food seller in Switzerland sold certified organic products and gained SFr 300 millions in 2005. This phenomenon became a big challenge for the organic farmers since they have to compete with supermarkets such as Aldi (Germany) and Carrefour (France) which usually promote big discounts on organic foods. The writer predicted that in the near future, the organic farmers will not be able to sell their products in high price unless they can scientifically prove that their products are tastier and more nutritious (Yusmaini,2009, Bahar, 2009).

In Canada, the consumer promotion can affect the demand of organic foods in market. The growth of the demand was predicted reaching 17.41% on period 2007-2011, given the fact that the demand in the previous year was only 3%-4%. The growth was contributing to the total of organic-certified food sale during 2006 reaching USD 412 millions from the total sales in Canada of USD

46 billions; from which, the organic food markets in Canada gained USD 1.4 millions (Yusmaini, 2009, Prihandarini, 2009).

The organic media in Britain reported that the organic food traders improved 20% annually. This is not a surprise regarding the fact that people are bombarded with publications about food security crisis everyday such as contaminated fish, ice cream with listeria, and vegetables with high pesticide residues. Wal-Mart and Carrefour are two supermarkets obtaining benefits from the increase of demand for the organic products. The Wal-Mart in Beijing exposed that the sale of organic vegetables peaked from 13.6% to 88% for 12 months (last 2005 to November 2006) (Yusmaini,2009, Bahar, 2009). The impact of the implementation of nutrition education in SDIT Permata Insan Malang has gradually affected the students (individual impact) and parents (social impact). Students were perceived having Islamic dining etiquette, ability to select healthy foods and beverages, and rich preference of foods. Parents admitted that their children did not complain about their food anymore. One of the parents stated:

―. . . my child relatively has had good eating habit. When I offered him to buy food with preservative and artificial flavor, he refused and said that the food was unhealthy and poisonous . . . ―

The impact of the implementation of nutrition education in SDIT

Permata Insan Malang is in accordance with the result of the study by Nuryanto (2014), where the average of knowledge on nutrition among school students before the intervention of the nutrition education was 66,45±9,6%. After the intervention, it increased to 71,61±9,3%. The median of the students’ attitude before the intervention was 70,31% and later increased to 73% after the intervention. This result showed that nutrition education improved the knowledge and attitude towards nutrition. According to Zulkarnaini (2006), nutrition education about Keluarga Sadar Gizi (Kadarzi) for elementary students can increase their knowledge, attitude, and behavior on Kadarzi. It also improves the mothers’ behavior towards Kadarzi. Thasim (2013) and Candra (2013) stated that there are differences of knowledge gaining, protein intake, and fat intake before and after the education. CONCLUSION

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