Aprinia Dian Nurhayati, Dzata Ziek Zanieqah, Rizka Silvia

Correlation between Nutritional Knowledge and Nutritional Status among First Grade Students at SD Muhammadiyah 1 Malang

Introduction

Correlation between nutritional knowledge and nutritional status among first grade students at sd muhammadiyah 1 malang. Discover if nutritional knowledge impacts nutritional status in first-grade students at SD Muhammadiyah 1 Malang. This study found no significant correlation. Learn more.

Abstract

Nutritional status in schoolchildren is known to affect their concentration in learning, cognitive abilities, growth, development, and immune system. Nutritional knowledge is one of the factors known to influence the nutritional status of schoolchildren. However, research that analyzes the correlation between the nutritional knowledge of students who are just starting elementary school and their nutritional status is still limited. This study intends to analyze the correlation between nutritional knowledge and nutritional status in first-grade students at SD Muhammadiyah 1, Malang City, East Java. This was an observational study with a cross-sectional approach, conducted in July 2025. The study involved first-grade students at SD Muhammadiyah 1, Malang City. Ethical approval with number 01.07.09/UN32.14.2.8/LT/2025 was obtained from the Ethics Committee of Universitas Negeri Malang. Data on nutritional knowledge were obtained from interviews using a student knowledge questionnaire. Data on the students' nutritional status were obtained from the average results of weight (W) and height (H) measurements, which were processed into BMI-for-age (body mass index for age) data. The results showed no statistically significant correlation between nutritional knowledge and the nutritional status of first-grade students at SD Muhammadiyah 1, Malang City (correlation coefficient of 0.071 with p>0.05). Other factors, such as parental habits, environment, and access to food, may be more influential on children's eating practices than nutritional knowledge.

Review

This study addresses a highly relevant topic concerning the nutritional status of schoolchildren and its far-reaching implications for their development and academic performance. The authors correctly identify a gap in the literature regarding the correlation between nutritional knowledge and nutritional status specifically among first-grade students, who are at a critical developmental stage. The chosen methodology, an observational cross-sectional study, is appropriate for exploring such a correlation, and the clear statement of ethical approval is commendable. The abstract concisely outlines the data collection methods, including the use of a student knowledge questionnaire via interviews and objective measurements for BMI-for-age, suggesting a sound approach to data acquisition. While the study's objective is clear and the methodology appears sound, the finding of "no statistically significant correlation" between nutritional knowledge and nutritional status in first-grade students raises critical points for discussion. At such a young age, it is highly probable that a child's nutritional status is predominantly influenced by their parents or guardians' practices, socioeconomic factors, and household food environments, rather than their nascent nutritional knowledge. The abstract touches upon this by suggesting "other factors, such as parental habits, environment, and access to food, may be more influential," but this crucial insight could be more central to the study's initial hypothesis or discussion in the full paper. The utility of assessing *children's* nutritional knowledge as a primary driver for their *own* nutritional status at this age merits deeper consideration, perhaps focusing on parental knowledge as a mediating factor instead. Additionally, the study's single-school, single-city scope limits the generalizability of these findings. Despite the non-significant correlation, the study makes a valuable contribution by challenging potential assumptions about the direct impact of individual child knowledge on nutritional outcomes in early elementary years. The results underscore the complexity of factors influencing young children's nutritional health and implicitly highlight the critical role of parental education, household environment, and broader community support. Future research could build on these findings by investigating the nutritional knowledge and practices of parents or caregivers, incorporating socio-economic indicators, or employing longitudinal designs to track changes over time. This research serves as a pertinent reminder that interventions aimed at improving nutritional status in young children must often target the family and wider environmental contexts rather than solely focusing on the child's individual knowledge.

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