Status Gizi dan Prestasi Belajar Remaja SMA : Peran Stres Akademik sebagai Efek Modifikasi
DOI:
https://doi.org/10.31964/jsk.v17i1.538Abstrak
Status gizi dan stres akademik diduga memengaruhi prestasi belajar remaja, sehingga penelitian ini bertujuan menganalisis hubungan status gizi dengan prestasi belajar serta peran stres akademik sebagai faktor pemodifikasi pada siswa kelas X SMAN 14 Bandung. Penelitian observasional analitik dengan desain potong lintang ini melibatkan 123 remaja yang dipilih melalui consecutive sampling pada Januari-April 2025. Status gizi ditentukan berdasarkan indeks massa tubuh menurut umur menggunakan pedoman Kementerian Kesehatan 2020, prestasi belajar diukur dari rata-rata nilai rapor, dan stres akademik dinilai dengan Educational Stress Scale for Adolescents. Secara keseluruhan tidak terdapat hubungan signifikan antara status gizi dengan prestasi belajar (p = 0,859), namun setelah stratifikasi berdasarkan tingkat stres, terdapat perbedaan bermakna pada kelompok stres normal–ringan (p = 0,038) dan tidak bermakna pada kelompok stres sangat berat (p = 0,427). Stres akademik tinggi mampu menutupi manfaat status gizi baik terhadap prestasi belajar. Mayoritas remaja memiliki status gizi lebih (51,2 %). Peningkatan prestasi belajar remaja memerlukan pendekatan ganda, yaitu perbaikan gizi seimbang sekaligus manajemen stres akademik yang efektif melalui edukasi, konseling, dan dukungan lingkungan sekolah serta keluarga
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