Update Artikelilmiah: 38953

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Abstrak (Bhs. Indonesia)

Latar Belakang: Edukasi gizi merupakan salah satu upaya untuk meningkatkan pengetahuan gizi. Pengetahuan gizi berpengaruh pada sikap dan praktik gizi seimbang. Contoh media yang digunakan adalah instagram dan blog. Penelitian bertujuan mengetahui perbedaan edukasi melalui instagram dan blog terhadap pengetahuan, sikap, dan praktik gizi seimbang pada Mahasiswa Non-Kesehatan Universitas Jenderal Soedirman.
Metodologi: Desain penelitian quasi eksperimental dengan pre dan post-test group design. Sampel sebanyak 26 responden diambil dengan purposive sampling. Intervensi diberikan selama 18 hari pada 2 kelompok yaitu instagram dan blog. Pengukuran pengetahuan, sikap dan praktik menggunakan kuesioner. Analisis data menggunakan Uji Wilcoxon dan Mann-Whitney.
Hasil Penelitian: Peningkatan rerata skor pengetahuan pada kelompok instagram sebesar 11 menjadi 17,46 (p=0,001), sikap sebesar 48,92 menjadi 53,62 (p=0,001), dan praktik sebesar 71 menjadi 74,46 (p=0,036). Sedangkan kelompok blog skor pengetahuan sebesar 11,77 menjadi 17,31 (p=0,001),  sikap sebesar 47 menjadi 52,69 (p=0,001), dan praktik sebesar 68,31 menjadi 73,46 (p=0,030). Tidak terdapat perbedaan signifikan mengenai pengetahuan (p=0,841), sikap (p=0,424) dan praktik (p=0,258) antara kelompok instagram dan blog.
Kesimpulan: Terdapat perubahan pengetahuan, sikap dan praktik sebelum dan setelah pemberian edukasi. Namun, tidak terdapat perbedaan pengetahuan, sikap dan praktik gizi seimbang antara kelompok instagram dan blog.

Abtrak (Bhs. Inggris)

Background: Nutrition education is an intervention that could improve and increase nutrition knowledge. Nutrition knowledge will influence the attitude and practice in daily life. The example of social media based education are instagram and blogs. The study aims to examine the difference of nutrition knowledge, attitude and practice among Non-Health Science Students at Universitas Jenderal Soedirman about balanced nutrition education using instagram and blog.
Methods: The design was quasi-experimental with pre and post-test group design. Twenty six student were taken use purposive sampling wich divided into 2 group.  The intervention was conducted in 18 days. Knowledge, attitudes and practices was measured using questionnaire. Data was analysis used Wilcoxon and Mann-Whitney test.
Results: The average increase in the instagram group's knowledge score was 11 to 17,46 (p=0,001), attitude was 48,92 to 53,62 (p=0,001), and practice was 71 to 74,46 (p=0.036). Meanwhile, the score for blog knowledge was 11,77 to 17,31 (p=0.001), attitude was 47 to 52,69 (p=0,001), and practice was 68,31 to 73,46 (p=0,030). There was no significant difference regarding knowledge (p=0,841), attitude (p=0,424) and practice (p=0,258) after nutrition education between giving by instagram and blogs.
Conclusion: There were changes in knowledge, attitudes and practice before and after education. There were no differences in knowledge, attitudes and practices between education through instagram and blogs.

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