HUBUNGAN PRESTASI BELAJAR DENGAN ANAK STUNTED DI KECAMATAN PAJANGAN KABUPATEN BANTUL DAERAH ISTIMEWA YOGYAKARTA

Sri Hartati, Prof. dr. Djauhar I., SpA(K), MPH., Ph.D.

2011 | Tesis | S2 Kesehatan Masyarakat/KIA

Latar Belakang: Pada tahun 1994, dilakukan pemantauan tinggi badan anak baru masuk sekolah di Indonesia, prevalensi gangguan pertumbuhan adalah 32% untuk wilayah pedesaan dan 18% perkotaan. Pada tahun 1999/2000 pematauan kembali dilakukan, hasilnya menunjukkan tidak terlihat perubahan bermakna, keadaan gizi masih jauh dari rujukan, sekitar 30-40 persen anak dikategorikan pendek dan sekitar 9-10 persen anak dikategorikan sangat pendek. Tujuan Penelitian: Untuk mengetahui perbedaan nilai rata-rata prestasi belajar antara siswa yang stunted dengan yang tidak stunted. Metode Penelitian: Jenis penelitian ini observasional, dengan rancangan cross-sectional. Populasi penelitian adalah siswa sekolah dasar. Subjek penelitian sebanyak 160 orang. Teknik pengambilan sampel dalam penelitian ini dengan non probability sampling, pemilihan sekolah menggunakan metode purposive sampling, dari tiap-tiap sekolah untuk menentukan sampel (stunted dan tidak stunted) dengan cara consecutive sampilng. Analisis data melalui tiga tahapan, yaitu analisis univariabel, bivariabel Chi-square dan multivariable dengan menggunakan uji regresi logistik. Hasil: Terdapat hubungan bermakna antara stunted terhadap prestasi belajar yang dibuktikan dengan nilai RP=1,4 (95%CI=1,0-1,8). Artinya bahwa anak stunted dapat meningkatkan risiko pencapaian prestasi belajar dibawah rata-rata sebanyak 1,4 kali dibandingkan tidak stunted. Hasil analisis multivariat bahwa pengaruh stunted terhadap prestasi belajar dengan mengikutkan minat belajar anak dan dukungan orangtua diperoleh nilai OR sebesar 2,1 (95%CI=1,0-4,2), R²=0,13 berarti prestasi belajar tidak tuntas sebesar 13% dan 87% disebabkan faktor lain. Kesimpulan: Terdapat perbedaan nilai rata-rata pestasi belajar antara siswa yang stunted dan tidak stunted, nilai rata-rata prestasi belajar pada siswa yang mengalami stunted cenderung lebih rendah jika dibandingkan siswa yang tidak stunted.

Background: In 1994 the result of monitoring on the height of students enrolling at elementary schools in Indonesia showed that the prevalence of growth disorder was 32% in rural areas and 18% in urban areas. In 1999/2000 the result of another monitoring showed there was no significant change, nutrition status was still far from the recommendation; about 30-40% of children were categorized as stunted and 9-10% extremely stunted. Objective: To identify the difference in average academic achievement between stunted and non stunted children. Method: The study was observational and used cross sectional design. Population of the study were elementary school students. Subject consisted of 160 taken with non probability sampling, whereas the choice of schools used purposive sampling technique. To determine samples of stunted and non stunted from each school, consecutive sampling method was used. Data analysis used three stages; univariate, bivariate with chisquare and univariate with logistic regression test. Result: There was significant association between stunted and academic achievement as indicated by score of RP=1.4 (95% CI=1.0-1.8). Stunted children could increase risk for academic achievement less than the average as much as 1.4 times greater than those non stunted. The result of multivariate analysis showed that the effect of stunted to academic achievement by including the child's motivation in studying and parents' support was OR=2.1 (95% CI=1.0-4.2), R2=0.13. This meant that academic achievement was 13% not final and 87% was caused by other factors. Conclusion: There was difference in average score of academic achievement between stunted and non stunted children. Average score of academic achievement in stunted students tended to be lower than those non stunted.

Kata Kunci : Stunted, Sekolah Dasar, Prestasi Belajar.