Pengaruh Edukasi Gizi mengenai Hidrasi terhadap Status Hidrasi Anak Sekolah

Aulia, Sepriadina Larasati (2023) Pengaruh Edukasi Gizi mengenai Hidrasi terhadap Status Hidrasi Anak Sekolah. Diploma thesis, Universitas Andalas.

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Abstract

Proper recommended water consumption is crucial for cognitive function, mental, and physical optimalization in school children. This study aimed to determine hydration education and water bottle provision effect on hydration status of school children. Pre-experimental study with a one group pretest-posttest included seventeen children (boys n = 7, girls n = 10), age 9-11 years, and had physical activity level low (n = 2) and moderate (n = 15). School children went through the series of intervention for 15 days. A validated questionnaire was used to evaluate hydration knowledge on both pre and post hydration education. Water consumption was assessed via 24-hours dietary recall before and after intervention. The hydration status was assessed at the closest time to go home (3:00-4:00 pm) from school day, before the beginning of the intervention and post intervention. Most of the school children were dehydrated (hydration status >1,020), even though they had good knowledge level and improved water consumption. A significant difference between hydration status, water consumption, and knowledge level was found between pre and post intervention [hydration status: pre=1,028±0,002, post=1,026±0,004, p<0,05, water consumption: pre=814,85±620,22, post=966,7±173,29, p<0,05, knowledge: pre=69,1±11,70, post=80,5±8,98, p<0,05]. Water consumption correlated with hydration status (p<0,05). The findings suggest that implementing targeted intervention focusing on hydration can positively impact the hydration knowledge, water consumption, and hydration status of school children. Healthy habits at an early age potentially contributing to good hydration status.

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