Perubahan pengetahuan gizi, beban glikemik diet, dan kadar glukosa darah sewaktu pada siswa SMA setelah edukasi gizi multikomponen berbantuan booklet

Author(s): Naella Hoirotul Rohmah, Annasari Mustafa, Etik Sulistyowati, Sutomo Rum Teguh Kaswari
DOI: 10.30867/gikes.v7i2.3365

Abstract

Background: Dietary patterns characterized by frequent consumption of foods with a high glycemic index (GI) and glycemic load (GL) are potential contributors to dysglycemia among adolescents.

Objective: To analyze changes in nutritional knowledge, dietary GL, and RBG levels after multicomponent booklet-supported nutritional education.

Methods: This pre-experimental study employed a one-group pretest–posttest design involving 25 students with elevated RBG levels (>144 mg/dL). Participants received multicomponent booklet-supported nutrition education for four weeks prior to the study. Nutritional knowledge was assessed using a questionnaire, dietary GL using a 24-hour food recall, RBG using an EasyTouch glucometer on fingertip capillary blood, and dietary GI using a Semi-Quantitative Food Frequency Questionnaire (SQ-FFQ). Data were analyzed using the Wilcoxon signed-rank test.

Results: The largest nutritional status category was underweight (48%), and none of the participants reported a family history of DM. The glycemic load (BG) of the diet decreased by 30.92 points, from an average of 120.50 to 89.58 (p=0.005), with the median decreasing from 102.40 (IQR 83.80) to 71.00 (IQR 55.90). Blood glucose levels decreased by 52.64 mg/dL, from an average of 168.68 to 116.04 mg/dL (p<0.001), with a median decrease from 157.00 mg/dL (IQR 34.00) to 111.00 mg/dL (IQR = 23.00). Nutritional knowledge improved but did not show a statistically significant change (p=0.691).

Conclusion: After the four-week multicomponent booklet-supported nutrition education program, dietary GL and RBG decreased, whereas the change in nutrition knowledge was not significant.

 

Keywords

Adolescents, dietary glycemic load, nutrition education, random blood glucose, school-based intervention

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DOI: http://dx.doi.org/10.30867/gikes.v7i2.3365

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