NUTRITION EDUCATION

GIZ 327

GIZ-FEMA-IPB 2020
PENDAHULUAN

Pendahuluan
I. Ruang lingkup / Kontrak MK
II. Review masalah gizi
III. Review faktor penyebab
IV.Peranan pendidikan gizi
Tujuan Instruksional Umum

Setelah mengikuti kuliah ini, mahasiswa mampu:

memahami prinsip dan teori pembelajaran/pendidikan,

determinan perilaku makan dan perubahan perilaku, serta
metode pengukuran perilaku,
sehingga
mampu merancang, mengembangkan, dan mengevaluasi
Program Pendidikan Gizi sebagai salah satu upaya
penanggulangan masalah gizi
Manfaat Mata Kuliah
Status Gizi : Indikator kualitas SDM

Masalah Pangan
dan Gizi: Perilaku konsumsi Upaya perbaikan
multi dimensi pangan dan gizi status gizi
faktor penyebab

Salah satu cara

PENDIDIKAN intervensi
GIZI perubahan perilaku
pangan dan gizi

KOMPETENSI MAHASISWA
Mendukung pelaksanaan program perubahan perilaku ke arah perbaikan gizi
 Deskripsi Perkuliahan Deskripsi Praktikum
Determinan Merancang
Pendidikan
Perilaku makan Gaya hidup sehat
Gizi
Mengembangkan
Pada situasi dan
Perubahan Kebiasaan Makan kondisi tertentu
Melaksanakan
dan Gaya Hidup

MENGEVALUASI
Perencanaan Program Pendidikan Gizi

Pemilihan metode Teknik

pendidikan komunikasi

Evaluasi
Alat ukur pendidikan gizi
PENDAHULUAN
Tujuan Instruksional Khusus
Setelah mengikuti kuliah ini, mahasiswa dapat:
1. Menjelaskan permasalahan pangan dan gizi serta faktor
penyebabnya
2. Menjelaskan peranan pendidikan gizi dalam
penanggulangan masalah gizi

Sub Pokok Bahasan

1. Definisi
2. Review masalah pangan dan gizi
3. Faktor penyebab masalah pangan dan gizi
4. Peranan pendidikan gizi
 Nutrition education
Definition :
any combination of educational strategies,
accompanied by environmental supports, designed to
facilitate voluntary adoption of food choices and other
food- and nutrition-related behaviors conducive to
health and well-being and delivered through multiple
venues, involving activities at the individual,
institutional, community, and policy levels
(Contento et al. 1995; Society for Nutrition Education
1995, 2009; American Dietetic Association 2003).
Definisi :
kombinasi berbagai strategi pendidikan disertai
penyediaan lingkungan yang mendukung, yang di
disain untuk memfasilitasi adopsi secara sukarela
pemilihan pangan dan perilaku terkait pangan dan
gizi lainnya, yang kondusif bagi kesehatan dan
kesejahteraan dan yang disampaikan melalui
berbagai kegiatan, termasuk aktivitas pada tingkat
individu, institusi, masyarakat dan pengambil
kebijakan (Contento et al. 1995; Society for
Nutrition Education 1995, 2009; American Dietetic
Association 2003).
combination of educational strategies
àmany factors influence behavior, nutrition education
needs to employ a variety of educational strategies
and learning experiences that are appropriately
directed at these multiple influences on, or
determinants of, food choice and dietary behavior to
facilitate dietary change.
àeducation is not synonymous with information
dissemination. Education comes from Latin educare,
meaning to bring up or lead out, and can be seen as
a process that not only provides knowledge,
information, and skills but also fosters development,
growth, and change.
designed
àmeans that nutrition education is a
systematically planned set of activities. It can
occur through multiple venues, such as
schools, communities, workplaces, and clinics,
and through the mass media.
àincidental nutrition education that is carried
out by other institutions in society is labeled
as informal nutrition education
facilitate
àused to emphasize the fact that educators can only
assist people to make diet-related changes: people
make changes when they see the need and want to
do so.
àmotivation ultimately come from within individuals
themselves, and actions with respect to food are
voluntarily chosen in the light of individuals’ values
and larger life goals and situations.
àincreasing awareness, promoting active
contemplation, and enhancing people’s motivations
through self-understanding and deliberation.
àfacilitating the ability to take action through
acquisition of knowledge and skills related to food and
nutrition and through self-regulation and self-directed
behavior or sense of personal agency and
empowerment.
àengaging in coalitions with others to promote
supportive food and activity environments, systems,
and policies where appropriate and possible
Voluntary means recognizing and respecting that human
beings have agency and free will and make choices in
light of their own personal goals and values. It means
the program is conducted without coercion and with
the full understanding of the participants about the
purpose of the nutrition education activities. Voluntary
does not mean that the only appropriate approach is
one limited to information dissemination.
Behaviors are sometimes defined broadly, such as “healthy eating
and active living.”
àthe term actions is most often used synonymously with
behaviors, although the former term can also refer to specific
actions or sub-behaviors that constitute behaviors.
Example :
behavior of eating more fruits and vegetables may involve the
specific actions of shopping for fruits and vegetables, adding
orange juice at breakfast, including a vegetable at lunch, and so
forth.
à the word practices is also used interchangeably with behaviors
and actions, although the term practices tends to refer to more
general and continuing behaviors, such as food-related
parenting practices, eating balanced meals, being physically
active, or buying foods at farmers’ markets.
LATAR BELAKANG MASALAH PANGAN DAN GIZI
Kondisi Indonesia saat ini

19,6%

18,4%

2007 2013
Balita Gizi buruk & kurang
Sumber : Kemenkes 2013

BEBAN MASA DEPAN

Rendahnya kualitas sebagian SDM akibat kurang cerdas,

produktif dan kompetitif
Beban akibat biaya untuk penanggulangan penyakit
• Masalah gizi lainnya dapat di lihat pada file
01.Masalah pangan dan gizi di Indonesia
Jenis Masalah Gizi
Gizi Kurang Gizi Lebih Gizi Darurat
KEP Kegemukan Pengungsi
Anemia (overweight)
Bayi & Anak
KVA Obesitas Pra-sekolah
GAKI

Kelompok
Rawan
Pangan & Gizi
Wanita hamil
& menyusui
Penderita penyakit &
dalam penyembuhan

Lansia &
penyandang disabilitas
 Faktor Penyebab
Masalah Gizi

Sumber: UNICEF (1990)

 Multidimensional causes of nutrition problem
Root Direct Causes Outcome
Indirect Causes
Causes
Availability and Food
Consumption Patterns
• 62% population can afford
nutritious food1
• 95.5% have inadequate consump-
Sociocultural, economic tion of fruit & vegetables2 Food
and political context
Consumption

Environmental Health &

Health-care Services Nutrition
Poverty, Food Security and • 57.9% immunization rate2
• 71.14% household access
Status
Nutrition, Education
to improved water
sources3
Infection
Status
Purchasing Power,
Access to Food, Information Parenting & Feeding
Practices
and Services • 37.3% exclusive
breastfeeding2
• 46.6% U5 children consumed
diverse diet2
Source: UNICEF 1990 (adjusted with Indonesia’s condition)

1Indonesia: Study on The Cost of Diet, WFP (2017)

2Basic Health Research Ministry of Health Republic of Indonesia (2018)
3Indonesia Statistics Bureau (2016)

21
Peranan Pendidikan Gizi
Pendidikan Gizi upaya mengadakan perubahan perilaku
sesuai tujuan yang dikehendaki

penting sbg salah satu upaya perbaikan

gizi masyarakat dan penanggulangan
masalah gizi

diharapkan terjadi perubahan perilaku

ke arah perbaikan konsumsi pangan
dan status gizi

Pangan yang Pendidikan gizi tidak

tersedia tidak akan berhasil sesuai
banyak berarti tanpa yang diharapkan bila
pengetahuan gizi pangan tidak tersedia
yang baik dan penduduk miskin