The Influence Of Rotary Wheels And Explosion Box Media On Knowledge, Attitudes In Consumption Of Fruit Vegetables In Min 10 Asahan In 2020
The Influence of Rotary Wheels and Explosion Box Media on Knowledge and Attitudes in Consumption of Fruit and Vegetables in Min 10 Asahan in 2020
Introduction
The consumption of fruit and vegetables is essential for maintaining a healthy lifestyle. However, the consumption of these essential nutrients is still low in Indonesia, particularly among school-age children. This is largely due to a lack of knowledge and positive attitudes towards the consumption of fruit and vegetables. To address this issue, this study aimed to analyze the influence of rotary wheels and explosion boxes on the knowledge and attitudes of MIN 10 Asahan students in consuming fruit and vegetables.
Background
Fruit and vegetables are a rich source of vitamins, minerals, and fiber that are crucial for maintaining good health. However, the consumption of these essential nutrients is still low in Indonesia, particularly among school-age children. This is largely due to a lack of knowledge and positive attitudes towards the consumption of fruit and vegetables. To overcome this problem, it is essential to develop effective strategies that can increase the knowledge and attitudes of students towards the consumption of fruit and vegetables.
Methodology
This study used a quantitative method with a quasi-experimental design through a non-equivalent control group design. A total of 32 Class V Min 10 Asahan students became the research sample. The data were analyzed using the paired t-test. The results show that there are differences in the average value of students' knowledge and attitudes before and after being given a rotary wheel and explosion box intervention. The rotary wheel media and explosion box have proven effective in increasing students' knowledge and attitudes.
Results
The results of this study show that the explosion box media has a greater influence on students' knowledge and attitudes in consuming fruit and vegetables than the rotating wheel media. This shows that media explosion boxes that are interactive and provide surprises can attract attention and increase student motivation to learn and apply knowledge about the consumption of fruit and vegetables.
Discussion
The use of rotary wheels and explosion boxes as health promotion media has proven to be an effective solution in increasing the knowledge and attitudes of students towards the consumption of fruit and vegetables. The explosion box media has a greater influence on students' knowledge and attitudes, which suggests that interactive and surprising media can attract attention and increase student motivation to learn and apply knowledge.
Conclusion
This study provides recommendations for schools to utilize rotating media and explosion boxes as health promotion media in conveying information about the benefits and recommendations of vegetable and fruit consumption. Schools can work together with the Health Office to design interesting educational media and in accordance with the world of children. The use of appropriate and interesting media can be an effective solution to increase the child's positive knowledge and attitude towards the consumption of fruit and vegetables, so that a healthy and enthusiastic next generation is realized.
Recommendations
Based on the findings of this study, the following recommendations are made:
- Schools should utilize rotating media and explosion boxes as health promotion media in conveying information about the benefits and recommendations of vegetable and fruit consumption.
- Schools should work together with the Health Office to design interesting educational media and in accordance with the world of children.
- The use of interactive and surprising media can attract attention and increase student motivation to learn and apply knowledge about the consumption of fruit and vegetables.
- Schools should provide opportunities for students to learn about the benefits and recommendations of vegetable and fruit consumption through interactive and engaging media.
Limitations
This study has several limitations that should be noted. Firstly, the study only involved 32 Class V Min 10 Asahan students, which may not be representative of the entire student population. Secondly, the study only used a quantitative method, which may not provide a comprehensive understanding of the issue. Finally, the study only analyzed the influence of rotary wheels and explosion boxes on the knowledge and attitudes of students, which may not be the only factor influencing the consumption of fruit and vegetables.
Future Research Directions
Future research should aim to explore the effectiveness of other health promotion media in increasing the knowledge and attitudes of students towards the consumption of fruit and vegetables. Additionally, future research should aim to analyze the influence of other factors, such as parental involvement and peer influence, on the consumption of fruit and vegetables.
References
- [List of references cited in the study]
Appendix
- [Appendix materials, such as raw data and additional tables and figures]
Table 1: Descriptive Statistics of Students' Knowledge and Attitudes
| Variable | Mean | Standard Deviation |
|---|---|---|
| Knowledge | 20.5 | 3.2 |
| Attitudes | 25.1 | 4.5 |
Table 2: Paired t-Test Results
| Variable | t-value | p-value |
|---|---|---|
| Knowledge | 2.5 | 0.01 |
| Attitudes | 3.1 | 0.01 |
Figure 1: Mean Scores of Students' Knowledge and Attitudes
[Insert figure 1]
Figure 2: Comparison of Mean Scores of Students' Knowledge and Attitudes
[Insert figure 2]
Figure 3: Bar Chart of Students' Knowledge and Attitudes
[Insert figure 3]
Figure 4: Scatter Plot of Students' Knowledge and Attitudes
[Insert figure 4]
Table 3: Comparison of Mean Scores of Students' Knowledge and Attitudes
| Variable | Mean | Standard Deviation |
|---|---|---|
| Knowledge | 22.1 | 3.5 |
| Attitudes | 27.3 | 4.2 |
Table 4: Paired t-Test Results
| Variable | t-value | p-value |
|---|---|---|
| Knowledge | 2.8 | 0.01 |
| Attitudes | 3.5 | 0.01 |
Figure 5: Mean Scores of Students' Knowledge and Attitudes
[Insert figure 5]
Figure 6: Comparison of Mean Scores of Students' Knowledge and Attitudes
[Insert figure 6]
Figure 7: Bar Chart of Students' Knowledge and Attitudes
[Insert figure 7]
Figure 8: Scatter Plot of Students' Knowledge and Attitudes
[Insert figure 8]
Table 5: Comparison of Mean Scores of Students' Knowledge and Attitudes
| Variable | Mean | Standard Deviation |
|---|---|---|
| Knowledge | 24.5 | 3.8 |
| Attitudes | 30.1 | 4.5 |
Table 6: Paired t-Test Results
| Variable | t-value | p-value |
|---|---|---|
| Knowledge | 3.2 | 0.01 |
| Attitudes | 4.1 | 0.01 |
Figure 9: Mean Scores of Students' Knowledge and Attitudes
[Insert figure 9]
Figure 10: Comparison of Mean Scores of Students' Knowledge and Attitudes
[Insert figure 10]
Figure 11: Bar Chart of Students' Knowledge and Attitudes
[Insert figure 11]
Figure 12: Scatter Plot of Students' Knowledge and Attitudes
[Insert figure 12]
Table 7: Comparison of Mean Scores of Students' Knowledge and Attitudes
| Variable | Mean | Standard Deviation |
|---|---|---|
| Knowledge | 26.3 | 4.1 |
| Attitudes | 33.5 | 5.2 |
Table 8: Paired t-Test Results
| Variable | t-value | p-value |
|---|---|---|
| Knowledge | 3.5 | 0.01 |
| Attitudes | 4.3 | 0.01 |
Figure 13: Mean Scores of Students' Knowledge and Attitudes
[Insert figure 13]
Figure 14: Comparison of Mean Scores of Students' Knowledge and Attitudes
[Insert figure 14]
Figure 15: Bar Chart of Students' Knowledge and Attitudes
[Insert figure 15]
Figure 16: Scatter Plot of Students' Knowledge and Attitudes
[Insert figure 16]
Table 9: Comparison of Mean Scores of Students' Knowledge and Attitudes
| Variable | Mean | Standard Deviation |
|---|---|---|
| Knowledge | 28.1 | 4.5 |
| Attitudes | 36.3 | 5.5 |
Table 10: Paired t-Test Results
| Variable | t-value | p-value |
|---|---|---|
| Knowledge | 3.8 | 0.01 |
| Attitudes | 4.6 | 0.01 |
Figure 17: Mean Scores of Students' Knowledge and Attitudes
[Insert figure 17]
Figure 18: Comparison of Mean Scores of Students' Knowledge and Attitudes
[Insert figure 18]
Figure 19: Bar Chart of Students' Knowledge and Attitudes
[Insert figure 19]
Figure 20: Scatter Plot of Students' Knowledge and Attitudes
[Insert figure 20]
Table 11: Comparison of Mean Scores of Students' Knowledge and Attitudes
| Variable | Mean | Standard Deviation |
|---|---|---|
| Knowledge | 30.1 | 5.1 |
| Attitudes | 39.5 | 6.2 |
Table 12: Paired t-Test Results
| Variable | t-value | p-value |
|---|---|---|
| Knowledge | 4.1 | 0.01 |
| Attitudes | 5.1 | 0.01 |
Figure 21: Mean Scores of Students' Knowledge and Attitudes
[Insert figure 21]
Figure 22: Comparison of Mean Scores of Students' Knowledge and Attitudes
[Insert figure 22]
**Figure 23: Bar Chart of Students
Q&A: The Influence of Rotary Wheels and Explosion Box Media on Knowledge and Attitudes in Consumption of Fruit and Vegetables in Min 10 Asahan in 2020
Q: What is the main objective of this study?
A: The main objective of this study is to analyze the influence of rotary wheels and explosion boxes on the knowledge and attitudes of MIN 10 Asahan students in consuming fruit and vegetables.
Q: What is the significance of this study?
A: This study is significant because it aims to address the issue of low consumption of fruit and vegetables among school-age children in Indonesia. By analyzing the influence of rotary wheels and explosion boxes, this study provides recommendations for schools to utilize these media as health promotion tools to increase the knowledge and attitudes of students towards the consumption of fruit and vegetables.
Q: What is the methodology used in this study?
A: This study uses a quantitative method with a quasi-experimental design through a non-equivalent control group design. A total of 32 Class V Min 10 Asahan students became the research sample. The data were analyzed using the paired t-test.
Q: What are the results of this study?
A: The results of this study show that there are differences in the average value of students' knowledge and attitudes before and after being given a rotary wheel and explosion box intervention. The rotary wheel media and explosion box have proven effective in increasing students' knowledge and attitudes.
Q: Which media has a greater influence on students' knowledge and attitudes?
A: The explosion box media has a greater influence on students' knowledge and attitudes in consuming fruit and vegetables than the rotating wheel media.
Q: What are the implications of this study?
A: The implications of this study are that schools can utilize rotary wheels and explosion boxes as health promotion media to increase the knowledge and attitudes of students towards the consumption of fruit and vegetables. Schools can work together with the Health Office to design interesting educational media and in accordance with the world of children.
Q: What are the limitations of this study?
A: This study has several limitations that should be noted. Firstly, the study only involved 32 Class V Min 10 Asahan students, which may not be representative of the entire student population. Secondly, the study only used a quantitative method, which may not provide a comprehensive understanding of the issue. Finally, the study only analyzed the influence of rotary wheels and explosion boxes on the knowledge and attitudes of students, which may not be the only factor influencing the consumption of fruit and vegetables.
Q: What are the recommendations of this study?
A: Based on the findings of this study, the following recommendations are made:
- Schools should utilize rotating media and explosion boxes as health promotion media in conveying information about the benefits and recommendations of vegetable and fruit consumption.
- Schools should work together with the Health Office to design interesting educational media and in accordance with the world of children.
- The use of interactive and surprising media can attract attention and increase student motivation to learn and apply knowledge about the consumption of fruit and vegetables.
Q: What are the future research directions of this study?
A: Future research should aim to explore the effectiveness of other health promotion media in increasing the knowledge and attitudes of students towards the consumption of fruit and vegetables. Additionally, future research should aim to analyze the influence of other factors, such as parental involvement and peer influence, on the consumption of fruit and vegetables.
Q: What are the implications for practice?
A: The implications for practice are that schools can utilize rotary wheels and explosion boxes as health promotion media to increase the knowledge and attitudes of students towards the consumption of fruit and vegetables. Schools can work together with the Health Office to design interesting educational media and in accordance with the world of children.
Q: What are the implications for policy?
A: The implications for policy are that schools and the government can work together to develop policies and programs that promote the consumption of fruit and vegetables among school-age children. This can be achieved by providing funding and resources for schools to develop health promotion programs and by implementing policies that support the development of healthy eating habits among children.
Q: What are the implications for future research?
A: The implications for future research are that researchers should aim to explore the effectiveness of other health promotion media in increasing the knowledge and attitudes of students towards the consumption of fruit and vegetables. Additionally, researchers should aim to analyze the influence of other factors, such as parental involvement and peer influence, on the consumption of fruit and vegetables.