PENGUATAN LITERASI PANGAN: EDUKASI PROTEIN HEWANI DAN NABATI BAGI SISWA PELAJAR DI MALAYSIA
DOI:
https://doi.org/10.29303/abdiinsani.v13i5.3385Keywords:
Food Literacy, Animal Protein, Plant-Based Protein, Interactive Learning, InternationalAbstract
Balanced nutrition is a crucial factor in supporting the growth and development of elementary school children. However, students’ understanding of animal- and plant-based protein sources remains low due to the lack of engaging and contextual nutrition learning methods. Food literacy plays an important role in shaping nutritional awareness from an early age, especially for Indonesian students abroad who face cross-cultural food environments. This international community service program aimed to enhance the food literacy of students at the Indonesian School of Kuala Lumpur (SIKL) through interactive education on animal and plant-based protein sources. The activity was conducted from August 26–30, 2025, involving 60 elementary school students. The implementation method employed an educational approach based on interactive sticker games that combined visual and kinesthetic elements. Evaluation was carried out by comparing students’ ability to classify food sources before and after the activity using descriptive percentage analysis. The results showed a significant increase in students’ understanding, from 45% to 90% after the activity. Moreover, students demonstrated high enthusiasm and active participation throughout the learning process, which strengthened both cognitive and social aspects. The visual-kinesthetic approach proved effective in correcting conceptual misunderstandings and improving long-term memory retention. This program also strengthened international academic collaboration and contributed to the achievement of SDG 2 (Zero Hunger) and SDG 4 (Quality Education). Therefore, participatory game-based learning can serve as an effective and enjoyable strategy for fostering children’s food literacy in cross-national elementary education settings.
Keywords: food literacy, animal protein, plant-based protein, interactive learning, international
Downloads
References
Anderson, L. W., & Krathwohl, D. R. (2019). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Longman.
Food and Agriculture Organization. (2021). Nutrition Guidelines for School-Age Children. FAO.
Gropper, S. S., & Smith, J. L. (2020). Advanced Nutrition and Human Metabolism (7th ed.). Cengage Learning.
Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2023). Panduan Sekolah Indonesia Luar Negeri.
Lisnanti, E. F., Lokapirnasari, W. P., Hestianah, E. P., Al Arif, M. A., Baihaqi, Z. A., & Yulianto, A. B. (2024). Antibacterial Alternatives Using the Potential of the Ant Nest Plant (Myrmecodia spp.). International Journal of One Health, 10(1), 148–152.
Lisnanti, E. F., Qowim, N., & Fitriyah, N. (2019). Pengaruh Ekstrak Sarang Semut terhadap Lemak Abdominal Ayam Broiler. Jurnal Tropika, 20(2), 111–119.
Lisnanti, E. F., Sutomo, Y., Akbar, M., & Sigit, M. (2021). Fermentasi Pakan dengan Bakteri Proteolitik terhadap Performa Ayam Kampung Super. Jurnal Tropika, 22(2), 97–104.
LPPM Universitas Islam Kadiri. (2025). Roadmap Penelitian dan Pengabdian UNISKA Kediri 2021–2025. Universitas Islam Kadiri.
Mekonnen, A., Kassa, T., & Daba, G. (2023). Interactive Nutrition Education Improves Food Knowledge and Habits Among Primary School Students. Journal of Nutrition Education and Behavior, 55(3), 345–353.
Mertens, L., Verjans, S., & Gijselaers, W. (2018). Game-Based Learning in Nutrition Education. Journal of Nutrition Education and Behavior, 50(5), 485–492.
Niam, M. A. (2024). Pelatihan Hilirisasi Belimbing Wuluh sebagai Produk Olahan Bernilai Ekonomi di Pesantren Darussalam Kediri. Cendekia: Jurnal Pengabdian Masyarakat, 6(2), 89–96.
Okan, O., Paakkari, L., & Dadaczynski, K. (2022). Play-Based Food Literacy Intervention for Elementary Students. Public Health Education Review, 49(1), 45–53.
Paivio, A. (2007). Dual Coding Theory and Education. Educational Psychology Review, 19(2), 241–257.
Pérez-Rodrigo, C., & Aranceta, J. (2021). Nutrition Education in Schools: Experiences and Challenges. Public Health Nutrition, 24(9), 2590–2598.
Taylor, C. L., O’Shea, M., & Wallace, L. M. (2022). School-Based Nutrition Education Interventions: A Systematic Review. Nutrients, 14(4), 735–749.
United Nations Development Programme. (2022). Sustainable Development Goals Report. UNDP.
Vidgen, H. A., & Gallegos, D. (2014). Defining Food Literacy and Its Components. Appetite, 76, 50–59.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
World Health Organization. (2020). Protein and Amino Acid Requirements in Human Nutrition. WHO.
World Health Organization. (2021). Global Nutrition Targets 2025: Policy Brief Series. WHO.
Yulianto, A. B., Lisnanti, E. F., & Lokapirnasari, W. P. (2023). Peran Tanaman Sarang Semut (Myrmecodia spp.) dalam Pengembangan Pakan Fungsional. Jurnal Peternakan Tropika, 24(1), 67–74.
Zainuddin, A., & Rahmadani, N. (2023). Implementasi SDGs dalam Pendidikan Dasar di Sekolah Indonesia Luar Negeri. Jurnal Pendidikan Global, 5(2), 122–130.
