Issue |
BIO Web Conf.
Volume 153, 2025
The 3rd IPB International Conference on Nutrition and Food (ICNF 2024)
|
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Article Number | 02025 | |
Number of page(s) | 6 | |
Section | Community Nutrition | |
DOI | https://doi.org/10.1051/bioconf/202515302025 | |
Published online | 28 January 2025 |
The impact of digital training and mentoring on early childhood education teachers’ knowledge and practices related to nutrition and health
1 Nutrition, Health Science Faculty, Universitas Pembangunan Nasional Veteran Jakarta, 12450 Jakarta, Indonesia
2 Education Administration, Post Graduate Faculty, Universitas Muhammadiyah Prof. Dr. Hamka, 12540 Jakarta, Indonesia
3 Trabiah Fakulty, Early childhood Islamic Education, STAI Sabili, 40133 Bandung, Indonesia
4 Trabiah Fakulty, Early childhood Islamic Education, UIN Fatmawati Soekarno Bengkulu, 38381 Bengkulu, Indonesia
5 Earlychildhood Education, Education Science Faculty, Universitas PGRI Semarang, 50125 Semarang, Indonesia
6 Earlychildhood Education, Education Science Faculty, Universitas Muhammadiyah Jakarta, 15419 Tangerang Selatan, Indonesia
7 Earlychildhood Education, Education Science Faculty, Universitas Pendidikan Indonesia, 40154 Bandung, Indonesia
8 Earlychildhood Education, Post Graduate Faculty, Universitas Negeri Jakarta, 13220 Jakarta, Indonesia
9 Digital Business, Economic and Business Faculty, Universitas Ibnu Khaldun, 16161 Bogor, Indonesia
* Corresponding author: bundonetti@gmail.com
This pre-post intervention study aims to evaluate the impact of digital training and mentoring on early childhood education (ECE) teachers' knowledge and practices related to nutrition and health. The sample consisted of 963 teachers with a minimum of two years of experience. Teachers participated in two days of digital training program, while mentors underwent three days of training and received monthly technical guidance through digital sessions. They mentored teachers before the implementation phase and conducted monitoring sessions twice a month during four months of implementation. A paired-sample t-test revealed a significant increase in teachers' scores, from 61 to 71 (p = 0.019), exceeding the minimum standard (score ≥70). The proportion of ECE teachers with scores according to minimum standards (≥70) before intervention was 39% and significantly increased to 57%. The digital training with mentoring significantly increased the ECE teachers’ knowledge and practices of nutrition and health. All competency items also significantly increased. All teachers implemented the nutrition programs, provided health services, and created a healthy school environment in ECE centers. They submit anthropometric data and tuberculosis incidence reports every month. We recommend the future research design training material based on the teacher assessment, focusing on topics that teachers have not yet mastered. Additionally, research questions should be designed to explore the underlying reasons for observed outcomes.
© The Authors, published by EDP Sciences, 2025
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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