Effects of nutrition education and menu development on nutrition knowledge, practices, and dietary intake among adolescent girls in Islamic boarding schools

¹ Postgraduate in Nutrition Science, Nutritional Science Study Program, Faculty of Medicine and Nutrition, IPB University, 16680 Bogor, Indonesia
² Nutritional Science Study Program, Faculty of Medicine and Nutrition, IPB University, 16680 Bogor, Indonesia
³ Nutrition Study Program, Faculty of Health Science, Universitas Pembangunan Veteran Jakarta, 16511 Jakarta, Indonesia

^* Corresponding author: This email address is being protected from spambots. You need JavaScript enabled to view it. .,ac.id

Abstract

Adolescent girls in Islamic boarding schools are at risk of inadequate dietary intake due to limited access to nutritious foods and varying nutrition literacy. This study evaluated the effects of combining nutrition education and menu development in a boarding school setting. A quasi-experimental pre–post control group design was conducted over three months among 76 female students aged 12–15 years (38 intervention; 38 control). The intervention group received weekly nutrition education and improved menu planning, while the control group continued the usual program. Knowledge, attitudes, and practices (KAP) were assessed using validated questionnaires, dietary intake using 24-hour recall, and nutritional status using anthropometry. Both groups showed significant improvements in knowledge and practices (p<0.05), whereas attitudes improved only in the control group (p=0.025). Changes in practices were significantly greater in the intervention group (p<0.05). Macronutrient intake changed over time in both groups; however, significant group-by-time interactions were found for protein (p=0.005) and fat intake (p=0.025), indicating stronger intervention effects. No significant changes in nutritional status were observed. Integrating nutrition education with food environment modification may improve dietary outcomes in institutional settings.