Ananda: Jurnal Pendidikan Anak dan Remaja

Analysis of the Role of Nutritious Food Programs in Improving the Quality of Students

2026-06-21T16:33:31+07:00

This study aims to analyze the role of the Nutritious Food Program (MBG) in improving the quality of students through the fulfillment of nutritional needs that support health and the learning process. The method used is library research by examining various scientific sources, such as journals, books, and documents related to school nutrition programs. The data obtained were analyzed descriptively to identify the relationship between nutritional fulfillment and student quality. The results of the study show that the Nutritious Food Program has a positive impact on students' health, especially in helping to meet daily energy and nutritional needs. Good nutritional conditions support increased concentration, memory, cognitive abilities, and student participation in learning activities. In addition, this program plays a role in reducing the risk of health problems, such as malnutrition, anemia, and stunting that can affect children's physical and intellectual development. The MBG program also encourages the formation of healthy living habits from school age through better food consumption patterns. Thus, the Nutritious Food Program is one of the effective strategies in supporting the improvement of the quality of students, both in terms of health and learning achievement, so that it can contribute to the creation of a healthy, intelligent, and quality generation.

Fine Motor Urgency as the Foundation of Early Childhood School Readiness

2026-06-21T16:35:49+07:00

Fine motor skills are a critical component of early childhood development that directly underpins school readiness. However, their stimulation in Indonesian early childhood education (PAUD) institutions remains inconsistent and non-systematic. This study aims theoretically examines urgency of fine motor development as a foundation for early childhood school readiness through a library research approach. Primary data were drawn from three developmental psychology texts by Santrock , Hurlock , and Gallahue & Ozmun while secondary data were sourced from Scopus and SINTA 1–3 indexed journals published between 2020 and 2025. Data were analyzed through content analysis combined with literature synthesis. The findings reveal that fine motor skills operate through three sequential pathways: strengthening social-emotional readiness, enhancing cognitive coordination and concentration, and forming the biological prerequisite for beginning writing ability. These developmental processes are grounded in Vygotsky's Zone of Proximal Development, Piaget's sensorimotor theory, and Gesell's biological maturation theory, respectively. This study affirms that structured fine motor stimulation constitutes a long-term investment in children's school readiness. Practically, these findings urge PAUD educators and policymakers to integrate structured fine motor stimulation programs into the early childhood curriculum as a non-negotiable foundational priority.

Math Anxiety Reviewed From Meaningful Learning Through Role Playing

2026-07-12T17:14:01+07:00

Mathematics anxiety is one of the psychological factors that can influence students’ engagement, confidence, and performance in mathematics learning. Learning approaches that are contextual, interactive, and connected to students’ real-life experiences are therefore needed to create a more supportive mathematics learning environment. This study aims to describe students’ mathematics anxiety through the implementation of meaningful learning using role-playing activities. This research employed a descriptive qualitative approach integrated with Classroom Action Research (CAR), which was conducted through several cycles consisting of planning, action, observation, and reflection. The subjects were seventh-grade students at a junior high school in Blitar Regency. Data were collected through classroom observations, mathematics anxiety questionnaires, student responses, and learning achievement tests. The data were analyzed descriptively by comparing students’ participation, attitudes, confidence, and responses across the learning cycles. The findings indicate that the implementation of meaningful learning through role-playing created a more active, contextual, enjoyable, and interactive mathematics learning environment. Students became more actively involved in learning activities, demonstrated greater willingness to participate in mathematical discussions, and showed more positive attitudes toward mathematics. The results also indicate a decrease in observable manifestations of mathematics anxiety, particularly in students’ hesitation, fear of making mistakes, reluctance to participate, and lack of confidence when solving mathematical problems. The integration of meaningful learning and role-playing enabled students to connect mathematical concepts with concrete situations and social interactions, thereby making mathematics learning more meaningful and less threatening. These findings suggest that role-playing-based meaningful learning can be considered an alternative pedagogical strategy for addressing mathematics anxiety while simultaneously promoting student engagement and confidence in mathematics learning.