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Abstract

Low learning concentration will have impact on low academic performance. This study aims to determine the relationship between learning concentration and several factors and to find the most dominant factor in the students of SMAN 1 Jember. In this study, learning concentration was the dependent variable, while breakfast habits, nutrient intake (energy, carbohydrates, protein, fat, iron, zinc, vitamin B12, vitamin C), sleep quality, and physical activity were independent variables. This research is a quantitative study with cross-sectional design. This study conducted in June 2021 at SMAN 1 Jember with a total of 200 respondents who were selected using the quota sampling method. Data were collected through filling out online questionnaires. The data obtained were analyzed using univariate, bivariate analysis using chi-square, and multivariate analysis using multiple logistic regression. The results show that 52.5% of the respondents had a high learning concentration. The results also show that breakfast habits (p=0,016), energy intake (p=0,037), carbohydrates intake (p=0,000), and sleep quality (p=0,020) are related to learning concentration among adolescents. The results of multivariate analysis showed that carbohydrate intake was the dominant factor associated with learning concentration in adolescents.

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Bahasa Abstract

Rendahnya konsentrasi belajar berdampak terhadap rendahnya prestasi akademik. Penelitian ini bertujuan untuk mengetahui hubungan konsentrasi belajar dengan beberapa faktor dan menemukan faktor paling dominan pada siswa SMAN 1 Jember. Pada penelitian ini, konsentrasi belajar adalah variabel dependen, sedangkan kebiasaan sarapan, asupan gizi (energi, karbohidrat, protein, lemak, zat besi, seng, vitamin B12, vitamin C), kualitas tidur, dan aktivitas fisik adalah variabel independen. Penelitian merupakan penelitian kuantitatif desain cross-sectional. Pengambilan data dilakukan pada bulan Juni 2021 kepada 200 siswa-siswi kelas X dan XI SMAN 1 Jember yang dipilih menggunakan metode quota sampling. Data diperoleh melalui pengisian kuesioner secara daring (online). Data yang diperoleh dianalisis secara univariat, bivariat menggunakan chi-square, dan multivariat menggunakan uji regresi logistik ganda. Hasil menunjukkan bahwa 52,5% responden memiliki konsentrasi belajar tinggi. Hasil juga menunjukkan bahwa kebiasaan sarapan (p=0,016), asupan energi (p=0,037), asupan karbohidrat (p=0,000), dan kualitas tidur (p=0,020) berhubungan dengan konsentrasi belajar pada remaja. Hasil analisis multivariat menunjukkan bahwa asupan karbohidrat merupakan faktor paling dominan yang berhubungan dengan konsentrasi belajar pada remaja.

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