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Abstract

The Makan Bergizi Gratis (MBG) program represents Indonesia's strategic effort to strengthen human capital by addressing malnutrition among school-aged. However, evidence suggests that school feeding alone is insufficient without structured nutrition education to promote sustained behavioral change. The present study examines opportunities and feasibility for embedding nutrition education within MBG implementation. Two-stage design was performed, including curriculum content reviews and qualitative case study design. A systematic curriculum content analysis was conducted across the school-based curriculum (KTSP) (2006), K-13 curriculum (2013 – 2017), and the Merdeka curriculum (2022 - present), using predefined nutrition competencies and behavioral domains as analytical frameworks. Purposive in-depth interviews were undertaken with teachers and students (n=3). Data were analyzed thematically and subsequently mapped using a SWOT framework to assess readiness and implementation constraints. Results indicate that nutrition content remains fragmented, discipline-bound, and predominantly theory-oriented in KTSP and K-13, with limited emphasis on practical skills, local food systems, or behavioral reinforcement. The Merdeka curriculum provides structural flexibility for interdisciplinary and project-based integration; however, implementation is highly dependent on teacher competence, pedagogical resources, intersectoral coordination, and school-level innovation capacity.

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Bahasa Abstract

Program Makan Bergizi Gratis (MBG) merupakan upaya strategis Indonesia untuk memperkuat sumberdaya manusia dalam mengatasi masalah gizi pada anak usia sekolah. Berbagai bukti menunjukkan bahwa intervensi pemberian makan di sekolah saja tidak cukup tanpa disertai pendidikan gizi yang terstruktur untuk mendorong perubahan perilaku yang berkelanjutan. Studi ini bertujuan untuk mengkaji peluang dan kelayakan integrasi pendidikan gizi dalam implementasi program MBG. Penelitian ini menggunakan desain kajian literatur dan studi kasus dengan pendekatan kualitatif. Analisis konten kurikulum secara sistematis dilakukan terhadap Kurikulum Tingkat Satuan Pendidikan (KTSP, 2006), Kurikulum 2013 (2013–2017), dan Kurikulum Merdeka (2022–sekarang). Wawancara mendalam secara purposif dilakukan dengan guru dan siswa (n=3). Data dianalisis secara tematik dan selanjutnya dipetakan menggunakan kerangka SWOT untuk menilai kesiapan serta kendala implementasi. Hasil penelitian menunjukkan bahwa muatan materi gizi dalam KTSP dan Kurikulum 2013 masih bersifat terfragmentasi, terikat pada disiplin tertentu, dan didominasi oleh pendekatan teoritis, dengan keterbatasan pada penguatan keterampilan praktis, sistem pangan lokal, serta penguatan perilaku. Kurikulum Merdeka memberikan fleksibilitas struktural untuk integrasi lintas disiplin dan berbasis proyek; namun, implementasinya sangat bergantung pada kompetensi guru, ketersediaan sumberdaya, koordinasi lintas sektor, serta kapasitas inovasi di tingkat sekolah.

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