BAB I

INTRODUCTION

A. Background Information

Remaja is a person who is in between the ages of 10 and 1932. According to the

Regulation of the Minister of Health Number 25 of 2014, adolescents are Age group 10

years to age

18 years old. Adolescence begins at age 12 years and ending around the age of 17 or 18

years. Teenagers have needs Special Nutrition Compared other age groups. This is

because at the time of adolescence growth occurs rapid and changing maturity

physiological with respect to time Puberty.

In Indonesia, currently 61% of teenagers often consume junk food or fast food ( Badan

Pusat Statistik,2022). This bad eating behavior is worrying, because it can cause obesity,

malnutrition, and long-term health consequences (Bowman et al., 2004; Centers for

Disease Control and Prevention, 1996; do Amaral e Melo et al., 2020; Lipsky & Iannotti,

2012)

Food literacy is an emerging concept defined as “a set of interrelated knowledge, skills,

and behaviors needed to plan, manage, select, prepare, and eat food to meet needs and

determine intake” (Vidgen & Gallegos, 2014). Compared to nutrition literacy, which

focuses primarily on the skills needed to understand nutrition, food literacy encompasses

a broad spectrum of knowledge and skills needed to make healthy and responsible

nutritional choices (Krause et al., 2018). Traditional definitions of food literacy focus on

knowledge, skills, and behaviors; food choices and health; and to a lesser extent, food
systems, emotions, and culture (Truman et al., 2017). Among children, the focus is

primarily on developing basic knowledge and practical skills.

The concept of food literacy has emerged as a framework to connect food related

knowledge, skills, and capacity (Colatruglio & Slater, 2016). Recent definitions of food

literacy incorporate food and nutrition knowledge, food skills and behaviours/capacity

(Cullen et al., 2015, Fordyce-Voorham, 2011, Vidgen and Gallegos, 2014) with some

including social, environmental, economic, political, and cultural aspects of food systems

(Cullen et al., 2015, Sumner, 2013). Food literacy has been described as “the ability of an

individual to understand food in a way that they develop a positive relationship with it,

including food skills and practices across the lifespan in order to navigate, engage, and

participate within a complex food system. It's the ability to make decisions to support the

achievement of personal health and a sustainable food system considering environmental,

social, economic, cultural, and political components” (Cullen et al., 2015).

Teenagers have different nutritional needs when viewed from both biological and

psychological perspectives. Biologically, adolescent nutritional needs must be balanced

with their activities. Teenagers need more protein, vitamins, and minerals from each

energy consumed compared to children. When viewed from a psychological perspective,

adolescents do not pay much attention to health factors in determining their choices.

However, adolescents pay more attention to other factors, such as the people around

them, hedonistic culture, and the social environment that greatly influences. Nutritional

needs in adolescents need to be considered. This is because the nutritional needs of

adolescents increase due to increased growth and development. In addition, changing

lifestyles and eating habits will also affect adolescent nutritional intake. The adolescent
age group is busy with a lot of physical activity. Therefore, the need for calories, protein,

and micronutrients in adolescents needs to be considered. Food is a basic need for growth

and development, including for teenagers. If teenagers do not consume enough food, both

in terms of quantity and quality, it will disrupt the body's metabolic processes, which can

lead to the risk of developing diseases. In addition, if teenagers consume too much food

without being balanced with sufficient physical activity, they will experience body

disorders, such as being at risk of developing degenerative diseases.

Nowadays, many teenagers like fast food. Teenagers who have high social

activities tend to show interaction with friends. peers. In big cities, there are often groups

of teenagers who eat together at eateries that provide fast food. Fast food comes from

western countries which generally have high fat and calorie content. If consumed in large

quantities every day, it can cause obesity. This obesity or overweight can cause other

nutritional problem. Fast food or fast food is also known to the public as junk food.

Literally, junk food is interpreted as garbage food or non-nutritious food. The term means

indicating foods that are considered to have no nutritional value for the body. Eating junk

food is not only in vain, but can also damage health. Health problems due to eating junk

food such as obesity or overweight, diabetes, hypertension, coronary heart disease,stroke,

cancer, and so on. with this food literacy of course can provide knowledge about the

dangers of fast food only so that what needs to be done is how these teenagers understand

the food literacy of the food. based on the study that has been done that teenagers who

often consume junk food will get diabetes faster than those who do not eat junk food As

many as 54.40% of students like fast food and more than 60% of students are not aware

of the fact that fast food is unhealthy food

1. How do teenagers understand fast food or junk food and its impact on health?

2. How do teenagers understand food literacy knowledge?

C. Significance Of The Research

because teenagers currently consume fast food ≥ 2 days per week at risk of 2.2 times

obesity. In addition, other studies show that 90% of teenagers who consume fast food,

22.45% are pre-obese and 9.52% are obese. 54.40% of students like fast food and more

than 60% of students are not aware of the fact that fast food is unhealthy food
 BAB II

LITETARURE REVIEW

A. Overview Of relevant Literature

Nourish defines food literacy as “the ability to make informed choices about food that

support one’s health, community, and the environment.” At every scale — national,

regional, local, school, organization, family— food literacy creates enduring value

The concept of food literacy has emerged as a framework to connect food related

knowledge, skills, and capacity (Colatruglio & Slater, 2016). Recent definitions of

food literacy incorporate food and nutrition knowledge, food skills and

behaviours/capacity (Cullen et al., 2015, Fordyce-Voorham, 2011, Vidgen and

Gallegos, 2014) with some including social, environmental, economic, political, and

cultural aspects of food systems (Cullen et al., 2015, Sumner, 2013). Food literacy

has been described as “the ability of an individual to understand food in a way that

they develop a positive relationship with it, including food skills and practices across

the lifespan in order to navigate, engage, and participate within a complex food

system. It's the ability to make decisions to support the achievement of personal

health and a sustainable food system considering environmental, social, economic,

cultural, and political components” (Cullen et al., 2015). A recent systematic review

indicated that improving food literacy may have a positive influence on adolescents'

dietary behaviours (Vaitkeviciute, Ball, & Harris, 2015).

Behavior is a set of actions or actions of a person in responding to something and then

becoming a habit because of the values that are believed. Human behavior is

essentially an action or activity of humans, both observed and unobservable by

human interaction with their environment which is manifested in the form of

knowledge, attitudes, and actions. Behavior can be interpreted more rationally as the

response of an organism or a person to stimuli from outside the subject. This response

is formed in two types, namely passive and active forms, where the passive form is an

internal response, namely that which occurs within humans and cannot be directly

seen from other people, while the active form is when the behavior can be observed

directly (Adventus, et al., 2019).

Respondent response (reflexive) is a response caused by certain stimuli. This stimulus

is called eliciting stimulation because it causes a relatively fixed response, for

example delicious food causes the desire to eat, bright light causes the eyes to close,

and so on. This respondent response also includes emotional behavior, for example

hearing news of a disaster makes you sad and cry, passing an exam expresses your

joy by having a party and so on.

C. Gaps Or Controversies In the literature

A recent study with 205 home economics teachers (HETs) explored the importance

for adolescents to learn various aspects of food literacy (Ronto, Ball, Pendergast, &

Harris, 2016c). The study found that teachers predominantly focused on micro
aspects of food literacy such as food safety and hygiene practices as well as food

preparation skills, with less focus on macro aspects of food literacy such as animal

welfare and environmental sustainability. In order to inform and increase the

effectiveness of future food literacy programme development, it is important to gain

adolescents' perspectives on food literacy, including how it may influence their

dietary behaviours. Therefore, this study explored adolescents' perspectives of the

importance of food literacy on their dietary behaviours.

A. Reseach Desain

Baseline data obtained from adolescents enrolled in a quasiexperimental study

were used for this secondary cross-sectional analysis. The quasi-experimental

study (experimental group) on adolescents’ food literacy, dietary intake, and

eating behaviors, as compared with students enrolled in a mandatory “Personal

and Social Development” course (control group). These schools were recruited

because they offered. All students were informed of their right to answer the

questionnaire in

its entirety, select specific questions to answer, or exclude themselves from

answering the questionnaire altogether. Considering the age of the students and

the minimal risks associated with their participation in the study, parental consent

was not required.

B. Data Colction Method

Data collection was carried out using questionnaires about food nutrition and junk

food to students or adolescents and interviews were also carried out in accordance

with the guidelines. The questionnaire was shared by Google From and the

interview was conducted by direct contact

C. Semple selection
 The sample was teenagers aged 18 - 18 years or more precisely students from

high school with a sample size of 30 people from high school and 20 people from

a random sample found at a junk food shop

D. Data analysis techiques

Qualitative research methods according to Sugiyono (2018, p. 213) are research

methods based on the philosophy of postpositivism, which is used to research in

scientific conditions where the researcher himself is the instrument, data

collection techniques and qualitative analysis emphasize more on meaning.

1. Data Reduction

After obtaining the data, the next stage is to analyze the data through data

reduction, reducing data means summarizing, selecting and sorting the main

points, focusing on important things, looking for themes and patterns.

2. Data Display

In presenting data that is most often used in qualitative research is with

narrative text/words and easy to understand.

3. Conclusion Drawing or Verification

Next, the researcher makes a conclusion based on the data that has been

processed through data reduction and data presentation.

Bailey, C. J., Drummond, M. J., & Ward, P. R. (2019). Food literacy programmes

in secondary schools: A systematic literature review and narrative

synthesis of quantitative and qualitative evidence. Public Health

Nutrition, 1–23. https://doi.org/10.1017/S1368980019001666

Bowman, S. A., Gortmaker, S. L., Ebbeling, C. B., Pereira, M. A., & Ludwig, D.

S. (2004). Effects of fast-food consumption on energy intake and diet

quality among children in a National Household Survey. Pediatrics,

113(1), 112–118. https://doi. org/10.1542/peds.113.1.112

Community Information Database. (2011). Metropolitan Influenced Zones (MIZ)

typology 2011.

https://www.cid-bdc.ca/#c=indicator&f=0&i=popchange.pop_change&s

=2011- 2016&view=map16

Chapman, P., Toma, R. B., & Jacob, M. (1997). Nutrition knowledge among

adolescent high school female athletes. Adolescence, 32(126), 437–437.

Krause, C., Sommerhalder, K., Beer-Borst, S., & Abel, T. (2018). Just a subtle

difference? Findings from a systematic review on definitions of nutrition

literacy and food literacy. Health Promotion International, 33(3), 378–

389. https://doi. org/10.1093/heapro/daw084

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https://doi.org/10.1177/10901981221086943

O'Brien, K., MacDonald-Wicks, L., & Heaney, S. E. (2024). A Scoping Review

of Food Literacy Interventions. Nutrients, 16(18), 3171.

https://doi.org/10.3390/nu16183171

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review. Appetite, 116, 365–371.

https://doi.org/10.1016/j.appet.2017.05.007

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