Teenagers' Knowledge and Attitudes towards Sugar, Salt, and Fat Consumption at MAN 1 Bekasi Regency

Abstract

Introduction: Adolescence is a transitional phase marked by shifts in lifestyle and dietary habits, with a high preference for sugar, salt, and fat (GGL). Excessive consumption of GGL during this growth period significantly elevates the long-term risk of non-communicable diseases (NCDs). This study aims to analyze the overall descriptive and analytical framework of nutrition knowledge, attitudes, and GGL consumption patterns among school adolescents. Method: This quantitative study utilized an analytical observational cross-sectional design. A sample of 86 eleventh-grade school adolescents was selected through a purposive sampling approach. Data on nutrition knowledge (15 multiple-choice questions) and attitudes (10 Likert-scale statements) were gathered using validated self-administered questionnaires. Dietary consumption patterns of GGL over the past 14 days were measured via a Semi-Quantitative Food Frequency Questionnaire (SQ-FFQ). Univariate and bivariate data were evaluated using the Chi-Square test (α = 0.05) through SPSS software. Result and Discussion: Univariate analysis indicated that the majority of respondents maintained an adequate intake category for sugar (75.6%), salt (73.3%), and fat (72.1%). Bivariate Chi-Square analysis revealed no statistically significant association between nutrition knowledge and the consumption patterns of sugar (p=0.621), salt (p=0.866), or fat (p=0.588). Similarly, no significant correlation was found between attitudes and the intake of sugar (p=0.433), salt (p=0.640), or fat (p=0.390). These outcomes show a profound knowledge-practice and attitude-behavior gap, where cognitive and affective proficiency is overridden by food preferences and structural peer influences. Conclusion: Individual nutrition knowledge and attitudes do not serve as linear determinants of actual GGL intake among school adolescents. Educational institutions should transition toward managing the behavioral food micro-environment rather than relying solely on conventional direct cognitive education.