Gaster Journal of Health Science, Volume 19 Number 2, August 2021
Relation of Refraction Abnormalities and Nutritional Status with Learning Achievement in Covid-19 Pandemic Era
Senyum Indrakila1 , Soetrisno2 , Hafi Nurinasari2 , Annang Giri Moelyo3 , Hari Wahyu Nugroho3
1 Department of Ophthalmology, Faculty of Medicine, UNS, Dr. Moewardi Hospital, Surakarta 2 Department of Obstetrics and Gynecology, Faculty of Medicine UNS, Dr. Moewardi Hospital, Surakarta
3 Department of Pediatric Health, Faculty of Medicine, UNS, Dr. Moewardi Hospital, Surakarta
Refraction abnormalities are the second most common cause of limited vision after cataracts and being a health problem around the world, including Indonesia. Vision is the main factor of information input and learning process. Vision ability develops optimally until the age of 9 years, delays in refraction correction can cause reduced ability to absorb learning material and further will have an impact on learning achievement. However in pandemic era, learning system is turn into online system. Another factor that affects it is nutritional status, a body state caused by a balanced nutrient intake and needs. This study aims to prove the theory of the effect of refractive errors, nutritional status, on learning achievement. A cross-sectional design that linked refractive errors (myopia, hypermetropia, astigmatism) and nutritional status to learning achievement in elementary school student. The sample consisted of 26 students in grades 3-6. The refractive spearman test with learning achievement got a signifi cance value of 0.733(p>0.05), while nutritional status and learning achievement has a signifi cance value of 0.679(p>0.05) which means there are no meaningful relationship in both variable with learning achievement. Multivariate analysis was not performed because of the bivariate analysis were not signifi cant. There was no correlation between students’ refractive abnormality and nutritional status with their learning achievement in pandemic era.
Keywords: refraction disorder; nutritional status; learning achievement; elementary school; Covid-19