The Relationship Between Knowledge, Attitude, And Practice Regarding Hydration And Hydration Status Among School Children

Abstract

Most school children experience dehydration, adversely impacting^[i] their performance during school hours. Dehydration leads to decreased concentration and memory utilization, thereby affecting their learning. The multifaceted nature of this issue, encompassing facilities, policies, teacher roles, and student behaviors, complicates finding effective solutions. This research aims to investigate the relationship between knowledge, attitude, and practice concerning hydration and the hydration status of school children. The study was conducted at SMP IT Alam Ar-Royyan using an analytical observational approach with a cross-sectional study design. The population comprised seventh to ninth-grade students. The research instruments included a hydration behavior questionnaire and urine dipsticks. The researcher utilized the T test to find correlation between variable. The study revealed that the majority of respondents experienced mild to moderate dehydration. This was accompanied by good knowledge and attitudes among most respondents, while the majority demonstrated moderately satisfactory hydration behaviors. These findings highlight the significance of addressing hydration behavior to improve the hydration status of school children, providing valuable insights for potential interventions or program