The Effectiveness of Free Nutritious Meal Programs in Improving Student Motivation and Achievement in Indonesia: A Sociological Perspective of Education
Keywords:
Free Nutritious Meal Program, learning motivation, learning achievement, sociology of education, educational inequalityAbstract
The Free Nutritious Meal (MBG) Program is one of the strategic policies of the Indonesian government that aims to improve the quality of education through meeting the nutritional needs of students, especially from vulnerable socio-economic groups. This study aims to analyze the effectiveness of the Free Nutritious Meal Program (MBG) in increasing student motivation and achievement in Indonesia from the perspective of educational sociology. This study uses a mixed methods approach with a sequential explanatory design, which combines quantitative and qualitative methods sequentially. Quantitative data was collected through learning motivation questionnaires and documentation of students' academic scores before and after the implementation of MBG, while qualitative data was obtained through in-depth interviews, observations, and analysis of policy documents. The results of the study showed that the MBG Program had a positive and significant effect on increasing students' learning motivation, which was reflected in increased concentration, class participation, and study perseverance. In addition, this program also contributes to improving student learning achievement, although with varying impacts between educational units. From the perspective of the sociology of education, MBG functions as a form of state intervention in providing basic educational support that is able to reduce structural barriers due to socio-economic inequality. This program has been proven to have a redistributive function with a more significant impact on students from underprivileged families. However, the effectiveness of MBG is greatly influenced by the quality of program implementation and governance at the school level. This research emphasizes the importance of integrating education and social policies to realize a more equitable and sustainable education system
Downloads
References
Agricola, B. T. (2020). Impact of feedback request forms and verbal feedback on higher education students’ feedback perception, self-efficacy, and motivation. Assessment in Education Principles Policy and Practice, 27(1), 6–25. https://doi.org/10.1080/0969594X.2019.1688764
Bayoumy, H. M. M. (2021). Investigating relationship of perceived learning engagement, motivation, and academic performance among nursing students: A multisite study. Advances in Medical Education and Practice, 12, 351–369. https://doi.org/10.2147/AMEP.S272745
Chamberlin, K. (2023). The impact of grades on student motivation. Active Learning in Higher Education, 24(2), 109–124. https://doi.org/10.1177/1469787418819728
Garduño, H. A. S. (2021). Impact of virtual reality on student motivation in a high school science course. Applied Sciences Switzerland, 11(20). https://doi.org/10.3390/app11209516
Halif, M. M. (2020). Moderating effects of student motivation on the relationship between learning styles and student engagement. Asian Journal of University Education, 16(2), 93–103. https://doi.org/10.24191/AJUE.V16I2.10301
Leenknecht, M. (2021). Formative assessment as practice: the role of students’ motivation. Assessment and Evaluation in Higher Education, 46(2), 236–255. https://doi.org/10.1080/02602938.2020.1765228
Nurasiah, I., Sumantri, M. S., Nurhasanah, N., & Casmana, A. R. (2022). Cultural Values’ Integration in Character Development in Elementary Schools: The Sukuraga as Learning Media. Frontiers in Education, 7(May). https://doi.org/10.3389/feduc.2022.849218
Nurharjadmo, W. (2025). Aspect-Based Sentiment Analysis of Public Responses to Free Nutritious Meal (MBG) Policy Implementation Using Deep Learning. 2025 International Electronics Symposium Ies 2025, bll 863–868. https://doi.org/10.1109/IES67184.2025.11161241
Ommering, B. W. C. (2020). Promoting positive perceptions of and motivation for research among undergraduate medical students to stimulate future research involvement: a grounded theory study. BMC Medical Education, 20(1), 204. https://doi.org/10.1186/s12909-020-02112-6
Peng, R. (2021). The effect of Chinese EFL students’ learning motivation on learning outcomes within a blended learning environment. Australasian Journal of Educational Technology, 37(6), 61–74. https://doi.org/10.14742/ajet.6235
Sabah, N. M. (2020). Motivation factors and barriers to the continuous use of blended learning approach using Moodle: students’ perceptions and individual differences. Behaviour and Information Technology, 39(8), 875–898. https://doi.org/10.1080/0144929X.2019.1623323
Shao, Y. (2024). How peer relationships affect academic achievement among junior high school students: The chain mediating roles of learning motivation and learning engagement. BMC Psychology, 12(1). https://doi.org/10.1186/s40359-024-01780-z
Siqueira, M. A. M. (2020). Relationship between metacognitive awareness and motivation to learn in medical students. BMC Medical Education, 20(1). https://doi.org/10.1186/s12909-020-02318-8
Soma, R. I. (2024). Food preferences in Indonesian schoolchildren and the parents’ perspectives on the upcoming nutritious free meal program. E3s Web of Conferences, Vol 577. https://doi.org/10.1051/e3sconf/202457702004
Tan, C. (2021). The impact of COVID-19 on student motivation, community of inquiry and learning performance. Asian Education and Development Studies, 10(2), 308–321. https://doi.org/10.1108/AEDS-05-2020-0084
Wang, M. T. (2020). The Role of Sociocultural Factors in Student Achievement Motivation: A Cross-Cultural Review. Adolescent Research Review, Vol 5, bll 435–450. https://doi.org/10.1007/s40894-019-00124-y
Wigfield, A. (2020). 35 years of research on students’ subjective task values and motivation: A look back and a look forward. Advances in Motivation Science, Vol 7, bll 161–198. https://doi.org/10.1016/bs.adms.2019.05.002
Yamin, M. (2025). INTEGRATING NUTRITION AND COGNITIVE READINESS: IMPACT OF FREE NUTRITIOUS MEALS ON DEEP LEARNING AND THE SUSTAINABLE DEVELOPMENT GOALS IN PRIMARY SCHOOLS. Journal of Engineering Science and Technology, 20, 1–8. Opgehaal van https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=105023422972&origin=inward
Yu, S. (2020). Investigating what feedback practices contribute to students’ writing motivation and engagement in Chinese EFL context: A large scale study. Assessing Writing, 44. https://doi.org/10.1016/j.asw.2020.100451
Zou, D. (2021). Digital game-based learning of information literacy: Effects of gameplay modes on university students’ learning performance, motivation, self-efficacy and flow experiences. Australasian Journal of Educational Technology, 37(2), 152–170. https://doi.org/10.14742/AJET.6682
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Marzuki Azhari Sunni
This work is licensed under a Creative Commons Attribution 4.0 International License.
