THE RELATIONSHIP BETWEEN BREAKFAST HABITS AND LEARNING CONCENTRATION OF GRADE 3–5 ELEMENTARY SCHOOL CHILDREN AT SDN WONOREJO

Abstract

This study aims to determine the relationship between breakfast habits and learning concentration in elementary school students. A quantitative descriptive method with a cross-sectional approach was applied to achieve this goal. Data were collected using a structured questionnaire from 77 students in grades III, IV, and V at SDN Wonorejo, Mojokerto Regency, in April 2026. Data analysis was conducted using frequency distribution and cross-tabulation. The results showed that the majority of respondents (63.6%) had good breakfast habits and more than half (51.9%) exhibited a high level of learning concentration. Furthermore, a significant positive relationship was found where 48.1% of students with good breakfast habits achieved high concentration, whereas 9.1% with poor breakfast habits experienced low concentration. In conclusion, the regularity of breakfast at SDN Wonorejo acts as an important predictor of cognitive readiness because morning nutritional intake supplies the blood glucose needed by the brain to maintain students' attention stability during classroom learning activities.