Analysis Of The Free Nutritional Food Program (MBG) Policy On Students' Learning Motivation At Ishlahul Ummaah Kindergarten

Abstract

This research is motivated by the implementation of the Free Nutritious Meal Program (MBG) as a government policy aimed at fulfilling children's nutritional needs while supporting the improvement of educational quality. The study aims to analyze the impact of MBG policy on learning motivation and describe the supporting and inhibiting factors of its implementation at TK Ishlahul Ummaah. The research was conducted from May 25 to June 20, 2026, using qualitative method with phenomenological approach. Data were collected through participatory observation, in-depth interviews, and documentation. Research subjects included the principal, teachers, parents, and SPPG officers. Data analysis used the Miles and Huberman model with validity testing through source and method triangulation.The findings reveal that the MBG program has a significant positive impact on learning motivation including: increased enthusiasm for attending school with attendance rates rising from 50% to 85-90%, enhanced concentration and focus (85% of students showed high concentration), increased activeness and participation (80% of students actively participated), instillation of character values and discipline, as well as reduced parental burden and improved family welfare. Supporting factors include full school support, student enthusiasm, parental support, clear procedures, and adequate infrastructure. Inhibiting factors include limited menu quality and variety, distribution constraints, limited human resources, absence of structured evaluation system, and concerns about program sustainability. This research recommends increased menu variety, improved distribution systems, teacher training, development of structured evaluation systems, and government guarantees for program sustainability. The main contribution of this study lies in offering an in-depth qualitative account of the psychological and behavioral mechanisms, namely Maslow's hierarchy of needs, Deci and Ryan's intrinsic-extrinsic motivation theory, and Pavlovian conditioning, through which the MBG program shapes early childhood learning motivation in a remote, rural school context that has been underexplored in prior MBG research, which has predominantly focused on elementary and secondary school settings.