Implementation of the Free Nutritious Meals Policy in Early Childhood Education at Aisyiyah Leksono Preschool and Pembina Selomerto Public Preschool, Wonosobo Regency

Abstract

The Free Nutritious Meals (MBG) program is a public policy initiative that prioritizes nutritional adequacy as a key element in human resource development. At the kindergarten level, the success of this program is measured not only by food distribution but also by collaboration among implementers, children’s responses to the menu, family support, and the quality of services provided at school. This article examines the implementation of the MBG policy at Aisyiyah Leksono Kindergarten and Pembina Selomerto Public Kindergarten in Wonosobo Regency, focusing on the dynamics of collaborative governance as well as the factors that support and hinder it. This study adopts a descriptive qualitative approach using a case study design. Data were collected through in-depth interviews with stakeholders, observations of the food preparation and consumption processes, and the collection of relevant documents. Analysis was conducted through data reduction, presentation, and the derivation and verification of conclusions from the available information. The results of the study indicate that this program receives support from schools, parents, nutritionists, food providers or the Nutrition Provision Service Unit (SPPG), as well as relevant government agencies. However, its implementation still faces challenges, including variations in children’s food preferences, uneaten food, menu information that is sometimes communicated late, limited space and administrative staff, and suboptimal collaboration among institutions. Selomerto State Kindergarten has a reporting system that tends to be formal, while Aisyiyah Leksono Kindergarten relies on operational adjustments and support from the school community but faces constraints regarding available space. This article concludes that to strengthen the implementation of the MBG program, earlier menu information dissemination, measurable feedback mechanisms, evaluation of food acceptance, clear division of responsibilities, and monitoring that does not place an excessive burden on teachers are necessary. Program performance assessments should prioritize the quality of service delivery and the benefits received, rather than focusing solely on distribution aspects.