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Picky eating is a prevalent issue among preschool children, often leading to nutritional deficiencies, disrupted growth, and increased parental stress. This systematic literature review aims to explore the management of picky eating through complementary and alternative therapies (CAT) and compares these findings with contemporary interventions. Picky eating behaviors can significantly affect children’s eating patterns, leading to challenges in maintaining a balanced diet. Although traditional medical interventions focus on behavioral modification and nutritional counseling, many parents are seeking alternative approaches to manage these behaviors in a more holistic and natural manner. This review encompasses studies published between 2015 and 2025, sourced from PubMed, Scopus, and Google Scholar, using keywords such as "Alternative Therapy," "Picky Eating," and "Preschool Children." The review population consists of 20 articles, and the sample includes 5 selected studies that meet the criteria for evaluating the effectiveness of complementary and alternative therapies in managing picky eating behaviors. Data analysis utilized thematic analysis, with the findings analyzed thematically to draw conclusions regarding the efficacy of CAT. The results indicated that mindfulness practices, dietary practices, Tuina massage as a traditional therapy, taste exposure, sensory learning, and nutrition education were all effective in reducing picky eating behavior among children aged 1 to 5 years. These approaches not only helped to improve children’s acceptance of a wider variety of foods but also contributed to the reduction of stress for both children and parents. The findings suggest that integrating these alternative therapies into conventional practices can provide a comprehensive and effective strategy to address picky eating in preschool children. Future research is needed to further explore the long-term impacts of these therapies and to identify the most suitable combinations for different individual needs.

Picky eating is a prevalent issue among preschool children, often leading to nutritional deficiencies, disrupted growth, and increased parental stress. This systematic literature review aims to explore the management of picky eating through complementary and alternative therapies (CAT) and compares these findings with contemporary interventions. Picky eating behaviors can significantly affect children’s eating patterns, leading to challenges in maintaining a balanced diet. Although traditional medical interventions focus on behavioral modification and nutritional counseling, many parents are seeking alternative approaches to manage these behaviors in a more holistic and natural manner. This review encompasses studies published between 2015 and 2025, sourced from PubMed, Scopus, and Google Scholar, using keywords such as "Alternative Therapy," "Picky Eating," and "Preschool Children." The review population consists of 20 articles, and the sample includes 5 selected studies that meet the criteria for evaluating the effectiveness of complementary and alternative therapies in managing picky eating behaviors. Data analysis utilized thematic analysis, with the findings analyzed thematically to draw conclusions regarding the efficacy of CAT. The results indicated that mindfulness practices, dietary practices, Tuina massage as a traditional therapy, taste exposure, sensory learning, and nutrition education were all effective in reducing picky eating behavior among children aged 1 to 5 years. These approaches not only helped to improve children’s acceptance of a wider variety of foods but also contributed to the reduction of stress for both children and parents. The findings suggest that integrating these alternative therapies into conventional practices can provide a comprehensive and effective strategy to address picky eating in preschool children. Future research is needed to further explore the long-term impacts of these therapies and to identify the most suitable combinations for different individual needs.

This study aims to describe the classroom management through problem-solving strategies in realizing quality learning. This research was conducted by quantitative approach. The main data of this study was 108 high school teachers. The technique used for data collection is questionnaire. The analysis technique used descriptive statistics, factor analysis, normality test, and inferential statistical test through t and anova tests. The results of the analysis show that classroom management efforts through problem solving are categorized as good by all aspects. Every aspect is valid with Alfa Cronbach's 0.766, thus, normal. The analysis of categorical factors is relevant in analyzing the classroom management through problem solving in realizing quality learning, which is above 0.7. In correlational analysis and one t-test of sample, all data are correlated and have significant role seen by the value of sig. 0.000 < 0.05. The Anova test through the linear path shows all the linearity as it impacting the problem solving in classroom management with value of F 0.000 < 0.05. Each aspect has its own characteristics on its implementation in learning. It shows that classroom management through problem solving can be a strategy in realizing quality learning.

This study aims to describe the classroom management through problem-solving strategies in realizing quality learning. This research was conducted by quantitative approach. The main data of this study was 108 high school teachers. The technique used for data collection is questionnaire. The analysis technique used descriptive statistics, factor analysis, normality test, and inferential statistical test through t and anova tests. The results of the analysis show that classroom management efforts through problem solving are categorized as good by all aspects. Every aspect is valid with Alfa Cronbach's 0.766, thus, normal. The analysis of categorical factors is relevant in analyzing the classroom management through problem solving in realizing quality learning, which is above 0.7. In correlational analysis and one t-test of sample, all data are correlated and have significant role seen by the value of sig. 0.000 < 0.05. The Anova test through the linear path shows all the linearity as it impacting the problem solving in classroom management with value of F 0.000 < 0.05. Each aspect has its own characteristics on its implementation in learning. It shows that classroom management through problem solving can be a strategy in realizing quality learning.