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All Journal Bioscientist : Jurnal Ilmiah Biologi
Abdul Ashari
Universitas Tadulako
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Immunology & microbiology Social Sciences

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Formulation and Organoleptic Evaluation of Moringa Leaf (Moringa oleifera) Crackers as an Innovative Nutritious Snack Fadila am. Latoriri; Abd. Hakim Langgeng; Musdalifah Nurdin; Lilies; Abdul Ashari; Masrianih
Bioscientist : Jurnal Ilmiah Biologi Vol. 14 No. 2 (2026): June
Publisher : Department of Biology Education, FSTT, Mandalika University of Education, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/bioscientist.v14i2.20006

Abstract

This study aimed to analyze the effect of moringa leaf flour addition at concentrations of 0%, 5%, 10%, and 15% on the sensory quality of crackers and to identify the most acceptable formulation based on consumer preference. The study employed a Completely Randomized Design (CRD) with three replications. Organoleptic evaluation was conducted with 30 untrained panelists using a 5-point hedonic scale to assess color, aroma, taste, and texture. The data were analyzed using one-way analysis of variance (ANOVA), followed by Tukey’s HSD test at a significance level of α = 0.05. The results showed that moringa leaf flour addition had a significant effect on all organoleptic attributes (p < 0.05). The formulation containing 10% moringa leaf flour showed the most balanced sensory profile, with mean hedonic scores of 3.60 for aroma, 3.47 for texture, 3.10 for taste, and 3.03 for color. These scores ranged from neutral to approaching like, indicating that the 10% formulation was relatively the most acceptable formulation compared with the other treatments.
The Effect of Implementing the Problem-Based Learning Model on Science Learning Outcomes at SMP Negeri 13 Sigi Biromaru Aisyah Aulia; Lilies; Abdul Ashari; Gamar B. N. Shamdas; Lestari Alibasyah; Syech Zainal
Bioscientist : Jurnal Ilmiah Biologi Vol. 14 No. 2 (2026): June
Publisher : Department of Biology Education, FSTT, Mandalika University of Education, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/bioscientist.v14i2.20156

Abstract

This study aimed to analyze the effect of implementing the Problem-Based Learning (PBL) model on eighth-grade students’ science learning outcomes. This study employed a quantitative quasi-experimental approach with a nonequivalent control group design. The sample consisted of 53 eighth-grade students who were assigned to an experimental class and a control class. The experimental class was taught using the PBL model, whereas the control class received conventional instruction. Data were collected using a multiple-choice test administered before and after the treatment as a pretest and posttest. The test was designed to measure students’ cognitive learning outcomes in science. The data were analyzed using an independent samples t-test after the initial abilities of the two groups were examined. The results indicated that the two groups had relatively equivalent initial abilities before the intervention. After the treatment, the experimental class achieved a higher posttest mean score than the control class, and the difference between the groups was statistically significant. These findings suggest that PBL is more effective than conventional instruction in improving students’ science learning outcomes.
Co-Authors Abd. Hakim Langgeng Aisyah Aulia Fadila am. Latoriri Gamar B. N. Shamdas Hj. Musdalifah Nurdin Lestari Alibasyah Lilies Masrianih Syech Zainal