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All Journal PENDIPA Journal of Science Education UNESA Journal of Chemical Education
Nur Khofifah
Universitas Negeri Surabaya
Chemistry Computer Science & IT Education Mathematics Other

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IMPLEMENTATION OF PROJECT-BASED LEARNING IN THE FOOD CHEMISTRY COURSE THROUGH THE SOCIALIZATION OF FOOD INNOVATION AND TECHNOLOGY BY MAKING TEMPEH HEALTH SMOOTHIES Aida Mustafida A; Celyta Nirmala Putri Talia; Nur Khofifah; Ersa Sania Azzahro'; Mirwa Adiprahara Anggarani
UNESA Journal of Chemical Education Vol. 15 No. 1 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v15n1.p88-95

Abstract

Abstract This study aims to assess the capability of project-based learning (PjBL) methods in introducing innovations in the field of food and technology by making healthy tempeh smoothies, as a product of food chemistry courses, in order to deepen students' understanding of local foods. This study is based on the importance of understanding food chemistry that includes aspects of formulating, processing, and storing quality food products. The PjBL model was chosen because it can increase students’ learning motivation, creativity, and critical thinking skills in dealing with contextual problems. The study was conducted on 14 grade X students of Khadijah High School with a One Group Pretest-Posttest design. The research instrument was a multiple-choice test based on Bloom’s taxonomy and a Likert scale response questionnaire. The results showed a significant increase from a pretest score of 92,86 to a posttest score of 99,29. The N-Gain value of 0,89 and an effectiveness level of 88,89% indicated an increase in understanding in the high category and effective learning. Students were able to recognize tempeh as a local food with high nutritional value, understand the fermentation process, health benefits, and its potential for development into a modern beverage product. The questionnaire results showed a very positive response. The hands-on activity of making tempeh health smoothies increased student engagement, confidence, and motivation, including interest in simple entrepreneurial opportunities. Overall, PjBL learning was effective in strengthening local food literacy and fostering an appreciative and innovative attitude toward the use of tempeh as a health smoothies.
Implementasi Model Pembelajaran Sorogan-Bandongan pada Materi Asam Basa untuk Meningkatkan Pemahaman Konsep Peserta Didik Nur Khofifah; Rinaningsih
PendIPA Journal of Science Education Vol 10 No 3 (2026): July - September
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.10.3.782-788

Abstract

This study examines the implementation of the Sorogan-Bandongan learning model, which integrates individual learning with traditional teaching methods in the context of acid-base subject matter. This research was conducted to examine and measure the extent to which students' conceptual understanding improved following the implementation of this learning model. This study employs a pre-experimental method with a One Group Pretest-Posttest design, involving 36 eleventh-grade students of SMA Negeri 1 Menganti as research subjects. Research data were collected through instruments in the form of test sheets consisting of a pretest and posttest. The Sorogan-Bandongan learning stages applied included: independently reading material and completing tasks on a handout (Sorogan), administering a diagnostic test, teacher-led delivery of subject matter, completing Student Worksheets in groups (Bandongan), class discussion for content reinforcement (Bandongan), and administering a final test. The research findings indicate a fairly significant improvement in students' conceptual understanding, as reflected in the rise of the average pretest score from 52.57 to 88.09 on the posttest. This achievement is further supported by an N-Gain score of 0.75, which falls within the high category, indicating that the implementation of the Sorogan-Bandongan learning model was successful and effective in promoting the improvement of students' conceptual understanding, making it a potential alternative teaching approach in chemistry education.
Co-Authors Aida Mustafida A Celyta Nirmala Putri Talia Ersa Sania Azzahro' Mirwa Adiprahara Anggarani Rinaningsih