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All Journal Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika International Journal of Essential Competencies in Education
de Jesus, Mateus Maia
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Education Mathematics Physics Other

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WHO-Aligned Food Safety Knowledge and Misconceptions Among Vocational Food-Processing Students Kurnia, Nova; Sumarlin, Muhamad; Barrios, Rubilyn G.; de Jesus, Mateus Maia
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 10 No. 2 (2026): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v10i2.3505

Abstract

Food safety knowledge is essential for vocational students who handle food during school-based processing activities. This study assessed food safety knowledge and examined selected misconceptions among Grade XI students enrolled in an Agricultural Product Processing Agribusiness program at one public vocational secondary school in West Lombok Regency, Indonesia. A descriptive cross-sectional design with an embedded qualitative explanatory component was used. Of 46 students in the cohort, 10 participated in questionnaire pilot testing and were excluded from the main study. The remaining 36 students completed an 11-item True/False questionnaire aligned with the WHO Five Keys to Safer Food framework and participated in individual semi-structured interviews. Students demonstrated strong recognition of handwashing, kitchen-surface cleanliness, separation of raw and cooked foods during storage, and washing fruits and vegetables. However, misconceptions concerned shared cutting boards, thorough reheating, cooking temperature, prolonged room-temperature storage, and judging water safety by appearance. The mean knowledge score was 7.86 of 11, and the questionnaire showed marginal-to-moderate internal consistency for preliminary group-level diagnostic use (KR-20 = 0.69). Interview findings indicated that some students considered previous cooking sufficient, associated reheating with burning, viewed freshly slaughtered meat as containing few bacteria, and treated clear water as safe. These findings identify curriculum priorities related to cross-contamination, time–temperature control, reheating, and invisible microbiological and chemical hazards. Because the study involved one vocational cohort, the findings should be interpreted as a local diagnostic profile.
Development of Problem-Based Learning Tools Using Virtual Reality Videos to Enhance Students’ Critical Thinking Skills and Climate Change Awareness Rizal, Saipul; de Jesus, Mateus Maia
International Journal of Essential Competencies in Education Vol. 5 No. 1 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/crr6z869

Abstract

Climate change education requires instructional approaches that connect scientific understanding with critical reasoning and environmental awareness. This study developed and evaluated a problem-based learning (PBL) package integrating pre-existing virtual reality videos for Grade X climate change instruction. The package comprised a teaching module, student worksheet, instructional materials, a critical-thinking test, and a climate change awareness questionnaire. Using a Research and Development approach, the package was evaluated for validity, practicality, and effectiveness. Four validators assessed content and construct validity, while two observers evaluated classroom implementation and student activity. Forty students participated in the classroom trial, with 20 assigned to the experimental group and 20 to the control group. Critical thinking was measured before and after instruction in both groups, whereas climate change awareness was assessed only in the experimental group. The learning tools achieved overall content and construct validity means of 3.528 and 3.568, respectively, and classroom implementation and student activity were rated good, with overall means of 3.700 and 3.800. Critical-thinking scores in the experimental group increased from 1.608 to 3.725, compared with 1.583 to 1.808 in the control group. A significant Group × Time interaction was found, F(1, 38) = 780.120, p < .001, partial η² = .954. Climate change awareness increased from 2.070 to 3.925, with a moderate normalized gain of 0.632 and a significant time effect, F(1, 19) = 2698.843, p < .001, partial η² = .993. The findings support the pedagogical potential of integrating existing virtual reality videos within a structured PBL learning package for schools.
Co-Authors Barrios, Rubilyn G. Nova Kurnia Rizal, Saipul Sumarlin, Muhamad