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Pemanfaatan Tepung Pisang-Singkong Sebagai Alternatif Pengganti Tepung Terigu Pada Pembuatan Mie Dengan Penambahan Putih Telur atau Isolat Kedelai Filiana Fizqi Utami; Zackiyah Zackiyah; Ali Kusrijadi
Jurnal Natural Scientiae Vol 2, No 2 (2022): November 2022
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jns.v2i2.6633

Abstract

In general, wheat flour noodles have a chewy and elastic texture, due to the presence of amylose, amylopectin and gluten proteins. People with celiac disease are gluten intolerant, so to enjoy noodles like people in general, an alternative gluten-free flour is needed to replace wheat flour, one of which is banana-cassava flour. To increase the nutritional value and texture of noodles, such as using wheat flour, egg white protein or soybean isolate and xanthan gum or ash water are added. This study aims to determine the effect of adding egg white protein or soybean isolate and the effect of xanthan gum or water ash on banana-cassava flour noodles on the physicochemical and sensory profiles. The research stages are the production of banana-cassava flour noodles, physicochemical profile analysis includes chemical profiles (moisture content, ash content and protein content), physical profile (optimum cooking time, swelling index, cooking loss and water absorption) and gluten content and sensory testing. The results of the analysis showed that the chemical profile of banana-cassava flour noodles met the wet noodle quality standard set by SNI 2987-2015, while the ash content was higher than the quality standard. Some good formulas, the water and ash content in the addition of egg white and xanthan gum (PTX) were around 4.95% and 1.80%, respectively, while the protein content in the addition of soybean isolate and water ash (PKA) was 12.89%. . Physical profiles for cooking time and swelling index on the addition of soybean isolate and water ash (PKA) were 2.50 minutes and 186.10%, respectively, cooking loss on the addition of egg white and xanthan gum (PTX) was 5.85%, while the water absorption in the addition of egg white and water ash (PTA) was 73.95%. Gluten levels in the addition of soybean isolates and water ash (PKA) ranged from 1.10%. The physicochemical profile of banana-cassava flour noodles was influenced by the type of protein and the best formula for gluten-free noodles was the addition of soy isolate. While the ash content, swelling index, water absorption, and gluten content are influenced by the type of agglomerate, and the best formulation for gluten-free noodles is the addition of ash water. The results of the organoleptic test obtained an average score of 4 (out of a scale of 5) on the attributes of color, aroma, taste, texture, and overall preference for the banana-cassava flour noodle sample.
Workshop of Material Deepening and Designing Learning Plans with Problem-Based Learning (PBL) Model on Acid-Base Materials (Workshop Pendalaman Materi dan Perancangan Rencana Pembelajaran dengan Model Problem-Based Learning (PBL) Pada Materi Asam Basa) Budiman Anwar; Hernani Hernani; Wiji Adji; Wiwi Siswaningsih; Zackiyah Zackiyah; Asep Suryatna; Abraham Mora; Sutrasman Sutrasman; Cece Nurhidayat
Jurnal Pengabdian Isola Vol 1, No 1 (2022): JPI: VOLUME 1, ISSUE 1, 2022
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jpi.v1i1.47300

Abstract

The chemistry teacher's role is very important in the quality improvement of education, because it’s believed that chemistry is one of the fundamental knowledge underlying the development of science and technology in the 21st century. Various decisions need to be made by teachers in carrying out their duties as educators, including establishing the relevant learning strategies and determining students who need to get a spesific guidance. Based on the results of the 2017-2019 National Examination researched by the madrasah team, it stated that acid-base topic is one of the most difficult topic considered by students, misconceptions are often found, both in teachers and students. Improving understanding of chemical concepts needs to be done through independent-study and intensive discussion, as well as applying the daily phenomena concepts by demanding a variety of problem solving packaged through problem based learning. Community Service held by Department of Chemistry for acid-base topic was carried out systematically (online and offline) following a scheme equivalent to 32 hours, namely 8 hours of offline and 24 hours of online. Workshops for deepening the acid-base topic was carried out as well as learning tools for chemistry teachers and assignments for participants. This activity was quite successful because it was obtained products in the form of curriculum analysis and PBL-based learning strategies for acid-base topics that is suitable for use. The teachers were very grateful for the assistance in the form of experience, knowledge, and learning strategies that were appropriate to be used in their respective schools. The organized team received the valuable input that could be used as an improvement for the next service programPeran guru kimia sangat penting dalam peningkatan kualitas pendidikan, karena diyakini bahwa kimia merupakan salah satu ilmu pengetahuan yang mendasari perkembangan sains dan teknologi. Berbagai keputusan perlu dibuat guru dalam pelaksanaan tugasnya sebagai pendidik, di antaranya penentuan strategi pembelajaran yang relevan dan penentuan siswa yang perlu memperoleh bimbingan tertentu. Berdasarkan hasil telaah UN 2017-2019 yang dilakukan oleh tim madrasah menyatakan bahwa materi asam basa adalah salah satu materi yang dianggap sulit oleh siswa, sering kali ditemukan miskonsepsi, baik pada guru ataupun pada siswa.  Peningkatan pemahaman konsep kimia perlu dilakukan melalui independent-study dan diskusi secara intensif, juga menerapkannya pada fenomena keseharian dengan menuntut ragam penyelesaian masalah yang dikemas melalui pembelajaran berbasis PBL. Pengabdian kepada Masyarakat (PkM) berkaitan dengan materi asam basa dilakukan secara sistematis (daring dan luring) mengikuti skema yang setara dengan 32 Jam Pelajaran (JP), yaitu 8 JP secara luring dan 24 JP secara daring. Workshop pendalaman materi asam basa serta perangkat pembelajaran bagi partisipan (guru-guru kimia) dan penugasan kepada partisipan telah dilakukan pada kegiatan ini. Melalui kegiatan ini dihasilkan produk berupa analisis kurikulum yang dituangkan dalam bentuk indikator pembelajaran yang mencerminkan tuntutan dimensi proses kognitif dan dimensi pengetahuan serta aspek keterampilan sesuai dengan tuntutan Kompetensi Dasar (KD) dan ide-ide konteks yang sesuai dengan tuntutan strategi pembelajaran berbasis PBL pada materi Asam Basa. Guru-guru kimia mendapat bantuan berupa pengalaman, pengetahuan, maupun mendapatkan masukan terkait strategi pembelajaran yang diharapkan layak untuk digunakan di sekolahnya masing-masing. Tim pelaksana mendapat masukan yang berharga sehingga dapat dijadikan untuk perbaikan dan peningkatan kinerja pada program pengabdian berikutnya.
Training Teaching at the Right Level (TaRL) and Culturally Responsive Teaching (CRT) [Pelatihan Pembelajaran Berbasis Level Berpikir serta Berlatar Belakang Budaya] Wiwi Siswaningsih; Asep Kadarohman; Triannisa Rahmawati; Nahadi Nahadi; Florentina Maria Titin Supriyanti; Zackiyah Zackiyah; Sjaeful Anwar
Jurnal Pengabdian Isola Vol 2, No 2 (2023): JPI: VOLUME 2, ISSUE 2, 2023
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jpi.v2i2.64547

Abstract

Kegiatan Pengabdian pada Masyarakat (PkM) dilaksanakan dengan memberikan pelatihan pada guru di Kabupaten Sukabumi. Kegiatan ini bertujuan untuk memberikan wawasan mengenai pengembangan keprofesionalan guru, lebih khusus seberapa dalam penerapan Teaching at the Right Level (TaRL) dan Culturally Responsive Teaching (CRT) dalam kegiatan pembelajaran di sekolah, juga bagaimana guru dapat menuliskan data kegiatan pembelajaran di sekolah menjadi suatu bentuk artikel. Kegiatan dilaksanakan dengan terstruktur dan sistematis dengan total waktu kegiatan setara 32 Jam Pelajaran (JP) secara daring dan luring. Hasil dari pengabdian ini diketahui bahwa guru mendapat banyak pengetahuan strategi menghubungkan pembelajaran kimia berlatar belakang budaya dan mengacu pada tingkat kemampuan siswa. Selain itu, lebih dari 65% siswa menyukai kegiatan pembelajaran kimia dengan pendekatan budaya lokal, dan hampir 100% siswa merasa puas dengan pembelajaran yang dilakukan oleh guru, yang didasarkan pada tingkat pengetahuan siswa, serta guru berhasil mendiseminasikan tiga tulisan pada topik pemahaman konsep dan pengetahuan prasyarat kimia, profil kemampuan berpikir logis siswa dengan pendekatan TaRL, dan pemahaman siswa SMA kelas X pada materi ikatan kimia dengan menggunakan model guided discovery learning.Community Service activities are carried out by providing training to teachers in Sukabumi Regency. This activity aims to provide insight into teacher professional development, more specifically how deeply Teaching at the Right Level (TaRL) and Culturally Responsive Teaching (CRT) are implemented in learning activities at school, as well as how teachers can write data on learning activities at school into article form. Activities were carried out in a structured and systematic manner with a total activity time equivalent to 32 JP online and offline. As a result of this service, it is known that teachers gain a lot of knowledge about strategies relating to chemistry learning with cultural backgrounds and referring to students' ability levels. Apart from that, more than 65% of students liked chemistry learning activities with a local cultural approach, and almost 100% of students were satisfied with the learning carried out by the teacher, which was based on the student's level of knowledge, and the teacher succeeded in disseminating three articles on understanding chemistry concepts and prerequisite knowledge; profile of students' logical thinking abilities using the TaRL approach, and class X high school students' understanding of chemical bonding material using the guided discovery learning model.