<![CDATA[This study examines the contribution of zero food waste knowledge to sustainable food-processing practices among Culinary Education students at Universitas Negeri Semarang. A quantitative cross-sectional survey was conducted using a 24-item multiple-choice knowledge test (score 0–24) and a 24-item five-point practice scale (score 24–120). The available dataset contained 65 knowledge responses and 50 complete paired responses. Data were analyzed using descriptive statistics, item–total correlations, Cronbach’s alpha, Pearson and Spearman correlations, and simple linear regression. All knowledge items met the empirical validity criterion and the scale showed high internal consistency (α = .920). Twenty practice items met the criterion; items 3, 6, 12, and 20 did not, while the 24-item scale had α = .890. The mean knowledge score was 18.68 (SD = 5.86) and the mean practice score was 92.02 (SD = 11.61). The linear model showed a positive contribution of knowledge to practice (B = .63, SE = .27, β = .320, t = 2.34, p = .024), with R² = .102 and the equation Ŷ = 80.44 + .63X. However, the Spearman correlation was not significant (ρ = .237, p = .098). Knowledge therefore appears to be a modest predictor in the linear model, but the conclusion should be interpreted cautiously because paired-data completeness, four practice items, and score coding still require verification. Sustainability learning should combine conceptual knowledge with supervised routines for planning, storage, safe reuse, and waste evaluation.]]>
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