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Andi Rahmad Rahim
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dedikasimu.lppm@umg.ac.id
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DedikasiMU: Journal of Community Service
Published by Universitas Muhammadiyah Gresik
ISSN : 27165140     EISSN : 27165175     DOI : http://dx.doi.org/10.30587/dedikasimu
Core Subject : Religion, Humanities, Health, Education, Social, Engineering,
Religion Humanities Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Social Sciences
Jurnal DedikasiMU merupakan jurnal pengabdian kepada masyarakat yang mewadai hasil pengabdian dosen, praktisi atau mahasiswa kepada masyarakat yang menerapkan model ataupun konsep dalam bidang pendidikan, teknik, kesehatan, psikologi, sosiologi, hukum, pertanian, ekonomi dan keagamaan yang bertujuan dalam rangka berpartisipasi dalam mewujudkan pembangunan dan pemberdayaan masyarakat yang mandiri, kreatif dan sejahterah.
Arjuna Subject : Umum - Umum
Articles 451 Documents
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PROJECT-BASED LEARNING ON CASSAVA STARCH BIOPLASTIC PRODUCTION AS AN INSTRUCTIONAL MODEL TO IMPROVE SCIENTIFIC LITERACY AND ENVIRONMENTAL AWARENESS IN JUNIOR HIGH SCHOOL STUDENTS Siti Nurul Afifah; Niniek Dyah Kusumawardani; Siti Farida; Iwan Kurniawan
DedikasiMU : Journal of Community Service Vol. 8 No. 3 (2026): DedikasiMU September
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/dedikasimu.v8i3.12605

Abstract

Single-use plastic waste remains an environmental issue that needs to be introduced to students through contextual and practice-based learning. This community service program aimed to enhance students’ scientific literacy and environmental awareness through training in cassava starch-based bioplastic production using a Project-Based Learning approach. The activity was conducted on May 2, 2026, at SMP Islam Ma’arif Singosari Malang, involving 29 ninth-grade students. The method consisted of a pre-test, delivery of material on plastic pollution and bioplastic concepts, demonstration of bioplastic production, group practice, completion of student worksheets, reflection, and a post-test. The results showed an improvement in students’ understanding, as indicated by the increase in the average pre-test score from 70 to 89 in the post-test. In addition, the group worksheet assessment achieved an average score of 90, indicating students’ ability to understand concepts, follow procedures, observe results, and relate bioplastic products to plastic waste reduction solutions. These findings suggest that Project-Based Learning is effective for applied science training because it connects scientific concepts with real experiences. The implication of this activity is the improvement of students’ practical skills, scientific literacy, and environmental awareness.

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