Problem-Based Learning in Vitamin Chemistry to Improve Students' Nutrition Information Interpretation Skills

Abstrak

Nutrition information interpretation skills are an essential component of nutrition literacy that should be developed among prospective chemistry teachers. This study aimed to analyze the implementation of Problem-Based Learning in vitamin chemistry to improve nutrition information interpretation skills among 18 chemistry education students. This study employed a pre-experimental one-group pretest-posttest design implemented over two class meetings, each lasting 100 minutes. Student activity observations and worksheet performance were used as descriptive supporting data. The paired-samples t-test revealed a statistically significant difference between the pretest and posttest scores (t(17) = −13.304, p < .001, Cohen's d = 3.14), with the mean score increasing from 37.04 to 87.04 (N-Gain = 0.60, moderate category). Students' learning activities and worksheet performance achieved average scores of 90.28% and 92.70%, respectively, both categorized as very good, with the greatest improvement observed in the applying skills and interactive skills dimensions. These findings suggest that Problem-Based Learning has the potential to support the development of students' nutrition information interpretation skills through contextual chemistry learning connected with authentic food-related problems, implying that similar contextual approaches may be considered for strengthening nutrition literacy within chemistry teacher education programs.

Kata kunci

• Chemistry Education
• Pre-Service Teacher
• contextual learning
• food label interpretation
• nutrition literacy
• pre-experimental study