ENGINEERING ASPECTS OF NUTRACEUTICAL AND FUNCTIONAL FOOD SCIENCE CURRICULA IN TRANSFORMATIVE LEARNING AND ITS TEACHING STRATEGY

सार

The current global trend for the last 5 years is food and health. The new terminology issued including “functional foods”, “nutraceutical”, “health risk foods”, etc. Indonesian Society for Functional Foods and Nutraceuticals (ISFFN) is one of organizations concern with the development and contribution of good foods, its technology, and scientific base; even the generalization for wider society is to help them with better living qualities. The organization would be a consultative curriculum related to functional foods and nutraceuticals. In the present study, the syllabi for engineering aspect of nutraceutical or functional foods is developed and treated with different types of teaching methods in the classes for five academic year (2019/2020 to 2023/2024), i.e., (a) students’ interest oriented, (b) workshop with two steps peer evaluation @2 peers, (c) lecturing and leading group presentation in each weekly topic, (d) individual and group works, (e) the use of excel application for calculation problem exercise, and (f) field visit along with a worksheet project guidance. The classes were off line and online model using a learning management system Moodle platform. Data from students’ feed backs were matched into transformative learning indicators from references. The results indicated that several feed backs for lecturers were positive (encouraging, caring, stimulating deeper thinking, driving interaction among students even though online learning, clear and relating to daily life) but several corrective actions in the future were required (considering students’ learning pace, more examples in calculation exercise, and giving the answers before peer evaluation during workshop to help the students able to do peer evaluation). Transformative education found from syllabi set and in combination with class treatments included students reflected themselves among other students’ learning progress, interacting with lecturer and students well, but the good relationship lost sometimes in online lecturing. In conclusion, all class treatments could make students achieving transformative learnings, yet the measurement scales of the transformation itself was undefined, thus warranted research on appropriate scaling.