Implementasi Lembar Kerja Berbasis Proyek Melalui Pembuatan Permen Jelly Rendah Gula

Abstract

Penelitian ini bertujuan untuk mendeskripsikan penerapan dan keterlaksanaan lembar kerja berbasis proyek melalui kegiatan pembuatan permen jelly rendah gula pada mata kuliah Kimia Aditif dan Adiktif. Model pembelajaran berbasis proyek digunakan untuk mendorong keterlibatan aktif mahasiswa, mendukung pemahaman konsep bahan tambahan pangan, serta mengaitkan pembelajaran dengan isu kesehatan sehari-hari. Penelitian dilakukan pada 30 mahasiswa semester VI Program Studi Pendidikan Kimia dengan pendekatan deskriptif kuantitatif. Instrumen yang digunakan meliputi lembar observasi aktivitas, penilaian lembar kerja, poster, dan presentasi. Seluruh instrumen divalidasi oleh tiga dosen ahli melalui penilaian aspek penyajian, konstruk, isi, dan pertanyaan, dengan rata-rata kelayakan 89% yang menunjukkan bahwa instrumen sangat layak digunakan. Analisis data dilakukan dengan menghitung rata-rata skor menggunakan rumus persentase, lalu diinterpretasikan ke dalam kategori penilaian tertentu. Hasil menunjukkan rata-rata nilai aktivitas mahasiswa sebesar 89, lembar kerja 89, poster 97, dan presentasi 88. Setiap tahapan pembelajaran  dijalankan secara sistematis dan menunjukkan keterlibatan aktif mahasiswa, dari analisis masalah hingga publikasi hasil. Produk akhir berupa permen jelly menunjukkan mutu yang baik berdasarkan tekstur, kadar gula, dan daya terima. Seluruh aspek pembelajaran berada dalam interpretasi sangat baik. Temuan ini menunjukkan bahwa lembar kerja berbasis proyek dapat menjadi alternatif media pembelajaran yang mendukung keterlibatan mahasiswa dalam memahami konsep, menerapkan praktikum, dan menyampaikan hasil ilmiah secara komunikatif dalam proses belajar kimia. Kata kunci : Pembelajaran Berbasis Proyek, Lembar Kerja, Permen Jelly  This study aims to describe the implementation and feasibility of project-based worksheets through a low-sugar jelly candy making project in the Additive and Addictive Chemistry course. The project-based learning model was employed to foster active student engagement, enhance understanding of food additive concepts, and connect learning to everyday health issues. The study involved 30 sixth-semester students from the Chemistry Education Program and adopted a quantitative descriptive approach. The instruments used included observation sheets, worksheet assessments, posters, and presentations. All instruments were validated by three expert lecturers based on presentation, construct, content, and question aspects, with an average feasibility score of 89%, indicating that the instruments were highly suitable for use. Data analysis was conducted by calculating average scores using a percentage formula, which were then interpreted into specific assessment categories. The result showed average scores of 89 for student activity, 89 for worksheet completion, 97 for poster quality, and 88 for presentations. Each stage of the learning process was implemented systematically and demonstrated active student participation–from problem analysis to product publication. The final product low-sugar jelly candy, exhibited good quality in terms of texture, sugar content, and acceptability. All learning aspects were rated in the “very good” category. These findings suggest that project-based worksheets can serve as an effective learning medium to support student engagement in conceptual understanding, laboratory application, and communicative presentation of scientific results in chemistry learning. Keywords: Project-Based Learning, Worksheet, Jelly Candy