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Development of Green Skills Module for Meat Processing Technology Study

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Title: Development of Green Skills Module for Meat Processing Technology Study
Language: English
Authors: Handayani, Mustika Nuramalia (ORCID 0000-0002-1064-8914), Kamis, Arasinah, Ali, Mohammad, Wahyudin, Dinn, Mukhidin, Mukhidin
Source: Journal of Food Science Education. Oct 2021 20(4):189-196.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 8
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Food Service, Food Processing Occupations, Foreign Countries, Vocational High Schools, Sustainability, Environmental Education, Instructional Materials, Models, Needs Assessment, Active Learning, Teaching Methods, Instructional Effectiveness, Units of Study
Geographic Terms: Indonesia
DOI: 10.1111/1541-4329.12231
ISSN: 1541-4329
Abstract: Green skills need to be developed in vocational education for sustainable future. However, the vocational high school curriculum of agricultural food processing technology in Indonesia does not explicitly state the development of green skills. Teaching materials, such as module are needed to develop vocational students' green skills. This study aimed to develop green skills module for meat processing technology at vocational high schools. Development of this module used the analysis, design, development, implementation, and evaluation (ADDIE) model. The contents for a green skills module were developed based on a need analysis for the elements of green skills that must be developed in vocational high schools, curriculum and a literature review analysis related to sustainability in meat processing technology. The module was designed using a scientific approach to strengthen active student learning as per the 2013 curriculum policy for vocational high schools in Indonesia. The developed module was sent to the four selected experts for validating. It gained score of 88.56% in material aspect about meat processing technology by the material experts and 89.18% in media aspects by the media experts. These scores mean that the module was categorized as very feasible. Based on the pre-test and post-test of students' green skills with this module, the calculation of n-gain test was 0.4 which means moderate category. The findings of this study imply that the module can be used in learning to improve student's green skills. This study may be adapted for the development of other subject modules in vocational schools.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1318868
Database: ERIC
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  Value: <anid>AN0153893647;[2yg1]01oct.21;2021Dec03.02:35;v2.2.500</anid> <title id="AN0153893647-1">Development of green skills module for meat processing technology study </title> <p>Green skills need to be developed in vocational education for sustainable future. However, the vocational high school curriculum of agricultural food processing technology in Indonesia does not explicitly state the development of green skills. Teaching materials, such as module are needed to develop vocational students' green skills. This study aimed to develop green skills module for meat processing technology at vocational high schools. Development of this module used the analysis, design, development, implementation, and evaluation (ADDIE) model. The contents for a green skills module were developed based on a need analysis for the elements of green skills that must be developed in vocational high schools, curriculum and a literature review analysis related to sustainability in meat processing technology. The module was designed using a scientific approach to strengthen active student learning as per the 2013 curriculum policy for vocational high schools in Indonesia. The developed module was sent to the four selected experts for validating. It gained score of 88.56% in material aspect about meat processing technology by the material experts and 89.18% in media aspects by the media experts. These scores mean that the module was categorized as very feasible. Based on the pre‐test and post‐test of students' green skills with this module, the calculation of n‐gain test was 0.4 which means moderate category. The findings of this study imply that the module can be used in learning to improve student's green skills. This study may be adapted for the development of other subject modules in vocational schools.</p> <p>Keywords: green skills module; meat processing technology</p> <hd id="AN0153893647-2">INTRODUCTION</hd> <p>The demand for sustainability has created new career developments in the green industry and greening all sectors of jobs. It is necessary to design a green curriculum to create a sustainable future (Louw, 2013). Meanwhile, green technology is considered as solution in overcoming environmental problems. The shift towards green technology will change the labor market. Therefore, green technology needs to be incorporated into vocational school curriculum to meet industrial needs (Kaliappan & Hamid, 2021). Since vocational education aims to integrate youth into the labor market in order to contribute to economic development and employment (UNESCO‐UNEVOC, 2018), the graduates need to have the skills sought in a globalized world such as the utilization of renewable energy from biomass, waste management and other.</p> <p>Food industries, as the main stakeholders in vocational high schools of agribusiness processing of agricultural products, state that vocational graduates must have green skills (Handayani, Ali, & Mukhidin, 2020a). Pavlova (2017) emphasizes that greening is a global issue in vocational education. Green skills must be integrated into the vocational education curriculum to encourage green technology development towards a green economy (Kamis, Alwi, & Yunus, 2017). Green skills integrated into curriculum and learning have succeeded in reducing recession and unemployment in India without harming the natural environment (Ravindranath & Ravindranath, 2020).</p> <p>All elements of green skills should be instilled in vocational students, including attitudes, knowledge, and values to create students who are considerate to the environment and skilled people in all aspects of life (Kamis, Hussain, Kob, Yunus, & Rahim, 2018). However, the 2013 curriculum, as currently applied by vocational high schools in Indonesia, has not explained, discussed, implemented, or integrated the green skills concept (Asnawi & Djatmiko, 2015) Setiawan (2017) confirmed that green skills have not been clearly integrated into the Indonesian vocational education curriculum. In addition, vocational teachers do not understand well the term green skills, only its relationship with environmental issues (Handayani, Ali, Wahyudin, & Mukhidin, 2020b); still, they agree that students need to possess green skills, which can be developed through learning.</p> <p>Learning is a process of interaction between students and teachers, involving direct interaction (e.g., face to face) or indirect activities using various learning media or teaching materials (Ibrahim, 2012). A module is an alternative teaching material that can support effective and efficient learning because its development is intended so that students can learn independently to achieve the expected competencies. Students of vocational high schools of agribusiness processing of agricultural products as prospective employees should have skills appropriate to industry needs, including green skills to perform sustainable food processing in the food industry. Meat processing technology is one of the studies in vocational schools that aims to develop students' competence to apply food processing technology on meat.</p> <p>Meat is a source of essential human nutrition because the body requires protein for growth and maintenance. In addition, meat production and processing can increase income in the agricultural sector (Muchenje, Mukumbo, & Njisane, 2018). The meat processing industry is one of the fastest growing food and beverage industry sectors and has undergone significant expansion along with the increasing world population and demand for high protein‐rich foods (Anang, 2014). In the next 2 to 3 decades, consumption of animal protein from red meat (goat, beef, lamb) is expected to increase among developing countries' middle classes (Ponnampalam et al., 2019). However, these increases are expected to negatively impact the environment and human health (Muchenje et al., 2018).</p> <p>The meat industry faces several issues, including high consumption of water and energy as well as increased air emissions (Ombregt & Bambridge, 2012). The industry includes slaughtering animals such as cattle, sheep, pigs, and poultry (chickens, turkeys, ducks); production and preservation of meat and poultry meat; processing of meat and other poultry as well as processing of animal by‐products (Anang, 2014). These issues can be resolved by developing a sustainable meat processing industry that has policies and strategic plans to achieve economic, environmental, and social sustainability. It should aim to achieve the following: reducing wastewater production; lowering toxic emissions (waste and greenhouse gases); reducing pollutants (solid and liquid) to the environment (air and water); increased use of slaughterhouse by‐products and sewage treatment; higher waste treatment efficiency; and provide employment opportunities, community development, and human welfare (Anang, 2014).</p> <p>The development of a green skills module is necessary for providing knowledge about green skills that can be applied to skills‐based subjects (Alwi, Kamis, & Ismail, 2019). Hence, this study aims to develop a green skills module for meat processing technology at vocational high schools. For the development of a green skills module, it is suitable to use this model because it is systematic and complete, comprising five steps to ensure that the results are in accordance with the desired goals and make the learning process more effective (Alwi & Kamis, 2019).</p> <hd id="AN0153893647-3">MATERIALS AND METHODS</hd> <p>This research used the analysis, design, development, implementation, and evaluation (ADDIE) model, developed by Dick, Carey, and Carey (2001) and based on behaviorism, in order to plan an effective learning system. The ADDIE module has similarities with other module developments. For the development of a green skills module, it is suitable to use this model because it is systematic and complete, comprising five steps to ensure that the results are in accordance with the desired goals and make the learning process more effective (Alwi & Kamis, 2019). The ADDIE model is used to describe a systematic approach to instructional system development (Molenda, 2015) that is considered sequentially and is also repetitive (Figure 1).</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/2YG1/01oct21/jfs312231-fig-0001.jpg?ephost1=dGJyMMvl7ESepq84yOvsOLCmsE6epq5Srqa4SK6WxWXS" alt="jfs312231-fig-0001.jpg" title="1 ADDIE model (Branch, 2009)" /> </p> <p></p> <p>Branch (2009) stated that ADDIE involves developing educational products and other learning resources and is a particularly effective tool. The application of the ADDIE concept is intended to build performance‐based learning. The educational philosophy used in this regard is that learning must be student centered, innovative, authentic, and inspiring. The ADDIE model (Figure 1) describes the process applied to designing the green skills module development as a teaching material to be used in learning meat processing technology in vocational high schools. This model's stages are compatible with developing a module, beginning with a needs analysis, and finishing with a module evaluation. It is also relevant because it facilitates the design process, where the results of each stage are taken into consideration for the next stage (Alwi & Kamis, 2019).</p> <p>The first stage of the ADDIE model is analysis. This stage identifies problems and determines possible solutions, including a needs and goals analysis. At this stage of the study, a preliminary survey was conducted to find out what students needed in the subject of meat processing technology. This included what learning materials and media were needed and what was currently not available, as well as a literature study on the required student competencies. According to Muruganantham (2015), the output of this stage is an instructional objective that will be the input for the next stage.</p> <p>After determining the instructional objectives, proceed to the design stage to plan a learning development strategy. This stage describes how to achieve instructional goals, including determining student goals, who the learning targets are, choosing a delivery system, and sequencing learning instructions. The output from this stage becomes the input for the development stage.</p> <p>The third stage of the ADDIE model is a development that aims to produce a module. At this stage, the green skills module was developed with the design carried out in the previous stages. Then proceed to the next stage, implementation, where product validation testing was carried out by material experts and media experts, as well as to respondents. Validation of the module was carried out through questionnaire, involving four selected experts. Respondents in this study were 48 students of vocational high school who were studying meat processing technology.</p> <p>The final stage of the ADDIE model is evaluation stage, which is the evaluation process of the developed module. This evaluation was based on a module trial conducted by the validator and an assessment of the feasibility of the module through questionnaires. The evaluation stage can occur in each of the four previous stages which is called formative evaluation, because the purpose is to need revision. Based on this stage, the module made was revised so that it can be widely used as a learning medium for meat processing technology.</p> <hd id="AN0153893647-5">RESULTS AND DISCUSSION</hd> <p></p> <hd id="AN0153893647-6">Results</hd> <p>Based on the preliminary survey, it was known that students need a learning media that is interesting, effective, efficient, accessible and can be learned anytime, anywhere. Therefore, the green skills module developed in this study was a digital‐based teaching material designed in a systematic and attractive manner referring to a scientific approach. This module can be used independently by students in accordance with the expected competencies. In addition, based on the analysis and literature study, it was known that students of vocational high school should have the green skills competencies required by industries. The following are the learning objectives of student needs analysis and content analysis of sustainable meat processing technology (Table 1).</p> <p>1 TABLELearning objectives</p> <p> <ephtml> <table><thead><tr><th align="left">No.</th><th align="left">Learning objectives of green skills module for meat processing technology</th><th align="left">Element of green skills</th></tr></thead><tbody><tr><td>1</td><td>Identify unsustainable activities (damaging the environment) in the production of meat product processing</td><td>Environmental awareness</td></tr><tr><td>2</td><td>Explain the principles of sustainable food processing in meat product processing; determining materials, equipment in processing including environmentally friendly packaging; make diagrams of a sustainable meat product processing</td><td>Innovation skills to identify opportunities and create new strategies to respond to green challenges</td></tr><tr><td>3</td><td>Make a written report on meat product processing that applies sustainable food processing and present it verbally</td><td>Communication skills in initiating sustainable food processing</td></tr><tr><td>4</td><td>Implementing sustainable food processing in meat product processing; performed as a working group</td><td>Adaptability in green jobs</td></tr><tr><td>5</td><td>Analyze meat product processing waste management in accordance with the 3R principle (reduce, reuse, recycle)</td><td>Waste management</td></tr></tbody></table> </ephtml> </p> <p>The module was developed specifically to improve student green skills of vocational high school of agricultural food processing technology. Students are able to use this module in meat processing technology. The module contains learning objectives, learning material, student learning activities, and a formative assessment (Table 2).</p> <p>2 TABLEContent of green skills module for meat processing technology study</p> <p> <ephtml> <table><thead><tr><th align="left">No.</th><th align="center">Learning objectives</th><th align="center">Learning material</th><th align="center">Student learning activities</th><th align="center">Formative assessment</th></tr></thead><tbody><tr><td>1</td><td>Identify unsustainable activities (damaging the environment) in the production of meat product processing</td><td align="left"><list list-type="Bullet"><list-item><p>Environmental issue of meat industry, notably in meat product processing.</p></list-item><list-item><p>Sustainable food processing in meat industry.</p></list-item><list-item><p>Principles of meat product processing technology as well as materials and equipment to produce.</p></list-item></list></td><td align="left"><list list-type="Bullet"><list-item><p>Observing students; observe meat products on the market, and explore the manufacturing process and identify meat product processing production activities that are harmful to the environment.</p></list-item><list-item><p>Asking questions; students formulate problems in questions based on previous observations and explorations.</p></list-item><list-item><p>Gathering information; (experimenting)</p></list-item><list-item><p>students collect data and conduct meat product processing experiments in a group to answer the previous problem formulation.</p></list-item><list-item><p>Associating; students make a report on meat product processing experiment, which contains an analysis of the results of an experiment that applies sustainable food processing.</p></list-item><list-item><p>Communicating; students present the reports they have made in class.</p></list-item></list></td><td align="left">TestRubric; Sustainable food processing.Principles of meat product processing.</td></tr><tr><td>2</td><td>Explain the principles of sustainable food processing in meat product processing; determining materials, equipment in processing, including environmentally friendly packaging; make diagrams of a sustainable meat product processing</td></tr><tr><td>3</td><td>Make a written report on meat product processing that applies sustainable food processing and present it verbally</td></tr><tr><td>4</td><td>Implementing sustainable food processing in meat product processing; performed as a working group</td></tr><tr><td>5</td><td>Analyze meat product processing waste management in accordance with the 3R principle (reduce, reuse, recycle)</td></tr></tbody></table> </ephtml> </p> <p>The green skills module has been validated by two material experts and two media experts. They were selected with the following criteria: (a) teachers in vocational school of agricultural food processing technology, (b) Experienced in teaching meat processing technology at least 2 years, and (c) Experienced in research and has been a validator expert for learning media. The assessment criteria used in this study as seen through the following Table 3.</p> <p>3 TABLEAssessment criteria</p> <p> <ephtml> <table><thead><tr><th align="left">No.</th><th align="left">Score range (%)</th><th align="left">Category</th></tr></thead><tbody><tr><td>1</td><td>0–20</td><td>Very less feasible</td></tr><tr><td>2</td><td>21–40</td><td>Less feasible</td></tr><tr><td>3</td><td>41–60</td><td>Enough</td></tr><tr><td>4</td><td>61–80</td><td>Feasible</td></tr><tr><td>5</td><td>81–100</td><td>Very feasible</td></tr></tbody></table> </ephtml> </p> <p>The validation of material aspect in this study was carried out through questionnaire. It distributed to material experts consists of three aspects (suitability of concepts, illustrations, language) of the assessment and nine statements. The results of the validation as seen in Table 4.</p> <p>4 TABLEResults of material expert validation</p> <p> <ephtml> <table><thead><tr><th align="left">No.</th><th align="left">Aspect</th><th align="left">Percentage (%)</th><th align="left">Interpretation</th></tr></thead><tbody><tr><td>1</td><td>Suitability of concepts</td><td>89.67</td><td>Very feasible</td></tr><tr><td>2</td><td>Illustrations</td><td>88.33</td><td>Very feasible</td></tr><tr><td>3</td><td>Language</td><td>87.67</td><td>Very feasible</td></tr><tr><td /><td>Average</td><td>88.56</td><td>Very feasible</td></tr></tbody></table> </ephtml> </p> <p>Meanwhile, the validation of media aspect was as same as material aspect, which involved two experts through questionnaire. It consists of two aspects, namely graphic aspect, and usage aspect. The sum of all statements from all aspects is eight statements. The results of the validation as seen in Table 5.</p> <p>5 TABLEResults of media expert validation</p> <p> <ephtml> <table><thead><tr><th align="left">No.</th><th align="left">Aspect</th><th align="left">Percentage (%)</th><th align="left">Interpretation</th></tr></thead><tbody><tr><td>1</td><td>Graphic</td><td>89.72</td><td>Very feasible</td></tr><tr><td>2</td><td>Usage</td><td>88.64</td><td>Very feasible</td></tr><tr><td /><td>Average</td><td>89.18</td><td>Very feasible</td></tr></tbody></table> </ephtml> </p> <p>According to the experts, there are several suggestions to improve the module so that it is more suitable for use. The following are suggestions for improvement obtained from these experts (Table 6).</p> <p>6 TABLESuggestions for module</p> <p> <ephtml> <table><thead><tr><th>No.</th><th align="left">Aspect of module</th><th align="left">Suggestions from experts</th></tr></thead><tbody><tr><td>1</td><td>Learning objectives</td><td>The objective of analyzing waste management, should add: identify types of waste and implement waste separation by type</td></tr><tr><td>2</td><td>Learning materials</td><td><list list-type="Bullet"><list-item><p>Waste management, should add: the types of meat processing production waste and how to sort them.</p></list-item><list-item><p>Meat product processing, should add: SNI (Indonesia's national standard for meat products)</p></list-item></list></td></tr><tr><td>3</td><td>Learning activities</td><td>Students' experiments should be integrated into project‐based learning</td></tr></tbody></table> </ephtml> </p> <p>The module effectiveness test aimed to see effectiveness of using the developed module in improving students' green skills. It was measured by the learning outcomes of 48 students through pre‐test and post‐test. A total of 15 multiple choice questions were given to students as a pre‐test before learning began. Furthermore, the questions were given again after students used the green skills module as a post test. The questions instrument used has gone through validity and reliability test. The highest pre‐test score was 66.7, the lowest was 33.3, and the average score was 46.7. Meanwhile, the highest post test score was 93.3, the lowest was 53.3, and the average was 73.3. Overall it seems to be improving. Based on the <emph>n</emph>‐gain test calculation, it showed that the amount of increase before and after students learn with the developed module gets a result of 0.4 with a moderate interpretation.</p> <p>The suggestions from these experts (Table 6) were considered as a basis for module improvement. Furthermore, the revised module was returned to the experts for evaluation and assessment. In this green skills module development, the evaluation was carried out by obtaining assessments from experts on the revised module, as follows (Table 7).</p> <p>7 TABLEEvaluation and assessment from experts</p> <p> <ephtml> <table><thead><tr><th>No.</th><th>Aspect</th><th>Evaluation and assessment</th></tr></thead><tbody><tr><td>1</td><td>Content of module</td><td>Feasible, integrating sustainability issues in meat processing technology</td></tr><tr><td>2</td><td>Presentation of module</td><td>Feasible and interesting to read as a learning medium</td></tr><tr><td>3</td><td>Language used in module</td><td>Feasible and understandable</td></tr><tr><td>4</td><td>Usability of module</td><td>Feasible, can improve student skills</td></tr></tbody></table> </ephtml> </p> <hd id="AN0153893647-7">DISCUSSION</hd> <p>The analysis is a fundamental stage in module development using the ADDIE model, in which the output of this stage is an input for the next stage. In this study, the module aims to spread knowledge about sustainable food processing in meat processing technology to improve the green skills of vocational school students. This approach is based on previous research stating that food industries, as the main stakeholders of vocational schools, require graduates with green skills (Handayani et al., 2020a). Currently, the green skills of vocational students are deficient and require improvement to produce competitive graduates according to industry needs (Handayani, Ali, Wahyudin, & Mukhidin, 2020c). Green skills elements are indispensable for educating today's younger generation by fostering a compassionate environment to support green growth (Ismai, Kamis, Alwi, & Kob, 2018). The following are the five elements of green skills that students need to have: environmental awareness, innovation skills, communication skills in initiating sustainable food processing, adaptability in green jobs, and waste management. Those elements are in line with the concept of sustainable food processing. Meanwhile, the three content categories developed in the green skills module in technology design subjects include waste, energy, and water, so that this module can be useful for curriculum and vocational students (Alwi et al., 2020). Thus, after students finish learning using the green skills module, they are expected to be able to apply sustainable meat processing technology.</p> <p>Design is the second stage, and it plays an important role in determining the module's effectiveness. Analyzing student needs and learning content and then finding the right mix of learning activities is essential to create an effective and engaging module. Its effectiveness depends on several elements, including the relevance of content and learning objectives, types of learning activities presented in the module, duration of learning time, and technical aspects related to convenience for students as users (FAO, 2011). Design is defined as the stage for designing learning methods to be used where the process must be systematic and specific (Alwi & Kamis, 2019). In this study, the green skills module was designed using a scientific approach.</p> <p>Such an approach can be used to design learning modules (Ellizar, Hardeli, Beltris, & Suharni, 2018). In this strategy, the learning process is designed so that students actively construct their own knowledge using the various stages of the scientific method. Modules with a scientific approach are learning media that are systematically arranged with specific scientific steps to help students learn independently and, therefore, achieve predetermined learning goals (Hadianto, Mudakir, & Asyiah, 2018). Learning media that applies a scientific approach can encourage student‐centered active learning (Istuningsih, Baedhowi, & Sangka, 2018).</p> <p>Meat processing technology involves a combination of meat science and food engineering to produce high‐quality, safe meat products and that can be applied in the meat industry (Kalschne, Corso, & Canan, 2019). The meat sector is facing promising and challenging times to meet human protein needs as the world's population increases (Kristensen, Støier, Würtz, & Hinrichsen, 2014). The scientific meat community is required to develop meat processing technology in order to answer these challenges. In its development, scientists and researchers apply a scientific approach, including problem‐solving and critical thinking.</p> <p>The scientific learning approach strengthens active student learning, as outlined in Ministry of Education and Culture of Indonesia regulation number 60, 2014 regarding the 2013 curriculum for vocational high schools. The following outlines specific steps in the scientific learning approach: (<reflink idref="bib1" id="ref1">1</reflink>) observing, (<reflink idref="bib2" id="ref2">2</reflink>) asking questions, (<reflink idref="bib3" id="ref3">3</reflink>) gathering information (experimenting), (<reflink idref="bib4" id="ref4">4</reflink>) associating, and (<reflink idref="bib5" id="ref5">5</reflink>) communicating (Ellizar, Hardeli, Beltris, & Suharni, 2018). The five steps are a skills process (Sunarno, Sukarmin, Supurwoko, & Wikara, 2016), which is actualized in this green skills module development (Figure 2).</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/2YG1/01oct21/jfs312231-fig-0002.jpg?ephost1=dGJyMMvl7ESepq84yOvsOLCmsE6epq5Srqa4SK6WxWXS" alt="jfs312231-fig-0002.jpg" title="2 The steps in scientific learning approach" /> </p> <p></p> <p>The third stage is development. This process involves producing or developing software or products using existing applications (Alwi & Kamis, 2019). In this study, the product developed was a green skills module based on learning objectives and the elements of skills obtained in the first stage (analysis) with a scientific learning approach as designed in the second stage.</p> <p>The fourth stage in this module development is implementation, which aims to test the efficacy and deficiencies that may arise from the previous stage (design and development) (Alwi & Kamis, 2019). At this stage, validation was also carried out by experts. They stated that the module was very feasible for use in learning in vocational high schools of agribusiness processing in agricultural products. The teachers suggested that the module can be applied in learning by combining it with active learning models, such as project‐based learning and production‐based training. These experts stated their interest in this green skills module as a new concept for advancing students' positive characteristics. This is a valuable appreciation, considering the important role of the teacher. Vocational teachers play an essential role in producing skilled labor that has green skills (Kamis, Rus et al., 2017). The teachers' interests were in line with the implementation of the green skills module in design and technology subjects and demonstrated the emergence of positive practices among teachers and students that can support environmental sustainability for future generations (Kamis, Kob, Affand, & Paiman, 2019). The effectiveness test showed that the module applied in learning can improve students' green skill competence. However, the increase was still in the moderate category, so it was necessary to review the enhancing factors in student learning outcomes.</p> <hd id="AN0153893647-9">CONCLUSION</hd> <p>In this study, it was found that a green skills module could be developed using the ADDIE module through five steps—analysis, design, development, implementation, and evaluation. The module comprises learning objectives, learning material, student learning activities, and formative assessment, all of which were determined sequentially, beginning with the stages of analysis, design, and development. The five green skills elements underlie learning objectives so that learning materials refer to the concept of sustainable food processing in meat technology to promote the achievement of green skills. The learning activities of the module were designed through a scientific approach as per the 2013 curriculum policy for vocational high schools in Indonesia. The developed module was sent to four selected experts for validating. It gained score of 88.56% in material aspect about meat processing technology by the material experts and 89.18% in media aspects by the media experts. These scores mean that the module was categorized as very feasible. Based on the pre‐test and post‐test of students' green skills with this module, the calculation of <emph>n</emph>‐gain test was 0.4 which means moderate category. The findings of this study imply that the module can be used in learning to improve the green skills of students. This study may be adapted for the development of other subject modules in vocational schools.</p> <hd id="AN0153893647-10">ACKNOWLEDGEMENTS</hd> <p>The author would like to thank the advisor at Faculty of Technical & Vocational, Sultan Idris Education University, Malaysia, also the supervisors at School of Postgraduate Studies Universitas Pendidikan Indonesia. Our gratitude also conveys to all experts for their suggestions in module development. We gratefully acknowledge the funding from Universitas Pendidikan Indonesia of sandwich‐like program</p> <hd id="AN0153893647-11">AUTHOR CONTRIBUTIONS</hd> <p>M.N. Handayani collected data and drafted the manuscript. A. Kamis, designed the study and interpreted the results. M.Ali, designed the study and interpreted the results. D.Wahyudin, designed the study and interpreted the results. Mukhidin, collected data and interpreted the results.</p> <hd id="AN0153893647-12">CONFLICTS OF INTEREST</hd> <p>The authors have no conflicts of interest to declare. All co‐authors have seen and agree with the contents of the manuscript and there is no financial interest to report.</p> <ref id="AN0153893647-13"> <title> REFERENCES </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Anang, Daniel M. (2014). Meat processing (Brijesh K. Tiwari, Ed.). Sustainable Food Processing – 193. 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(2020) Green skills understanding of agricultural vocational school teachers around West Java Indonesia. Indonesian Journal of Science and Technology, 5 (1), 21 – 30.</bibtext> </blist> <blist> <bibtext> Handayani, M. N., Ali, M., Wahyudin, D., & Mukhidin, M.. (2020) Student's green skills in agricultural vocational school. OP conference series: Materials science and engineering. 830 (4), 042083). IOP Publishing.</bibtext> </blist> <blist> <bibtext> Ibrahim, R. (2012). Kurikulum dan pembelajaran. Jakarta : Rajagrafindo Persada.</bibtext> </blist> <blist> <bibtext> Ismai, B. L., Kamis, A., Alwi, A., & Kob, C. G. C. (2018). Application of fuzzy Delphi methods in developing of green skills elements in secondary schools. Sains Humanika, 10 (3–3), 33 – 36.</bibtext> </blist> <blist> <bibtext> Istuningsih, W., Baedhowi, B., & Sangka, K. B. (2018). The effectiveness of scientific approach using e‐module based on learning cycle 7e to improve students' learning outcome. 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International Review of Research in Open and Distributed Learning, 14 (1), 1 – 15.</bibtext> </blist> <blist> <bibtext> Molenda, M. In (2015). search of the elusive ADDIE model. Performance Improvement, 54 (2), 40 – 42.</bibtext> </blist> <blist> <bibtext> Muchenje, V., Mukumbo, F. E., & Njisane, Y. Z. (2018). Meat in a sustainable food system. South African Journal of Animal Science, 48 (5), 818 – 828.</bibtext> </blist> <blist> <bibtext> Muruganantham, G. (2015). Developing of E‐content package by using ADDIE model. International Journal of Applied Research, 1 (3), 52 – 54.</bibtext> </blist> <blist> <bibtext> Ombregt, J. P., & Bambridge, M. (2012). Meat processing: Green energy from wastewater. Filtration + Separation, 49 (3), 44 – 45.</bibtext> </blist> <blist> <bibtext> Pavlova, M. (2017). Green skills as the agenda for the competence movement in vocational and professional education. In Competence‐based Vocational and Professional Education (pp. 931 – 951). Springer, Cham.</bibtext> </blist> <blist> <bibtext> Ponnampalam, E. N., Bekhit, A. E. D., Bruce, H., Scollan, N. D., Muchenje, V., Silva, P., & Jacobs, J. L. (2019). Production strategies and processing systems of meat: Current status and future outlook for innovation – A global perspective. In Sustainable Meat Production and Processing (pp. 17 – 44). Academic Press.</bibtext> </blist> <blist> <bibtext> Ravindranath, M. J., & Ravindranath, V. (2020). Incorporating 'green skills' in Indian school education for a sustainable future. International Journal of Education and Management Studies, 10 (2), 175 – 178.</bibtext> </blist> <blist> <bibtext> Setiawan, A. (2017). Identification of green skills acquisition in Indonesian TVET curricula. In AIP Conference Proceedings, (Vol. 1887, No. 1, p. 020074). AIP Publishing LLC.</bibtext> </blist> <blist> <bibtext> Sunarno, W., Sukarmin, S., Supurwoko, S., & Wikara, B. (2016). Development of integrated science module be based on scientific approach in the connected integration to improve of the students critical thinking skill. In Proceeding of the International Conference on Teacher Training and Education, 2 (1), 186 – 193.</bibtext> </blist> <blist> <bibtext> UNESCO‐UNEVOC. (2018). Greening technical and vocational education and training: A practical guide for institutions. United Nations Educational, Scinetific and Cultural Organization.</bibtext> </blist> </ref> <aug> <p>By Mustika Nuramalia Handayani; Arasinah Kamis; Mohammad Ali; Dinn Wahyudin and Mukhidin Mukhidin</p> <p>Reported by Author; Author; Author; Author; Author</p> </aug>
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  Data: Development of Green Skills Module for Meat Processing Technology Study
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  Data: <searchLink fieldCode="AR" term="%22Handayani%2C+Mustika+Nuramalia%22">Handayani, Mustika Nuramalia</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1064-8914">0000-0002-1064-8914</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kamis%2C+Arasinah%22">Kamis, Arasinah</searchLink><br /><searchLink fieldCode="AR" term="%22Ali%2C+Mohammad%22">Ali, Mohammad</searchLink><br /><searchLink fieldCode="AR" term="%22Wahyudin%2C+Dinn%22">Wahyudin, Dinn</searchLink><br /><searchLink fieldCode="AR" term="%22Mukhidin%2C+Mukhidin%22">Mukhidin, Mukhidin</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Food+Science+Education%22"><i>Journal of Food Science Education</i></searchLink>. Oct 2021 20(4):189-196.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 8
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  Data: 2021
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Food+Service%22">Food Service</searchLink><br /><searchLink fieldCode="DE" term="%22Food+Processing+Occupations%22">Food Processing Occupations</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Vocational+High+Schools%22">Vocational High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Education%22">Environmental Education</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Needs+Assessment%22">Needs Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Units+of+Study%22">Units of Study</searchLink>
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  Data: 10.1111/1541-4329.12231
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  Data: Green skills need to be developed in vocational education for sustainable future. However, the vocational high school curriculum of agricultural food processing technology in Indonesia does not explicitly state the development of green skills. Teaching materials, such as module are needed to develop vocational students' green skills. This study aimed to develop green skills module for meat processing technology at vocational high schools. Development of this module used the analysis, design, development, implementation, and evaluation (ADDIE) model. The contents for a green skills module were developed based on a need analysis for the elements of green skills that must be developed in vocational high schools, curriculum and a literature review analysis related to sustainability in meat processing technology. The module was designed using a scientific approach to strengthen active student learning as per the 2013 curriculum policy for vocational high schools in Indonesia. The developed module was sent to the four selected experts for validating. It gained score of 88.56% in material aspect about meat processing technology by the material experts and 89.18% in media aspects by the media experts. These scores mean that the module was categorized as very feasible. Based on the pre-test and post-test of students' green skills with this module, the calculation of n-gain test was 0.4 which means moderate category. The findings of this study imply that the module can be used in learning to improve student's green skills. This study may be adapted for the development of other subject modules in vocational schools.
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