Is The Topic of Food and Its Sustainable Use Important In Science Learning?: Description of Staple Food Variation Consumption in Junior High School Students
Abstract
This study aims to provide an overview of the consumption of local products in variations of staple foods, responses to learning about food topics in science learning, and responses to the habit-forming environment of 117 junior high school students. Data were collected using a Google form questionnaire and the results of data collection were analyzed using descriptive analysis techniques with a percentage. The results showed the use of variations of staple foods other than rice (cassava, corn, bananas and others) as staple foods by 58.1%, while as a snack it was 69.2%. A number of 94.9% of students consider it important to learn material about food, especially its function, role, benefits, and its relation to the environment in science learning. As much as 69.2% said that the family and community environment can build habits to take advantage of other variations in the consumption of staple foods while the school environment is 64.1%. These results provide an illustration of the use of variations in other staple foods used by students as snacks and rice is the main staple food in daily consumption.
Keywords: sustainable, food, science, consumption, students
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