Community-Based Learning as a Student Portfolio in Culinary Courses with Conjoint Analysis

winanti winanti


This study aims to describe a practice approach to building a learning community based on portfolio assessment carried out in the culinary community. The method used in this study is a qualitative method using direct observation, interviews, and documentation. The results showed that the student's portfolio resulted from cooking practice, where the cooking practice started from choosing a recipe, choosing the right ingredients, doing the cooking process, validating, and getting feedback. The whole learning process is carried out properly and accompanied by teachers and chefs to produce a student portfolio consisting of 5 components, namely student identity, activities followed, rating results, competencies, and certification types of student competencies through the portfolio. The results of the practice can be seen in the student portfolios in the learning community system. It can be seen the experience of students in participating in cooking practices and the number of scores on the like button and the number of reviews on the view comments in each student's portfolio. The most important factor in a learning community in the culinary field is a portfolio of 15,252, followed by a login factor of 13,112 and a collaboration of 11,132, so the author conducts research focusing on student portfolios. This study only discusses the results of cooking practice as a student portfolio in the learning community and does not discuss what features are used in practice and portfolios


Full Text:



“Ladies, Belajar Memasak Itu Tidak Susah Loh… -” (accessed Nov. 06, 2021).

K. Yoshiyuki, S. Takanori, M. Takuma, and Y. Keiji, “[ DEMO PAPER ] MIRURECIPE : A MOBILE COOKING RECIPE RECOMMENDATION SYSTEM WITH FOOD INGREDIENT RECOGNITION Department of Informatics , The University of Electro-Communications , Tokyo,” 2013 IEEE Int. Conf. Multimed. Expo Work., pp. 1–2, 2013.

S. Panahi, J. Watson, and H. Partridge, “Towards tacit knowledge sharing over social web tools,” J. Knowl. Manag., vol. 17, no. 3, pp. 379–397, 2013, doi: 10.1108/JKM-11-2012-0364.

A. Plazas, “Exploring tacit knowledge ini Organzations,” 2013.

J. Krátká, “Tacit Knowledge in Stories of Expert Teachers,” Procedia - Soc. Behav. Sci., vol. 171, pp. 837–846, 2015, doi: 10.1016/j.sbspro.2015.01.199.

M. Asrori, S. Umar, P. Sarjana, T. Pembelajaran, and M. S. Telling, “Penggunaan metode story telling melalui multimedia untuk mencegah dan mengatasi perilaku menyimpang kelas x,” J. Pendidik. dan pembelajaran Khatulistiwa, vol. 5, no. 1, pp. 1–12, 2016.

E. Aguilar, M. Bolaños, and P. Radeva, “Regularized uncertainty-based multi-task learning model for food analysis,” J. Vis. Commun. Image Represent., vol. 60, no. March, pp. 360–370, 2019, doi: 10.1016/j.jvcir.2019.03.011.

C. Brust, T. Tinkler, and J. Nation, “P68 Cooking for Salud: Assessing Clinical Health Impacts of Olivewood Gardens’ Culinary-Based Lifestyle Modification Program,” J. Nutr. Educ. Behav., vol. 52, no. 7, p. S48, 2020, doi: 10.1016/j.jneb.2020.04.114.

H. Walls, P. Baker, E. Chirwa, and B. Hawkins, “Food security, food safety & healthy nutrition: are they compatible?,” Glob. Food Sec., vol. 21, no. April, pp. 69–71, 2019, doi: 10.1016/j.gfs.2019.05.005.

P. N. H. Ardianti, P. A. M. Suwandewi, and D. A. R. Danini, “Bisnis Kuliner Online, Solusi Usaha Di Tengah Pandemi Covid-19,” Pros. Webinar …, 2020.

Bekraf, “Data Statistik dan hasil survey Ekonomi Kreatif bekerjasama dengan Badan ekonomi kreatif dan Badan Pusat Statistik,” Badan Ekonomi Kreatif Republik Indonesia, 2018. (accessed Feb. 09, 2020).

N. Suhairom, A. H. Musta’amal, N. F. Mohd Amin, Y. Kamin, and N. H. Abdul Wahid, “Quality culinary workforce competencies for sustainable career development among culinary professionals,” Int. J. Hosp. Manag., vol. 81, no. February, pp. 205–220, 2019, doi: 10.1016/j.ijhm.2019.04.010.

Bekraf, “BISMA : Badan Ekonomi Kreatif Republik Indonesia - Info Kreatif,” Badan ekonomi kreatif RI bekerja ama dengan Badan Pusat Statistik, 2018. (accessed Feb. 09, 2020).

F. L. Gaol and H. Prabowo, “Exploring Cooking Knowledge through Community-Based Learning Based on SECI Model for Learning Studies in Indonesia,” Des. Eng., no. 01, pp. 1154–1163, 2022.

A. Gold, N. Yu, B. Buro, and J. Garden-Robinson, “Discussion Map and Cooking Classes: Testing the Effectiveness of Teaching Food Safety to Immigrants and Refugees,” J. Nutr. Educ. Behav., vol. 46, no. 6, pp. 547–553, 2014, doi: 10.1016/j.jneb.2013.11.014.

F. Gavrel, I. Lebon, and T. Rebière, “Formal education versus learning-by-doing: On the labor market efficiency of educational choices,” Econ. Model., vol. 54, pp. 545–562, 2016, doi: 10.1016/j.econmod.2016.01.006.

C. Trattner, T. Kusmierczyk, and K. Nørvåg, “Investigating and predicting online food recipe upload behavior,” Inf. Process. Manag., vol. 56, no. 3, pp. 654–673, 2019, doi: 10.1016/j.ipm.2018.10.016.

Winanti, Meyliana, F. Sestri Goestjahjanti, F. Lumban Gaol, H. Prabowo, and D. Ferdiyatmoko Cahya Kumoro, “Gamification in the Learning Community for Culinary Basics Course at Higher Education,” 8th Int. Conf. ICT Smart Soc. Digit. Twin Smart Soc. ICISS 2021 - Proceeding, no. 2, 2021, doi: 10.1109/ICISS53185.2021.9533188.

A. Hoehnel, C. Axel, J. Bez, E. K. Arendt, and E. Zannini, “Comparative analysis of plant-based high-protein ingredients and their impact on quality of high-protein bread,” J. Cereal Sci., vol. 89, no. August, p. 102816, 2019, doi: 10.1016/j.jcs.2019.102816.

W. Cheng, L. Gao, D. Wu, C. Gao, L. Meng, and X. Feng, “Effect of improved extrusion cooking technology on structure, physiochemical and nutritional characteristics of physically modified buckwheat. It potensial use as food ingredients,” LWT-Food Sci. Technol., vol. 133, pp. 1–35, 2020, doi: 10.1016/j.lwt.2020.109872.

F. Overcash et al., “Positive Impacts of a Vegetable Cooking Skills Program Among Low-Income Parents and Children,” J. Nutr. Educ. Behav., vol. 50, no. 5, pp. 432–440, 2018, doi: 10.1016/j.jneb.2017.10.016.

M. D. Condrasky, J. E. Williams, P. M. Catalano, and S. F. Grif, “Development of Psychosocial Scales for Evaluating the Impact of a Culinary Nutrition Education Program on Cooking and Healthful Eating,” vol. 43, no. 6, 2011, doi: 10.1016/j.jneb.2010.09.013.


S. Ryan and R. V. O’Connor, “Acquiring and Sharing tacit knowledge in software development teams: An empirical study,” Inf. Softw. Technol., vol. 55, no. 9, pp. 1614–1624, 2013, doi: 10.1016/j.infsof.2013.02.013.

L. Buykx and H. Petrie, “What cooks needs from multimedia and textually enhanced recipes,” Proc. - 2011 IEEE Int. Multimedia, ISM 2011, pp. 387–392, 2011, doi: 10.1109/ISM.2011.70.

S. Carlile, S. Barnet, A. Sefton, and J. Uther, “Medical problem based learning supported by intranet technology : a natural student centred approach,” vol. 50, no. 1998, pp. 225–233, 2006.

M. Vigeant, “A portfolio replacement for a traditional final exam in thermodynamics,” Educ. Chem. Eng., vol. 35, pp. 1–6, 2021, doi: 10.1016/j.ece.2020.11.010.

“Fasilitasi Pemanfaatan Akun Belajar Kemdikbud – LPMP Provinsi DKI Jakarta.” (accessed Apr. 14, 2022).

F. Folkvord, D. Anschütz, and M. Geurts, “Watching TV Cooking Programs: Effects on Actual Food Intake Among Children,” J. Nutr. Educ. Behav., vol. 52, no. 1, pp. 3–9, Jan. 2020, doi: 10.1016/j.jneb.2019.09.016.

S. Sadiq, M. Umer, S. Ullah, S. Mirjalili, V. Rupapara, and M. Nappi, “Discrepancy detection between actual user reviews and numeric ratings of Google App store using deep learning,” Expert Syst. Appl., vol. 181, p. 115111, Nov. 2021, doi: 10.1016/J.ESWA.2021.115111.



  • There are currently no refbacks.