No abstract

Prebiotics are dietary fiber components that cannot be digested by the human gastrointestinal tract but can be selectively fermented by bacteria in the gastrointestinal tract. Therefore, prebiotics provides health effects for humans. The specificity of prebiotics is determined by the bacteria that are specifically capable of fermenting the prebiotic substrate. The characteristics of prebiotic substrate need to be investigated in-vitro and in-vivo to determine the function and effectiveness of the substrate as a prebiotic. The prebiotic production process must be able to keep the prebiotic components stable. Raffinose is an oligosaccharide that has potential as a prebiotic. This article will discuss raffinose chemical structure, degrading enzymes, and health benefits as a prebiotic. Raffinose consists of 3 monomers, namely α-D-galactose, α-D-glucose, and α-D-fructose. Substrates containing raffinose-family oligosaccharides (RFOs) are the source of raffinose. Those substrates can be degraded to raffinose by the α-1,6-galactosidase. Raffinose can increase the growth of lactic acid bacteria, suppress the growth of pathogenic bacteria, increase short-chain fatty acids (SCFA), reduce constipation, inhibit the formation of putrefactive compounds from protein, and reduce the risk of cardiovascular diseases.

The student of vocational high school nowadays are classified as generation Z. They are common to use information and communication technology. They prefer audio-visual learning media rather than podcast recording or text media. This study aimed to develop a video on making dry banana for the Agriculture Product Processing course and assessing the video’s feasibility. This study was a research & development (R&D) study using the 4D (define, design, develop, and disseminate) approach. Analysis of content, curriculum, and student needs was carried out in the define stage. The scriptwriting and production team selection was conducted in the design stage. Video recording, editing, and feasibility test from experts were performed in the development stage. The video was evaluated by two content experts and one media expert. In the disseminate stage, thirty students as prospective consumers evaluated the video feasibility. The data were analyzed descriptively. The video was in the mp4 format and had a duration of 13 minuter and 13 seconds. The video has been provided with high-definition images, captions, pictures, 2D animations, transitions, and effects. The experts and the students rated this video to be very feasible to be used as instructional media.

The study aims to 1) develop an instructional video of garlic snack production for Agriculture Product Processing course, 2) measure the feasibility of the video. This is a research & development (R & D) study using 4D models (Define, Design, Develop, and Disseminate). The feasibility test was performed by two material experts, one media expert, and 30 students of XI grade in State Vocational High School 1 Cangkringan. The data were collected using 4-point Likert scale questionnaires and analyzed descriptively. The video had a duration of 12 min 9 sec with mp4 format. This video consisted of a) an opening section delivered by the presenter containing the introduction about snack product, main ingredients, and the selection of packaging materials, b) a content section consisting equipment and ingredients preparation, production process, packaging process, and expired date determination, c) a closing section delivered by the presenter containing evaluation and conclusion. The video was uploaded to YouTube channel Boga UNY of https://youtu.be/s04y8VGoTak. The feasibility test results of the video according to the material experts, the media expert, and the students were respectively 94.60%, 98.96%, and 93.85%. It can be concluded that the video is very feasible to be used as a learning media.

Undergraduate students are categorized as Generation Z. They prefer learning using video rather than the book. Demonstration videos are suitable for productive courses because they show step by step of product making.  This study aimed to 1) develop a video of pickled fruit production for the Food Preservation Technology course, Universitas Negeri Yogyakarta (UNY), Indonesia and 2) determine the video's feasibility. This study was a research and development (R&D) performed by ten steps, namely information collecting, planning, developing initial products, preliminary field testing, main product revision, main field testing, operational product revision, operational field testing, final product revision, as well as dissemination and implementation. Data analysis was performed descriptively. The video feasibility analysis was conducted by one material expert, one media expert, two teachers, two peer reviewers, four students in one-on-one testing, and 36 students in classroom testing. Based on the feasibility test, the video was declared very feasible as learning media. Text, images, animations, and effects appeared in several parts of the video, making it easier for the students to understand the content. This video can be embedded in the learning management system (LMS) such as Google Classroom, Moodle, and others to facilitate mobile learning, and implemented in a flipped classroom design. Pre-test and post-test were then performed on 29 students in operational field testing. The post-test was significantly higher than the pre-test (p<0.05), so the video was able to improve the students' cognitive skills.