This study aims to compile a detailed inventory of traditional Balinese food in Satra Village, Kintamani District which includes: (a) main meals, (b) side dishes made from vegetable and animal ingredients, (c) snacks or snacks, (d) drinks and (e) regional specialties. This type of research is survey research with descriptive method. Methods of collecting data were interviews, participatory observation, and documentation methods. Furthermore, the data were analyzed descriptively qualitatively, namely exposure with words to describe the object under study. The depiction of research data is carried out objectively according to the actual situation. Based on the results of interviews, observations and documentation, it was found that traditional Balinese food in Satra Village can be grouped into five groups, namely consisting of 3 types of main food, 8 types of side dishes from vegetable ingredients and 4 types of animal foods, snacks or snacks totaling 7 types, 5 types of drinks and 5 types of special foods
Consumption of natural immune-boosting foods/drinks without preservatives such as jamu is a very good thing. Jamu processing is carried out from generation to generation based on ancestral recipes, and uses existing natural ingredients. However, over time the existence of jamu began to decline due to the circulation of modern medicines. In fact, jamu is not just a traditional medicine, but one of the efforts to maintain the biodiversity of the Indonesian nation. Therefore, it is important to bring jamu to the family menu in order to maintain the existence of jamu and its development. In addition, during the pandemic, people requires strong stamina, hence the researchers are interested in conducting research on jamu, especially moringa jamu, because moringa jamu is not yet common in the community. The author conducted an experiment on processing moringa jamu to get a recipe formulation, hedonic test (preference test) on 100 panelists with 3 hedonic scales namely very like, like, and dislike, as well as nutrition tests (carbohydrates, protein, fat, calories, vitamin C, and antioxidants). The results of this study are the formulation of the moringa jamu recipe, namely 100 g of moringa leaves, 1 liter of water, 20 g of tamarind, 100 g of brown sugar, 5 g of salt, lime (optional). The method of processing moringa jamu is by heating 500 ml of water, tamarind, brown sugar, and salt, then set aside, blend the moringa leaves, add 500 ml of water, and then heat it, mix them and then filter. The results of the hedonic test of moringa jamu, namely 61% of panelists said they really liked it, 39% of panelists said they liked it, and 0% dislikes it. The nutritional content of moringa jamu is 8.43% bw of carbohydrates, 1.41%bw of protein, 0.05% bw of fat 39.79 kcal calories.
Tujuan penelitian ini adalah untuk mengetahui dan mendeskripsikan persepsi wisatawan terhadap wisata kuliner ikan mujair nyat-nyat di Desa Kedisan, Kecamatan Kintamani, Kabupaten Bangli. Metode penelilitian yang digunakan adalah metode kuantitatif. Data dikumpulkan dengan cara observasi, wawancara, dan dokumentasi. Observasi. Setelah dipaparkan nilai dengan skala likert, data dianalisis menggunakan teknik deskriptif kuantitatif, yaitu metode yang menguraikan berbagai data yang terkumpul secara logis sehingga dapat ditarik suatu kesimpulan serta didukung analisis rata-rata terimbang untuk menjawab perumusan masalah. Berdasarkan hasil pembahasan dan analisis data pada bab sebelumnya dapat diambil kesimpulan bahwa persepsi wisatawan terhadap kualitas makanan ikan mujair nyat-nyat di Desa Kedisan, Kecamatan Kintamani, Kabupaten Bangli adalah baik, begitu pula dengan sumber daya manusia dan pelayanannya, namun cukup dari segi hygiene dan sanitasi
The CIPP model has been widely used in the evaluation of vocational education. However, there has been no research that examines the suitability of CIPP in evaluating vocational education. Therefore, this study examined the suitability of CIPP in evaluating vocational education through a literature review. This research was a literature review using the narrative review method. Based on the results and discussion, it was concluded that the CIPP model could provide a real picture of the conditions that occur in programs implemented in vocational education and could be the basis for providing recommendations for solutions given to the constraints found in the four dimensions contained in the models. However, weaknesses were found in the evaluators who had not been able to provide in-depth analysis of the problems that needed to be improved and given solutions so that the evaluation stage was still on the surface of the program being implemented. As a recommendation, it was suggested that the implementation of evaluation activities could not only be emphasized on the model used but also on who was doing the evaluation (evaluator) and the accuracy of the program with the subject that was used as a source of information in determining the success of a program.
The CIPP model has been widely used in the evaluation of vocational education. However, there has been no research that examines the suitability of CIPP in evaluating vocational education. Therefore, this study examined the suitability of CIPP in evaluating vocational education through a literature review. This research was a literature review using the narrative review method. Based on the results and discussion, it was concluded that the CIPP model could provide a real picture of the conditions that occur in programs implemented in vocational education and could be the basis for providing recommendations for solutions given to the constraints found in the four dimensions contained in the models. However, weaknesses were found in the evaluators who had not been able to provide in-depth analysis of the problems that needed to be improved and given solutions so that the evaluation stage was still on the surface of the program being implemented. As a recommendation, it was suggested that the implementation of evaluation activities could not only be emphasized on the model used but also on who was doing the evaluation (evaluator) and the accuracy of the program with the subject that was used as a source of information in determining the success of a program.
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