Penggunaan ester sukrosa dapat memperbaiki karakteristik es krim tepung buah sawo mentega. Tujuan penelitian ini adalah untuk mengetahui penggunaan ester sukrosa terhadap karakteristik fisik dan organoleptik es krim tepung sawo mentega. Penelitian ini menggunakan Rancangan Acak Kelompok (RAK) faktorial dan dua kali ulangan. Faktor pertama adalah penambahan ester sukrosa dengan taraf 0,1%, 0,3%, dan 0,5%, faktor kedua adalah penambahan tepung sawo mentega dengan taraf 10% dan 15%. Hasil penelitian menunjukkan bahwa penambahan ester sukrosa 0,1%, 0,3%, dan 0,5% pada es krim dengan tepung buah sawo mentega 10% memiliki nilai overrun masing-masing sebesar 71,43%, 74,10%, dan 93,57%; pemisahan krim pada stabilitas emulsi sebesar 0,250 cm, 0,225 cm, dan 0,175 cm; waktu leleh selama 24,31 menit, 26,16 menit, dan 31,00 menit; viskositas sebesar 14680 cP, 18620 cP, dan 12730 cP serta total padatan terlarut sebesar 33,47%, 33,62%, dan 36,47%. Penambahan ester sukrosa 0,1%, 0,3% dan 0,5% pada ek skrim dengan tepung buah sawo mentega 15% memiliki nilai overrun masing-masing sebesar 50,00%, 57,14%, dan 64,28%; pemisahan krim pada stabilitas emulsi sebesar 0,250 cm, 0,150 cm, dan 0,150 cm; waktu leleh selama 30,02 menit, 33,33 menit, dan 36,13 menit waktu leleh; viskositas sebesar 16560 cP, 17020 cP, dan 17380 cP viskositas; serta total padatan terlarut sebesar 33,62%, 34,47%, dan 39,98%. Penambahan ester sukrosa pada es krim dengan tepung sawo mentega 10% menghasilkan penerimaan hedonik antara biasa dan suka terhadap warna; suka terhadap tekstur dan rasa, serta biasa terhadap aroma. Penambahan ester sukrosa pada es krim dengan tepung sawo mentega 15% menghasilkan penerimaan hedonik antara suka hingga sangat suka terhadap warna, biasa terhadap tekstur dan rasa, serta antara biasa hingga suka terhadap aroma.

The COVID-19 pandemic has hit the world, and it has made learning to switch to distance learning. One type of distance learning is online learning. Indeed, when students and teachers conduct learning connected via the internet, it becomes difficult to interact, especially synchronously. The interaction of students and teachers is inevitable in learning. Therefore, this paper investigates the challenges confronted by vocational high school teachers when interacting with students through synchronous online learning. A qualitative approach and Indepth interview techniques were used on five teachers in the Agribusiness Processing Agricultural Products program. One of the challenges confronted by teachers in interacting synchronously is when students close their video cameras. There are various arguments and attitudes of teachers regarding this phenomenon. Teachers were astonished, concerned, and miffed. It is a form of disrespect for the teachers. Generally, teachers tolerate this phenomenon because of technical problems encountered by students, for example, weak signals and unsupported devices. Finally, one alternative to deal with this phenomenon is to implement varied platforms outside synchronous.

Information and communication technology skill (ICT) in the millennium era be able to enhance teacher’s professional competitiveness. Primarily, teachers be able to transfer important skills through ICT to students in high schools, especially in vocational schools. As a step toward realizing ICT literate teachers, the current research provides an overview of self-evaluation of prospective Agro-industry teachers to find out their ICT skills during college. The results were presented as a projection of the prospective teachers to use ICT in their classrooms when they become teachers. A total of  students from the first to fifth year were involved in the current research which then were analyzed in a simple quantitative to describe students’ ICT skills. The results based on the average score of ICT skill showed that there is a tendency for second year students  and third year students  to rate themselves good in ICT. They are currently active in the classroom lectures. Then, fisrt year students  tend to rate themselves lower in ICT because they are still in the adaptation phase from high school to college. Meanwhile, fourth year students  and fifth year students  tend to have decreased ICT skill due to less classroom activities, and focus on completing their final assignment as undergraduate students. We conclude that the prospective teachers in each college year have almost identical ICT skills based on the average score. According to this description, study program and faculty develop strategies and support facilities in order to maintain and even enhance the ICT skills of  Agro-industry prospective teachers.