Problem-Based Learning in Vitamin Chemistry to improve students' Nutrition information interpretation skills

Fauziah, Rahmaliani and Helsy, Imelda and Aisyah, Riri (2026) Problem-Based Learning in Vitamin Chemistry to improve students' Nutrition information interpretation skills. Problem-Based Learning in Vitamin Chemistry to Improve Students' Nutrition Information Interpretation Skills, 11 (02). pp. 198-219. ISSN 2503-4480

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Abstract

Nutrition information interpretation skills are an essential component of nutrition literacy that should be developed among prospective chemistry teachers. This study aimed to analyze the implementation of Problem-Based Learning in vitamin chemistry to improve nutrition information interpretation skills among 18 chemistry education students. This study employed a pre-experimental one-group pretest-posttest design implemented over two class meetings, each lasting 100 minutes. Student activity observations and worksheet performance were used as descriptive supporting data. The paired-samples t-test revealed a statistically significant difference between the pretest and posttest scores (t(17) = -13.304, p <.001, Cohen's d = 3.14), with the mean score increasing from 37.04 to 87.04 (N-Gain = 0.60, moderate category). Students' learning activities and worksheet performance achieved average scores of 90.28% and 92.70%, respectively, both categorized as very good, with the greatest improvement observed in the applying skills and interactive skills dimensions. These findings suggest that Problem-Based Learning has the potential to support the development of students' nutrition information interpretation skills through contextual chemistry learning connected with authentic food-related problems, implying that similar contextual approaches may be considered for strengthening nutrition literacy within chemistry teacher education programs.

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