Prosiding 3rd Borneo National Conference (BorNCe’23) Kolej Komuniti Beaufort, Malaysia | 10 – 11 Ogos 2023 BorNCe’23|227 cooperative. The goal is for them to seamlessly interact and collaborate with humans, learning from each other in the process. Accordingly, these newer robots are not only more cost-effective but also possess a broader range of capabilities compared to their predecessors [4]. Robots excel at performing fundamental activities with remarkable proficiency, such as loading and unloading, assembling, packaging, palletizing, sorting, arranging, stacking, and positioning, all at high speeds. These tasks are particularly prevalent in the food industry. Although the implementation of robots to replace human personnel in the food sector has been somewhat slow, robot manufacturers remain enthusiastic about their potential in this field [5]. As technology continues to advance, the integration of robots into the food industry holds promise for enhancing efficiency and productivity. In the past decade, the Malaysian Higher Education has seen numerous transformations. Additionally, the changing scenarios in higher education incorporates the latest Malaysian Higher Education Blueprint (2015-2025) Ministry of Education [6] and World Economic Forum [7]. The World Economic Forum has integrated higher education into the context of the Fourth Industrial Revolution through the 10 shifts outlined in the Malaysian Higher Education Blueprint (MHEB) (2015-2025). The primary objective of the first shift in the MHEB (2015-2025) is to cultivate wellrounded, entrepreneurial, and adaptable graduates. This shift addresses the World Economic Forum's foremost concern regarding the future job market in the era of IR4.0. Community College Kuala Kangsar (CCKK) has actively engaged in collaborations with industries to provide students with exposure to IR4.0 technologies and ensure preparation for their future careers. Undoubtedly, the ultimate aim is to enhance students' employability in the evolving job landscape. To maintain significance to potential students and other partner, CCKK like other colleges or institutes, need to welcome IR 4.0. CCKK must provide the right set of skills and knowledge to future generations while at the same time changing and adapting to the digital transformation. To address this, the Department of Polytechnic and Community College Education, also known as Jabatan Pendidikan Politeknik dan Kolej Komuniti (JPPKK), has developed a transformative framework called the TVET 4.0 Framework 2018 – 2025. This framework aims to enhance the offerings of High-End TVET (Technical and Vocational Education and Training) programs by incorporating emerging technology competencies into certificate and diploma programs. In addition, these competencies align with the requirements outlined in the National Policy on Industry 4.0 (Industry4WRD), specifically focusing on Enabling Technologies for the Fourth Industrial Revolution. To face the changing world, students must prepare to be able to use their existing skills and quickly learn new ones to be participating and active members of the global. According to Azraai [8] students must be socially competent, versatile, technologically competent and have a high degree of personal skills. To make these occur, the curriculum is constructed to be both industry and community relevant, with future proof content offered through multidisciplinary electives and academic programs. Currently, employers require graduates to be trained with conventional knowledge and competencies such as problem-solving skills, communication skills, interpersonal skills, lifelong learning and to become a professional team member capable of overcoming challenging tasks and dealing with complex job situations [9]. To assess the result of graduates, this research needs to identify the extent of readiness among the students before they work in an IR 4.0
Prosiding 3rd Borneo National Conference (BorNCe’23) Kolej Komuniti Beaufort, Malaysia | 10 – 11 Ogos 2023 BorNCe’23|228 environment. For the relationship of readiness for the IR4.0 workplace, do students in Community College Kuala Kangsar understand the concept of IR4.0 and are they ready for the ever-evolving digital workplace? According to Caballero and Walker [10], readiness can be described as the ability to which employees are viewed as having the attitudes and characteristics which make them organised or prepared in the workplace to achieve further Industry 4.0 learning and skills upheaval. Meanwhile, to arrange students for work surroundings, public and private higher education institutions have implemented career training programs to give students the opportunity to use knowledge and learning skills in real world environments and to offer relevant real-life experience. Hence, this research to investigate the factors that influence the readiness of CCKK students on IR 4.0. B. PROBLEM STATEMENT Many educational institutes in Malaysia are currently trying to prepare students with emerging and enhancing management competencies of technical skills and non - technical skills. However, the main problem in the current situation is that graduates are not competent enough to fulfil the requirement of IR 4.0. A report by Khazanah Research [11] found that the unemployment graduates in Malaysia rate increased tremendously from 9.94 percent in 2011 to 10.92 percent in 2018. It is because it will be difficult to find people with the right multipurpose of skills, who have the combination of technical skills, analytical and industrial experience, including common sense and soft skills, to make data worth for employers [12]. Every food and beverage graduate think they have enough variety of skills when they are coming out of the university. This is because the students assume, they are already learning the hard skill and soft skill when they are at the university. Similarly, some researchers (e.g. Ainol, Airil and Nor [13]) found that the students felt they possessed a high level of cognitive flexibility, critical thinking skill, negotiation skill, decision-making skill and finally service orientation skills. However, previous studies found that lack of skills among students is a reason for firms not interested to hire these graduates [14]. The lack of skills is a main resisting factor handled by employers [15]. This study was implemented in the background of the food and beverage students, one of the top programs offered in Malaysia. However, there are limited researches conducted on factors influence the readiness towards the IR 4.0 among food and beverage students. For instance, the study of Asnidatul and Razali [16], focused on the technical competencies in digital technology towards industrial revolution 4.0 among engineering students at polytechnic. Meanwhile, the study of Siti and Farhana [17] has investigated the awareness and perception of accounting students towards industrial revolution 4.0. Therefore, one of the studies were focused on assessing factors influence readiness towards IR 4.0 among hospitality students. Precisely, the objective of this study is to identify the factors that influence the readiness towards IR 4.0 among CCKK students. This study is important in presenting results that can help identify that students are prepared for IR 4.0 in terms of technical and non-technical skills. Hence, corrective efforts can be adjusted to improve the curriculum in JPPKK.
Prosiding 3rd Borneo National Conference (BorNCe’23) Kolej Komuniti Beaufort, Malaysia | 10 – 11 Ogos 2023 BorNCe’23|229 C. Research Objectives I. To investigate the relationship between readiness for IR 4.0 among CCKK students with digital skills. II. To investigate the relationship between readiness for IR 4.0 among CCKK students with problem solving skills. III. To investigate the relationship between readiness for IR 4.0 among CCKK students with communication skills. D. Research Questions I. Is there a significant relationship between readiness for IR 4.0 among CCKK students with digital skills? II. Is there a significant relationship between readiness for IR 4.0 among CCKK students with problem solving skills? III. Is there a significant relationship between readiness for IR 4.0 among CCKK students with communication skills? E. Study Framework Figure 1. Research Framework F. Hypothesis H01: There is no significant correlation between readiness for IR 4.0 among CCKK students with digital skills. H02: There is no significant correlation between readiness for IR 4.0 among CCKK students with problem solving skills. H03: There is no significant correlation between readiness for IR 4.0 among CCKK students with communication skills. G. Significance of the Study 1) Academic Perspective There is little research in this field from an academic perspective, particularly in the relationship between the digital, problem solving and communication skills of readiness towards IR 4.0 among CCKK students. Hence, the novelty of this study will give Malaysia a new data set and expand literature organization in hospitality research. 2) Practical Perspective The understanding the factors pattern of digital, problem solving and communication skills of the students’ embracing on IR 4.0 will assist the government, especially the Ministry of Higher Education and Ministry of Human Resources. Thus, the study not only was helping the students, lecturers, Pastry Department but JPPKK as a whole. II. LITERATURE REVIEW A. Overview of the Chapter The industrial revolution has been going on from time to time. Our world has witnessed four stages of revolution, in which changes in phases give articulatory differences in the usefulness side. These four industrial revolutions are the following:
Prosiding 3rd Borneo National Conference (BorNCe’23) Kolej Komuniti Beaufort, Malaysia | 10 – 11 Ogos 2023 BorNCe’23|230 • Industrial Revolution 1.0 emerged in the 18th century with the invention of steam engines, enabling mass production of goods; • Industrial Revolution 2.0 emerged in the 19- 20th century via the use of electrical power that made manufacturing costs cheaper. • Industrial Revolution 3.0 took place in the 1970s via computerized usage. The Industrial Revolution 4.0 itself took place around 2010 via engineering knowledge and the Internet of Things as the foundation of human activities and communication and machines [18]. The Industrial Revolution 4.0 essentially results in a change in the way people believe, stay and connect towards each other. B. The Industrial Revolution 4.0 (IR 4.0) Germany launched the Fourth Industrial Revolution (IR 4.0) in 2011 as part of its high-tech policy, promoting the concept of a tightly fledged economy [19]. In the future, every human being will make full use of a machine that has been used by the traditional before these many tasks. In addition, this transformation will surely influence the labour market and transfer the modern workforce. IR 4.0 was delineated as a revolution in the Internet-engineered industry that serves as a foundation for the relationship between human, physical objects, intelligent machines, production lines and production processes across organizational boundaries to form a new smart, interconnected and quick value chain [20]. According to Baker [14], Industry 4.0 is the jargon used to describe the technologies and principles of supply chain organizations within the integrated framework of Industrial 4.0 smart factories. Consequently, assessing from the new digital operating wave, corporations are now revitalizing their industries through the use of robots, artificial intelligence, internet of things and cognitive computing. According to Ooi et al. [21], the transition to IR 4.0 is primarily based on eight fundamental technical advances. Such eight pillars were listed as: adaptive robotics, data analytics and artificial intelligence, computation, embedded systems, connectivity and networking, such as the Digital Internet, cloud networks and virtualization software. C. IR 4.0 in Education Education 4.0 is a knowledge that can be applied everywhere, at any time [22]. It has wide-ranging features that facilitated personal and versatile delivery, involving peer groups and advisors, while shifting the discourse to why and where, not what and how, encouraging realistic implementation, interactive and project-based learning, student independence, and assessing instructional performance rather than examining. Besides that, Education 4.0 addresses the need for a modern complex, rapidly evolving nation that has transitioned from an agricultural society to an industrial society. The said modern society is more advanced in the areas of information technology, research and innovation, hence it is called Economy 4.0. Thus, has become increasingly necessary for young people to succeed in this new competitive environment. Young people need to learn new technologies and skills to succeed in a modern industrial world, which is why a new concept Education 4.0 is implemented to address the needs of learners of this generation [23]. The use of technologies often enhances classroom teaching and learning. It promotes the encouragement of learners and the interest of students in learning. This also supports teachers in the teaching and learning process. New technologies enable educators to prepare teaching aids by using a range of tools. Education 4.0 has drastically
Prosiding 3rd Borneo National Conference (BorNCe’23) Kolej Komuniti Beaufort, Malaysia | 10 – 11 Ogos 2023 BorNCe’23|231 transformed the way we learn and teach. Conversely, learning and teaching have become dynamic just because of Industry 4.0. The Industry 4.0 encompasses of 3D printing, multi-touch screen, big data, virtual worlds, holograms, augmented reality, biometric identification, Robotics and QR coding. Education 4.0 is a more common concept in Malaysia. Industry 4.0 was adopted by the Malaysian government and has been effectively implemented into the higher education sector [24]. D. Community College towards IR 4.0 The establishment of Community Colleges took place on 5th of July 2000 in every parliamentary constituency. The primary objective was to offer an alternative path for high school graduates to enhance their skills and techniques, thereby uplifting the socioeconomic status of the local community. This was achieved through the provision of short courses, engineering and technology certificate and diploma programs, and specialized skill certificates catering to students with disabilities. In an effort to integrate the roles of Polytechnics and Community Colleges as Technical and Vocational Education and Training (TVET) institutions, a merger took place on 24th of March 2017, bringing them under a single department. The Department of Polytechnic and Community College Education, also known as Jabatan Pendidikan Politeknik dan Kolej Komuniti (JPPKK), obtained approval for its new organizational structure from the Public Service Department (JPA) on 23 February 2018. Subsequently, JPPKK developed the Polytechnic and Community College Strategic Plan (2018-2025) with the aim of strategically transforming TVET within the national higher education system [25]. Malaysia’s economy is characterized by a labour-intensive and investment-driven economic growth. As discussed by Tan [26], the challenges in this investment-driven economic growth are: (1) to attract foreign direct investment and (2) to link the national economy with the international production systems and the global economy. A motivational purpose in converting its present economy to a developed economy with highly skilled workers, the Malaysian TVET system has to transform in relation to IR 4.0. Taking into consideration of the advancement through IR 4.0, a TVET 4.0 Framework 2018–2025 was developed by JPPKK. The objectives of this framework are to provide the economy with qualified and competitive workers, and to train citizens that are capable of being absorbed into the investment-economic growth and poverty reduction strategy by ensuring training opportunities to all social groups without discrimination. Thereafter, the framework is a policy document towards IR 4.0. It has 6 thrust areas, 11 strategies and 6 outcomes to address the future needs of IR 4.0. E. Readiness IR 4.0 Among Graduates Sharita et al. [27] stated that the semester 4 polytechnic students ' knowledge of industry 4.0 is at the modest level, but the report indicates that the student's tendency to embrace the digitalization is also at a lower rate. Findings from Ladin [28], indicated that the experience and eagerness of students at Ipoh University campus towards fourth industrial revolution is at a fairly low level for intelligence, whereas their technical skills at fourth industrial revolution are at a substantial stage. Hence, this paper also supported empiric research, examining the student's readiness to face the fourth industrial revolution in higher learning institutions.
Prosiding 3rd Borneo National Conference (BorNCe’23) Kolej Komuniti Beaufort, Malaysia | 10 – 11 Ogos 2023 BorNCe’23|232 F. Digital Skills Students should have a blend of both technical and non-technical skills expected to be applied in the current future marketplace. This is a significant factor in the preparation of students for Industrial Revolution 4.0. According Ejiwoy [29], technical skills require the ability to use specialised instruments, processes, and techniques. Technical skills include the necessary skills to perform service delivery activities, including experience in the use of equipment and instruments. Next, technical skills are defined as computing skills and knowledge of the internet. This can be supported by Stone [30], that technical skills relate solely to a given area of work. In the previous study [31], the technical skills included computer usage expertise and technology skills, programming languages, database management, optimization, and key areas of accounting, finance, and operations management. G. Problem Solving Skills As claimed by Schwab [1], IR 4.0 adjusts the manner we live and work. This alternate is moved via means of three primary generation domain names which can be physical, virtual or digital and biological. Moreover, the internet is evolving into a brand-new necessity together with food, clothing and safe haven in present times as majority business affairs are tousled whenever errors or issues arise especially in the digital technology system. According to Benesova & Tupa [32], the commercial revolution will have a huge effect on education, specifically in academic institutions. Necessary adjustments to the country, network and community have been made through the revolution of IR4.0 industry. Honing the skills in problem solving is a main advantage of the industry 4.0. As stated by Tapper [33], employers will find graduates who can apply critical thinking skills to workplaces in order to enter a professional workplace in the relevant working places. Thus, critical thinking serves as an influential criterion in problem solving. Additionally, in contemplation of developing graduates, it’s vital in establishing connection between academic institutions and industry. This is to enhance the prophecy of Industry Revolutionary (IR) like producing "Smart Factories" in contemplation of boosting up the qualifications and skills of the labor force which is a main factor of successful innovative productions. As an irony, problem solving is necessary in IR 4.0 concerning that the industry requires upgraded or enhanced skills which are essential to workforce such as critical thinking, creativity and problem solving (WEF, 2006). In the sector of education and training, these three skills are very important. H. Communication Skills The lack of soft skills remains as one of the issues concerning to graduate work availability in Malaysia [34]. An individual’s personality, attitude and behaviour are echoed by traits, abilities and skills which are under the category of soft skills. In addition, majority of Malaysian graduates have poor soft skills, namely low self-confidence, poor time management, communication issue, problem solving, critical thinking, a low creativity, proactive, low interaction behaviour and leadership skills [35]. In the recent times of literature, low communication skills in English language among the graduates serves as an issue as well [36]. Ironically, incompetency of communication in English language evolves as one of the hindrances in employment for the graduates as well as becoming a challenge for local graduates to be employed by employers [37].
Prosiding 3rd Borneo National Conference (BorNCe’23) Kolej Komuniti Beaufort, Malaysia | 10 – 11 Ogos 2023 BorNCe’23|233 III. RESEARCH METHODOLOGY A. Introduction In this chapter, methodology will be discussed in detail which will be used to address research design, population and sample size, research instrument, data collection procedure, followed by study plan data analysis. B. Research Design The aim of this study is to investigate the relationship between the type of technical skills and the readiness among students in CCKK towards IR 4.0. Descriptive research design using quantitative method via cross sectional study will be used since this method will be suitable to conduct research on this area. Information required for this study were acquired through responses from certificate and diploma students from online selfreported questionnaire was developed by using Google forms, with a consent form appended to it. The link of the questionnaire was sent through emails, WhatsApp and other social media to the contacts of the researcher. Nonetheless, Demetriou, Özer and Essau [38] admitted self-reported questionnaire tends to be accurate since the respondents are close to the issues in the questionnaire compared to other individuals. The population in this study are students from College Community Kuala Kangsar. According to the data and information provided by Student Affairs Department (HEP), there are around 55 students (full time) who are still active as in Session II 2022/2023. It is able to determine generalization of the overall population through respondents in Community College Kuala Kangsar in obtaining accuracy of the data from this study. The sample size of this research was chosen by using Krejcie and Morgan [39] to evaluate the number of samples to be selected for this research. Therefore, by using this technique, 48 respondents will be selected from certificate and diploma students of pastry department. The questionnaire was adapted from several studies (Ahmad et al. [40] and Khaghanizadeh et al. [41]) to measure factors that influence the readiness among Community College Kuala Kangsar students towards IR 4.0. The questionnaire items were adapted to suit this topic study. In this research, Likert scales was used ranging from 5 with strongly agree and 1 with strongly disagree. The questionnaire consists of six sections: Section A is demographic profile of the respondents, Section B is focusing on readiness, Section C is focusing on the digital skills, Section D and E is addressing the problem solving and communication skills. IV. DATA ANALYSIS AND FINDINGS A. Introduction This chapter discusses the results of the study addressed in Chapter 3. Chapter 4 covered on the result of the analysis based on the outcome obtained from the SPSS 25.0. It discussed on the findings to satisfy the research objectives, to answer research questions and to test the hypotheses of the study. Thereafter, correlation was undertaken to determine about mean score of each item of variables then Pearson correlation and regression test conducted to examine the relationship between the variables involved. B. Response Rate This study targeted to collect data of 48 samples minimum, based on table Krejcie and Morgan (1970). A total of 55 survey questionnaires were successfully collected. However, data screening eliminated
Prosiding 3rd Borneo National Conference (BorNCe’23) Kolej Komuniti Beaufort, Malaysia | 10 – 11 Ogos 2023 BorNCe’23|234 numerous surveys due to issues such as incorrect answers, careless-ness and carelessness to the verifiable questions. It is found that seven had to be removed since it is not appropriate for this study. Therefore, this study managed to collect 48 valid samples for evaluation which is resulted 87.2%. Table IV provides the summary of overall sample size and response rate. TABLE IV. SUMMARY OF OVERALL SAMPLE SIZE AND RESPONSE Sample size (S) Number of Respondents (N) Target Sample 55 Returned Sample 55 Valid Sample 48 Percentage Valid Responses (%) 87.2% C. Demographic Profile The demographic information described the gender, age, ethnicity, education level, program and knowledge of Industrial Revolution 4.0. from Section A in the distributed questionnaire. a) Gender Table V shows the gender description of the 48 respondents students Community College Kuala Kangsar. Male is the largest respondent and the value of percentage between genders shows small difference. Of 48 total respondents, 22.9 percent (N=11) of them are male whilst 77.1 percent (N=37) of them are female. TABLE V. GENDER Frequency Percent 1 Male 11 22.9 2 Female 37 77.1 Total 48 100 b) Age Table VI below, it shows the age of the respondent where the youngest group of age is between 18-20 years old and the eldest group is age 27 years old and above. Based on findings, respondents aged 21 until 23 years consists the highest percentage 66.7 percent (N=32) followed by 22.9 percent (N=11) are aged between 18 until 20 years old. The third highest percentage is 8.3 percent (N=4) from age 24 until 26 years old followed by 2.1 percent (N=1) are aged between 27 until 29 years old. TABLE VI. AGE OF RESPONDENT Frequency Percent 1 18-20 11 22.9 2 21-23 32 66.7 3 24-26 4 8.3 4 27-29 4 2.1 Total 48 100.0 c) Ethnicity Table VII shows the ethnicity of the respondents. 45 out of 48 respondents are Malay which represents 93.8 percent from the total respondents. Meanwhile, 6.3 percent (N=3) respondents are Indian. TABLE VII. ETHNICITY Frequency Percent 1 Malay 45 93.8 2 India 3 6.3 Total 48 100.0 d) Education Level Table VIII provided the respondents highest education level. According to the table below, the highest percentage group were nominated by 79.2 percent (N=38) diploma holders and 20.8 percent (N=10) certificate students. TABLE VIII. EDUCATION LEVEL Frequency Percent 1 Diploma 38 79.2 2 Certificate 10 20.8 Total 48 100.0 e) Knowledge of Industrial Revolution 4.0 Table IX shows that 97.9 percent (N=47) students only know little of Industrial Revolution 4.0. Meanwhile only one student
Prosiding 3rd Borneo National Conference (BorNCe’23) Kolej Komuniti Beaufort, Malaysia | 10 – 11 Ogos 2023 BorNCe’23|235 which are 2.1 percent only know a lot about Industrial Revolution 4.0. TABLE IX. KNOWLEDGE OF INDUSTRIAL REVOLUTION 4.0 D. Descriptive Statistic Analysis This section explains the descriptive analysis of each variable in this study including digital skills, problem solving skills, communication skills and leadership skills. The descriptive analysis was undertaken to answer the research objectives of the study by looking at the mean scores and standard deviation rated by the respondents. The next sections will further discuss the descriptive statistics for every item in each dimension of the questionnaire. a) Digital Skills The summary of the mean and standard deviations for 6 items in digital skills dimension shows in Table X. The mean ranged from 3.50 to 3.96 with the standard deviation ranged at 0.504 to 0.851. This result suggests that majority of the respondents tend to be satisfied with the measured items statement made in measuring digital skills. TABLE X. MEAN SCORE AND STANDARD DEVIATION FOR DIGITAL SKILLS b) Problem Solving Skills Based on the results gained in Table XI, the mean of five measured items in problem solving skills were ranged from 3.56 to 3.90 with the standard deviation ranged at 0.660 to 0.846. This result suggests that majority of the respondents were tend to satisfied with the measured items statement made in measuring problem solving skills. TABLE XI. MEAN SCORE AND STANDARD DEVIATION FOR PROBLEM SOLVING SKILLS c) Communication Skills Table XII indicates the six items of communication skills. The highest ranking with highest mean of 4.00 is scored by C6 with standard deviation of 0.715. The lowest mean is scored by C3 in which the mean is 2.52 with standard deviation of 1.091. This result suggests that majority of the respondents satisfied with the measured items statement made in measuring communication skills Code Items Mean Std. Deviation DS1 I have the skill in access the Internet application or software that required for documentation or searching information 3.88 .761 DS2 I have the skill in word processing that important for Industrial Revolution 4.0. 3.96 .504 DS3 As a student, I should learn to use e-mail frequently to send or receive message or information by preparing to adapt the changes towards new technology 4.0. 3.94 .633 DS4 I have the skill in accessing spreadsheet to key in data that required in the Industry Revolution 4.0. 3.50 .851 DS5 As a student, I should have the technical skill in handling presentations will be useful towards Industry Revolution 4.0. 3.92 .767 Code Items Mean Std. Deviation PS1 I have the ability to recognize alternate routes in meeting objectives that relate the Industrial Revolution 4.0. 3.88 .672 PS2 I have the ability to monitor progress towards objectives in risky ventures towards the advance technology application in Industrial Revolution 4.0. 3.58 .846 PS3 I have the ability to identify potential outcomes when considering risky venture which will simplify my path towards the Industrial Revolution 4.0. 3.56 .741 PS4 I can take reasonable job related risks that required for the Industrial Revolution 4.0. 3.90 .660 PS5 I can adapt to different situations that occurred in the industry that advanced in Technology 4.0. 3.75 .786 Frequency Percent 1 Little 47 97.9 2 A lot 1 2.1 Total 48 100.0
Prosiding 3rd Borneo National Conference (BorNCe’23) Kolej Komuniti Beaufort, Malaysia | 10 – 11 Ogos 2023 BorNCe’23|236 TABLE XII. MEAN SCORE AND STANDARD DEVIATION FOR COMMUNICATION SKILLS E. Pearson Correlation Analysis Pearson Correlation Analysis was used to measure the relationship between variables as mentioned previously in the research objective section. The correlation coefficient or correlation of Pearson is a method of analysis to calculate the strength of the association between two or more variables. To interpret the correlations, Cohen (1988) applied the force of correlation to the effect. Effect size shows whether the association between the two variables, as shown in Table 4.10, is strong or weak. The closer r (coefficient of correlation) to 1, the stronger the correlation, while r is weaker at 0. The critical p value is set at 0.05 for inferring a significant correlation between variables. a) Hypothesis Testing Digital Skills H01: There is no significant relationship between readiness for IR 4.0 among CCKK students with digital skills. To test the first null hypothesis in this study, the inferential statistic used is Pearson correlation test. TABLE XIII. PEARSON CORRELATION BETWEEN READINESS TOWARDS IR 4.0 AMONG CCKK STUDENTS WITH FACTORS OF DIGITAL SKILLS Readiness Towards IR 4.0 Among CCKK Students Factors of Digital Skills, Pearson Correlation 1.000 .330 * Sig. (2-tailed) N 48 .022 48 *. Correlation is significant at the 0.05 (2-tailed) level. Table XIII show that there is a significant moderate relationship between readiness towards IR 4.0 with digital skills among CCKK students (r = .330, p <.05). So, the first null hypothesis in this study can be rejected. This indicates that there is a significant moderate positive relationship between readiness towards IR 4.0 with digital skills among CCKK students. H1: There is significant relationship between readiness for IR 4.0 among CCKK students with digital skills. b) Hypothesis Testing Problem Solving Skills H02: There is no significant between readiness for IR 4.0 among CCKK students with problem solving skills. To test the second null hypothesis in this study, the inferential statistic used is Pearson correlation test to test the null hypothesis Code Items Mean Std. Deviation C1 I have the ability to speak English with skill and confidence 3.52 .922 C2 I have the ability to communicate with people from different cultures. 3.79 .798 C3 I don't need good communication skills to support in industry 4.0 2.52 1.091 C4 To convey a message, I use appropriate body gestures of facial expressions 3.98 .785 C5 I maintain appropriate eye contact during communication 3.92 .767 C6 While communication, I observe rules regarding polite non-verbal behavior (such as shaking hands, manner of sitting, entering and leaving the room, etc) 4.00 .715
Prosiding 3rd Borneo National Conference (BorNCe’23) Kolej Komuniti Beaufort, Malaysia | 10 – 11 Ogos 2023 BorNCe’23|237 significant relationship between readiness to IR 4.0 with problem solving skills among CCKK students. TABLE XIV. PEARSON CORRELATION BETWEEN READINESS TOWARDS IR 4.0 AMONG CCKK STUDENTS WITH FACTORS OF PROBLEM SOLVING SKILLS Readiness Towards IR 4.0 Among CCKK Students Factors of Problem Solving Skills Pearson Correlation 1.000 .277 Sig. (2-tailed) N 48 .057 48 *. Correlation is significant at the 0.05 (2-tailed) level. Table XIV show that there is no significant relationship between readiness towards IR 4.0 with problem solving skills (r = .277, p <.05). So, the second null hypothesis in this study can be accepted. In conclusion readiness towards IR 4.0 among CCKK students is not related with problem solving skills. H2: There is no significant relationship between readiness for IR 4.0 among CCKK students with problem solving skills. c) Hypothesis Testing Communication Skills H03: There is no significant relationship between readiness for IR 4.0 among CCKK students with communication skills. To test the third null hypothesis in this study, the inferential statistic used is Pearson correlation test. TABLE XV. PEARSON CORRELATION BETWEEN READINESS TOWARDS IR 4.0 AMONG CCKK STUDENTS WITH FACTORS OF COMMUNICATION SKILLS Readiness Towards IR 4.0 Among CCKK Students Factors of Communication Skills Pearson Correlation 1.000 .195 Sig. (2-tailed) N 48 .184 48 *. Correlation is significant at the 0.05 (2-tailed) level. Table XV show that there is no significant relationship between readiness towards IR 4.0 with communication skills among CCKK students (r = .195, p <.05). So, the third null hypothesis in this study can be accepted. Inconclusion readiness towards IR 4.0 among CCKK students is not related with communication skills H3: There is no significant relationship between readiness for IR 4.0 among CCKK students with communication skills. V. DISCUSSIONS AND CONCLUSIONS A. Introduction The final chapter represents results of the study that were discussed in terms of research question based on the information reviewed from the literature. Also, conclusion, implications of the results and recommendations for future research studies were presented. In addition, the limitation and the contributions of the study were discussed at the end of the chapter as well. B. Discussion Pertaining to Research Objective 1 The first objective of the research is to investigate whether there is a significant relationship between readiness for IR 4.0
Prosiding 3rd Borneo National Conference (BorNCe’23) Kolej Komuniti Beaufort, Malaysia | 10 – 11 Ogos 2023 BorNCe’23|238 among CCKK students with digital skills. The Pearson correlation analysis was used to test the variable outcomes of digital skills influencing readiness among CCKK students towards IR 4.0. The analysis showed that there is significant relationship on variable outcomes of the readiness among CCKK students towards IR 4.0. The result from Pearson correlation analysis indicated that there is moderate correlation of digital skills (r=.330). Thus, the finding showed that digital skills have a significant influence on readiness among CCKK students towards IR 4.0. The results of this study are consistent with the findings of previous research conducted by Chung et al. [42], which also reported that students demonstrated comparable outcomes in terms of online learning readiness. These findings are further reinforced by the work of Khan et. al, [43]. Another study by Vrchota et al. [44], highlights that digital skills are one of the prominent skills for industry 4.0. The collective evidence from these studies suggests that students are generally wellprepared and capable of engaging in digital skills learning effectively. C. Discussion Pertaining to Research Objective 2 The second objective of the research is to investigate whether there is a significant relationship between readiness for IR 4.0 among CCKK students with problem solving skills. The Pearson correlation analysis was used to test the variable outcomes of problem-solving skills influencing readiness among CCKK students towards IR 4.0. The analysis showed that there is no significant relationship on variable outcomes of the readiness among CCKK students towards IR 4.0. The result from Pearson correlation analysis indicated that there is weak correlation in problem-solving skills (r=.277). The finding showed that problem solving skills has no significant on readiness among CCKK students towards IR 4.0. The results of this study are consistent with the findings of previous research conducted by Ahmad et al. [40]. Results of the research show that there is no relationship between problem solving skills of the student’s readiness towards Industrial Revolution 4.0. D. Discussion Pertaining to Research Objective 3 The third objective of the research is to investigate whether there is a significant relationship between readiness for IR 4.0 among CCKK students with communication skills. The Pearson correlation analysis was used to test the variable outcomes of communication skills influencing readiness among CCKK students towards IR 4.0. In addition, the analysis showed that there is no significant relationship on variable outcomes of the readiness among CCKK students towards IR 4.0. The result from Pearson correlation analysis indicated that there is weak correlation of communication skills (r=.195). The finding showed that communication skills have a significant influence on readiness among CCKK students towards IR 4.0. The results of this study are consistent with the findings of previous research conducted by Halili et al. [45]. However, the future might see a decrease in the necessity of English language proficiency due to the rise of numerous apps and technologies capable of instant translation [46]. As a result, communication might not hold the same level of prominence in employability skills towards IR 4.0 setting. Other skills and competencies could become more significant in the context of the Fourth Industrial Revolution's work environment.
Prosiding 3rd Borneo National Conference (BorNCe’23) Kolej Komuniti Beaufort, Malaysia | 10 – 11 Ogos 2023 BorNCe’23|239 E. Limitations and Suggestion for Future Research The methodology of this study has limitations and shortcomings. Since this study solely employed a quantitative technique via, WhatsApp and Telegram, there is a constraint on how the data was acquired. For more accurate results in the future, future research can combine mixed methodologies and qualitative data gathering approaches, such as interviewing the respondent. As a result, it is obvious that there is a scarcity of study in this field of hospitality. Two important reasons for this assertion will be the IR 4.0 concept's relative newness, alongside the ongoing and rapid growth of technology linked with it. Many research papers based on IR 4.0 focuses on other fields like engineering, nursing, accountancy, and business. As an irony, many articles had to be filtered to suit the findings of this study. F. Implication of the Study a) Academic Perspective Referring to the academic perspective, this research had contributed largely to the current knowledge. Although previously there were a few studies conducted on readiness towards on IR 4.0 but there were very less studies carried out about readiness towards on IR 4.0 in hospitality fields. Thus, this research will obviously benefit other researchers who shares the same interest of study in the similar fields. b) Practitioner Perspective The implication has a connection with both the JPPKK and government in Malaysia. There is no doubt that the current education system is producing graduates of low quality, which is a significant challenge for the job market. JPPKK should adopt a systemic approach in addressing this issue since graduates are expected to meet the expectations of employers. Subsequently, in today's world where most graduates are expected to work with Artificial Intelligence (AI), a thoughtful and calculated measure can be very helpful to graduates' employability. Conventional teaching and learning methods are undeniably relevant and will continue to be so throughout the century, but there are needs to be a systemic space for the innovation of learning and teaching methods. Community College, the industry, and government of Malaysia can take part in collaborative efforts to increase the level of collaboration. As a result, students are capable of strengthening microlearning abilities, enhancing adaptive learning skills, and becoming upskilled in artificial intelligence. CCKK is becoming increasingly a hub for talent cultivation, and universities should be prepared to adapt. Students and community college members should have the chance to participate in programs and activities designed to bring out their talents. Moreover, CCKK should establish alumni meeting centers where students can hear from famous alumni and entrepreneurs about their experiences. Following the Covid-19 conference, the Malaysian government has announced the release of the Digital Economy Masterplan in October 2020 and will also integrate the Fourth Industrial Revolution with the digital economy. The responsibility for training graduates should fall to universities in order to help Malaysia meet the objectives of its national digital strategy. The education agencies haven't considered the needs of the industries whose employees they will train. Several companies and employers have raised the concern that they will only
Prosiding 3rd Borneo National Conference (BorNCe’23) Kolej Komuniti Beaufort, Malaysia | 10 – 11 Ogos 2023 BorNCe’23|240 advocate for digital education progress if they increase revenues or reduce costs. A part of the problem is the lack of awareness of business models used by firms by the government. In fact, firms and employers are not familiar enough with the skills shortage to handle it. Indeed, professionals who leave a company without absorbing or retaining the expertise of the younger employees are in many industries. Instead, a comprehensive study of digital competency measurement is urgently needed to support youth employment among graduates which should be widely practiced in CCKK. Strategy creators concerning what's happening in the computerized world and the high velocity of advanced training improvement all over the planet should create awareness. Knowledge on technologies should support and assist with conquering loss of information and experience. There is abundant proof that when young individuals have a comprehension of what they can gain from digital education and are likewise firmly coordinated by experienced instructors with the guide of top notch advanced digital content, they will surely turn out to be a skillful digital labor force. Consequently, this study proposes an advanced capability model or digital competency model that drive towards industry 4.0. This study gives significant experiences into additional exploratory and experimental studies in this specific field of research. G. Conclusion The outcomes of this study suggest that CCKK students have a low degree of awareness of the Industrial Revolution 4.0, but a reasonable level of preparation for the Industrial Revolution 4.0. This demonstrates how CCKK students have a massive impact or interest in technology, although their expertise of it is limited. Meanwhile, the research findings pointed CCKK students forward into a high degree of IR 4.0 preparation, as the digital era will lower the cost of technology and eliminate the need for a good internet connection. Lifelong learning could be applied to teaching - learning sessions in any academic institution or school to help Community College Kuala Kangsar students grasp IR 4.0. Integrating formal or informal information, skills, and competences is the definition of lifelong learning. Additionally, individuals need to learn and refresh their knowledge and abilities to address global problems, competitiveness, and requirements in the IR 4.0 age, thanks to a variety of new technologies. IR 4.0 is more than a technological shift; it is an opportunity for everyone, including leaders and politicians from all socioeconomic groups and nations, to participate in the development of comprehensive and human-centred technological breakthroughs. ACKNOWLEDGMENT In the name of Allah, we reward and appreciate Him for bestowing us with wellness, persistence, and understanding to accomplish this research. Because of Allah, we have the will power for taking up this opportunity and the persistence to accomplish our dissertation after much challenges and hard work. Last but not least, we would like to express our gratitude to our family members, friends and colleagues who along in this journey have given us their moral support and aid in completing this research.
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Prosiding 3rd Borneo National Conference (BorNCe’23) Kolej Komuniti Beaufort, Malaysia | 10 – 11 Ogos 2023 BorNCe’23|245 KAJIAN KEBERKESANAN BAJA CECAIR CAMPURAN SISA KOPI, TEH DAN KULIT PISANG KEPADA TANAMAN SAWI HIJAU (Brassica juncea, L.) Shuheda binti Yacob1, Hazza Roshada binti Ramli2 Jabatan Agroteknologi dan Bio Industri Politeknik Sandakan Sabah, Sabah, Malaysia. [email protected], [email protected] Abstrak—Pendekatan teknologi hijau dengan penggunaan baja organik dari sisa terbuang merupakan alternatif bagi mengurangkan penggunaan input kimia. Baja kimia digunakan dalam pertanian bagi meningkatkan kadar pertumbuhan tanaman dari pelbagai aspek. Kaedah alternatif kepada baja kimia ini ialah dengan menggunakan baja organik yang juga boleh dihasilkan dari sisa terbuang seperti sisa hampas kopi, teh dan kulit pisang. Kajian telah dijalankan bagi menguji keberkesanan baja cecair organik campuran sisa kopi, teh dan kulit pisang kepada tanaman sawi hijau (Brassica juncea, L.) melalui kaedah hidroponik. Kajian memfokuskan samaada baja organik cecair dari campuran sisa kopi, teh dan kulit pisang mampu memberi kesan tumbesaran yang setara seperti baja kimia sedia ada. Baja organik dari sisa hampas kopi, teh dan kulit pisang disediakan dengan mencampurkan semua bahan dengan nisbah 1:1:1 dan dikomposkan dengan bantuan EM4 selama 8 minggu. Sistem hidroponik apung telah digunakan untuk penanaman tanaman sawi hijau dan menggantikan cecair nutrien baja kimia AB dengan baja organik cecair dari sisa hampas kopi, teh dan kulit pisang. Hasil dari kajian dan analisis statistik, baja cecair campuran sisa hampas kopi, teh dan kulit pisang menunjukkan tumbesaran yang signifikan terhadap tanaman sawi hijau dari segi analisis pertumbuhan tinggi pokok, pertumbuhan panjang daun, lebar daun dan bilangan daun. Kewajarannya, baja cecair organik dari campuran sisa hampas kopi, teh dan kulit pisang ini mampu menjadi alternatif kepada baja cecair kimia di pasaran Kata kunci — baja, organik, kompos, hidroponik I. PENGENALAN Dasar Agro Makanan Negara, 2021-2030 (DAN 2.0) digubal dengan visi bertujuan untuk membangunkan sektor agromakanan yang mampan, berdaya tahan dan berteknologi tinggi dalam usaha bagi memacu pertumbuhan ekonomi, meningkatkan kesejahteraan rakyat serta mengutamakan sekuriti makanan dan nutrisi. Visi ini telah diterjemahkan dalam pernyataan dasar dengan berpandukan tiga prinsip utama pembangunan mampan iaitu ekonomi, sosial dan alam sekitar. Kerajaan berhasrat untuk meningkatkan pengeluaran bahan makanan negara dan mengurangkan import, penggunaan inputinput pertanian khususnya baja dan racun kimia. Baja merupakan antara input utama yang digunakan sebagai sumber untuk peningkatan produktiviti dan hasil tanaman. Namun begitu penggunaan baja kimia secara berterusan akan menjurus kepada pelbagai masalah kesuburan tanah (Serpil, 2012) dan juga peningkatan kos harga beli bahan kimia. Kesedaran tentang pentingnya penggunaan baja dan peningkatan permintaan terhadap makanan organik (Parichard & Wen-Chi, 2012) menggunakan sisa sebagai bahan penghasilan baja telah mula disedari dan meluas. Baja organik merupakan baja yang dihasilkan daripada sisa ladang (tanaman dan haiwan) atau bahan sampingan kilang industri berasaskan pertanian yang mereput atau diproses. Penambahan baja organik kepada tanah pada umumnya dapat memperbaiki sifat kimia dan kesuburan tanah (Liu et al.,2009). Selain itu, pengurusan sisa makanan, terutamanya sisa dapur, adalah tumpuan utama di negara membangun disebabkan oleh pembangunan bandar dan usaha terhadap kelestarian alam sekitar. Mengubah sisa dapur kepada baja organik
Prosiding 3rd Borneo National Conference (BorNCe’23) Kolej Komuniti Beaufort, Malaysia | 10 – 11 Ogos 2023 BorNCe’23|246 ialah penyelesaian yang mudah, kos efektif, mesra alam. Projek ini ialah menghasilkan baja cecair organik dari campuran sisa hampas kopi, teh dan kulit pisang serta menguji keberkesanan terhadap tumbesaran pokok sawi hijau (Brassica juncea L.). Kepentingan projek ini adalah dapat mengurangkan pembuangan sisa hampas kopi, teh dan kulit pisang dan dimanfaatkan bagi menjimatkan kos. Selain itu, kajian ini ialah bagi menyokong tumbesaran tanaman yang menggunakan sistem hidroponik dengan menggunakan baja alternatif kepada baja kimia AB iaitu baja cecair dari campuran sisa hampas kopi, teh dan kulit pisang. II. PENYATAAN MASALAH Sisa buangan makanan iaitu hampas kopi, teh dan kulit pisang tidak dimanfaatkan selepas digunakan sebagai makanan. Oleh itu, berlakunya pembaziran dan lambakan bahan yang tidak dimanfaatkan. Selain itu, baja cecair di pasaran yang digunakan untuk sistem hidroponik iaitu baja kimia AB yang mana memberi kos kepada petani untuk pembeliannya. Dengan itu baja dari sisa hampas kopi, teh dan kulit pisang ini dihasilkan agar dapat memanfaatkan kebaikan baja organik dari sisa buangan dan juga sekaligus menjimatkan kos pembelian baja kimia. III. OBJEKTIF KAJIAN Objektif kajian ini adalah bagi menghasilkan baja cecair dari campuran sisa terbuang iaitu hampas kopi, teh dan kulit pisang untuk menyokong pemberian baja bagi sistem hidroponik. Baja cecair ini akan dinilai keberkesanannya terhadap tumbesaran tanaman sawi hijau Brassica juncea, L. dari segi aspek tinggi pokok, panjang daun, lebar daun dan jumlah daun. IV. KAJIAN LITERATUR BAJA ORGANIK Baja organik ialah baja semula jadi yang terhasil dari bahan berasaskan haiwan dan tumbuhan setelah mengalami proses pereputan dan mengeluarkan nutrien penting yang diperlukan oleh tanaman. Contoh baja organik termasuk sisa ternakan, kompos cacing dan kumbahan. Biasanya, cairan baja organik dihasilkan oleh manusia adalah kompos dan serbuk tulang (Anem, 2016). Penggunaan baja organik merupakan satu langkah yang boleh meningkatkan kandungan bahan organik di dalam tanah dan sekaligus menyumbang kepada keberadaan nutrient. Selain itu ia dapat membaiki ciri-ciri fizikal tanah, menghalang dari hakisan dan meningkatkan aktiviti biologi di dalam tanah (Rahman, 2007). KOPI Kopi dihasilkan di kawasan tropika dan kebanyakannya diusahakan oleh pekebun kecil. Amerika Latin menyumbang 60% daripada pengeluaran kopi global, diikuti Asia (24%) dan Afrika (16%). Lebih separuh daripada keluaran kopi global didominasi oleh tiga pengeluar iaitu Brazil (33%), Colombia (10%) dan Vietnam (10%). Tiga varieti kopi yang diusahakan secara komersial iaitu kopi Arabica, Robusta dan Liberica. Hampas kopi adalah sisa buangan dari bancuhan kopi larut (Ramdani, 2015). Peningkatan penyediaan kopi untuk jualan menyebabkan peningkatan hampas kopi (Praptiningsih et al., 2015). Hampas kopi mempunyai banyak manfaat, terutama bagi tumbuhan iaitu dapat menambah penyerapan Nitrogen, Fosforus dan Kalium (NPK) yang diperlukan oleh tanaman sehingga dapat menyuburkan tanah. Hampas kopi dapat dimanfaatkan sebagai baja organik kerana mengandungi mineral, karbohidrat dan membantu melepaskan nitrogen sebagai nutrisi tanaman. Selain itu hampas kopi
Prosiding 3rd Borneo National Conference (BorNCe’23) Kolej Komuniti Beaufort, Malaysia | 10 – 11 Ogos 2023 BorNCe’23|247 bersifat asid sehingga dapat menurunkan pH tanah (Yunus, 2010). TEH Tumbuhan daun teh merupakan spesies tumbuhan yang daun dan pucuknya digunakan untuk membuat teh. Teh adalah bahan minuman yang digunakan secara universal di banyak negara serta pelbagai lapisan masyarakat (Tuminah, 2004). Bahanbahan yang terkandung dalam hampas teh adalah kafein, vitamin C, A, B dan P, zat besi, magnesium, dan kalsium, strontium (Fulder, 2004). Selain itu, hampas teh juga mengandungi zinc, selenium, molybdenum, germanium dan nitrogen (Brown et. al, 2004) yang juga merupakan nutrisi yang diperlukan untuk tumbesaran tanaman. Selain itu, hampas teh mengandungi unsur-unsur antioksidan yang sangat baik membantu memerangi kerosakan radikal bebas pada selsel tanaman (Wardon,2011) KULIT PISANG Kulit pisang adalah kulit buah yang melitupi buah pisang. Kulit pisang mengandungi kandungan yang baik untuk tanaman. Kulit pisang yang telah dikompos mampu memberikan pengaruh bagi pembesaran tanaman. Hal ini adalah kerana kulit pisang mengandungi 15% kalium dan 2% fosforum yang lebih banyak berbanding isi buahnya. Kulit pisang juga mengandungi potassium sebanyak 46% hingga 57%. Selain mengandungi fosforum dan potassium, kulit pisang juga mengandungi magnesium, sulfur dan sodium (Sonja, 2018). SAWI HIJAU Sawi hijau (Brassica juncea L.) selain dijadikan sebagai sayuran, juga dapat dimanfaatkan untuk mengubati pelbagai penyakit (Istarofah & Salamah, 2017). Tanaman sawi hijau (Brassica juncea L.) tumbuh dengan baik pada tanah yang subur, gembur, mudah mengikat air dan kaya dengan bahan organik. Keasidan tanah yang baik untuk pertumbuhan ini adalah pH 6-7. Salah satu cara untuk memperoleh pertumbuhan tanaman yang baik adalah dengan cara pembajaan. Pembajaan merupakan suatu usaha penambahan unsurunsur nutrien dalam tanah yang dapat meningkatkan kesuburan tanah dan mutu hasil tanaman. Pemberian baja yang kurang baik, akan menyebabkan tanaman terganggu, sehingga tanaman tersebut tidak dapat menghasilkan seperti apa yang diharapkan. Unsur nitrogen, fosforus dan kalium merupakan unsur makro diperlukan tanaman (Istarofah & Salamah, 2017). V. METODOLOGI Baja organik campuran dari sisa hampas kopi, teh dan kulit pisang dihasilkan dengan mengkomposkan ketiga- tiga bahan dengan nisbah 1:1:1 bersama EM-4 selama 8 minggu. Baja cecair yang terhasil akan diambil dan dikekalkan dengan nilai pH 5.5. Baja cecair campuran sisa hampas kopi, teh dan kulit pisang yang terhasil diaplikasikan kepada sistem hidroponik apung untuk penanaman sawi hijau (Brassica juncea L.). Lima buah hidroponik apung disediakan bagi mengkaji kesan 5 jenis baja berbeza iaitu baja kawalan AB, baja sisa kopi, teh dan kulit pisang, baja kopi, baja teh dan baja kulit pisang.
Prosiding 3rd Borneo National Conference (BorNCe’23) Kolej Komuniti Beaufort, Malaysia | 10 – 11 Ogos 2023 BorNCe’23|248 Parameter yang diambil kira bagi tujuan kajian ialah ketinggian pokok, jumlah daun, panjang dan lebar daun. Data bagi setiap parameter diambil sepanjang proses tumbesaran minggu 1-8. Data yang dinilai menggunakan kaedah analisis statistik adalah pada masa perkembangan minggu 4-6. Setiap parameter diuji dengan menggunakan analisis deskriptif ANOVA sehala dari SPSS versi 26. Rajah 1. Baja campuran hampas kopi, teh dan kulit pisang VI. DAPATAN DAN PERBINCANGAN Rajah di bawah merupakan hasil analisis baja cecair campuran sisa kopi, teh dan kulit pisang di makmal. Hasil analisis menunjukkan baja organik ini mempunyai kandungan elemen nutrient makro nitrogen, fosforus, kalium dan mikro seperti kalsium dan magnesium. yang diperlukan tanaman untuk tumbesaran. Rajah 2. Hasil analisis baja cecair campuran sisa hampas kopi, teh dan kulit pisang. Rajah 3. Hasil penanaman secara hidroponik selepas 7 minggu (1-Baja Kawalan AB, 2-Baja cecair campuran sisa hampas kopi, teh dan kulit pisang, 3- Baja Kopi, 4- Baja Teh & 5- Baja Kulit Pisang) Hasil dari kajian, pertumbuhan sawi hijau yang diaplikasikan dengan baja campuran sisa hampas kopi, teh dan kulit pisang telah mempunyai pertumbuhan yang signifikan sepanjang tumbesaran dari umur 4-6 minggu. Rajah 4. Graf tumbesaran tinggi pokok 0 1 2 3 4 5 6 7 8 9 10 Minggu 4 Minggu 5 Minggu 6 Tinggi Pokok (cm) Minggu Tumbesaran TINGGI POKOK KAWALAN BAJA KOPI, TEH & KULIT PISANG KOPI KULIT PISANG 4 1 2 3 5
Prosiding 3rd Borneo National Conference (BorNCe’23) Kolej Komuniti Beaufort, Malaysia | 10 – 11 Ogos 2023 BorNCe’23|249 Ketinggian pokok hasil penggunaan baja cecair campuran sisa hampas kopi, teh dan kulit pisang menunjukkan tumbesaran yang baik dan lebih cepat bagi baja kawalan AB. Namun begitu baja cecair campuran sisa kopi, teh dan kulit pisang menunjukkan peningkatan yang hampir setara dengan baja kawalan AB. Pertambahan ketinggian bagi baja cecair campuran sisa kopi, teh dan kulit pisang beserta baja kawalan AB menunjukkan perubahan peningkatan ketinggian yang drastik pada minggu keeenam penanaman, di mana baja kawalan mendahului mencapai sehingga 8.9 cm. Rajah 4. Graf tumbesaran pertumbuhan jumlah daun Pertumbuhan bilangan daun bagi baja cecair campuran sisa hampas kopi, teh dan kulit pisang menunjukkan jumlah pertambahan bilangan daun yang semakin bertambah secara signifikan dan jumlah daunnya lebih banyak berbanding baja kawalan AB dan lain-lain baja dari minggu 4-6. Rajah 5. Graf tumbesaran pertumbuhan lebar daun Tumbesaran lebar daun yang menggunakan baja kawalan AB mendahului dalam sentimeter, diikuti oleh baja cecair campuran sisa hampas kopi, teh dan kulit pisang. Pertambahan sentimeter lebar daun meningkat seiring dengan minggu tumbesaran pokok sawi. Bagi baja kopi, baja teh dan baja kulit pisang, jumlah tumbesaran lebar daun amat perlahan. Rajah 6. Graf tumbesaran pertumbuhan panjang daun Hasil pemerhatian, panjang daun yang menggunakan baja kawalan AB menunjukkan sentimeter paling tinggi diikuti baja cecair hasil campuran sisa hampas kopi, teh dan kulit pisang. Berdasarkan keseluruhan pemerhatian, menunjukkan kadar tumbesaran baja cecair campuran sisa hampas kopi, teh dan kulit 0 1 2 3 4 5 6 7 minggu4 minggu5 minggu6 Jumlah Daun MINGGU TUMBESARAN JUMLAH BILANGAN DAUN KAWALAN BAJA KOPI, TEH & KULIT PISANG KOPI KULIT PISANG TEH 0 1 2 3 4 5 6 7 Minggu 4 Minggu 5 Minggu 6 Lebar Daun (cm) Minggu Tumbesaran LEBAR DAUN KAWALAN BAJA KOPI, TEH & KULIT PISANG KOPI 0 2 4 6 8 10 12 14 Minggu 4 Minggu 5 Minggu 6 Panjang Daun (cm) Minggu Tumbesaran PANJANG DAUN KAWALAN BAJA KOPI, TEH & KULIT PISANG KOPI KULIT PISANG
Prosiding 3rd Borneo National Conference (BorNCe’23) Kolej Komuniti Beaufort, Malaysia | 10 – 11 Ogos 2023 BorNCe’23|250 pisang dari minggu 4-6 adalah signifikan dan mampu menjadi alternatif kepada penggunaan baja kimia AB bagi sistem hidroponik. Kajian ini mempunyai limitasi dari segi keadaan sekitar seperti serangga perosak dan pengekalan pH yang perlu dikekalkan di mana ia akan mempengaruhi juga tumbesaran pokok. VII. CADANGAN DAN KESIMPULAN Cadangan penambahbaikan, dengan menghasilkan baja cecair organik dari sisa hampas kopi, teh dan kulit pisang untuk diaplikasikan kepada tanaman berbuah dan menjalankan perbandingan hasil dengan tanaman jenis berdaun. Selain itu cadangan agar nisbah baja ditambah baik bagi memastikan hasil ujikaji dapat setara dan lebih meningkat berbanding baja kimia AB sedia ada. Selain itu dengan analisis nutrient baja kopi, baja teh dan baja kulit pisang di makmal dan dibuat perbandingan dengan baja kawalan AB dan baja cecair campuran kopi, teh dan kulit pisang. Dengan itu, hasil perbincangan dapat dibincangkan dengan fakta yang lebih tepat. Kesimpulannya, kajian ini menunjukkan baja cecair campuran sisa hampas kopi, teh dan kulit pisang mampu memberi kesan tumbesaran dan wajar dijadikan baja alternatif bagi penanaman sayuran sawi hijau (Brassica juncea L.) secara hidroponik dan sekaligus menghasilkan hidroponik organik. RUJUKAN [1] A. Louise Brown, Joan Lane, Jacqueline Coverly, Janice Stocks, Sarah Jackson, Alison Stephen, Les Bluck, Andy Coward, Hilde Hendrickx. (2004). Effects of dietary supplementation with the green tea polyphenol epigallocatechin-3-gallate on insulin resistance and associated metabolic risk factors. Green Tea Leaves. 3(5), 226-24. [2] Anem (2016) Jenis-jenis baja kompos. Diakses pada 20/06/2023 dari http://animhosnan.blogspot.com/2016/12 /jenis-jenis-baja-kompos.html [3] Fulder (2004). Karakteristik Teh hijau. F.S, Khasiat Teh Hijau. Prestasi Pustaka Publisher. Jakarta. (m.s 12-20) [4] Istorafah & Salamah Z. (2017) Pertumbuhan Tanaman Sawi Hijau (Brassica Juncea L.) Dengan Pemberian Kompos Berbahan Dasar Daun Paitan (Thitonia diversifolia). Bio-site. Vol. 03 No. 1, Mei 2017 : 39 – 46 [5] Liu, M., Hu, F., Chen, X., Huang, Q., Jiao, J., Zhang, B., Li, H. 2009. Organic Amendments with Reduced Chemical Fertilizer Promote Soil Microbial Development and Nutrient Availability in a Subtropical Paddy Field: The Influence of Quantity, Type and Application Time of Organic Amendments. Applied Soil Ecology. 42: 166–175 [6] Praptiningsih, Y., Palupi, & Niken, W. (2015). Aplikasi Tapioka Teroksidasi pada Enkapsulasi Antioksidan dari Ampas Seduhan Kopi dengan Teknik Coacervation. Diaksess pada 01 Jun 2023 dari http://repository.unej.ac.id/handle/12345 6789/62800 [7] PPK Persatuan (2021, 24 Oktober), Dasar Agromakananan Negara 2.0 diakses pada 01/06/2023 dari https://www.pmo.gov.my/wp-
Prosiding 3rd Borneo National Conference (BorNCe’23) Kolej Komuniti Beaufort, Malaysia | 10 – 11 Ogos 2023 BorNCe’23|251 content/uploads/2022/02/RingkasanEksekutif-Dasar-Agromakanan-Negara2.0-2021-2030.pdf [8] Rahman, N.Z.A. (2007). Pertanian Ekologi Menjamin Biodiversiti Lestari. Tinjauan Pasaran Komoditi Pertanian, Lembaga Pemasaran Pertanian Persekutuan, FAMA. (2)3, 44-53. [9] Ramdani, Auliyah Sari. (2015). Pengaruh Cara Minum Dengan Volume Terbatas Pada Es Kopi Instan Original Terhadap Persepsi Multisensoris Konsumen Menggunakan Metode Rata (Rate All That Apply). Skripsi. Malang: FTP Universitas Brawijaya [10] Sonja, V.T. Lumowa & Syahril Bardin. (2018). Uji Fitokimia Kulit Pisang Kepok (Musa Paradisiacal.): Bahan Alam Sebagai Pestisida Nabati Berpotensi Menekan Serangan serangga hama tanaman umur pendek. 1(9), 2303- 2307 [11] Tuminah, S, (2004) Teh (Camellia Sinensis) sebagai Salah Satu Sumber Antioksidan, pusat penelitian dan pengembangan pemberantasan penyakit, Cermin Dunia Kedokteran, 14(4), 24-25. [12] Wardon, Krystal. 2011. “Using Tea Leaves in The Garden” (online). Diakses pada 1 Jun 2023 dari http://www.helium.com/items/2114267- gardening-using-tea-leaves-inthe-garden [13] Yunus, Ahmad Mahmudi. 2010. “Manfaat Kopi dan Ampas Kopi” (online). Diakses pada 01 Jun 2023 dari http://blog.amyunus.com/manfaat-kopidan-ampas-kopi/
Prosiding 3rd Borneo National Conference (BorNCe’23) Kolej Komuniti Beaufort, Malaysia | 10 – 11 Ogos 2023 BorNCe’23|252 KOMPOSISI MAKANAN DAN KAJIAN TAHAP PENERIMAAAN PRODUK Y-ROOT SWEETENER Nurfatin Syafawani binti Junaidi Kolej Komuniti Lahad Datu, Sabah, Malaysia [email protected] Abstrak—Yakon yang turut dikenali sebagai Peruvian Ground Apple atau nama saintifiknya Smallanthus sonchifolius adalah jenis sayuran daripada keluarga Asteraceae yang ditanam secara meluas di sekitar Banjaran Andes di Amerika Selatan. Walaupun sayur Yakon ini kelihatan seperti ubi, namun ianya mempunyai tekstur, rasa dan nutrisi yang berbeza. Yakon yang mempunyai tekstur yang seakan-akan sama dengan buah pir ini boleh dimakan secara mentah kerana rasa manis semula jadinya yang dikatakan seperti gabungan rasa buah epal dan tembikai. Selain itu, yakon juga dikategorikan sebagai makanan berfungsi yang mempunyai kadar frukto-oligosakarida (FOS) yang tinggi iaitu sejenis fruktosa yang tidak dapat dicerna oleh tubuh. FOS yang bersifat rendah kalori, tinggi serat dan prebiotik ini menjadikan produk berasaskan yakon sebagai prospek diet yang sesuai bagi mereka yang ingin menjaga kadar pengambilan gula khususnya bagi golongan yang menghidap diabetes dan obesiti. Namun, penggunaan yakon dalam penghasilan produk makanan tidak begitu meluas di pasaran tempatan. Justeru, penghasilan produk inovasi ini adalah salah satu usaha bagi memvariasikan penggunaan yakon sebagai pemanis alternatif yang boleh dikomersialkan khususnya di pasaran tempatan. Berdasarkan kajian kandungan proksimat yang dijalankan, didapati kandungan nutrisi bagi produk Y-Root Sweetener adalah sebanyak 42.4% karbohidrat, 0.8% lemak, 1.2% protin dan 182 kcal tenaga bagi 100g berat produk. Hal ini menunjukkan bahawa produk ini mampu menjadi pengganti kepada gula dan lebih berkhasiat memandangkan hanya sedikit sahaja jumlah yang diperlukan dalam sesuatu penggunaan penghasilan makanan. Manakala, berdasarkan kajian tahap penerimaan produk, 50% responden menjawab ‘sangat suka’ dan 36% ‘suka’ pada produk. Ini menunjukkan responden dapat menerima sirap yakon ini sebagai alternatif bagi menggantikan penggunaan madu atau maple syrup yang mempunyai kadar indeks glisemik yang lebih tinggi. Kata kunci — yakon, prebiotik, frukto-oligosakarida PENGENALAN Yakon (Smallanthus sonchifolius) ialah sejenis sayuran yang berasal daripada Amerika Selatan yang kini mendapat perhatian di beberapa negara seperti Jepun, Korea Selatan dan China (Yan et al., 2019). Menurut Cao et al. (2018), khasiat utama yang terdapat dalamseorang usahawan. Berdasarkan kepada faktor peningkatan kos sara hidup pada masa kini, kajian ini dijalankan untuk menilai sejauh mana minat berniaga dalam kalangan pelajar Jabatan Pelancongan dan Hospitaliti, Politeknik Kota Kinabalu. Ini kerana dengan berniaga secara sambilan sedikit sebanyak dapat membantu kos sara hidup pelajar pada masa kini dan secara tidak langsung memberi pengalaman serta asas kepada pelajar untuk terus menceburi bidang perniagaan tersebut apabila tamat pengajian. sayur yakon ialah air (>70%), karbohidrat (20% yang juga merangkumi 80% FOS dan inulin), protin (2%), lipid (1%) dan abu (2%). Yakon juga telah mula ditanam di Cameron Highland dan secara kecil-kecilan di daerah Ranau, Sabah kerana khasiat akar atau ubinya sebagai makanan berfungsi yang mempunyai kadar frukto-oligosakarida (FOS) yang tinggi, inulin dan sebatian fenolik (Delgado et al., 2013). Pengambilan FOS dan inulin dapat merangsang pertumbuhan probiotik atau Bifidobacteria iaitu bakteria baik dalam usus yang memainkan peranan yang penting dalam kesihatan usus (Caetano et al., 2016). Untuk merangsang pertumbuhan Bifidobacteria dalam usus, prebiotik atau makanan kepada bakteria baik ini diperlukan. Salah satu jenis prebiotik yang sudah terbukti dapat meningkatkan pertumbuhan
Prosiding 3rd Borneo National Conference (BorNCe’23) Kolej Komuniti Beaufort, Malaysia | 10 – 11 Ogos 2023 BorNCe’23|253 Bifidobacteria dalam usus adalah inulin. Kebiasaannya, produk tenusu merupakan sumber makanan yang paling sinonim dengan zat prebiotik (Teimouri et al., 2018). Namun begitu, kebanyakan produk tenusu mempunyai kandungan lemak tepu yang tinggi dan hal ini boleh menjejaskan kesihatan tubuh badan. Oleh itu, penggunaan yakon berpotensi tinggi sebagai alternatif kepada sumber makanan yang bersifat prebiotik dalam pemakanan seharian. Yakon juga mempunyai ciri hipoglikemik dan dapat digunakan untuk membantu penghidap penyakit diabetes (Laras Respati Ardanareswari, 2015). Diabetes Melitus (DM) atau yang lebih dikenali sebagai penyakit kencing manis merupakan penyakit kronik dengan kadar kandungan glukosa dalam darah yang tinggi. Ketinggian kadar glukosa dalam darah ini juga dikenali sebagai hiperglisemia. Justeru, pengambilan pemanis semula jadi seperti Stevia, monk fruit, xylitol dan erythritol dilihat sebagai suatu alternatif yang lebih baik berbanding gula putih bagi mereka yang ingin menurunkan berat badan atau mengamalkan gaya hidup yang sihat. Pada tahun 2019, tinjauan Kebangsaan Kesihatan dan Morbiditi (NHMS) menyatakan hampir 1 daripada 5 individu di Malaysia menghidap kencing manis yang secara puratanya bermaksud sebanyak 3.9 billion individu berumur 18 tahun ke atas menghidap kencing manis. Selain itu, tinjauan tersebut juga menunjukkan sebanyak 37.3% populasi ada berat badan yang berlebihan di Malaysia. Hal ini sangat membimbangkan kerana ia juga menyumbang kepada salah satu faktor risiko kencing manis. Oleh itu, boleh disimpulkan bahawa rakyat Malaysia sangat sinonim dengan pengambilan gula yang tinggi. Justeru, penghasilan produk Y-Root Sweetener atau sirap yakon bertujuan untuk menggalakkan pengguna memilih pemanis yang baik kepada kesihatan dalam pemakanan seharian. Selain itu, penghasilan produk ini dapat mempelbagaikan produk pemanis semulajadi yang ada di pasaran tempatan dan sekaligus memberi nilai komersial kepada penanaman yakon di Malaysia.. II. METODOLOGI KAJIAN A.Penyediaan Y-Root Sweetener Bahan yang digunakan dalam penghasilan produk Y-Root Sweetener ini adalah sayur yakon yang didapati dari Ranau, Sabah. Carta alir pemprosesan Y-Root Sweetener seperti dalam Gambar Rajah 1. GAMBAR RAJAH 1: CARTA ALIR KAJIAN B. Analisis Proksimat Kandungan tenaga, protin dan karbohidrat dianalisis berdasarkan kaedah AOAC (AOAC, 1993). Bagi penentuan lemak, kaedah Soxhlet (kaedah OAC 989.05/920.39, 2000) digunakan dan kaedah Kjeldahl (kaedah AOAC 955.04) untuk penentuan protin. Kandungan karbohidrat ditentukan dengan cara menolak 100% dengan jumlah kesemua kandungan peratus kelembapan, protein dan lemak yang diperoleh. Kandungan tenaga (Kcal) dikira dengan menjumlahkan hasil darab karbohidrat, protein dan lemak masing-masing dengan 4 kcal/g, 4 kcal/g dan 9 kcal/g (Atwater & Woods 1896).
Prosiding 3rd Borneo National Conference (BorNCe’23) Kolej Komuniti Beaufort, Malaysia | 10 – 11 Ogos 2023 BorNCe’23|254 C. Analisis Tahap Penerimaan Produk Satu kajian kuantitatif yang menggunakan kaedah tinjauan telah dijalankan di sekitar Bandar Sri Perdana, Lahad Datu bagi melihat tahap penerimaan pengguna terhadap produk inovasi Y-Root Sweetener yang dinamakan sebagai Produk A. Dalam kajian ini juga, ujian sensori produk telah dijalankan yang melibatkan 50 responden yang dipilih secara rawak daripada pelbagai lingkungan umur. Instrumen kajian iaitu set soal selidik dalam Google Form telah diedarkan kepada responden melalui kod QR yang disediakan setelah responden menjalani ujian sensori kepada produk. Set soal selidik ini mempunyai 11 item yang mengandungi beberapa bahagian, iaitu: Bahagian A: Data demografi responden Bahagian B: Ciri-ciri hedonik Produk Y-Root Sweetener Bahagian C: Penerimaan pengguna terhadap produk Borang soal selidik yang dibina juga mempunyai 4 item yang menggunakan lima (5) skor pengukuran iaitu 1= “sangat tidak suka” hingga 5= “sangat suka”. Analisis Statistik Setiap data keputusan yang diperoleh dianalisis menggunakan Microsoft Excel 16 untuk mendapatkan nilai min. Nilai min dianalisis dan ditentukan dengan merujuk kepada tafsiran julat nilai min (Din & Yusoh, 2019) seperti dalam Jadual 1 yang berikut: a) Latar Belakang Responden Responden kajian ini adalah daripada pelajar Jabatan Pelancongan & Hospitaliti, Politeknik Kota Kinabalu. Seramai 221 orang pelajar telah mengambil bahagian dalam menjawab soal selidik kajian ini yang terdiri daripada pelajar lelaki 95 orang dan 126 orang bagi pelajar perempuan. Secara terperinci latar belakang responden adalah seperti yang ditunjukkan dalam Jadual 1. JADUAL 1: Interpretasi min Skor Min Interpretasi Aras 1.00 – 2.49 Rendah Lemah 2.50 – 3.49 Sederhana Sederhana 3.50 – 5.00 Tinggi Baik III. KEPUTUSAN DAN PERBINCANGAN A. Keputusan Ujian Proksimat Kandungan nutrisi produk untuk 100 g YRoot Sweetener adalah seperti dalam Jadual 2. Berdasarkan Jadual 2, nilai karbohidrat adalah sebanyak 42.4% dan tertinggi dalam komposisi nutrisi Y-Root Sweetener. Ini menunjukkan bahawa produk ini mempunyai tinggi gula yang disimpan dalam bentuk frukto-oligosakarida dan sebatian gula yang lain (Saeed et al., 2017). Seterusnya, nilai lemak dan protin bagi Y-Root Sweetener tidak menunjukkan bacaan yang tinggi iaitu 0.8% dan 1.2%. Ini bertepatan dengan penemuan daripada Silva et al. (2018) yang menunjukkan bahawa sirap yakon mengandungi bacaan yang rendah pada protin (1.61%) dan lemak (0.07%). JADUAL 2: KADAR NUTRISI UNTUK 100G YROOT SWEETENER Bil. Kandungan Nutrisi Kuantiti/ 100g 1 Tenaga (Kcal) 182 2 Karbohidrat (g) 42.4 3 Lemak (g) 0.8 4 Protin (g) 1.2
Prosiding 3rd Borneo National Conference (BorNCe’23) Kolej Komuniti Beaufort, Malaysia | 10 – 11 Ogos 2023 BorNCe’23|255 B. Keputusan Analisis Tahap Penerimaan Produk Jadual 3 menunjukkan skor min penerimaan responden terhadap Y-Root Sweetener. Berdasarkan keputusan yang diperoleh, nilai min penerimaan keseluruhan responden adalah tinggi iaitu sebanyak 4.36. Hal ini menunjukkan responden boleh menerima produk ini untuk dijadikan sebagai pemanis alternatif selain daripada yang terdapat di pasaran tempatan. Selain itu, responden juga memberikan maklum balas yang positif kepada penggunaan Y-Root Sweetener dari segi warna, rasa dan aroma dengan nilai keputusan min di aras baik iaitu 3.70, 4.36 dan 4.12. Y-Root Sweetener ini dihasilkan daripada 100% penggunaan sayur yakon yang ekstraknya berwarna hijau asli dan menjadi hijau pekat setelah diproses sebagai sirap yakon. Keputusan min bagi rasa dan aroma menunjukkan intrepretasi yang tinggi. Hal ini boleh disimpulkan bahawa penggunaan Y-Root Sweetener sebagai sebagai pemanis alternatif dalam makanan mahupun minuman dapat diterima dengan baik oleh responden. JADUAL 3: SKOR MIN PENERIMAAN RESPONDEN TERHADAP PRODUK Y-ROOT SWEETENER Atribut Min Aras Interpretasi Warna 3.70 Baik Tinggi Rasa 4.36 Baik Tinggi Aroma 4.12 Baik Tinggi Penerimaan Keseluruhan 4.36 Baik Tinggi GAMBAR RAJAH 2: TAHAP PENERIMAAN WARNA PRODUK Berdasarkan Gambar Rajah 2, sebanyak 90% responden memberi maklum balas yang positif iaitu sangat suka (24%), suka (34%) dan sederhana (32%) kepada penerimaan warna produk yang berwarna hijau pekat. GAMBAR RAJAH 3: TAHAP PENERIMAAN RASA PRODUK Berdasarkan Gambar Rajah 3, 54% responden memberikan maklum balas sangat suka manakala 32% menyatakan suka terhadap rasa produk Y-Root Sweetener yang mempunyai rasa manis. Ini menunjukkan bahawa responden dapat menerima tahap kemanisan produk ini. Rasa manis ini disebabkan oleh kandungan fruktosa yang tinggi dalam yakon dan lebih manis daripada gula yang biasa (Almeida et al., 2015). GAMBAR RAJAH 4: TAHAP PENERIMAAN AROMA PRODUK
Prosiding 3rd Borneo National Conference (BorNCe’23) Kolej Komuniti Beaufort, Malaysia | 10 – 11 Ogos 2023 BorNCe’23|256 Merujuk kepada Gambar Rajah 4, 44% responden menunjukkan respon sangat suka dan 30% suka. Keputusan ini menunjukkan responden boleh menerima aroma produk ini dengan baik. GAMBAR RAJAH 5: TAHAP PENERIMAAN KESELURUHAN PRODUK Berdasarkan kajian yang dijalankan, sebanyak 50% responden ‘sangat suka’ pada produk, 36% pula menjawab ‘suka’ manakala 14% menjawab sederhana terhadap penerimaan keseluruhan kepada produk ini. Hal ini menunjukkan bahawa responden boleh menerima produk ini untuk dikomersialkan dalam pasaran tempatan. KESIMPULAN Produk Y-Root Sweetener ini berpotensi tinggi untuk dikomersialkan dalam pasaran tempatan secara meluas kerana khasiatnya yang sesuai khususnya bagi golongan yang ingin menjaga kadar pengambilan gula dalam pemakanan harian mereka. Penghasilan produk ini tidak menggunakan sebarang bahan pengawet, pewarna mahupun perasa tambahan. Penghasilan produk ini juga membantu untuk meningkatkan pengetahuan masyarakat tempatan mengenai kelebihan sayur yakon. Dalam masa yang sama, penghasilan produk ini juga dapat memberi nilai tambah terhadap industri pertanian di Malaysia untuk menanam yakon secara komersial untuk memenuhi keperluan pengguna di Malaysia sekiranya produk ini berjaya mendapat tempat dalam pasaran tempatan. RUJUKAN [1] Atwater, W.O. & Woods, C.D. (1896). The chemical composition of American food materials. US Office of Experiment Stations. Experiment Stations Bulletin 28. Government Printing Office: Washington, DC. http://www.nal.usda.gov/fnic/foodcomp/data /classics/index.html [2] Caetano, B., Moura, N., Almeida, A., Dias, M., Sivieri, K., & Barbisan, L. (2016). Yacon (smallanthus sonchifolius) as a food supplement: Health-promoting benefits of fructooligosaccharides. Nutrients, 8(7), 436- 453. [3] Cao, Y., Ma, Z. F., Zhang, H., Jin, Y., Zhang, Y., & Hayford, F. (2018). Phytochemical properties and nutrigenomic implications of yacon as a potential source of prebiotic: Current evidence and future directions. Foods, 7, 59. https://doi.org/10.3390/foods7040059 [4] Da Silva Almeida, A. P., Avi, C. M., Barbisan, L. F., De Moura, N. A., Caetano, B. F. R., Romualdo, G. R., & Sivieri, K. (2015). Yacon (Smallanthus sonchifolius) and lactobacillus acidophilus CRL 1014 reduce the early phases of colon carcinogenesis in male wistar rats. Food Res. Int., 74, 48- 54. [5] Delgado, G. T., Tamashiro, W. M., Maróstica, J. M. R., & Pastore, G. M. (2013). Yacon (smallanthus sonchifolius): A functional food. Plant Foods Hum Nutr., 68(3), 222-228. [6] Dionisio, A. P., Silva, M. F. G., Carioca, A. A. F., Adriano, L. S., Abreu, F. A. P., Wurlitzer N. J., Pinto, C. O., & Pontes, D. F. (2019). Effect of yacon syrup on blood lipid, glucose and metabolic endotoxemia in healthy subjects: A randomized, doubleblind, placebo-controlled pilot trial. Food Science and Technology. 40(1), 194-201.
Prosiding 3rd Borneo National Conference (BorNCe’23) Kolej Komuniti Beaufort, Malaysia | 10 – 11 Ogos 2023 BorNCe’23|257 [7] Gibson, G. R., Hutkins, R., Sanders, M. E., Prescott, S. L., Reimer, R. A., Salminen, S. J., Scott, K., Stanton, C., Swanson, K. S., Cani, P. D., Verbeke, K., & Reid, G. (2017). Expert consensus document: The International Scientific Association for Probiotics and Prebiotics (ISAPP) consensus statement on the definition and scope of prebiotics. Nature Reviews Gastroenterology & Hepatology, 14(8), 491-502. [8] Laras Respati Ardanareswari (2015). Pengaruh Ekstrak Daun Yakon (Smallanthus sonchifolia) terhadap Berat Badan, Glukosa Darah, serta Kadar Kolesterol Tikus Diabetes strain Sprague dawley yang Diinduksi dengan Aloksan. https://repository.uinjkt.ac.id/dspace/bitstre am/123456789/26113/1/LARAS%20RESPAT I%20ARDANARESWARI-FITK.pdf [9] Saeed, M., Yatao, X., Rehman, Z. U., Arain, M. A., Soomro, R. N., El-Hack, M. E. A., Bhutto, Z. A., Abbasi, B., Dhama, K., Sarwar, M. & Chao, S. (2017). Nutritional and healthical aspects of yacon (smallanthus sonchifolius) for human, animals and poultry. Int. J. Pharmacol., 13, 361-369. [10] Silva, M.E., Dionísio, A.P., Abreu, F.A., Brito, E.S., Wurlitzer, N.J., Silva, L.M., Ribeiro, P.R., Rodrigues, S., Taniguchi, C.A., & Pontes, D.F. (2018). Evaluation of nutritional and chemical composition of yacon syrup using 1H NMR and UPLC-ESIQ-TOF-MSE. Food chemistry, 245, 1239- 1247. [11] Teimouri, S., Abbasi, S., & Scanlon, M. G. (2018). Stabilisation mechanism of various inulins and hydrocolloids:milk-sour cherry juice mixture. International Journal of Food Technology, 71(1), 208-215. [12] Yan, M. R., Welch R., Rush E. C., Xuesong Xiang & Xin Wang (2019). A Sustainable Wholesome Foodstuff; Health Effects and Potential Dietotherapy Applications of Yacon. National Library of Medicine, 11(11), 2632. https://doi.org/10.3390/nu11112632
Prosiding 3rd Borneo National Conference (BorNCe’23) Kolej Komuniti Beaufort, Malaysia | 10 – 11 Ogos 2023 BorNCe’23|258 KOMPOSISI PEMAKANAN DAN PENILAIAN SENSORI TERHADAP KEROPOK YANG DIHASILKAN DARIPADA KANGKUNG Anis Mastura binti Ahmad Fuad Kolej Komuniti Lahad Datu, Sabah, Malaysia [email protected] Abstrak—Ipomoea aquatica atau lebih dikenali sebagai kangkung adalah jenis sayuran berdaun tropika yang tumbuh meliar dan banyak ditemukan di beberapa wilayah Asia Tenggara, India dan Cina bahagian Tenggara. Kebiasaannya juadah kangkung dinikmati dengan cara direbus ataupun ditumis. Kangkung menjadi sayur pilihan terutamanya bagi golongan berpendapatan rendah kerana ia murah dan mudah didapati. Selain itu, ia mempunyai banyak khasiat yang baik untuk kesihatan dan tinggi kandungan vitamin A, C dan zat besi. Namun begitu, penggunaan kangkung dalam penghasilan makanan tidak begitu meluas. Justeru, penghasilan keropok kangkung ini adalah bagi memvariasikan penggunaan kangkung dalam produk makanan dipasaran. Kandungan nutrisi bagi keropok kangkung adalah sebanyak 0.7% protin, 29.7% lemak, 64.5% karbohidrat, 2.94% serabut diet dan 528 kcal tenaga bagi 100 g berat produk. Berdasarkan nutrisi tersebut, penghasilan keropok kangkung dapat membantu pengguna yang tidak menggemari pengambilan sayur dalam menu seharian untuk mendapat khasiat dan zat daripada sayur kangkung. Hasil kajian juga mendapati, nilai min penerimaan keseluruhan sebanyak 4.58. Ini menunjukkan, pengguna dapat menerima keropok kangkung sebagai snek bagi menggantikan kudapan ringan yang ada di pasaran. Hal ini, secara tidak langsung dapat menguatkan perbincangan yang menyatakan pengguna semakin hari semakin mencari makanan berkhasiat dalam diet menu seharian mereka. Kata kunci — kangkung, keopok, inovasi, sensori I. PENGENALAN Kangkung merupakan sejenis sayuran tropika yang banyak didapati di kawasan garisan khatulistiwa (Ng et al., 2016). Kebiasaannya kangkung tumbuh subur di kawasan tanah yang lembab dan menjalar dialiran berlumpur (Li & Li, 2009; Jampeetong et al., 2012). Terdapat dua jenis sayur kangkung iaitu kangkung darat dan kangkung air. Kangkung darat adalah kangkung yang ditanam atas tanah, tumbuh menegak dan diusahakan secara komersial. Manakala, kangkung air adalah jenis kangkung yang tumbuh dalam kolam atau tali air yang menjalar. Kangkung merupakan satu jenis sayuran jenis daun yang popular dan mudah ditanam kerana mempunyai pasaran yang besar. Kangkung mempunyai banyak khasiat yang diperlukan oleh badan kerana ia mengandungi fosforus, magnesium, kalsium dan kalium yang tinggi (Singh et al., 2010). Selain itu, ia juga mempunyai nutrient penting seperti protien, karbohidrat, mineral, vitamin dan unsur surih yang lain (Itanna, 2002). Kangkung juga senang ditanam dan mudah diperoleh. Ia juga merupakan salah satu jenis sayuran yang murah. Maka, tidak hairanlah sayur ini selalu menjadi pilihan pengguna dalam juadah harian terutamanya bagi golongan yang berpendapatan rendah. Namun begitu, kangkung hanya terhad dinikmati selepas ditumis, digoreng ataupun direbus sahaja. Ini menjadikan terdapat banyak lambakan sayur kangkung yang tidak digunakan sepenuhnya selepas dituai. Selain daripada itu, tinjauan Kebangsaan Kesihatan dan Morbiditi (NHMS) 2019 menunjukkan, sebanyak 94% rakyat Malaysia tidak makan buah-buahan dan sayur-sayuran seperti yang disyorkan iaitu lima hidangan setiap hari, dimana ianya meningkatkan risiko mendapat penyakit tidak berjangkit. Hal ini sangat membimbangkan kerana kesihatan setiap
Prosiding 3rd Borneo National Conference (BorNCe’23) Kolej Komuniti Beaufort, Malaysia | 10 – 11 Ogos 2023 BorNCe’23|259 individu menjamin kesejahteraan masyarakat. Justeru, penghasilan keropok kangkung ini bertujuan bagi menggalakkan dan menarik minat pengguna untuk mengambil snek yang berasaskan sayur terutamanya dalam golongan kanak-kanak dan dewasa yang tidak menggemari sayuran. Penggunaan kangkung dalam pembuatan keropok ini dapat menghasilkan snek yang menggunakan kos yang rendah. Selain itu, penghasilan keropok ini juga dapat mengetengahkan dan menonjolkan lagi nilai komersial kangkung sekaligus pengguna dapat menikmati rasa asli kangkung dan khasiat daripadanya. II. METODOLOGI KAJIAN A. Penyediaan Keropok Kangkung Formulasi keropok kangkung (Jadual 1) ini dibangunkan dengan merujuk kepada fomulasi produk keropok keping ikan yang dihasilkan oleh Jabatan Perikanan Malaysia dan telah dilakukan pengubahsuaian dengan menambah kangkung ke dalam asunan. Bahan yang digunakan dalam penghasilan keropok kangkung adalah tepung sagu, kangkung, air, tepung jagung, tepung kanji, gula, minyak, serbuk penaik, stok ayam dan garam seperti di dalam jadual 1. Bagi permulaan proses penghasilan produk ini, kangkung dikisar menjadi pes terlebih dahulu sebelum dicampur dengan bahan-bahan lain untuk membuat keropok. Semua bahanbahan perlu diadun sebati sebelum dikukus selama 30 minit. Setelah itu, hasil kukusan perlu disejukkan dan dibekukan di dalam peti sejuk beku selama semalaman sehingga betul-betul pejal. Kemudian, keropok akan dihiris nipis dan dikeringkan sebelum sedia untuk digoreng. JADUAL 1: Formulasi keropok kangkung Bil. Bahan Kuantiti (%) 1 Tepung sagu 42.3 2 Kangkung 17.0 3 Air 17.0 4 Tepung jagung 8.5 5 Tepung kanji 8.5 6 Gula 1.7 7 Minyak 1.7 8 Serbuk penaik 1.7 9 Stok ayam 1.0 10 Garam 0.6 B. Analisis Proksimat Kandungan kelembapan, protin, lemak, abu dan serat dianalisis berdasarkan kaedah AOAC (AOAC, 1993). Kaedah pengeringan ketuhar (kaedah AOAC 977.11) telah digunakan untuk memeriksa kandungan kelembapan, kaedah Kjeldahl (kaedah AOAC 955.04) untuk penentuan protein, kaedah Soxhlet (kaedah AOAC 960.39) untuk penentuan lemak, kaedah pengabuan kering (kaedah AOAC 923.03) untuk menentukan kandungan abu dan kaedah gravimetrik (kaedah AOAC 991.43) digunakan untuk menentukan kandungan serat. Kandungan karbohidrat ditentukan dengan cara menolak 100% dengan jumlah kesemua kandungan peratus kelembapan, abu, protein, serat dan lemak yang diperoleh. Kandungan tenaga (Kcal) dikira dengan menjumlahkan hasil darab karbohidrat, protein dan lemak masing-masing dengan 4 kcal/g, 4 kcal/g dan 9 kcal/g (Atwater & Woods 1896).
Prosiding 3rd Borneo National Conference (BorNCe’23) Kolej Komuniti Beaufort, Malaysia | 10 – 11 Ogos 2023 BorNCe’23|260 C. Analisis sensori Analisis sensori ini telah dijalankan terhadap 50 orang respondan tidak terlatih yang terdiri daripada staf dan pelajar Kolej Komuniti Lahad Datu dan dipilih secara rawak. Analisis ini juga telah dijalankan di Makmal Sensori, Kolej Komuniti Lahad Datu. Setiap ahli panel diminta untuk menilai produk menggunakan skala hedonik berdasarkan atribut warna, aroma, rasa, tahap kerapuhan dan penerimaan keseluruhan. Setiap atribut mempunyai lima (5) skor pengukuran iaitu 1= “sangat tidak suka” hingga 5= “sangat suka”. D. Analisis Statistik Setiap data keputusan yang diperoleh dianalisis menggunakan SPSS 22 untuk mendapatkan nilai min. Nilai min dianalisis dengan merujuk kepada tafsiran julat nilai min (Din & Yusoh, 2019) seperti dalam jadual 2 yang berikut: JADUAL 2: Interpretasi min Skor Min Interpretasi Aras 1.00 – 2.49 Rendah Lemah 2.50 – 3.49 Sederhana Sederhana 3.50 – 5.00 Tinggi Baik III. KEPUTUSAN DAN PERBINCANGAN A. Keputusan Ujian Proksimat Kandungan nutrisi produk untuk 100 g keropok kangkung adalah seperti dalam Jadual 2. Berdasakan Jadual 3, nilai karbohidrat adalah sebanyak 64.5%. Ini menunjukkan jumlah peratus penggunaan tepung yang tinggi dalam penghasilan Keropok kangkung menyumbang kepada nilai karbohidrat yang terkandung. Seterusnya, nilai serat bagi keropok kangkung adalah sebanyak 2.94%. Hal ini menunjukkan bahawa kandungan serat dalam kangkung telah menjurus kepada kehadiran serabut diet dalam keropok kangkung. Bagi nilai protin, didapati sebanyak 0.7% terkandung dalam keropok kangkung. Kangkung secara asalnya sememangnya tidak mempunyai nilai protin yang tinggi. Justeru, kehadiran kangkung sebagai bahan tambah dalam penghasilan keropok kangkung tidak menyumbang kepada pertambahan nilai protin produk. Manakala, dapat dilihat sebanyak 29.7% nilai lemak dalam produk keropok kangkung. Hal ini disebabkan oleh penyerapan minyak yang berlaku semasa proses penggorengan. JADUAL 3: Kadar nutrisi untuk 100g keropok kangkung Bil. Kandungan Nutrisi Kuantiti/ 100g 1 Tenaga (Kcal) 528 2 Karbohidrat (g) 64.50 3 Protin (g) 0.70 4 Serat (g) 2.94 5 Lemak 29.70 B. Keputusan Ujian Sensori Jadual 4 menunjukkan skor min penerimaan respondan terhadap keropok kangkung. Berdasarkan keputusan yang diperoleh didapati bahawa responden sangat menerima keropok kangkung dengan nilai min penerimaan keseluruhan sebanyak 4.58. Ini menunjukkan responden dapat menerima produk ini untuk dijadikan kudapan ringan dan mereka juga sangat bersetuju bahawa keropok kangkung ini mempunyai warna, aroma, rasa, tahap kerapuhan yang baik dengan nilai keputusan min yang tinggi iaitu 4.12, 4.29, 4.47 dan 3.72. Keropok kangkung yang mempunyai warna asli daripada kangkung iaitu hijau memberikan tarikan kepada responden dan secara tidak langsung menghasilkan keunikan berbanding keropok atau snek lain yang ada di pasaran tanpa menggunakan pewarna tiruan. Keputusan
Prosiding 3rd Borneo National Conference (BorNCe’23) Kolej Komuniti Beaufort, Malaysia | 10 – 11 Ogos 2023 BorNCe’23|261 min bagi aroma dan rasa telah menunjukkan intrepretasi yang tinggi. Hal ini boleh disimpulkan bahawa penggunaan kangkung sebagai bahan dalam keropok ini menyumbang kepada rasa dan aroma produk dan dapat diterima oleh responden. Selain itu, tahap kerapuhan juga menunjukkan min yang tinggi sekaligus menerangkan keropok kangkung mempunyai kriteria yang rangup dan nipis dan bertepatan dengan ciri-ciri yang patut ada pada keropok keping. JADUAL 4: Skor min penerimaan respondan terhadap keropok kangkung Atribut Min Aras Interpretasi Warna 4.12 Baik Tinggi Aroma 4.29 Baik Tinggi Rasa 4.47 Baik Tinggi Tahap kerapuhan 3.72 Baik Tinggi Penerimaan Keseluruhan 4.58 Baik Tinggi IV. KESIMPULAN Hasil daripada kajian ini didapati bahawa keropok kangkung berjaya dihasilkan dan dapat diterima pengguna berdasarkan keputusan penilaian sensori yang dijalankan. Secara tidak langsung ini menunjukkan bahawa produk keropok kangkung ini mempunyai potensi besar untuk dikomersialkan. Keropok kangkung ini juga mempunyai nilai serat yang membezakan keropok atau makanan ringan yang ada dipasaran. Justeru, keropok kangkung ini sangat bersesuaian untuk dijadikan kudapan yang lebih berkhasiat dan sekaligus dapat membudayakan pengguna memilih makanan ringan yang lebih bernutrisi. RUJUKAN [1] Atwater, W.O. & Woods, C.D. 1896. The chemical composition of American food materials. US Office of Experiment Stations. Experiment Stations Bulletin 28. Government Printing Office: Washington, DC. Available at http://www.nal.usda.gov/fnic/foodcomp/data /classics/index.html [2] Haron, H., Safii, N. S., Aminudin, N. H., & Khalid, K. H. (2013) Penentuan Kandungan Makronutrien dalam Tiga Jenis Kuih Manis Tempatan: Pengiraan Berbanding Analisis. Jurnal Sains Kesihatan Malaysia. 11(1), 19-24 [3] Itanna, F. (2002) Metals in leafy vegetables grown in Adis Ababa and toxicological implications. Ethiop J Health Dev 16:295–302 [4] Jabatan Perikanan Malaysia (2014) Keropok. Portal Rasmi Jabatan Perikanan Malaysia, Kementerian Pertanian & Industri Makanan, www.dof.gov.my/index.php/pages/view/143 diakses pada 28 Februari 2020 [5] Jampeetong, A., Brix, H., & Kantawanichkul, S. (2012) Effects of inorganic nitrogen forms on growth. Morphology, nitrogen uptake capacity and nutrient allocation of four tropical aquatic macrophytes (Salvinia cucullata, Ipomoea aquatic, Cyperus involucratus and Vetiveria zizanioides). Aquat Bot, 97, 10-16 [6] Li, W., Li, Z. (2009) In situ nutrient removal from aquaculture wastewater by aquatic vegetable Ipomoea aquatic on floating beds. Water Sci Technol, 59, 1937- 1943 [7] Ng, C. C., Rahman, M. M., Boyce, A. N., & Abas, M. R. (2016) Heavy metals phyto-assessment in commonly grown vegetables: water spinach (I. aquatic) and okra (A. esculentus). Springer Plus. 5, 469
Prosiding 3rd Borneo National Conference (BorNCe’23) Kolej Komuniti Beaufort, Malaysia | 10 – 11 Ogos 2023 BorNCe’23|262 [8] Singh, A. L., Jat, R. S., Chaudhari, V., Bariya, H., & Sharma, S. J. (2010) Toxicities and tolerance of mineral elements boron, cobalt, molybdenum and nickel in crop plants. Plant nutrition and abiotic stress tolerance II. Plant stress 4:31–56 [9] Sulaiman, N. A. (2019) Rakyat Malaysia Tidak Makan Sayur, Buah 5 Kali Sehari. MyMetro, https://www.hmetro.com.my/mutakhir/2020/ 08/612585/rakyat-malaysia-tidak-makansayur-buah-5-kali-sehari diakses pada 20 September 2020 [10] Din, H. M. M. & Yusoh, H. N. M. (2019) Inovasi Penyediaan Masakan Tradisional Melalui Penghasilan kiub Masak Lemak Cili Padi. Journal of Hospitality and Networks Volume 1 2019, 8-11
PENERBIT Kolej Komuniti Beaufort Kementerian Pendidikan Tinggi Proceeding