|Jurnal Sinar Edukasi |JSE|Vol.
No.
Februar.
Year 2.
This is an Open Access article, published by Institute of Information Technology and Social Science (IITSS).
Indonesia Healthy food literacy: How does kalibening agro-edutourism serve as a sustainable learning resource? AGUS SUTANTO1*.
HENING WIDOWATI2.
MIA CHOLVISTARI3.
AND BENY SAPUTRA4 Abstract Keywords This community service program aims to empower the Mitra Berkah Anjani Sejahtera Women Farmers Group (KWT) in Kalibening.
East Lampung, by developing an organic melonAe based agroedutourism model as a learning source for healthy food literacy.
The approach employed is Participatory Action Research (PAR), consisting of five stages: socialization, training and mentoring on organic cultivation and technology, product diversification, digital marketing, and evaluation.
Data collection methods include observation, interviews, and preAe post training surveys.
The results indicate an increased capacity of the KWT members in organic farming practices, the use of IoT technology (Venturi Injecto.
, and post-harvest The program successfully established the AuAgromelkaAy agroedutourism model, integrating organic farming, product processing .
uch as ice cream, nuggets, and juic.
, and both online and offline marketing.
This model serves as a real-life learning source for communities and students about sustainable agriculture and healthy food.
Conclusion: Kalibening Agroedutourism has significant potential as a contextual learning resource for healthy food The success of this model is supported by community empowerment, technological integration, and a participatory educational approach, making it a replicable model for development in other regions.
Agro-edu-tourism.
Healthy Food Literacy.
Learning Resource.
Organic Farming.
Community Empowerment.
Article History Received 01 September 2024 Accepted 07 February 2025 How to Cite Sutanto.
Widowati.
Cholvistaria.
Saputra.
Healthy food literacy: How does kalibening agro-edu-tourism serve as a sustainable learning resource?.
Jurnal Sinar Edukasi, 6.
, https://doi.
org/10.
61346/jse.
Universitas Muhammadiyah Metro.
Indonesia.
Corresponding email: sutanto11@gmail.
23 Universitas Muhammadiyah Metro.
Indonesia.
| e-ISSN: 2721-3706 and p-ISSN: 2721-6.
https://iitss.
id/ojs/index.
php/jse |Jurnal Sinar Edukasi |JSE|Vol.
No.
Februar.
Year 2.
This is an Open Access article, published by Institute of Information Technology and Social Science (IITSS).
Indonesia Introduction The community of Kalibening Village.
East Lampung, of which 51% work as farmers and laborers, faces multidimensional challenges that reflect a crisis in food security and agricultural sustainability (Kalibening & Pembangunan, 2.
The dominance of monotonous rice and corn cropping patterns has led to declining soil fertility and increasing pest attacksAi a condition that, in agricultural ecology, is referred to as agroecosystem vulnerability (Gliessman, 2.
The growing dependence on chemical fertilizers and pesticides poses risks of residue accumulation in agricultural products, threatening consumer health and environmental sustainability, a phenomenon widely regarded as a food safety concern (Aguiar et al.
, 2.
From an economic perspective, harvested crops are typically sold directly to middlemen, resulting in low prices and weak bargaining power among farmers, reflecting the socioeconomic vulnerability of smallholders.
Furthermore, the lack of diversification in processed agricultural products leads to suboptimal economic gains for the community, indicating a low level of value-added production (Fiba & Salsabila, 2.
These conditions demonstrate the communityAos low level of healthy food literacy (Budi Syahputri et al.
, 2.
and limited agricultural sustainability awareness.
Healthy food literacy goes beyond consumption.
it encompasses a holistic understanding of food production processes that are safe, nutritious, and environmentally sustainable (Brockmann et al.
, 2.
Therefore, an empowerment model is neededAione that provides both a solution and a learning platform for the community, aligning with research-based community empowerment This community service program adopts the concept of agroedutourism, which focuses not only on economic aspects through tourism but also on educational value as a contextual learning resource.
Through the community empowerment approach (PKM), conventional farming practices are transformed into organic agriculture integrated with educational tourism, consistent with the principles of sustainable agriculture.
This article aims to analyze the potential of Kalibening Agroedutourism, which has been developed as a sustainable learning resource for healthy food literacy among the community, schools, and university students.
Methodology Research design and location This study employed the Participatory Action Research (PAR) method (Siswadi & Syaifuddin, 2.
, in which the community group (Kelompok Wanita Tani or KWT) was actively involved in all stages of the projectAifrom planning and implementation to evaluationAiin accordance with participatory empowerment principles.
The community service activity took place in Kalibening Village.
Pekalongan District.
East Lampung Regency, with the core partner being KWT Berkah Anjani Sejahtera, consisting of 20 members.
| e-ISSN: 2721-3706 and p-ISSN: 2721-6.
https://iitss.
id/ojs/index.
php/jse |Jurnal Sinar Edukasi |JSE|Vol.
No.
Februar.
Year 2.
This is an Open Access article, published by Institute of Information Technology and Social Science (IITSS).
Indonesia Participants The main participants were the 20 members of the KWT.
In addition, the program also involved four students from the Merdeka Belajar Kampus Merdeka (MBKM) program and three lecturers with expertise in ecology, microbiology, and marketing.
This collaboration represents the implementation of the triple helix model (Abisuga & Muchie, 2.
in community engagement, integrating academic, industrial, and community elements.
Data collection and analysis Observation: Direct observation was conducted to assess land conditions, cultivation patterns, and agricultural practices of the partner community before and after the intervention.
In-depth Interviews: Conducted with the KWT chairperson and members to identify key problems, expectations, and their responses to the program.
PreAePost Surveys: Questionnaires were administered before and after the training sessions to measure improvements in KWT membersAo knowledge and skills in organic farming and food processing.
Documentation: All stages of activities were documented through photographs and videos.
The collected data were analyzed using qualitative descriptive analysis to describe the empowerment process, behavioral changes, and achieved outcomes.
Quantitative data from the surveys were analyzed using simple percentage analysis to determine the level of improvement in participantsAo understanding.
Results and Discussion Capacity building of the women farmers group (KWT) in production Organic cultivation, the KWT members have been trained to produce and apply liquid organic fertilizer (POC) named AuPumakkalAy and compost made from locally available Their understanding of the importance of organic farming for sustainability has significantly improved, aligning with the core principles of organic agriculture.
Agricultural Technology, an IoT-based Venturi Injector system has been successfully installed and utilized for automated irrigation and fertilization, controllable via smartphone.
This technology has enhanced labor efficiency, time management, and fertilizer precision, representing the adoption of appropriate technology in sustainable agriculture.
Environmentally Friendly Pest Control, the KWT has implemented the use of biopesticides and the planting of refugia .
lowering plants that attract natural pest predator.
as part of an Integrated Pest Management (IPM) strategy.
Product innovation and value addition Product diversification, the KWT members have successfully processed organic fruits and vegetables into high-value products such as ice cream, nuggets, chips, juice, and sorbetto.
These innovations not only extend product shelf life but also make vegetable consumption more appealingAiespecially for childrenAithus creating added economic value.
| e-ISSN: 2721-3706 and p-ISSN: 2721-6.
https://iitss.
id/ojs/index.
php/jse |Jurnal Sinar Edukasi |JSE|Vol.
No.
Februar.
Year 2.
This is an Open Access article, published by Institute of Information Technology and Social Science (IITSS).
Indonesia Packaging and branding, fresh and processed products are now packaged with attractive and hygienic AuAgromelkaAy labels, applying modern marketing and branding strategies to enhance product appeal and consumer trust.
Development of marketing models and agroedutourism Digital marketing, an e-commerce platform has been developed, and social media channels (TikTok.
Faceboo.
are actively used to expand market reach, demonstrating effective utilization of digital platforms for microenterprise development.
Agromelka agroedutourism farm, an educational tourism package has been established, allowing visitors to purchase organic vegetables, enjoy locally prepared dishes .
set meal of pecel and soy mil.
, pick vegetables directly, and learn about organic farming practices.
The package, priced between IDR 30,000 and 35,000, represents a practical model of communitybased tourism.
Achievement of university key performance indicators (IKU) This program successfully fulfills IKU 2 and IKU 3.
Both lecturers and students gained experiential learning opportunities outside the campus, and the outcomes .
ncluding the Pumakkal patent.
IoT technology, and the agroedutourism mode.
have been directly adopted by the community.
Additionally, the four participating students are eligible for recognition equivalent to 6 academic credits (SKS), demonstrating the implementation of experiential learning within the Merdeka Belajar Kampus Merdeka (MBKM) framework.
Kalibening agroedutourism as a model of sustainable food literacy learning The results of this community service program indicate that Kalibening Agroedutourism has evolved into a contextual and effective learning resource for healthy food literacy.
This transformation is not only economically meaningful but also establishes a learning ecosystem that integrates the three pillars of sustainabilityAiecology, economy, and society (Malisye Christin Sjioen et al.
, 2.
Learning occurs directly through experiential learning in the field, engaging both KWT members and visitors, and creating a cascading impact in building collective awareness of sustainable healthy food practices.
Ecological dimension: from environmental crisis to regenerative agriculture, the organic farming activities practiced in Kalibening represent a paradigm shift from conventional agriculture toward agroecology as a science, practice, and movement (Nicholls & Altieri, 2.
Environmental crises, such as declining soil fertility and pest resistance, are consequences of the simplification of agricultural ecosystems (Gliessman, 2.
Through an agroecological approach, the diversification of 13 types of vegetables and livestock integration creates ecological complexity that mimics natural systems, enhancing the resilience of the agroecosystem (Jonson et al.
, 2.
The production of the organic fertilizer AuPumakkalAy, derived from agricultural and household waste, demonstrates the nutrient recycling principle, closing the biogeochemical cycle within the farming system (Sutanto et al.
, 2.
Similar practicesAisuch as the use of | e-ISSN: 2721-3706 and p-ISSN: 2721-6.
https://iitss.
id/ojs/index.
php/jse |Jurnal Sinar Edukasi |JSE|Vol.
No.
Februar.
Year 2.
This is an Open Access article, published by Institute of Information Technology and Social Science (IITSS).
Indonesia household and agricultural waste for liquid organic fertilizer in Batu Kumbung Village.
West LombokAihave been shown to reduce pollution, optimize plant growth, and maintain environmental balance (Ni Wayan Sri Suliartini et al.
, 2.
The use of biopesticides and refugia planting reduces dependence on chemical inputs and restores ecosystem services, particularly biological control (Sutanto et al.
, 2.
The concept of Integrated Water Resources Management (IWRM) emphasizes ecosystem protection and the fair allocation of water to maintain natural functions.
Refugia serve as habitats for natural pest predators, representing a form of ecological engineering that contributes to ecosystem recovery (Pretty & Bharucha, 2.
Additionally, the use of IoTbased Venturi Injector technology enhances water-use efficiencyAione of the core principles of sustainable agriculture in water-scarce regions (Sutanto et al.
, 2.
Technologies such as smart sensors.
IoT systems, and drip irrigation align with the IWRM framework, which seeks to maximize economic and social benefits equitably without compromising ecosystem Socio-cultural dimension: empowerment as a transformative process, the Participatory Action Research (PAR) approach transformed the KWT from passive beneficiaries into active agents of development.
This aligns with the philosophy of asset-based community development (ABCD), which views communities as holders of social and cultural capital that can be mobilized for change (Najamudin & Al Fajar, 2.
The shift from being consumers to educators reflects an increase in community agency, an indicator of empowerment success.
Collaboration among academia, local government, and community groups in developing agroedutourism reflects the triple helix model, enabling synergistic knowledge and resource The involvement of students through the MBKM program not only provides experiential learning but also creates knowledge networks between universities and local This co-creation of knowledge lies at the heart of sustainable capacity building (Adam et al.
, 2.
Economic dimension: building an inclusive value chain, economic transformation has occurred through the creation of an inclusive value chain from upstream to downstream.
At the upstream level, adopting organic farming reduces dependence on external inputs, cutting production costs by up to 30%.
At the downstream level, diversifying processed productsAi such as vegetable ice cream and nuggetsAiadds significant economic value while also serving as engaging educational media for childrenAos food literacy.
Marketing strategies that utilize e-commerce platforms and social media integrate digital marketing into microenterprise development.
The AuAgromelkaAy agroedutourism package, priced at around IDR 40,000, not only generates additional income streams (Najamudin & Al Fajar, 2.
but also serves as an educational medium that connects consumers directly to the healthy food production process.
This business model reconnects producers and consumers, bypassing traditional middlemen (Afaf, 2.
Educational dimension: contextualizing healthy food literacy, as a contextual learning resource and living laboratory.
Kalibening Agroedutourism enables students to experience the entire food cycleAifrom production to consumptionAifirsthand.
This approach aligns with the principles of experiential learning, which emphasizes reflection through direct experience.
Within the MBKM framework, the recognition of 6 academic credits (SKS) represents not merely a formal acknowledgment but also an affirmation of the academic equivalence of offcampus learning.
| e-ISSN: 2721-3706 and p-ISSN: 2721-6.
https://iitss.
id/ojs/index.
php/jse |Jurnal Sinar Edukasi |JSE|Vol.
No.
Februar.
Year 2.
This is an Open Access article, published by Institute of Information Technology and Social Science (IITSS).
Indonesia As a field laboratory.
Kalibening facilitates the application of microbiological principles in composting and biopesticide development, the implementation of sustainable farming practices, and the cultivation of entrepreneurial skills through the management of economic value in agricultural and tourism products (Widjajanto & Honmura, 2.
Role as a lifelong learning center and knowledge network, for the surrounding community.
Kalibening Agroedutourism functions as a lifelong learning centerAia hub for practical knowledge on food security and nutrition.
Families can learn about food safety, local food diversification, and environmentally friendly farming techniques.
This concept can be strengthened through the establishment of a sustainable farming network involving local farmers, homemakers, and nearby schools.
Such networks foster innovation exchange, provide solutions to local agricultural problems, and reinforce community food resilienceAia model proven effective in sustainable farming communities worldwide (Putriastuti et al.
, 2.
Integration with curriculum and social relevance, integrating agroedutourism into the curriculum through community-based learning positions students not only as knowledge recipients but also as agents of change.
Direct engagement with real-world community issuesAisuch as land degradation, waste utilization, and agricultural marketingAienhances the social relevance of academic courses.
This form of learning cultivates problem-solving abilities and social responsibility, which are core goals of higher education (Wynda & Hufad, 2.
Model sustainability: an integrative analysis, the sustainability of the Kalibening Agroedutourism model is supported by the integration of three mutually reinforcing The ecological subsystem, represented by organic farming practices, forms the foundation of sustainable production.
The economic subsystem, encompassing product diversification and digital marketing, ensures financial viability.
The socio-cultural subsystem, driven by participatory empowerment, strengthens community resilience (Dendra, 2.
Institutional support from the universityAithrough community service programs (KKN) and fostered villagesAiestablishes a sustainable institutional mechanism ensuring continuous mentorship.
The adoption of appropriate technologies such as IoT systems and ecommerce reflects adaptive innovation that responds to contemporary challenges.
This synergy creates a dynamic learning ecosystem in which all components are interconnected and mutually reinforcing.
Conclusion and Recommendations Kalibening Agroedutourism has proven to be an effective and sustainable learning model for promoting healthy food literacy.
Its success is supported by the integration of agroecological approaches that restore the environment, participatory empowerment that builds community capacity, economic diversification that creates added value, and educational contextualization that bridges theory and practice.
This model is not only relevant as a rural development strategy, but also serves as a transformative educational approach in fostering collective awareness of sustainable food systems.
This empowerment model can be adopted and replicated in other villages with similar The government can support its development by facilitating licensing, providing supporting infrastructure, and promoting the agro-edu-tourism package as part of the regionAos educational tourism catalog.
Universities and schools can utilize Agromelka as a field trip destination or internship site to enrich studentsAo and learnersAo experiences in healthy food literacy and entrepreneurship.
| e-ISSN: 2721-3706 and p-ISSN: 2721-6.
https://iitss.
id/ojs/index.
php/jse |Jurnal Sinar Edukasi |JSE|Vol.
No.
Februar.
Year 2.
This is an Open Access article, published by Institute of Information Technology and Social Science (IITSS).
Indonesia Further research is recommended to assess the long-term impacts of this model, particularly regarding its contribution to improving community income, raising consumer awareness of healthy food literacy, and evaluating its effectiveness as a learning medium for younger generations.
Disclosure Statement The author declares that there is no conflict of interest in the preparation and publication of this article.
Acknowledgments The author would like to express sincere gratitude to: the Ministry of Education.
Culture.
Research, and Technology (Kemendiktisainte.
for funding this activity.
the Institute for Research and Community Service (LPPM) of Universitas Muhammadiyah Metro.
the Women Farmers Group (KWT) Berkah Anjani Sejahtera.
Kalibening, for their participation and the Village Government of Kalibening for their support and permission.
and the community service team and students for their full contribution to the implementation of activities in the field.
References