Jurnal Akademika Kimia, 14(2): 103-111, May 2025
ISSN (online) 2477-5185 | ISSN (print) 2302-6030
http://jurnal.fkip.untad.ac.id/index.php/jak/

OPEN ACCESS

1

The Implementation of Project-Based Worksheets for Making Taro
Tape with Dragon Fruit Peel to Develop Students’ Psychomotor Skills
*Putrini S. Ertika1, Cucu Z. Subarkah1, Yulia Sukmawardani1,2, & Sari1
1

Program Studi Pendidikan Kimia/FTK – UIN Sunan Gunung Djati, Bandung – Indonesia – 40614
Magister Pendidikan Sains/Pascasarjana – UIN Sunan Gunung Djati, Bandung – Indonesia – 40614

2

Received 09 May 2025, Revised 13 May 2025, Accepted 14 May 2025
doi: 10.22487/j24775185.2025.v14.i2.pp103-111

Abstract
Developing students’ psychomotor skills is insufficient through theoretical learning in the classroom alone. Still, it must be
supported by contextual, practical activities, such as fermenting taro tape with dragon fruit peel, through the application of projectbased worksheets. This study aims to analyze students’ ability to complete project-based worksheets and the development of students’
psychomotor skills through testing the characteristics of taro tape. The method employed was a pre-experimental design with a oneshot case study involving tenth-grade students at a senior high school in Bandung City as the research subjects. The assessment
instruments included a six-stage project-based worksheet, psychomotor tests covering three characteristics, and product and presentation
assessments with eight and six aspects, respectively. Project-based worksheets were implemented in several stages: identifying problems,
designing projects, conducting experiments, developing prototypes, evaluating products, and finalizing. The study’s results showed that
students’ ability to complete project-based worksheets achieved an average score of 92, categorized as very good. The ability to complete
project-based worksheets in the product evaluation stage received the highest score of 100, while the experimentation and prototype
development stages received the lowest score of 88. Additionally, the development of students’ psychomotor skills, as measured by the
Taro Tape Characteristic Test, showed an average score of 95, categorized as very good. Psychomotor skills in organoleptic tests
received the highest score of 100, while the TAT test received the lowest score of 85. Implementing project-based worksheets proved
effective in developing students’ psychomotor skills through the stages of project-based learning. These findings underscore the importance
of using project-based worksheets as a contextual learning approach that supports chemistry education and fosters active student
engagement in developing psychomotor skills.
Keywords: Dragon fruit peel, project-based worksheet, psychomotor, taro tape

design experiments and produce a final product at
the end of the practicum, with an emphasis on
active and independent engagement (Khoirunnisa et
al., 2025; Pujaningsih et al., 2022).
Project-based worksheets guide student
learning activities because they include important
aspects such as observation, problem formulation,
hypothesis development, experiment planning,
experiment implementation, data interpretation,
and communication (Harso & Fernandez, 2019).
Based on these steps, it is necessary to identify
students’ psychomotor skills that support practical
skills, accuracy in performing procedures, and the
ability to use tools and materials effectively. This
psychomotor domain is related to the skills or
abilities to perform actions after gaining specific
learning experiences (Mudhakiyah et al., 2022).
Psychomotor aspects involve understanding,
designing, implementing, and presenting learning
outcomes (Oktaviani et al., 2019). Chemistry
learning in developing psychomotor skills is carried
out through practical activities, such as

Introduction
Practical work is essential in chemistry teaching
and learning (Islam & Ratman, 2021). This activity
is considered capable of overcoming students’
difficulties in understanding complex and abstract
material, which can be supported by applying
project-based learning models (Drastisianti et al.,
2022; Kunusa et al., 2023). A project-based learning
model with worksheets can enhance student
engagement and learning outcomes through
activities that support understanding (Lestari et al.,
2024). Laboratory worksheets typically only contain
direct instructions without guiding students to
understand the rationale behind each step (Wirda et
al., 2018). This results in an unfocused practical
process, leaving no challenges for students to
improve
their
thinking,
communication,
collaboration, and scientific attitudes (Supratania et
al., 2021). Students' understanding and learning
outcomes can be improved through the use of
project-based worksheets, as they guide students to

⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯

*Correspondence:
Putrini S. Ertika*
e-mail: putrinisulastri@gmail.com
© 2025 the Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons
Attribution-NonCommercial-ShareAlike 4.0 International, which permits unrestricted non-commercial use, distribution,
and reproduction in any medium, provided the original work is properly cited.

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Putrini S. Ertika et al.

fermentation, because students gain conceptual
understanding and skills through direct practice and
group work (Anggarkasih & Fatimah, 2022; Safitri
et al., 2022). Psychomotor skills are developed while
testing fermentation product characteristics,
focusing on developing process skills, motor skills,
and scientific attitudes (Fadhel et al., 2024).
Fermentation is a conventional process using
organisms to convert raw materials into valuable
products, one example of which is tape (Sari et al.,
2023).
Tape is a traditional Indonesian food made
through the fermentation of carbohydrate-rich
foods, such as tubers. Indonesia is rich in various
tubers, such as potatoes, sweet potatoes, and
cassava, which must be utilized to produce
nutritious products (Oktavia & Azara, 2020). Taro
serves as an alternative tuber that can be used as a
raw material for tape production and cassava
(Ambu et al., 2021). Indonesia is the native region
of taro with 297 varieties, but this plant is still
considered a minor commodity in terms of
economic potential and genetic resources.
Diversifying the diversity of taro plants into a
product should solve this problem (Widajati et al.,
2023).
Taro tape contains higher levels of protein and
amino acids than steamed taro (Darmayanti et al.,
2017). The fermentation process of taro into tape
requires the help of yeast, which acts as a
microorganism. These microorganisms convert
carbohydrates in taro into sugar and alcohol
(Oktavia & Azara, 2020). The texture of the tape
from the taro is relatively complex, and the
appearance is less attractive (Suanda & Sunarya,
2019). Adding dragon fruit peel is considered to
improve the characteristics of taro tape to make it
look more attractive (Yusmarini et al., 2020).
So far, the flesh of dragon fruit is the most
consumed part, while the peel, which weighs about
30%-35% of the total weight of the fruit, has not
been fully utilized and is only considered waste
(Ni’matusyukriyah & Swasono, 2020). Dragon fruit
skin contains flavonoids, dietary fiber, phenolic
compounds,
and
anthocyanin
pigments.
Anthocyanin pigments in dragon fruit skin give a
red or blue color whose presence is spread over
plant parts (Marlina et al., 2023). This makes the
dragon fruit peel utilized in making taro tape as a
natural colorant. According to Masyhura et al.
(2018), dragon fruit peel contains antioxidant
activity derived from betacyanin and anthocyanin
compounds, which are capable of inhibiting free
radicals and are even effective in scavenging DPPH,
thus having potential as a natural antioxidant source
and enhancing the functional value of fermented
products. In addition, dragon fruit skin also
functions as a source of nutrients, especially
carbohydrates, which support microbial growth in
the fermentation process (Yusmarini et al., 2020).
Dragon fruit peel-assisted taro tape contains
ethanol and organic acids, which are produced from
the conversion of carbohydrates through starch

hydrolysis and alcohol fermentation, so it is
necessary to analyze its content through various
characteristic tests to develop psychomotor
(Tanamal et al., 2021). The tests include an
organoleptic, pH, and total titratable acid (TAT)
test. This analysis evaluates the acidity and
fermentation quality during the tape-making
process. The psychomotor ability in the
organoleptic test includes observations on the color,
taste, smell, and texture aspects of the taro tape
produced (Syarumsyah et al., 2021).
Students’ psychomotor skills in the pH test
were evaluated based on their pH meter accuracy.
Measure results are observed to accurately
determine the sample’s acidity (Pratiwi & Setiorini,
2023). The TAT test is also conducted to measure
the material's overall content of organic acids
(Sijabat et al., 2024). TAT analysis on taro tape uses
the acid-base titration method to measure the
acidity levels formed during fermentation. Students’
skills in titration include assembling the tool, adding
NaOH solution to the burette, sampling using an
Erlenmeyer flask, performing the titration, and
observing the final results (Enawaty, 2020).
The fermentation of taro into tape is an
example of an everyday chemical reaction that is
easy for students to understand and can serve as a
suitable topic for project-based learning. Through
hands-on experimentation, students grasp the
theoretical aspects of chemical reactions and
develop their psychomotor skills. This approach
serves as an effective strategy for fostering
contextual and in-depth understanding of chemistry
(Anugrah & Awalliyah, 2022).
Previous studies have widely implemented
project-based learning models to enhance cognitive
and collaborative skills (Kunusa et al., 2023;
Safaruddin et al., 2024). However, few studies have
focused on developing psychomotor skills through
contextual practicum activities in chemistry
education. Moreover, no studies have specifically
applied project-based worksheets that integrate
local food fermentation contexts, such as taro tape
production, with the addition of dragon fruit peel to
train students' psychomotor skills through product
characteristic
testing.
Based
on
these
considerations, this study aims to analyze the
implementation of project-based worksheets in the
context of a fermentation practicum and organic
waste utilization, supporting the development of
students' psychomotor skills through meaningful
and applicable chemistry learning.
Methods
This research uses a pre-experimental method
with a Shot Case Study design. This method is a preexperimental design because it has not yet been fully
developed into a formal experiment. Additional
variables may influence the experimental results,
indicating that the independent variable does not
solely determine them. This is because there are no
control variables, and the sample selection is not
random (Hardani et al., 2020).

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Jurnal Akademika Kimia
Results and Discussion
The application of project-based worksheets
for making taro tape with the help of dragon fruit
peel was conducted on class X students at one of
the Madrasah Aliyah in Bandung City. This study
aimed to analyze students’ ability to work on
project-based worksheets and their psychomotor
development by testing the characteristics of taro
tape. The implementation took place over three
sessions. The first meeting introduced making taro
tape by completing project-based papers and
experiments. The second meeting focused on
observing students’ psychomotor skills through
testing taro tape, while the third meeting presented
student work. Student activities during learning are
shown in Figure 1.

This research was applied to grade X students
in one of the Madrasah Aliyah in Bandung City for
three meetings from April 22 to May 6, 2025. A total
of 35 students, 19 males and 16 females,
participated as research subjects in a project-based
learning activity involving the production of taro
tape assisted by using dragon fruit peel waste. The
research procedure includes three main stages:
preparation, implementation, and data analysis. The
first stage in this procedure is the preparation stage,
which involves analyzing the achievement of
learning materials in chemistry subjects, the results
of relevant research, the application of projectbased learning, and the material concepts. The trial
of making taro tape with the addition of dragon fruit
peel waste extract was carried out first. The next
step was to develop research instruments, including
a project-based worksheet comprising six learning
stages, a psychomotor assessment sheet comprising
three characteristic tests, a product assessment sheet
covering eight aspects, and a presentation
assessment sheet comprising six aspects. The
research instruments were validated by a subjectmatter expert and an education expert and were
declared suitable for use in the learning process.
The second step consists of executing the
implementation process. At this point, the students
are arranged into six groups and given a projectbased worksheet on making taro tape with dragon
fruit peel waste, with six learning stages. These
stages are identifying problems, designing projects,
conducting experiments, preparing product
drafts/prototypes, assessing and improving
products, and finalizing and publishing (Harso &
Fernandez, 2019). Psychomotor assessment is
carried out when testing the characteristics of taro
tape products that have been made. The
characteristic tests include organoleptic tests, pH
tests, and TAT tests. The data obtained were
processed, analyzed, and concluded in the analysis
stage. This research focuses on student learning
activities and outcomes, and the development of
psychomotor skills obtained through implementing
project-based learning in producing taro tape with
dragon fruit peel waste.
Data was collected by completing projectbased worksheets, psychomotor observation during
the characteristic test, product quality assessment,
and group presentations. The data were analyzed
quantitatively by calculating the percentage scores
from the worksheets' rubric, psychomotor, product,
and presentation assessments using a standard
formula for category interpretation (Enawaty, 2020;
Indriajati & Ngazizah, 2018).
𝑆𝑐𝑜𝑟𝑒 =

∑𝑂𝑏𝑡𝑎𝑖𝑛𝑒𝑑 𝑆𝑐𝑜𝑟𝑒
∑𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒

Figure 1. Student activities at the problem
identification stage

Students' Ability to Work on Project-based
Worksheets
The results of students’ ability to work on
project-based worksheets, such as making taro tape
with dragon fruit peel, focus on several project
stages (Harso & Fernandez, 2019), as listed in Table
1.
Table 1. Project-based worksheets skills score
No

Project-Based Learning
Stages

Average
Score

Category

1

Identifying the Problem

97

Very good

2

Designing the Project

91

Very good

3

Conducting an Experiment

88

Very good

4

Develop a Prototype

88

Very good

5

Evaluating the Product

100

Very good

6

Product Finalization

90

Very good

Overall Score

92

Very
good

Referring to the table above, students’ ability
to work on project-based worksheets appears very
good. In the problem identification stage, students
are trained to recognize a problem through
discourse related to innovation in making taro tape
with the help of dragon fruit peel waste. Triggering
questions are then given to encourage students to
formulate the issues and write hypotheses. Students
obtained an average score of 97, showing they could

× 100

The resulting scores are interpreted based on
several categories: very good (80–100), good (66–
79), fair (56–65), low (50–55), and very low (0–49).
The analysis results are summarized as an
assessment of the effectiveness of project-based
learning applied in this study.

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Putrini S. Ertika et al.

understand and develop the problem well. This
result is supported by Purnami & Widiadnya (2024),
who stated that project-based learning can enhance
students’ ability to deal with problems.
During the project planning phase, students
designed the taro tape-making experiment by
determining the objectives, tools, and materials
needed and compiling the experimental procedure
in a flowchart format. The average score of students
at this stage is 91, which is a very good category.
This shows that students demonstrated practical
skills in planning experiments. A systematic
planning process is a key factor in ensuring the
smooth implementation and effectiveness of
project-based learning (Tarigan, 2021).
Furthermore, at the stage of conducting
experiments, students make taro tape and
characteristic tests according to the procedures that
have been prepared, then collect observation data
collaboratively. Characteristic testing is carried out
to assess psychomotor development based on the
organoleptic, pH, and total titratable acid tests.
Students achieved an average score of 88 at this
stage, which falls into the very good category.
Practicum is a core component of project-based
learning, enabling students to observe and verify
phenomena
through
experimentation.
Its
implementation has proven effective in developing
students’ skills in understanding and carrying out
experimental procedures properly (Juwita, 2022).
When developing a prototype product,
students analyze experimental data in paragraphs
based on organoleptic changes, pH, and total
titratable acid content. This analysis is used to assess
students’ ability to apply the theory of fermentation
that has been learned into direct practice, and an
average score of 88 is obtained, which is included in
the very good category. Students compared
products between groups at the product evaluation
stage and assessed their quality based on previous
studies. The highest mean score was recorded at this
stage, reaching 100 and categorized as very good.
Project-based learning encourages students to
compare results and critically evaluate solutions as
they address problems encountered during the
experimental process (Nihayati et al., 2024). The
assessment outcomes of the students' tape products
are shown in Table 2. The average score on the
product assessment is 88, which is a good category
for taste, aroma, texture, and acidity. At the same
time, creativity and packaging aesthetics are still
classified as sufficient.
Evaluation in project-based learning assesses
the final product and includes planning, teamwork,
and adjustments to obstacles that arise during the
project. The low creativity and packaging aesthetics
scores indicate that students prioritised product
quality over external appearance. The packaging was
still limited to a single type, without considering
protective function or aesthetic value. Limitations in
design skills and a lack of understanding of
packaging innovation resulted in products that
tended to be simple.

Table 2. Product assessment results
No

Aspects Measured

Average
Score

Category

1

Taste

83

Very good

2

Color

89

Very good

3

Aroma

94

Very good

4

Texture

100

Very good

5

pH

89

Very good

6

Total titratable acid

100

Very good

83

Very good

66

Good

88

Very
good

7
8

Cleanliness and neatness
of presentation
Creativity and aesthetics
of packaging
Overall Score

Finally, at the product finalization stage,
students discussed the taro tape manufacturing and
characteristics test project results. They concluded
and presented them in groups, with an assessment
of 90, which was included in the excellent category.
Additionally, the students engaged in discussions by
responding to questions from other groups. Projectbased learning has enhanced students’ ability to
formulate and present conclusions clearly and
systematically during class discussions (Candra et
al., 2019).
Specifically, the presentation assessment
results showed an average score of 90, categorised
as very good, demonstrating the students' welldeveloped scientific communication skills. This
indicates that project-based worksheets not only
direct students in completing the project technically
but also form an understanding of concepts that can
be expressed again during the presentation.
Students’ scientific abilities are reflected in their
participation in the project implementation process
and their explanations when presenting the project
results (Khotimah, 2020). Student presentation
scores are summarized in Table 3.
The presentation evaluation yielded an average
score of 90, placing it in the very good category.
This proves the students’ well-developed scientific
communication skills.
Table 3. Presentation assessment results
No
1
2
3
4
5
6

106

Average
Score

Category

Introduction

100

Very good

Main points

83

Very good

Closing

89

Very good

Systematics

83

Very good

Use of language

94

Very good

Effectiveness of delivery

89

Very good

Overall Score

90

Very
good

Aspects Measured

Volume, 14, No. 2, 2025, 103-111

Jurnal Akademika Kimia

This indicates that project-based worksheets
not only direct students in completing the project
technically but also form an understanding of
concepts that can be expressed again during the
presentation. Students’ scientific abilities are
reflected in their participation in the project
implementation process and their explanations
when presenting the project results (Khotimah,
2020).
Overall, students’ ability to work on projectbased worksheets was generally categorized as very
good, as indicated by an average score of 92. The
students’ success in understanding, designing,
implementing, analyzing, evaluating, and finalizing
the project collaboratively suggests that
implementing project-based worksheets can
effectively support the development of projectbased learning stages in meaningful chemistry
learning. This aligns with the study by Kariadinata
& Kurniati (2024), which states that project-based
worksheets are practical for use in learning activities,
providing students with meaningful and contextual
learning experiences. Project-based learning has
significantly enhanced student learning outcomes
and positively contributed to academic achievement
(Zhang & Ma, 2023).

Based on Table 4, students’ psychomotor skills
in the organoleptic test showed an average score of
100, categorized as very good. This reflects their
accuracy and sensitivity in carefully and precisely
observing and evaluating the characteristics of the
resulting taro tape. These psychomotor skills were
assessed based on the students’ ability to observe
the taro tape's organoleptic aspects, including
colour, taste, aroma, and texture (Syarumsyah et al.,
2021).
Students’ psychomotor skills in the pH test
were assessed based on their accuracy in using the
pH meter to determine the acidity level of the taro
tape. The results of students’ psychomotor skills
during the pH test are listed in Table 5.
Table 5. Psychomotor score of pH test
No

1

2

Analysis of Student Psychomotor Development

3

Psychomotor aspects in chemistry learning are
assessed through laboratory practicum (Fadhel et
al., 2024). This activity serves to hone student skills
effectively, increase expertise, and help develop
skills more optimally (Meishanti & Fariyanti, 2020).
Students’ psychomotor skills in applying projectbased worksheets and making taro tape with dragon
fruit peel were assessed during the test of the
product’s characteristics. The characteristic tests
include organoleptic, pH, and total titratable acid.
The psychomotor results of the students during the
organoleptic test are listed in Table 4.

4

1

2

3

4

Observed
Psychomotor
Observing the color of
taro tape to assess
uniformity and changes
due to fermentation
Tasting taro tape to
determine the level and
balance of flavor
Touching and chewing
the taro tape to
evaluate the softness
and uniformity of the
texture
Inhaling the aroma of
taro tape to detect the
characteristic odor of
fermentation

Overall Score

Average
Score

Category

100

Very good

100

Very good

100

Very good

100

Very good

100

Very
good

The pH meter was
calibrated by dipping it
in buffer 7 solution and
then drying it.
Rinse with distilled
water and then dry
again
Dissolve the sample
using distilled water
Immerse the pH meter
in the sample and
observe the pH scale
until it shows a precise
reading

Overall Score

Average
Score

Category

67

Good

100

Very good

83

Very good

100

Very good

88

Very
good

Based on the data, students’ skills in pH testing
were classified as very good, with an average score
of 88. The lowest score was found when calibrating
the pH meter using buffer solution 7, which was 67,
and was categorised as good. This relatively low
score indicates that some students still faced
difficulties distinguishing between the calibration
stage and the actual use of the instrument,
particularly among those performing the practice
for the first time, as their psychomotor skills had not
yet been fully developed. Calibration is a
fundamental skill that requires both conceptual
understanding and precision of movement, thus
demanding habituation and repeated practice.
Overall, students demonstrated good psychomotor
performance in pH testing and improved their basic
laboratory skills and understanding of the
importance of accuracy and reliability of results.
Another test is the total titratable acid test,
which determines the total amount of organic acids
in taro tape (Sijabat et al., 2024). Total acid analysis
is performed through acid-base titration. The
psychomotor results of students during the TAT
test are listed in Table 6.

Table 4. Psychomotor score of the organoleptic
test
No

Observed
Psychomotor

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Putrini S. Ertika et al.

Table 6. Psychomotor score of the TAT test
No
1
2
3
4
5
6
7
8
9

Observed
Psychomotor
Preparation of the
sample solution
Assembling
the
titration apparatus
Pouring
NaOH
solution
into
the
burette
Take
the
sample
solution to be analyzed
Adding bromothymol
blue (BTB) indicator
Doing titration
Reading the scale on
the burette
Determining
the
titration endpoint
Determining the total
titratable acidity

Overall Score

Average
Score

Category

86

Very good

86

Very good

72

Good

83

Very good

98

Very good

72

Good

67

Good

100

Very good

100

Very good

85

Very
good

During the titration process, students obtained
a score of 72, which was categorised as good,
indicating that although they understood the basic
steps of titration, further practice is required to
improve hand stability and control of the titrant
drop rate. In addition, students were able to observe
the colour change with sufficient accuracy;
however, the score for reading the burette scale
varied, with an average of 67, suggesting that
psychomotor accuracy in reading small scales
remains a challenge for some students, particularly
for those performing titration for the first time.
These results are consistent with the findings of
Budi & Masriani (2024), who reported that only
69% of students could correctly observe the volume
of titrant, suggesting that accuracy in volume
reading remains an area for improvement in
titration practice.
The determination of the titration endpoint
and the calculation of total titratable acidity were
performed excellently, each receiving a perfect score
of 100. This indicates the students’ ability to
accurately perform calculations and apply formulas
correctly. Overall, students showed good
psychomotor skills in conducting the TAT test
using acid-base titration, with an average score of
85.
This finding aligns with the study conducted by
Enawaty (2020), which reported that students’
psychomotor performance in acid-base titration
experiments achieved an average score of 82.16,
categorized as very good. Student activities during
the TAT test are shown in Figure 2.
Based on the data obtained, the overall results
of students’ psychomotor skills in the characteristic
test showed excellent skills in the various tests.
Students’ psychomotor scores reached an average
of 91, indicating high mastery of practicum skills.
These findings suggest that using project-based
worksheets supports students in progressing
through each stage of project-based learning and
effectively enhances their psychomotor abilities.
This statement is further supported by
Nurkanti et al. (2019), who emphasised that projectbased worksheets can optimally develop students’
psychomotor skills by emphasizing authentic
scientific processes and performance-based
assessment. Project-based librarianship has
effectively provided students with a more
meaningful and contextualized learning experience.
This study contributes to science education by
presenting an innovative approach to integrating
local food processing and the utilization of organic
waste into project-based chemistry learning aimed
at developing students’ psychomotor skills. The
project empowers students to understand the
chemical processes and reactions that occur during
fermentation in everyday life. In addition, this study
provides tangible benefits to the school community
by implementing project-based worksheets that
teachers can use to create more meaningful learning
experiences, while promoting active student
engagement in hands-on practice.

The data in Table 6 clearly show that students
effectively dissolved and diluted the samples during
the sample solution preparation stage, with an
average score of 86. However, some variation was
noted among groups. The skill of assembling the
titration apparatus also yielded an average score of
86; however, some students still need to improve
their psychomotor accuracy in positioning the
equipment and correctly distinguishing the
assembly stages. This finding aligns with a study by
Holly et al. (2018), which revealed that some
students still lack precision when assembling
titration equipment, particularly in small yet
significant aspects that impact the accuracy of
endpoint readings, such as failing to use a
contrasting background to observe indicator colour
changes better.
In the next stage, the skill of pouring the
NaOH solution into the burette received a lower
score of 72, indicating a need for improvement in
fine motor skills, particularly hand stability and
concentration, to prevent the formation of air
bubbles and ensure that the solution volume does
not exceed the required level. Meanwhile, the skills
of drawing the sample solution (score of 83) and
adding the BTB indicator (score of 98) were
categorized as very good, indicating careful mastery
of the practical procedures involved in the
experimental steps. This finding is consistent with
the results of Sakur & Masriani (2016), who noted
that many students still struggle with precision when
filling the burette with NaOH solution, particularly
in ensuring the absence of air bubbles that can affect
the accuracy of titration results. Nevertheless,
students also demonstrated attentiveness during the
sample-taking and indicator-adding stages, both of
which are crucial for the success of the titration.

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Anggarkasih, M. G., & Fatimah, A. I. F. (2022).
Penerapan project based learning dalam
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FKIP universitas tanjungpura pada praktikum
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Analisis kemampuan berpikir kreatif peserta
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Figure 2. Student activities in the TAT Test
This study faced limitations due to the limited
number of laboratory tools, some of which were not
in optimal condition. This situation required
students to take turns during practical sessions,
thereby reducing the efficiency of the
implementation time. Additionally, malfunctioning
equipment may have impacted the accuracy of
observations, particularly in pH testing and titration.
The number of subjects involved also limited the
study. Therefore, future research should involve a
larger number of participants and be conducted in
laboratories with better facilities, so that the results
are more accurate and the understanding of the
studied topic can be more comprehensive.
Conclusions
Based on the analysis of students’ ability to
work on project-based learning, the average score
was 92, indicating a very good category. The ability
to work on project-based worksheets for evaluating
the product received the highest score of 100. In
contrast, the stage of conducting experiments and
compiling prototypes received the lowest score of
88. Meanwhile, the analysis of students’
psychomotor development through the Taro Tape
Characteristics Test showed an average score of 91,
indicating a very good category. The psychomotor
component in the organoleptic test received the
highest score of 100, while the TAT test received
the lowest score of 85. The application of projectbased worksheets proved effective in developing
the stages of project-based learning and student
psychomotor skills through the dragon fruit peelassisted taro tape characteristics test. This result
demonstrates that project-based learning offers
students a practical and in-depth learning
experience through direct experimentation.
Acknowledgment
The author would like to express gratitude to
the lecturers of the Chemistry Education
Department at UIN Sunan Gunung Djati, Bandung,
who assisted the author in completing this research.
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