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Pasta dough, or fresh pasta, is a flour-based food product that is popular globally but has limitations in shelf life. This study aims to develop an innovative pasta dough by adding kluwek (Pangium edule), a local Indonesian ingredient, to enhance flavor, texture, aroma, and color. Kluwek was chosen due to its bioactive compounds, such as tannins, healthy fats, and minerals, as well as its potential as a natural flavor enhancer (umami) and preservative. This experimental study used variations of kluwek addition (8%, 10%, 12%) to the basic pasta dough (wheat flour, egg, salt). Data were collected through organoleptic tests by 30 panelists (trained and semi-trained) to evaluate color, aroma, taste, texture, and overall preference, as well as laboratory tests for proximate analysis (moisture, protein, fat, fiber, ash, carbohydrates, and tannins). The organoleptic test results showed that the 12% kluwek concentration produced pasta with a moderately brown color (score: 3.10), a moderate aroma (3.07), a sufficiently savory taste (3.03), and a chewy texture (3.43), which was significantly preferred over the 8% and 10% concentrations (p<0.05). Proximate analysis revealed superior nutritional content, including protein (13.80%), healthy fats (5.10%), fiber (2.05%), and tannins (0.41%). The moisture (24.05%) and ash (0.31%) levels met the SNI 3551:2015 standard for fresh pasta. In conclusion, the addition of 12% kluwek produces pasta with acceptable sensory properties and higher nutritional value. This innovation not only enriches the diversification of locally sourced pasta products but also opens opportunities for the commercialization of functional foods. Recommendations for further research include shelf-life stability testing, cyanide residue toxicity assessment, and formulation optimization with other additives.  

Effective educational planning requires a data-driven approach to optimize time, resources, and decision-making. Program Evaluation and Review Technique (PERT) is a project management method that can support this, especially in large-scale educational projects. This study aims to evaluate the effectiveness of PERT in educational planning, with a focus on time optimization, resource efficiency, and data-based decision-making. The method used is a literature study, by reviewing various library sources such as journals, books, and research reports. The results of the study indicate that PERT is able to reduce project implementation time, improve resource efficiency and PERT supports data-based decision-making. In conclusion, PERT is an effective method to improve the efficiency and effectiveness of educational planning. Successful implementation requires training, technology support, and good coordination between stakeholders.

This research discusses the optimization of implementing collaborative learning in the topic of norms and rules, integrating the Problem Based Learning (PBL) approach and Kahoot games with with assessments conducted both in groups and individually, along with observations by an observer. The study was conducted at MIN 1 Balikpapan with 28 students consisting of 12 male students and 16 female students. The assessment was designed to enhance students’ conceptual understanding and social skills through innovative and interactive methods. Observation results show that students are able to communicate and work together effectively in groups, while the presentation and question and answer stages encourage critical thinking skills and self-confidence. The group-based Kahoot game created a fun and competitive atmosphere, increasing students’ motivation and engagement in learning. Individual evaluations conducted at the end of the assessment measured the extent of students' understanding after the collaborative learning process. Overall, this assessment approach successfully fostered an active learning environment that supported the development of students' understanding of the material, social skills, and independent learning abilities. Final results showed that 29% of students achieved a perfect score of 100, 32% scored 90, 21% scored 80, and 14% achieved a passing grade with a score of 70. Only 4% of students did not meet the passing criteria, scoring 60. These findings demonstrate that the majority of students were able to achieve satisfactory learning outcomes.