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The main raw material commonly used in making choux paste skin is wheat flour. The wheat flour used is high protein wheat flour. High protein wheat flour has a protein content of 14.45%, fiber 2.01%, and carbohydrates in the form of starch 78.36% (Industrial Research and Consultation Center, 2016). The amylose and amylopectin content in high protein wheat flour is 50.26% and 22.84% (Industrial Research and Consultation Center, 2016). Amylose plays a role in forming gel while amylopectin forms elastic properties. The formation of the dough framework can occur due to the gelatinization ability of starch when the dough is baked. To reduce dependence on the use of wheat flour in making choux paste skin, it can be overcome by increasing the use of local food ingredients, in accordance with Law Number 18 Article 1 Paragraph 16 of 2012 concerning Food of the Republic of Indonesia (UU No. 18/2012), "Food diversity is an effort increasing the availability and consumption of food that is diverse, nutritionally balanced and based on local resource potential."    

This research aims to determine the effect of applying a problem-based learning model with the following variables: 1) teacher activity, 2) student activity, and 3) cognitive learning outcomes of grade XI students, on competency standard choux paste at SMKN 2 Mojokerto. This type of research is experimental with a pretest-posttest control group design and uses two classes that act as experimental and control classes. The instruments used were pretest-posttest questions and observation sheets of teacher and student activities. Data analysis was carried out by independent sample t-test using SPSS 25 for Windows. The results of the independent sample t-test test for the pretest showed that the pretest in the two classes was not significantly different and it could be concluded that the two classes had the same initial ability. While the results of the independent t-test test for the posttest obtained a Sig. (2-tailed) of 0.034 which means that the significance value is <0,05. The conclusions on the results of this research are: 1) teacher activity is classified in the very good category, 2) student activity is classified in the very good category, and 3) student's cognitive learning outcomes in the experimental class have increased more than the control class.