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Abstract

This classroom action research aimed to 1) analyze best practices in context-based learning for nutrition courses that promote understanding of nutrition concepts, and 2) study student satisfaction with context-based learning. The target group consisted of 7 first-year vocational certificate students in Food and Nutrition at Bangnara Technical College. The research instruments included 3 context-based learning plans for nutrition courses, 4 hours each, 12 hours in total; nutrition concept understanding assessment; student documents and assignments post-teaching records teaching observation forms student learning reflection journals and Satisfaction questionnaire on context-based learning. The research followed the PAOR cycle through 3 action cycles. The findings revealed that 1) Best practices in context-based learning consisted of 5 steps helped students achieve meaningful learning, connect content to real life, and apply knowledge in daily life. Analysis of nutrition understanding using thematic analysis showed that context-based learning helped students achieve complete conceptual nutrition understanding at a rate of 52.98%, though limitations were found in some areas requiring improvement, such as calculating nutritional values. Data from the study of nutrition understanding also demonstrated that context-based learning resulted in complete conceptual understanding among students across multiple topics; and 2) Students reported the highest level of satisfaction with context-based learning overall, with an average score of 4.50.

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