Minat Tinggi, Keterampilan Tertinggal: Kesenjangan Capaian Afektif Dan Psikomotorik Dalam Integrasi Etnokuliner Jambi Pada Kurikulum Pendidikan Vokasional Seni Kuliner

Abstract

Preserving regional ethnoculinary heritage through formal education has become urgent as modern gastronomy and international fast food continue to displace traditional dishes from public space. Vocational culinary higher education occupies a strategic position to bridge this preservation effort, yet its effectiveness is rarely measured across all three learning domains simultaneously. This study aims to analyse the integration of Jambi ethnoculinary local wisdom into the curriculum of the Vocational Culinary Arts Education Study Program at Universitas Muhammadiyah Muara Bungo (UMMUBA) and to map its achievement across the cognitive, affective, and psychomotor domains. A descriptive design with a sequential explanatory mixed-methods approach was employed, involving the entire population of 20 active students through total sampling, together with three course lecturers selected purposively as informants. Data were collected through a structured questionnaire, a curriculum-document observation sheet, a laboratory practice observation sheet, and semi-structured interviews. The findings show that students' overall perception of ethnoculinary integration reached 83.75%, categorised as very high; however, achievement across the learning domains was uneven, namely affective 90%, cognitive 82%, and psychomotor only 76%. The 14-point gap between the affective and psychomotor domains indicates that the principal barrier to integration does not lie in student interest, but in the absence of standardised traditional recipes and the scarcity of standardised teaching materials. The practical implication is the need for outcome-based curriculum reconstruction that explicitly states local dish competency standards, accompanied by the development of practicum modules with fixed grammage. The originality of this article lies in the empirical mapping of the inter-domain achievement gap as a diagnostic instrument for vocational readiness in transforming Jambi's culinary heritage into modern pedagogy.

Keywords: Jambi Ethnoculinary; Curriculum Integration; Vocational Culinary Arts Education; Learning Domain Achievement; Recipe Standardisation.