The Glycemic Index (GI) of Adlay (Coix lachryma-jobi var-mayuen) on Processed Products

Adlay or Job’s tears (Coix lachryma-jobi var ma-yuen) is one of minor cereals that is not used widely in Indonesia. Research on Adlay as a source of carbohydrate for diabetes patient is rarely found. Diabetes patient needs low Glycemic Index (GI) carbohydrate. As a source of carbohydrate for diabetes, Adlay has not yet been explored. The objective of this research was to determine Adlay processing method, which resulted in low GI product. In this research, first of all, Adlay was processed in three different treatments: (1) cooked with excessive water, like cooking rice; (2) puffed; and (3) flaked. The GI and gelatinization degree of the three types of processed products were then analyzed. Second of all, the ratio of margarine and sucrose in the Adlay flour and the ratio of water and coconut milk in flake products were determined. Biscuits and flakes were then analyzed using hedonic test involving 20 panelists to determine the preferred taste, flavor, texture, and appearance. The GI was then analyzed on the best result gained based on this test. The result showed that the processing method which resulted in low GI was flake (GI 51.3), with gelatinization degree of 35.6 %. Also, based on hedonic test, biscuits which were made of Adlay flour with margarine and sucrose ratio of 1:0.75 was the best one. Meanwhile, the best water and coconut milk ratio was 1: 1.  The GIs of both biscuits (GI 40) and flake (GI 36) was low (< 55)

Moral cognitive-based project learning in the development of early childhood prosocial behavior

Prosocial behavior refers to voluntary actions that are intended to help or benefit another individual or group of individual. Prosocial behavior aims to help increase the well-being of others because a person who performs prosocial acts contribute to the prospering and happy life of people or recipients of aid. Prosocial behavior includes sharing, cooperative, donating, helping, honesty, and generosity. Prosocial behavior can be developed from early childhood through a cognitive moral-based project learning process. Project learning provides opportunities for children to improve skills that have been mastered individually or in groups, fostering a child interest in what has been done in the project, manifesting creativity, working with others and responsible for the success of group goals and gaining a complete understanding of a concept. Project learning activities based on cognitive morals encourage children to understand moral dilemmas so that children can build a cognitive understanding of a prosocial behavior. The steps taken in cognitive moral-based project learning are: 1) start with the essential question, 2) design a plan for the project, 3) create a schedule, 4) assess the outcome, and 5) evaluate the experience