摘要：This research aims to (1) Determine the carbohydrate content in three types of wild taro.
(2) Assessing the effect of different types of yeast on ethanol produced. (3) Assessing the effect of fresh
and dried taro tubers on ethanol produced. (4) To find out the difference in learning outcomes of
students who use research-based LKS and those who do not use research-based LKS. Bioethanol is
obtained through fermentation using yeast. The method used is direct observation and testing of the
bioethanol produced. The carbohydrate content of taro kembaang (Colocasia esculenta) in wet
conditions is 23.04% and in dry conditions 78.433%. For kemumu forest (Alocasia macrorrhiza) in
wet conditions 20.08% and in dry conditions 79,725. For black taro (Xantomonas nigrum) 23.20% in
wet conditions and in dry conditions 72.622%. Traditional yeast produces more ethanol than
packaging yeast (Fermipan). More ethanol is produced in taro in dry conditions, namely kembaang
taro (Colocasia esculenta) 2.30%, kemumu taro forest (Alocasia macrorrhiza) 2.64% and black taro
(Xantomonas nigrum) 2.23%. Based on the fresh dried taro tuber, dried taro tubers produce more
ethanol. LKS which is a learning resource is used to determine whether there is a difference between
the experimental class and the control class using the T test. There are significant differences in
learning outcomes between the experimental classes using research-based LKS and the control class
that does not use research-based LKS which is characterized by the T test test where th> tk, th =
18.3138 and tk = 2.0085. So that the experimental class learning outcomes are better than the control
class.
