THE EFFECTS OF DISCOVERY LEARNING AND SELF-REGULATED LEARNING ON INNOVATIVE FUSION CUISINE SKILLS IN CULINARY ARTS EDUCATION

Advancements in culinary arts education emphasize active pedagogical strategies to foster innovative fusion cuisine skills, addressing the global gastronomy sector's demand for cultural amalgamation and technological integration. This study investigates the effects of discovery learning augmented by self-regulated learning (SRL) on students' creative competencies, focusing on digital incorporation in developing regions, to bridge gaps in traditional rote-based programs. A mixed-methods explanatory sequential design was employed with 135 fifth-semester culinary arts students at Universitas Negeri Medan. The quantitative phase used a quasi-experimental setup with block randomization into experimental (discovery learning, n=69) and control (traditional instruction, n=66) groups, assessing SRL via adapted MSLQ surveys and innovative skills through portfolio rubrics. The qualitative phase involved semi-structured interviews with 10 students and 5 instructors, analyzed thematically using NVivo. Discovery learning significantly enhanced SRL indicators and innovative fusion skills (mean scores: 87,5 vs. 74,6 for high SRL), with a notable interaction effect (F(2,129)=4,35, p=0,015, partial η²=0,068). Qualitative themes highlighted increased engagement, creativity (e.g., "Rendang Sushi"), SRL practices, and challenges like resource limitations and digital equity issues. Discovery learning, amplified by SRL, outperforms traditional methods in cultivating innovative fusion cuisine skills, with recommendations for scaffolding, institutional investments, and technology integration (e.g., VR/AI). Future research should explore longitudinal impacts and multinational contexts to enhance vocational culinary training.