Developing Future Biomedical Innovators Through Challenge-Based Learning Using Breast Milk-Derived Bioactive Peptides in Cancer Research Education

Nicholas Renaldo; Achmad Tavip Junaedi; Nyoto Nyoto; Suhardjo Suhardjo; Amries Rusli Tanjung; Gusrio Tendra; Jahrizal Jahrizal; M. Dalil; Jaswar Koto; Sulaiman Musa

doi:10.61230/reflection.v4i3.168

Authors

Nicholas Renaldo Institut Bisnis dan Teknologi Pelita Indonesia, Indonesia
Achmad Tavip Junaedi Institut Bisnis dan Teknologi Pelita Indonesia, Indonesia
Nyoto Nyoto Institut Bisnis dan Teknologi Pelita Indonesia, Indonesia
Suhardjo Suhardjo Institut Bisnis dan Teknologi Pelita Indonesia, Indonesia
Amries Rusli Tanjung Institut Bisnis dan Teknologi Pelita Indonesia, Indonesia
Gusrio Tendra Institut Bisnis dan Teknologi Pelita Indonesia, Indonesia
Jahrizal Jahrizal Universitas Riau, Indonesia
M. Dalil Universitas Riau, Indonesia
Jaswar Koto Ocean and Aerospace Research Institute, Japan
Sulaiman Musa Bayero University, Nigeria

DOI:

https://doi.org/10.61230/reflection.v4i3.168

Keywords:

Challenge-Based Learning, Biotechnology Education, Breast-Milk-Derived Bioactive Peptides, Cancer Research Education, Scientific Reasoning, Biomedical Innovation

Abstract

The integration of emerging biomedical research into higher education offers opportunities to develop scientific reasoning, biotechnology literacy, and innovation-oriented competencies. This study explores the potential of Challenge-Based Learning (CBL) through breast-milk-derived bioactive peptides and cancer research as an authentic context for biotechnology education. A qualitative descriptive research design is employed, involving students from biotechnology, biology, biomedical science, or related higher education programs. Data are collected through students’ written reflections, group discussions, and proposed solutions developed during structured learning activities. The data are analyzed thematically to examine three dimensions: biotechnology literacy and understanding of scientific evidence, scientific reasoning and critical thinking, and biomedical innovation and responsible problem-solving. The study positions breast-milk-derived bioactive compounds as a context for examining molecular biology, evaluating experimental and clinical evidence, and understanding the translation of scientific discoveries into potential therapeutic applications. Rather than treating emerging biomedical research as established clinical practice, the learning framework emphasizes scientific accuracy, recognition of uncertainty, and ethical responsibility. This study is expected to contribute to biotechnology education by providing insights into the use of authentic biomedical challenges to support interdisciplinary learning and responsible innovation. The findings may inform the design of educational activities that connect scientific knowledge with contemporary biomedical research without requiring specialized laboratory facilities.

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