Strategy mapping for reopening school canteen in new normal era by safety and halal standard

Figures & data

Figure 1. Research methodology.

Table 1. Respondent list

	Type	Number of respondents	Qualification
Respondents for SWOT analysis	Food handlers	1	Muslim Minimum undergraduate degree Food handlers understand the internal conditions of the school canteen and have direct contact with food.
	School canteen managers	2	Muslim Minimum undergraduate degree The school canteen manager has responsibility for operational management.
	School principals	2	Muslim Minimum undergraduate degree The principal oversees the canteen manager and food handlers and has the functional role of supervising.
	Halal centre institute at the university level	1	Muslim Minimum master’s degree Halal experts have competency qualifications in food safety and halal food.
Total		6
Expert respondents for F-ANP analysis	School canteen managers	2	Muslim Minimum undergraduate degree The school canteen manager understands the operational management and is responsible for the internal management of the school canteen, so opinion is important in formulating strategies.
	School principal	1	Muslim Minimum undergraduate degree The school principal has a functional and strategic role in the school canteen’s management.
	The public health department in local government	1	Muslim Minimum master’s degree The public health department must protect the community from unhealthy food distribution, including in the school canteen. One of the programmes is socialisation and canteen development. The public health department coordinates with schools in developing a healthy canteen programme. Therefore, the role of the public health departments is vital in strategy formulation.
	Ministry of religious affairs in local government	1	Muslim Minimum master’s degree Ministry of religious affairs has a programme to strengthen halal canteens and control halal food regulations. The opinion is important in formulating a safe and halal canteen strategy.
	Halal centre institute at the university level	1	Muslim Minimum master’s degree Halal experts have competence in food safety and the Halal Assurance System (HAS).
Total		6

Table 2. Internal and external factors in SWOT matrix for reopening school canteen in a new normal era

	Strength	Weakness
Internal Factor	S1: The price of the menu in the canteen is relatively affordable (Fitriani, 2020). S2: The role of the school canteen as a supporter of the learning process (Direktorat Sekolah Menengah Atas, 2020). S3: It has a big market share (Nurmaydha et al., 2019). S4: School management support to reopen canteens operational.	W1: Lack of knowledge and skills in human resources regarding food safety & halal menu processing and serving (Februhartanty et al., 2018). W2: During the COVID-19 pandemic, consumers lacked confidence in the food products sold outside (including in schools) (Karo & Hamonangan, 2021). W3: Restrictions Towards Community Activities (PPKM) and online schools during the COVID-19 pandemic have made it difficult to carry out canteen management activities. W4: Lack of commitment from the canteen management (managed by a single party and the absence of a regular management system) (Februhartanty et al., 2018). W5: School canteen facilities and infrastructure are inadequate W6: The need for nutritional value is not sufficient
	Opportunity	Threat
External Factor	O1: The existence of a safe and halal guaranteed canteen is still limited, so opportunities are more extensive (Nurmaydha et al., 2019). O2: The demand to provide school canteens that are guaranteed safe and halal according to the latest regulations (Pujiono et al., 2018). O3: Implementation of Face-to-face Learning (PTM) in the new normal era O4: The importance of consuming safe food during the COVID-19 pandemic increases consumer demand for healthy food (Karo & Hamonangan, 2021). O5: The role of the school committee (parent/guardian association) in supporting the student learning process.	T1: The acceptance of the school academic community, especially students, towards safe and halal canteens is still limited. T2: Students prefer to buy food outside the school canteen. T3: The COVID-19 pandemic has caused several food businesses to close (one of them is the canteen). T4: Many choices of online food products outside of school.

Table 3. Triangular fuzzy number (TFN)

Intensity of Importance	Linguistic Scale	TFN	Inverse
1	Equally important	(1,1,3)	(1/3,1/1,1)
2	Intermediate (equally important)	(1,2,4)	(1/4,1/2,1)
3	Quite important	(1,3,5)	(1/5,1/3,1)
4	Intermediate (quite important)	(2,4,6)	(1/6,1/4,1/2)
5	Strong important	(3,5,7)	(1/7,1/5,1/3)
6	Intermediate (strong important)	(4,6,8)	(1/8,1/6,1/4)
7	Stronger important	(5,7,9)	(1/9,1/7,1/5)
8	Intermediate (stronger important)	(6,8,9)	(1/9,1/8,1/6)
9	Absolutely more important	(7,9,9)	(1/9,1/9,1/7)

Source: Liou & Chuang, (2010)

Figure 2. IE matrix.

Table 4. IFE matrix

Internal Factor	Weight	Rating	Score
Strength
S1: The price of the menu in the canteen is relatively affordable.	0.093	3	0.278
S2: The role of the school canteen as a supporter of the learning process.	0.110	4	0.439
S3: It has a big market share.	0.093	3	0.278
S4: School management support to reopen canteens operational.	0.114	4	0.456
Weakness
W1: Lack of knowledge and skills in human resources regarding food safety & halal menu processing and serving.	0.105	2	0.211
W2: During the COVID-19 pandemic, consumers lacked confidence in the food products sold outside (including in schools).	0.084	2	0.169
W3: Restrictions Towards Community Activities (PPKM) and online schools during the COVID-19 pandemic made it difficult to carry out canteen management activities.	0.110	2	0.219
W4: Lack of commitment from the canteen management (managed by a single party and the absence of a regular management system).	0.097	2	0.194
W5: School canteen facilities and infrastructure are inadequate.	0.093	3	0.278
W6: The need for nutritional value is not sufficient.	0.101	3	0.304
Total	1.000		2.827

Table 5. EFE matrix

External Factors	Weight	Rating	Score
Opportunity
O1: The existence of a safe and halal guaranteed canteen is still limited, so opportunities are more extensive.	0.106	3	0.318
O2: The demand for school canteens that are guaranteed safe and halal meets the latest regulations.	0.124	4	0.498
O3: Implementation of face-to-face learning in the new normal era.	0.111	4	0.442
O4: The importance of consuming safe food during the COVID-19 pandemic increases consumer demand for healthy food.	0.124	4	0.498
O5: The role of the school committee (parent/guardian association) in supporting the student learning process.	0.124	3	0.373
Threat
T1: The acceptance of the school academic community toward safe and halal canteens is still limited, especially among students.	0.111	2	0.221
T2: Students prefer to buy food outside the school canteen.	0.088	3	0.263
T3: The COVID-19 pandemic has caused several food businesses to close (one of them is the canteen).	0.106	2	0.212
T4: Many choices of online food products outside of school.	0.106	2	0.212
Total	1.000		3.037

Table 6. SWOT matrix for reopening school canteen in new normal era

Internal External	Strengths (S)	Weaknesses (W)
	S1: The price of the menu in the canteen is relatively affordable. S2: The role of the school canteen as a supporter of the learning process. S3: It has a big market share. S4: School management support to reopen canteen’s operational.	W1: Lack of knowledge and skills in human resources regarding food safety & halal menu processing and serving. W2: During the COVID-19 pandemic, consumers lacked confidence in the food products sold outside (including in schools). W3: Restrictions Towards Community Activities (PPKM) and online schools during the COVID-19 pandemic have made it difficult to carry out canteen management activities. W4: Lack of commitment from the canteen management (managed by a single party and the absence of a regular management system). W5: School canteen facilities and infrastructure are inadequate. W6: The need for nutritional value is not sufficient.
Opportunities (O)	SO Strategies	WO Strategies
O1: The existence of a safe and halal guaranteed canteen is still limited so opportunities are more extensive. O2: The demand to provide school canteens that are guaranteed safe and halal according to the latest regulations. O3: Implementation of Face-to-face Learning (PTM) in the new normal era. O4: The importance of consuming safe food during the COVID-19 pandemic increases consumer demand for healthy food. O5: The role of the school committee (parent/guardian association) in supporting the student learning process.	SO1: Develop safe and halal school canteens considering affordable menu prices (S1,3-O1,2). SO2: Implementing procedures for reopening school canteens by considering COVID-19 protocols (social distancing, hand washing, serving regulations) and improving the canteen supporting facilities, and re-arranging the layout considering COVID-19 protocols (S2, 3-O3,4). SO3: Re-formulating the menu considering food safety and halal (taking into account the use of raw materials, additives, and food processing) (S2,3-O1,2,3,4). SO4: Conducting healthy, safe, and halal canteen management training for the responsible parties (school principals, teachers, canteen managers, and food handlers) (S1,2,3-O1,2,3,4).	WO1: Conduct training on processing and serving safe and halal menus for canteen managers and food handlers (W1,2,4,6-O1,2,4). WO2: Evaluate and re-formulate the menus (if there are ingredients that do not meet the safety and halal requirements) and apply Good Ready-to-Serve Food Production Methods (CPPSSB) (W2,4,6-O1,2,4). WO3: Prepare the supporting infrastructure and study the procedures for reopening the school canteen (W3,4,5-O1,3,4). WO4: Periodic supervision is needed to develop school canteen management by the Public Health Office or private institution (only for private schools) (W4,5,6-O1,2). WO5: Involving the school committee in the management of the canteen (W2,4-O5).
Threats (T)	ST Strategies	WT Strategies
T1: The acceptance of the school academic community toward safe and halal canteens is still limited, especially among students. T2: Students prefer to buy food outside the school canteen. T3: The COVID-19 pandemic has caused several food businesses to close (one of them is the canteen). T4: Many choices of online food products outside of school.	ST1: Serving a variety of safe and halal menus according to the purchasing power of the school’s academic community, especially students (S1,3-T1,2). ST2: Identify student’s favourite snacks to re-formulate new menus that are safer and more halal following food trends outside of school (S1,3-T2,4). ST3: Reopen the canteen by implementing the procedure for opening the school canteen during the new habit period (taking into account the time limit and shift system for canteen workers or employees) (S2-T2,3). ST4: Increase student’s awareness of safe and halal food through the learning process (S2,4-T1,2).	WT1: Conduct education according to the needs of school academia, for example, the fundamentals of food safety and halal assurance system (students, teachers, and school principals) and healthy, safe, and halal canteen management procedures (canteen managers and food handlers) (W1,2,4-T1,2). WT2: Develop new menus or re-formulation of existing menus (considering academia’s tastes and selection of materials and processes that ensure food safety, halal, and nutrition) (W2-T2). WT3: Implement a shift system for tenants (for example, tenant A: Monday, tenant B: Tuesday, etc.) (W3-T3). WT4: Establish a commitment to managing healthy, safe, and halal canteens continuously with discussions and communication between responsible parties (W4-T3).

Figure 3. The fuzzy-ANP network structure for reopening school canteen in a new normal era.

Table 7. Priority strategy weighting

Strategy Weight			Sub-strategies Weight			Final Weight
Strategy	Weight (ANP)	Weight (F-ANP)	Sub-strategy	Weight (ANP)	Weight (F-ANP)	Weight (ANP)	Ranking	Weight (F-ANP)	Ranking
SO	0.230	0.256	SO1	0.654	0.680	0.150	2	0.174	2
			SO2	0.110	0.144	0.025	11	0.037	9
			SO3	0.095	0.072	0.022	13	0.018	16
			SO4	0.141	0.104	0.033	10	0.027	14
WO	0.186	0.213	WO1	0.355	0.251	0.066	5	0.053	6
			WO2	0.214	0.220	0.040	8	0.047	8
			WO3	0.255	0.227	0.047	7	0.048	7
			WO4	0.109	0.168	0.020	14	0.036	10
			WO5	0.068	0.134	0.013	17	0.029	13
ST	0.159	0.170	ST1	0.654	0.562	0.104	3	0.096	3
			ST2	0.110	0.156	0.018	15	0.027	15
			ST3	0.095	0.098	0.015	16	0.017	17
			ST4	0.141	0.184	0.023	12	0.031	11
WT	0.425	0.361	WT1	0.193	0.263	0.082	4	0.095	4
			WT2	0.119	0.156	0.050	6	0.056	5
			WT3	0.094	0.083	0.040	9	0.030	12
			WT4	0.594	0.499	0.252	1	0.180	1
Total	1	1				1		1

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Data availability statement

Data are available upon request from the corresponding author