Development and Feasibility of a Problem-Based Learning E-Module Integrating Local Plantation Potential for Ecosystem Learning
Main Article Content
Abstract
Background. Integrating digital learning resources, Problem-Based Learning (PBL), and local potential can provide contextual learning experiences while supporting student-centered learning in biology education.
Aims. This study aimed to develop and determine the feasibility of a PBL-based e-module integrated with local potential for teaching the Ecosystem topic to Grade 10 high school students.
Methods. The study employed research and development using the ADDIE model, comprising analysis, design, development, implementation, and evaluation. The e-module incorporated local plantation agroecosystems, including oil palm, rubber, cassava, and sugarcane, from Tulang Bawang, Tulang Bawang Barat, and Mesuji Regencies. Material, media, and language experts evaluated product feasibility, while teacher responses and a small-group trial with 20 Grade 10 students at SMAN 1 Way Kenanga assessed usability. Data were collected using validation and response questionnaires and analyzed descriptively using percentages.
Result. The results showed that the e-module achieved feasibility scores of 84.44% for material, 89.00% for media, and 90.77% for language, all categorized as highly feasible. Teacher and student responses reached 85% and 83%, respectively, both categorized as very good. These findings indicate that the developed PBL-based e-module integrating local plantation potential is highly feasible and well received as a contextual digital learning resource for teaching ecosystems.
Conclusion. The e-module offers a locally relevant approach that connects ecosystem concepts with authentic environmental problems in students’ surrounding areas. Further research involving larger samples and experimental designs is needed to determine its effectiveness in improving students’ critical thinking, science process skills, and learning outcomes.
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