Development of Project-Based Learning Assisted by Modules and the Ethnopedagogy of “Tapai Making” in Biotechnology Materials to Enhance Learning Motivation and Creativity of Phase E Students

Abstract

Biotechnology content at Phase E is often perceived as abstract, so students’ learning motivation and creativity are not yet optimal.. Research and development used the ADDIE model. Feasibility was assessed by a content expert, a media expert, and two practitioners, and readability was tested with six students. Motivation and creativity instruments underwent content validation and empirical validity testing with 24 students, and all items met the criteria. MANOVA prerequisite tests included normality, Box’s Test, and Levene. The supporting lesson plan (RPP) was also validated (mean 3.79, high category), and the tapai project was designed through planning, experimentation, documentation, presentation, and reflection stages. Effectiveness was tested using a pretest–posttest control group design in two Grade X classes at SMAN 1 Kampar Timur (30 students in each class) with N-gain and MANOVA analyses. Content expert validation was in the high category (mean 3.45), media expert validation was in the moderate category (2.60), and practitioner validation was high (3.61 and 3.95). Readability testing indicated a very high category (scores 92–99). The PjBL e-module with the tapai ethnopedagogical approach is feasible for use and effectively improves Phase E students’ motivation and creativity in biotechnology content, and it has the potential to be adopted in other schools.