Edubiotik : Jurnal Pendidikan.
Biologi dan Terapan ISSN 2528-679X .
ISSN 2597-9833 .
Vol.
No.
September 2024, pp.
154 Ae 168 Available online at:
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php/edubiotik Research Article Development of PjBL teaching module based on Jombang's local wisdom for training science entrepreneurship skills Rinaldiyanti Rukmana 1,a.
Endang Susantini 1,b*.
Raharjo 1,c.
Mohamad Termizi Borhan 2,d 1 Biological Education Master Program.
Universitas Negeri Surabaya.
Surabaya.
Indonesia 2 Biology Department.
Universiti Pendidikan Sultan Idris.
Tanjung Malim.
Perak.
Malaysia Email: rinaldiyanti.
23009@mhs.
id 1,a, endangsusantini@unesa.
id 1,b*, raharjo@unesa.
id 1,c, termizi@fsmt.
my 2,d * Corresponding author Article Information Article History:
Submitted: 2024-12-24 Revision: 2024-12-30 Accepted: 2024-12-30 Published: 2024-12-31 Keywords:
Local wisdom.
science entrepreneurship Publisher Biology Education Department Universitas Insan Budi Utomo.
Malang.
Indonesia
ABSTRACT
Utilizing local wisdom in teaching and fostering life skills such as science entrepreneurship has become an urgent priority, especially in meeting the demands of Society 5.
This study aims to develop a valid project-based learning (PjBL) teaching module, grounded in Jombang's local wisdom, to train high school students in science entrepreneurship skills.
The type of research is development (R&D), and the development model used is ASSURE.
The subject of the research is the teaching module developed for 10th-grade high school students on waste The research instruments used are interview sheets and validity The type of research data uses quantitative descriptive analysis, and the research data analysis techniques include qualitative data in the form of interview results regarding local wisdom in the sugarcane plantation area of Jombang, and quantitative data in the form of validity sheets filled out by expert validators and The validation results of the teaching module developed by the researchers received an average score of 3.
76, categorizing it as highly valid.
The study demonstrates that the PjBL module on waste management is valid for training science entrepreneurship skills.
These skills are cultivated by integrating biology content on waste management with a project involving the production of briquettes from sugarcane bagasse waste.
This integration promotes environmental conservation through the zero-waste concept within a projectbased learning framework.
How to Cite Rukmana .
Susantini.
Raharjo.
, & Borhan.
Development of PjBL teaching module based on JombangAos local wisdom for training science entrepreneurship skills.
Edubiotik : Jurnal Pendidikan.
Biologi dan Terapan, 9.
, 154Ae168.
https://doi.
org/10.
33503/ebio.
Copyright A 2024.
Rukmana et al.
This is an open-access article under the CC-BY-SA license INTRODUCTION Entrepreneurship is a skill that equips individuals with a business-oriented mindset and the ability to develop enterprises (Lackyus, 2.
Entrepreneurial skills have become a crucial life skill in the Society 5.
0 Era and guided Science Technology Engineering and Mathematics (STEM) based education, edubiotik@uibu.
: https://doi.
org/10.
33503/ebio.
Edubiotik : Jurnal Pendidikan.
Biologi dan Terapan Vol.
No.
, pp.
154 Ae 168 as individuals are required to balance technology with humanistic values (Dordevic et al.
, 2023.
(Qudratuddarsi et al.
, 2.
In line with this, entrepreneurship education plays a pivotal role in preparing students to face the increasingly complex and dynamic challenges of the workforce, particularly in business development.
However, research findings indicate that a lack of practical entrepreneurial experience and inadequacies in the curriculum remain major obstacles in fostering entrepreneurial skills among high school students in Indonesia (Porfyrio et al.
, 2.
Entrepreneurship-based learning serves as a crucial pillar in driving economic growth and development (Al Mamun et al.
, 2.
Another study identified measurable indicators of academic achievement within science entrepreneurship thinking skills, including observation, new ideas, innovation, creativity, and societal values (Rahman et al.
, 2.
Meanwhile, entrepreneurial skills indicators across various fields including science entrepreneurship (Acs et al.
, 2.
include: .
problem observation based on scientific analysis, reflecting students' ability to analyze issues and theoretical concepts.
product innovation, demonstrating students' skills in developing solutions and innovative products to address identified problems.
research outcome analysis, where students demonstrate the ability to analyze sales results.
reflection, indicating students' self-awareness in relation to their efforts.
These skills are cultivated to enhance students' abilities in science entrepreneurship.
In fact, local wisdom can be a vital asset in education and the integration of local wisdom into teaching materials serves as a means to preserve local culture, foster environmental awareness, and protect the local environment (Haka et al.
, 2.
Studies show that local wisdom can enrich students' understanding of science concepts and increase their learning motivation (Jufrida et al.
, 2.
example of local wisdom, such as the Nyadran Uri Uri-Bukak Giling tradition found in the sugarcane plantation areas of Jombang, offers a unique concept of the belief in "siso," which means not leaving waste from sugarcane processing, with the belief that failing to do so will bring divine retribution.
The PjBL model can help students develop science entrepreneurship skills by managing sugarcane bagasse waste into high-value products, which is expected to contribute to environmental conservation efforts through the zero-waste concept.
This learning approach, which incorporates local wisdom and the conservation principle of zero waste, can be applied in Biology lessons on Waste Management for Grade 10 at the end of Phase E under the Merdeka Belajar Curriculum.
This curriculum prioritizes learning based on local wisdom, yet many teachers still need to integrate local wisdom into their teaching practices in alignment with students' surrounding environments (Sary et al.
, 2.
Several previous studies have also shown that teaching modules based on valid local wisdom can be effectively used in biology lessons (Haka et al.
, 2.
Other research indicates that the PjBL model is effective in training entrepreneurship skills, particularly bioentrepreneurship (Rukmana et al.
, 2.
This is further supported by findings from Abdullahi et al.
, which demonstrate that teaching modules integrated with project-based learning (PjBL) are highly effective in developing entrepreneurial skills.
The entrepreneurship-based PjBL model has also been shown to improve student learning outcomes (Jannah & Khairuna, 2.
Entrepreneurial skills, particularly science entrepreneurship, can be developed by integrating biology content with project-based activities within the PjBL module (Shiyamsyah et al.
, 2.
Other studies indicate that this PjBL model not only enhances learning outcomes but is also effective in fostering entrepreneurial skills (Hayuningtyas et al.
, 2.
However, there is a research gap concerning the impact of PjBL, particularly on science While several studies have focused on the effects of PjBL on entrepreneurship education in general, research on its application and effectiveness within the context of science entrepreneurship remains limited (Hayati, 2022.
Santoso et al.
, 2.
The development of biology Rukmana et al.
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154 Ae 168 modules based on local wisdom has yet to be widely adopted in school curricula (Lestari et al.
, 2.
Therefore, this study aims to develop and produce a PjBL teaching module based on Jombang's local wisdom, , in the topic of waste management, to train high school students in science entrepreneurship skills, as evaluated by expert validation.
RESEARCH METHODS
The type of research used in this study is Research and Development (R&D).
This research develops a teaching module based on local wisdom, designed using the ASSURE model.
The ASSURE model is an instructional and learning plan that can be adopted to plan, identify, set objectives, select media and teaching methods, and conduct evaluations (Prihatmi et al.
, 2.
The ASSURE model consists of six stages: .
analyze learner characteristics, .
state objectives, .
select, modify, or design media, .
utilize media, .
require learner responses, and .
The type of research data uses quantitative descriptive analysis, and the research data analysis techniques include qualitative data in the form of interview results regarding local wisdom in the sugarcane plantation area of Jombang, and quantitative data in the form of validity sheets filled out by expert validators and The research was conducted from May 2024 to August 2024.
It began with the analysis of local wisdom in the sugarcane plantation areas of Jombang.
East Java, which would later be used in the development of the teaching module.
The data collection technique employed a validation questionnaire, while data analysis used descriptive analysis to assess the validity scores and validity levels.
The validity criteria were determined by matching the average total score percentage of validity, as shown in Table 1.
Table 1.
Likert Scale.
Likert Scale Criteria Very valid Valid Less valid Not valid The scores provided by the experts are processed to calculate an average score, after which an interpretation criterion is determined.
A teaching module can be considered valid and suitable for use if the minimum level of validity achieved meets an acceptable threshold (Sary et al.
, 2.
The average score is calculated using the following formula:
The total score for each criterion from all valid expert Average score = ( .
Total of validation number The interpretation criteria are divided into several types, as shown in Table 2 below:
Table 2.
Interpretation Criteria for Likert Scale.
Likert scale 6 O P O 4.
6 O P O 3.
6 O P O 2.
1 O P O 1.
Criteria Very valid Valid Less valid Not valid If the level of validity achieved falls below an acceptable threshold, revisions must be made until a valid teaching module is obtained.
Rukmana et al.
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FINDING AND DISCUSSION
This research resulted in a Project-Based Learning (PjBL) module based on Jombang's local wisdom, specifically for waste management material.
The module aims to train high school students in science entrepreneurship skills.
The developed teaching module contains waste management material for 10th-grade high school students, utilizing the Project-Based Learning (PjBL) model.
The activities are carried out over four meetings: in meetings 1 and 2, students undertake a project to create briquettes using sugarcane bagasse waste, while in meetings 3 and 4, they engage in follow-up entrepreneurship projects.
The moduleAos validation is assessed based on several aspects, including presentation feasibility, content feasibility, and language feasibility.
The first stage is the analysis phase.
The general analysis of student characteristics for this research is their ages range from 15 to 17 years old, and they come from various regions, as they are part of a modern Islamic boarding school that accepts students from across the country, from Aceh to Papua.
This information was gathered through brief interviews with homeroom teachers, students, school staff, and dormitory supervisors.
The analysis of specific competencies aims to gather information on students' particular skills.
One way to assess these skills is by asking questions that encourage students to explore new material.
Moreover, the Project-Based Learning (PjBL) module based on Jombang's local wisdom has not yet been used in biology lessons, particularly in the waste management material.
The use of teaching modules on waste management to develop science entrepreneurship skills is also uncommon.
This situation presents a valuable opportunity to conduct trials on the implementation of the PjBL module, in the waste management material to train science entrepreneurship skills in students at Trensains high school Tebuireng.
The analysis of learning styles aims to understand the psychological characteristics of students in their learning interactions.
Information about students' learning styles was gathered through interviews with homeroom teachers regarding students' study habits.
This also presents a valuable opportunity for the researcher to conduct trials using the Project-Based Learning (PjBL) module based on JombangAos local wisdom, in the waste management material to train science entrepreneurship skills in students at Trensains high school Tebuireng.
The analysis of local wisdom aims to gather information about events, habits, culture, or traditions in Jombang.
The information obtained is then integrated into the science entrepreneurship skill indicators based on observed phenomena.
The results of this analysis serve as the foundation for developing questions used as exercises for students.
One example of local wisdom is the Nyadran Uri Uri-Bukak Giling tradition, which marks the beginning of the sugarcane milling season.
The local community performs various rituals to pray for smooth and successful sugar production.
A key aspect of this tradition is the concept of Ausiso,Ay which means producing no sugarcane processing waste.
This reflects the principle of zero waste, where every part of the sugarcane is fully utilized, leaving nothing to be discarded.
The concept of AusisoAy also carries a spiritual meaning, signifying the desire to avoid being "disiso" or punished by God.
This reflects the local communityAos deep awareness of the importance of maintaining harmony with nature and respecting God's creations by ensuring that no part of the sugarcane is wasted.
Through this practice, the community strives to live in balance with nature and prevent environmental damage, showing their commitment to sustainability and ecological stewardship.
The curriculum analysis was conducted to align the potential of Jombang's local wisdom with appropriate materials for teaching students.
It was also adjusted to fit the learning objectives of biology Rukmana et al.
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154 Ae 168 and to formulate the learning trajectory and the achievement of the Pancasila student profile.
The research findings on curriculum analysis indicate that this project-based activity is linked to all aspects of the Pancasila student profile.
Integrating local wisdom into learning needs to be developed to support teaching under the Kurikulum Merdeka (Rafidah et al.
, 2.
Although all aspects of the Pancasila student profile can be related to the learning in this study, the focus is narrowed to three specific aspects to ensure more targeted and specific instruction.
The focus areas of this research are: .
Faith in God.
Devotion, and Noble Character, .
Cooperation, and .
Creative Thinking.
The first project involves creating a high-value creative product aromatherapy briquettes made from sugarcane bagasse waste, with various variations according to individual creativity.
The second project focuses on entrepreneurship, involving the marketing and sales of the briquette products.
Learning that integrates local wisdom values not only fosters a love for local culture but also stimulates curiosity and helps shape students with strong character (Hunaepi et al.
, 2.
It also indicates that students are happy and have an interest in learning with ethnoscience (Prabowo et al.
, 2.
Integrating local wisdom into science education can enhance students' analytical thinking skills and their appreciation for their cultural heritage (Fajri et al.
, 2.
In addition, meaningful understanding can also be imparted to students.
The expected meaningful understanding is that students will be able to analyze the interrelationship between four key aspects: .
the values of local wisdom, .
environmental conservation through the zero-waste principle, and .
the encouragement of entrepreneurship.
Another expectation is that through studying waste management, both students and teachers will be able to identify the beneficial and harmful impacts of waste, as well as understand the advantages of processed products made from waste, particularly sugarcane bagasse.
Moreover, students and teachers will be able to utilize and maximize the potential of their surrounding environment, turning it into entrepreneurial opportunities.
The state objective phase results in the formulation of learning objectives, which are based on the learning outcomes aligned with the Kurikulum Merdeka.
In the Select.
Modify, or Design Media phase, modifications are made to the teaching module by integrating local wisdom and incorporating exercises aimed at developing students' science entrepreneurship skills.
The module is designed to emphasize local wisdom as a real-world application of the waste management material being studied.
This teaching module is supplemented with student worksheets 1 and 2, answer keys for student worksheets 1 and 2, as shown in Figure 1, and is optimized by utilizing the available features to enhance the learning The developed teaching module covers waste management material for 10th-grade high school students using the Project-Based Learning (PjBL) model.
The activities are carried out over four meetings:
meetings 1 and 2 involve a project to create briquettes from sugarcane bagasse waste, while meetings 3 and 4 focus on a follow-up entrepreneurship project.
The module's validity was assessed based on several aspects, including presentation feasibility, content feasibility, and language feasibility.
Validation was conducted by one teacher and two expert lecturers who serve as experts.
The validation results are summarized in Table 3.
Overall, the teaching module achieved an average validity score of 3.
categorized as highly valid, indicating that the module is very suitable for use in teaching.
The overall validation results are presented in Figure 2.
Rukmana et al.
Ae Development of PjBL teaching module based on Jombang's local wisdom .
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, pp.
154 Ae 168 .
Figure 1.
Display of a PjBL (Project-Based Learnin.
teaching module grounded in local wisdom: 1a.
Cover page of the module.
Cover page of Student Worksheet 1.
Feature mapping in the student worksheet.
Example of a content page from Student Worksheet 1, integrating local wisdom.
Cover page of Student Worksheet 2.
Content page from the student worksheet focusing on science entrepreneurship, equipped with a QR Code scan.
The recap of the validity of the teaching module, as shown in the Figure 2, indicates that the average scores for each aspect are as follows: language structure received a score of 4.
use of terminology scored 3.
quality of language use also received a score of 4.
references scored 4.
science entrepreneurship aspect received a score of 3.
local wisdom scored 4.
the Project-Based Learning aspect received a score of 3.
the content aspect scored 3.
alignment with the curriculum received a score of 3.
text and layout received a score of 3.
and overall presentation scored 3.
These scores suggest a strong validation of the teaching module across various dimensions, highlighting its effectiveness and suitability for educational purposes.
Rukmana et al.
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Average Feasibility of the Teaching Module Edubiotik : Jurnal Pendidikan.
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154 Ae 168 Graph of Validation Results for the PJBL Teaching Module Based on Jombang Local Wisdom to Develop Science Entrepreneurship Skills Figure 2.
Teaching Module Validity Results Table 3.
ExpertsAo Validation Results of the PJBL Teaching Module Based on Jombang Local Wisdom on Waste Management Material to Develop Science Entrepreneurship Skills for High School Students Indicator Average Category Components of Feasibility for Teaching Module Presentation .
Visual Aspect Very valid .
Text and Layout Aspect Very valid .
Image Aspect Very valid Average Feasibility of Presentation Very valid Components of content feasibility in the teaching module .
Aspect of content alignment with the curriculum Very valid .
Material Aspect Very valid .
Project based learning aspect Very valid .
Local wisdom aspect Very valid The material presented is based on local wisdom in the Jombang plantation The material reflects the values contained in the local wisdom of Jombang The material provides insights into the importance of preserving Jombang's local wisdom .
Science entrepreneurship skills aspect Very valid Learning objectives include activities that can train science entrepreneurship The PJBL teaching module based on local wisdom in the Jombang plantation area includes indicators to train science entrepreneurship skills There are learning resources .
ooks, worksheet.
that can train science entrepreneurship skills Assessment methods measure students' understanding of science entrepreneurship skills .
References Very valid Average Content Feasibility Very valid Language Feasibility of the Teaching Module:
Quality of language use Very valid .
Use of terminology Very valid .
Language structure Very valid Average Language Feasibility Very valid Overall Average Feasibility of the Teaching Module Very Valid Rukmana et al.
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154 Ae 168 The overall validity score of the teaching module received an average presentation feasibility score 77, categorized as "highly valid".
The content received an average score of 3.
93, also classified as "highly valid," while the language component achieved an average score of 3.
97, similarly rated as "highly " In summary, the module received an overall average validity score of 3.
89, placing it in the "highly valid" category.
It can be concluded that the developed teaching module is valid and suitable for use, with only minor revisions needed as per the validators' suggestions.
This aligns with the study by Abdullahi et .
, which found that the Project-Based Learning (PjBL) model is highly effective in fostering students' entrepreneurial skills, particularly in science entrepreneurship.
The teaching module includes an explanation of the lesson plan aligned with the "Merdeka Curriculum," general knowledge about biology learning based on local wisdom on waste management, assessments, and student worksheets designed to facilitate the development of students' science entrepreneurship skills.
Students engage in discussions to understand key concepts related to waste management.
These discussions aim to solve problems and propose solutions based on the local wisdom found in the sugarcane plantation areas of Jombang.
The students also work on project development, business feasibility analysis, and product marketing.
Through these activities understanding the material, analyzing practical experiment results, planning project activities, and marketing project-based entrepreneurship the learning process provides significant benefits to students, particularly in developing their science entrepreneurship skills.
For example, students conduct experiments to create briquettes from sugarcane waste, applying the principles of local wisdom-based waste management in Jombang.
The subsequent phase of the project involves product marketing as an entrepreneurial follow-up.
Students then present their project outcomes and participate in a Q&A session with other groups following their presentations.
Previous studies also report that Project-Based Learning (PjBL) significantly enhances university studentsAo entrepreneurial abilities (Divac et al.
, 2022.
Elfayetti et al.
, 2.
The expected meaningful understanding from studying waste management is that both students and teachers will be able to identify the beneficial and harmful aspects of waste, particularly recognizing the advantages of processed waste products, such as those derived from sugarcane bagasse.
The project on utilizing sugarcane bagasse waste is divided into two phases.
In the first phase, conducted during the first and second sessions, students create aromatherapy briquettes from the bagasse.
The second phase, carried out in the third and fourth sessions, focuses on entrepreneurship, where students engage in the marketing and selling of these briquettes as a follow-up to their project work.
The activities for the first session include several stages: .
the introductory activities, .
the main activities following the phases of Project-Based Learning (PjBL), which consist of Phase 1: problem analysis and project identification.
Phase 2: project planning, and Phase 3: scheduling the project implementation, and .
the closing activities.
Additionally.
Phase 4, which involves the teacher monitoring the progress of the briquette-making project from sugarcane bagasse, is conducted outside of regular class hours.
The second session includes: .
introductory activities, .
the main activities in which students continue with Phase 5: presenting the project results, and Phase 6: evaluating both the process and outcomes of the project, and .
closing activities.
Similarly, the third session involves: .
introductory activities, .
the main activities, repeating Phases 1, 2, and 3 for the new project cycle, namely problem analysis, project planning, and scheduling, and .
closing activities.
As with the first session.
Phase 4 .
eacher monitoring and project progres.
occurs outside class hours.
The fourth session follows the structure of: .
introductory activities, .
Phase 5 .
roject results presentatio.
and Phase 6 .
valuation of the process and outcome.
, and .
closing activities.
To make the learning process more engaging, an AI-powered Quizziz game is Rukmana et al.
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154 Ae 168 incorporated as an icebreaker, helping to boost enthusiasm and make the lesson more interactive.
Entrepreneurship-based learning can help develop an entrepreneurial mindset and motivate students to engage in entrepreneurial activities.
Furthermore, entrepreneurship skills prepare students for an unpredictable and volatile job market (Milohnic & Licul, 2.
The development of student worksheets undertaken by the researcher involves the creation of Student Worksheets 1 and 2.
Student worksheet 1 focuses on student activities related to the experiment of producing briquettes from sugarcane bagasse, implementing the theory of waste management based on local wisdom from Jombang.
In contrast, student worksheet 2 encompasses the follow-up project, which involves marketing the product as part of the entrepreneurial initiative.
The results of the validation for the student worksheet can be seen in Table 4.
Table 4.
Results of the Validation of Local Wisdom-Based Student Worksheet from Jombang on Waste Management to Train High School StudentsAo Science Entrepreneurship Skills Based on Learning Implementation Activities Indicator Average Category Components of feasibility in student worksheets presentation:
Appearance aspect Very valid .
Text and layout aspect Very valid .
Image aspect Very valid Average feasibility of student worksheets presentation Very valid Components of Content Feasibility in Student Worksheets .
Content alignment with the curriculum aspect Very valid .
Materi aspect Very valid .
Worksheet content aspect Very valid .
Quality of the material concept Very valid .
Science entrepreneurship skill aspect Very valid .
Supporting features for project-based learning & science entrepreneurship in Very valid .
References Very valid Average content feasibility of student worksheets Very valid Language feasibility .
Quality of language use Very valid .
Use of terminology Very valid .
Language structure Very valid Average language feasibility Very valid Overall average feasibility of the teaching module Very valid Based on Table 4, the overall validation results for the the student worksheet yielded a score of 63, categorized as "very valid".
Student worksheet 1 is based on Project-Based Learning (PjBL) and encompasses six phases: .
Problem analysis and project determination, .
Project planning, .
Project implementation schedule development, .
Teacher monitoring and project progress, .
Presentation of project results, and .
Evaluation of the process and project outcomes.
Some of the features included in this worksheet are: LetAos Explore Science.
LetAos Think.
LetAos Plan.
LetAos Do.
LetAos Go.
LetAos Analyze.
LetAos Talk, and LetAos Eval.
Student worksheet I contains information in the form of a video showcasing the local wisdom of Jombang, specifically the Bukak Giling tradition, along with an article discussing this tradition in relation to waste management concepts.
Based on the connection between waste management and the values inherent in local wisdom, students are guided to analyze local wisdom.
Additionally, students are trained to develop innovative ideas for biology-based businesses, particularly focusing on the management of waste in their surroundings.
The instructions in student worksheet I are designed to be continuous and sustainable, leading into student worksheet 2, thus aligning with the indicators for achieving science Rukmana et al.
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Observe.
Skill 2.
New Idea.
Skill 3.
Innovation.
Skill 4.
Creativity, and Skill 5.
Society/Value.
The descriptions of the features included in student worksheet 1 for the briquette-making project based on local wisdom from Jombang are as follows: LetAos Explore Science: Students are invited to explore the concepts of waste management, including the causes and impacts of waste.
LetAos Think:
Students are encouraged to think and analyze various materials, such as videos, articles.
QR Codes, and the interconnections between three aspects: .
aspects of local wisdom values and .
aspects of environmental conservation through zero waste.
LetAos Plan: Students are guided to plan and formulate solutions to problems, with the solutions taking the form of a project.
They will create a title, formulate the problem statement, and plan the objectives for the project utilizing sugarcane bagasse waste.
LetAos Do:
Students are instructed to develop a schedule to complete the project activities, detailing dates, consultation materials, feedback from the teacher, and teacher signatures.
This feature includes an observation sheet, a product design concept, tables, and a Google Drive QR Code for collecting documentation related to the project activities.
Then, in the "Let's Go" feature, students are guided through project activity monitoring instructions using a timeline table and submit their project tasks via a QR code, which serves as documentation of the product development process.
In "Let's Analyze" students are asked to examine the data obtained from their practical work, explaining their findings with supporting theories grounded in local knowledge of the Jombang sugarcane plantation area.
The "Let's Talk" phase invites students to engage actively in speaking and communication by presenting their aromatherapy briquette project made from sugarcane pulp waste in various scents.
Finally, in "Let's Eval" students are encouraged to evaluate and reflect by analyzing the factors that influenced both the successes and challenges in the aromatherapy briquette project, while also exploring solutions to address environmental pollution as a step towards sustainable waste management.
Worksheet 2 contains learning activities that guide students in creating entrepreneurial products, specifically briquettes, to develop their science entrepreneurship skills.
This worksheet includes concepts of entrepreneurship aimed at training students in these skills.
The instructions provided are integrated with indicators of science entrepreneurship, enabling students to create products as solutions to specific This approach fosters creativity through product innovation that can be marketed, thus aligning with the achievement indicators of science entrepreneurship skills as well.
The descriptions of the features included in worksheet 2 for the project are as follows: LetAos Explore Science: Students are invited to explore the concepts of entrepreneurship to develop their science entrepreneurship skills and the attitudes necessary for an entrepreneur/businessperson.
LetAos Think:
Students are encouraged to think and analyze recommendations for entrepreneurship, as well as a table for analyzing the relationship between four aspects: .
aspects of local wisdom values, .
aspects of environmental conservation through zero waste, and .
aspects advocating entrepreneurship, engaging in discussions with the teacher.
LetAos Plan: Students are invited to plan and formulate solutions to problems, resulting in a project proposal.
They then create a title, formulate the problem statement, and establish the objectives for the entrepreneurial project.
LetAos Do: Students are instructed to create a schedule for selling briquettes made from sugarcane bagasse, including conducting a SWOT analysis of the product sales activities, designing the organizational structure, and planning the initial marketing After that, in the feature LetAos Go: Students are invited to follow project monitoring instructions through a timeline table and submit project tasks via QR Code as documentation of the entrepreneurial Rukmana et al.
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In LetAos Analyze: students are asked to analyze sales report data, including calculations of product selling price, profit.
Break Even Point (BEP), and payback period.
In LetAos Talk:
students are encouraged to actively speak and communicate through presentations of their entrepreneurial project results.
Lastly, in LetAos Eval: students are invited to evaluate and reflect on the factors affecting the success and failure of product sales and the project, formulating innovations for entrepreneurial product development.
Project-based learning (PjBL) can enhance students' thinking skills (Fitri et al.
, 2.
The project-based learning model can create a flexible learning environment that supports industry-oriented skills and knowledge (Hayati, 2.
The validation results of the pretest and posttest questions are based on the validity of several aspects, namely material feasibility, content construction, and language.
The results of validation results of pretest and posttest questions can be seen in Table 5.
Table 5.
Validation Results of Pretest and Posttest Questions Indicator Material Feasibility Aspects:
The content aligns with accurate conceptual knowledge .
The question items correspond to the indicators .
The material being asked is appropriate for the students' level of ability .
The answer key is correct and logically sound Average Material Feasibility Content construction aspects:
Clear instructions for completing the questions are provided .
The question items do not contain double negatives .
The main question is formulated clearly and precisely .
Each question item contains a single, complete idea Average Content construction aspects Language Aspect:
The language used is in accordance with General Guidelines for Indonesian Spelling .
The language used is easy to understand Average Language Aspect Total Average Validation of Pretest and Posttest Questions Average Category Very valid Very valid Very valid Very valid Very valid Very valid Very valid Very valid Very valid Very valid Very valid Very valid Very valid Very valid Based on Table 5, the overall validation results for the pretest and posttest questions yielded a score of 3.
63, categorized as "very valid.
" This indicates that the pretest and posttest questions are suitable for trial implementation with students, provided that some minor revisions are made.
The evaluation instruments for learning have met the principles of assessment.
the presentation aligns with the curriculum requirements, the questions are sufficiently communicative, and the language used is clear, avoiding any potential for misinterpretation.
Thus, these instruments can be considered good and ready for use (Ramdani et al.
, 2.
The overall validity recap of the teaching module is presented in Table 6 as follows:
Table 6.
Summary of Overall Validity Results of the Developed Teaching Module Average Score Learning Indicator of Each Indicator Teaching .
The components of the feasibility of teaching module presentation .
isplay aspect, text and layout aspect, and image .
The components of the content feasibility Total Validation Score Rukmana et al.
Ae Development of PjBL teaching module based on Jombang's local wisdom .
Category Edubiotik : Jurnal Pendidikan.
Biologi dan Terapan Vol.
No.
, pp.
154 Ae 168 Learning Indicator Average Score of Each Indicator of the teaching module .
he alignment of content with the curriculum, material aspects, project-based learning (PJBL) aspects, local wisdom aspects, skills in science entrepreneurship, and the .
The components of the linguistic feasibility of the teaching module .
he quality of language use, terminology, and language Worksheet .
Components of the Feasibility of Presentation of Student Worksheets (Display Aspect.
Text and Layout Aspect.
Image Aspec.
Components of the Content Feasibility of Student Worksheets (Content Alignment with the Curriculum Aspect.
Material Aspect.
Content Quality Aspect of worksheet.
Quality of Material Concepts Aspect.
Skills in Science Entrepreneurship Aspect.
Features Supporting Project-Based Learning (PJBL) and Science Entrepreneurship in worksheet.
Bibliography .
Components of the Linguistic Feasibility of Student Worksheets Pretest and .
Material Feasibility Aspect Posttest .
Content Construction Aspect Questions .
Language aspect Total Average Results of the Validation of All Developed Learning Tools Total Validation Score Category Very valid Very valid Very valid Very valid Based on Table 6, the data indicates that the validity of the teaching module as a lesson plan received a validation score of 3.
89, categorized as "highly valid.
" The validity of the Student Worksheets .
orksheet 1, concerning the project of creating aromatherapy briquettes from sugarcane bagasse, and worksheet 2, focusing on the follow-up entrepreneurial projec.
was rated at 3.
77, also classified as "highly " Additionally, the validity of the pretest and posttest questions was scored at 3.
63, falling under the "highly valid" category.
Overall, the validation results for all teaching module components developed by the researcher achieved an average score of 3.
76, indicating a "highly valid" category.
The Project-Based Learning (PjBL) module, based on local wisdom from Jombang on waste management to train science entrepreneurship skills, is highly valid and suitable for use in educational settings.
Learning that incorporates local wisdom relevant to studentsAo environments can facilitate better understanding of the subject matter (Jufrida et al.
, 2.
Other studies indicate that integrating entrepreneurship is highly recommended (Safri & Safarudin, 2.
, and entrepreneurial-based learning in Islamic boarding schools can foster independence and create meaningful learning experiences (Saerozi et al.
, 2.
This approach has been shown to effectively enhance creativity among both students and teachers (Rahman & Liswijaya, 2.
Learning that develops entrepreneurial skills can bridge the gap between fundamental functions and life skills, empowering individuals to meet contemporary societal needs and challenges through practical problemsolving (Prajapati et al.
, 2.
The Project-Based Learning (PjBL) module is recommended for Rukmana et al.
Ae Development of PjBL teaching module based on Jombang's local wisdom .
Edubiotik : Jurnal Pendidikan.
Biologi dan Terapan Vol.
No.
, pp.
154 Ae 168 educational settings as it effectively cultivates skills pertinent to the Society 5.
0 era, particularly focusing on studentsAo entrepreneurial skills or science entrepreneurship (Shiyamsyah et al.
, 2.
CONCLUSION
Based on the research findings, it can be concluded that the Project-Based Learning (PjBL) teaching module, which integrates Jombang's local wisdom in waste management material to train science entrepreneurship skills, is highly valid and suitable for use in schools.
This is supported by the study results, which show that the validity of the teaching module as a lesson plan received a validation score of 3.
89, categorized as highly valid.
The validity of the student worksheets .
tudent worksheet 1 on the project of producing aromatherapy briquettes from sugarcane bagasse waste, and student worksheet 2 on entrepreneurial follow-up project.
77, also categorized as highly valid, while the validity of the pretest and post-test questions was 3.
63, in the same category.
Overall, the validation of all teaching module components developed by the researcher achieved an average score of 3.
76, classified as highly Based on the development research conducted, the researcher suggests that further studies should explore the implementation of teaching modules based on local wisdom in other regions for different biology subjects, utilizing measurable learning outcome indicators aligned with the intended educational The findings of this research have a positive impact on the development of science, particularly in education and science entrepreneurship.
The Project-Based Learning (PjBL) teaching module that integrates the local wisdom of Jombang can enrich the educational curriculum, train students' entrepreneurial skills, preserve local culture, and enhance student engagement in the learning process.
Based on these findings, it is recommended that academics conduct further research, educational institutions adopt this module into their curriculum, and the general public support the implementation of this module.
ACKNOWLEDGMENT
The author would like to express sincere gratitude to Dr.
Isnawati.
Si.
Dr.
Ulfi Faizah.
Si.
, and Qurrotul Uyuni.
Pd.
, as expert validation who have reviewed and provided valuable feedback on the teaching module developed by the researcher.
REFERENCES