Development of a Project-Based Learning E-Module for English Subjects in Junior High School

Abstract

Instructional media for English at the junior high school level in Indonesia often remain limited to textbooks and worksheets, leaving little room for authentic, project-based language practice. This study aimed to develop a Project-Based Learning (PjBL) e-module for the "Greeting Cards" topic in eighth-grade English at SMP Negeri 4 Martapura and to evaluate its validity and practicality. A Research and Development approach was employed, using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model to construct the product and Tessmer's formative evaluation framework to assess its quality. The e-module, produced as a flipbook-format website, was validated by a subject matter expert, an instructional design expert, and a media expert, then trialed with Grade VIII students through individual, small-group, and field-testing stages (n = 3, 9, and 32, respectively). Data were collected using Likert-type questionnaires and analyzed descriptively using an ideal-score percentage formula. Expert validation yielded a combined average of 87.00% ("Excellent"), while the individual, small-group, and field trials achieved 87.23%, 88.24%, and 92.90%, respectively, all within the "Excellent" category. These findings indicate that the developed e-module is both conceptually valid and practically usable for classroom instruction. The study demonstrates that combining project-based pedagogy with an accessible digital delivery format offers a viable strategy for enriching English instruction at the junior high school level and provides a replicable development model for similar instructional contexts.