Development of P5 Learning Module Theme Ecoprint in Middle School

Nurul Hakiki 1 Indonesia , Abd Aziz Ahmad 1 Indonesia , Irfan Irfan 1 Indonesia
1 Universitas Negeri Makassar
Link Copied!
Published 2025-03-27
Vol. 4 No. 2 (2025) PAGES 245-254
DOI 10.51574/ijrer.v4i2.2839
Views / Downloads 270 277

The study's goal is to create a learning module project (P5) with an ecoprint theme to improve character in the application of independent dimensions and creative dimensions of students. This study uses research and development (R&D) and the 4D model scheme. The development of this 4-D model involved the steps of defining, designing, developing, and disseminating. Public Middle School 7 Makassar served as the study's site. The results of the study indicated that the assessment of the overall module by material experts obtained a value of 9.8 with an average of 4.9 with the description "Very Good," while the media expert assessed the quality of the module cover design, module content design, and aspects of media effects on learning strategies with a total value of 14.75 with an average of 4.9 and the description "Very Good." Based on the assessment of the material expert validator and the media expert validator, it can be concluded that the learning module project (P5) with an ecoprint theme is feasible to use. The intended final stage is dissemination; however, the researcher did not proceed to this stage. The final stage carried out was the teacher response test, which had previously been carried out on teacher needs testing. In addition, the results of this study also indicated that it made it easier for teachers or facilitators to transfer knowledge through interesting learning in the P5 ecoprint project learning theme.

Hakiki, N., Ahmad, A. A., & Irfan, I. (2025). Development of P5 Learning Module Theme Ecoprint in Middle School. ETDC: Indonesian Journal of Research and Educational Review , 4(2), 245–254. https://doi.org/10.51574/ijrer.v4i2.2839
More Citation Formats
Download Citation

Downloads

Download data is not yet available.
  1. Afrina, M., Siska, J., Agusta, O. L., Sasongko, R. N., & Kristiawan, M. (2022). The policy of mover school as a catalyst for improving the quality of education. JPPI (Jurnal Penelitian Pendidikan Indonesia), 8(1), 108-115.
  2. Aini, Q. (2023). Implementation of an independent curriculum in supporting students' freedom to create and learn. Journal of Scientific Research, Education, and Technology (JSRET), 2(3), 999-1008.
  3. Chamisijatin, L., Pantiwati, Y., Zaenab, S., & Aldya, R. F. (2023). The implementation of projects for strengthening the profile of Pancasila students in the implementation of the independent learning curriculum. Journal of Community Service and Empowerment, 4(1), 38-48.
  4. Fahreza, M. R., Yani, A., & Rompegading, A. B. (2023). Plant Diversity that Can be Used as Silk Fabric Ecoprint Material as a Learning Resource Contextual for High School Students. Jurnal Bioterdidik: Wahana Ekspresi Ilmiah, 11(2), 138-151.
  5. Fithriyah, D. N., Sa’diyah, Z., & Faizah, L. N. (2024). Pengembangan Modul P5 PPRA Berbasis Kearifan Lokal di Madrasah Ibtidaiyah. SITTAH: Journal of Primary Education, 5(2), 198-210.
  6. Gafari, M. O. F., Pulungan, H. K., Astuti, W. W., Assalam, M. H., & Surip, M. (2024). Development of the Pancasila Student Profile Strengthening Project Module (P5) Based on Pakpak Bharat Culture. KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya, 10(1), 352-365.
  7. Hasbi, M., Fitri., & Muktamar, A. (2023). Character building profile of Pancasila students as an effort to realize national character. ETDC: Indonesian Journal of Research and Educational Review, 2(4), 70-83.
  8. Karo, J. T. K., Mudjisusatyo, Y., & Pangaribuan, W. (2024). Analisis kebijakan sekolah penggerak. Esensi Pendidikan Inspiratif, 6(2).
  9. Khairi, A., Jalinus, N., Ambyar, A., & Waskito, W. (2023). Evaluation of the implementation of independent learning-independent campus (mbkm) curriculum by using the cipp evaluation model. Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme, 5(2), 543-559.
  10. Khofifah, B., & Syaifudin, M. (2023). Analisis kebijakan pemerintah mengenai sekolah penggerak. Jurnal Inovasi Penelitian, 3(8), 7405-7410.
  11. Kopnina, H. (2020). Education for the future? Critical evaluation of education for sustainable development goals. The Journal of Environmental Education, 51(4), 280-291.
  12. Ibrahim, I., Husnah, A., Fadillah, A. R., Eriska, E., & Amanda, S. (2024). Preparation for the implementation of the independent curriculum. Journal Analytica Islamica, 13(1), 101-113.
  13. Irwan, I., Arnadi, A., & Aslan, A. (2024). Developing critical thinking skills of primary school students through independent curriculum learning. Indonesian Journal of Education (INJOE), 4(3), 788-803.
  14. Intiana, S. R. H., Prihartini, A. A., Handayani, F., Mar'i, M. I., & Faridi, K. (2023). Independent curriculum and the Indonesian language education throughout the era of society 5.0: A literature review. Al-Ishlah: Jurnal Pendidikan, 15(1), 911-921.
  15. Madani, R. A. (2019). Analysis of educational quality, a goal of education for all policy. Higher Education Studies, 9(1), 100-109.
  16. Mishra, N., & Aithal, P. S. (2023). Effect of extracurricular and co-curricular activities on students’ development in higher education. International Journal of Management, Technology, and Social Sciences, 8(3), 83-88.
  17. Mohamed, A. A. F., Nassar, A. M., Galal, F. H., & Moustafa, S. M. (2024). Development of antimicrobial and insecticidal silk fabrics via eco-printing with natural dyes from agricultural wastes. Fibers and Polymers, 25(8), 2953-2965.
  18. Muin, A., Maisaroh, S., Ramadhan, W., & Sulaimon, J. T. (2024). Effectiveness of the P5 Program in the Merdeka Curriculum to Increase the Creativity and Independence of Class V Elementary School Students. Al Ibtida: Jurnal Pendidikan Guru MI, 11(1).
  19. Murtaqiatusholihat, M., Ali, M., Hernawan, A. H., & Dewi, L. (2023). The Effectiveness of a Curriculum Designed Based on an Authentic Learning Approach in Improving Study Success, Attitudes, and Independent Learning Abilities of Prospective Teachers. International Journal of Learning, Teaching and Educational Research, 22(9), 365-381.
  20. Ningsih, N. (2023). Penerapan kurikulum merdeka belajar di upt smp negeri 9 gresik. DIDAKTIKA: Jurnal Pemikiran Pendidikan, 29(1), 144-151.
  21. Nudin, B. (2024). The Relevance of Intracurricular, Co-curricular, and Extracurricular Islamic Religious Education with 21st Century Competencies. IJIRCS: International Journal of Islamic Religion dan Culture Studies, 2(3), 1-15.
  22. Pahrudin, A., & Jatmiko, A. (2024). The Role of Teachers in Implementing Independent Curriculum Based Learning. Bulletin of Science Education, 4(3), 149-154.
  23. Pramana, C., Chamidah, D., Suyatno, S., & Renadi, F. (2021). Strategies to Improved Education Quality in Indonesia: A Review. Turkish Online Journal of Qualitative Inquiry, 12(3).
  24. Qalam, M. N., Hasan, M., & Rohman, R. F. (2024). Implementasi Profil Pelajar Berbasis Kearifan Lokal dalam Membangun Kesadaran Multikultural di Madrasah Tsanawiyah Singkawang. Intelektual: Jurnal Pendidikan dan Studi Keislaman, 14(1), 124-142.
  25. Rahimi, A., Darlis, A., Ammar, S. A., & Daulay, D. A. (2023). Sekolah Penggerak Sebagai Upaya Peningkatan Kualitas Pendidikan. Jurnal Pendidikan dan Konseling (JPDK), 5(1), 692-697.
  26. Satriani., Amiruddin., Sakinah, A., & Muktamar, A. (2023). Problems of Implementing the Independent Learning Curriculum in the Digital Era. ETDC: Indonesian Journal of Research and Educational Review, 2(4), 36-43.
  27. Schmidt, R. A., & Wulf, G. (2017). Continuous concurrent feedback degrades skill learning: Implications for training and simulation. In Simulation in Aviation Training (pp. 375-391). Routledge.
  28. Sulisworo, D. (2016). The contribution of the education system quality to improve the nation’s competitiveness of Indonesia. Journal of Education and Learning (EduLearn), 10(2), 127-138.
  29. Tetzlaff, L., Schmiedek, F., & Brod, G. (2021). Developing personalized education: A dynamic framework. Educational Psychology Review, 33, 863-882.
  30. Utami, T., Susilana, R., & Dewi, L. (2024). Mapping of Co-curricular Achievements in Kurikulum Merdeka with the Problem-Centered Thinking Skills Model. AL-ISHLAH: Jurnal Pendidikan, 16(2), 651-660.
  31. Vebrianto, R., Hermita, N., Irawan, D., Mujtahid, I. M., & Thahir, M. (2024). Teachers' experiences in sekolah penggerak program: a retrospective case study. Journal of Education and Learning (EduLearn), 18(1), 79-88.
  32. Wirawan, Z., Arwien, R. T., Sumartini, R., & Bachri, S. S. (2024). Independent Curruculum Development In Educational Units And Its Application In 21st Century Learning. Klasikal: Journal of Education, Language Teaching and Science, 6(1), 223-233.
  33. Wuryaningsih, W. (2023). Program Pendidikan Guru Penggerak, Efektifkah?: Sebuah Ulasan pada Kerangka Pengembangan Profesional Guru. Jurnal Widyaiswara Indonesia, 4(2), 17-26.
  34. Yustina, Y., Wahyuni, R., Suhara, S., Darmawati, D., Wulandari, P. A., & Saputra, R. R. (2024). Evaluating the Impact of the Pancasila Student Profile Project on Developing Student Competencies. AL-ISHLAH: Jurnal Pendidikan, 16(3), 4201-4212.

Copyright (c) 2025 Nurul Hakiki, Abd Aziz Ahmad, Irfan

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Similar Articles

<< < 1 2 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.

Dimension Badge

Downloads

Downloads
Crossmark Badge
Crossmark Badge
Section
Articles
Keywords
Ecoprint Middle School Project learning Profile of Pancasila Students (P5) 4-D Model