DEVELOPMENT OF MOODLE'S INTEGRATED MULTIMODAL-BASED ENTREPRENEURSHIP E-MODULE TO INCREASE CREATIVITY AND LEARNING INDEPENDENCE OF EQUIVALENCY PROGRAM STUDENTS IN SEMARANG REGENCY

Abstract

Equality education in Indonesia faces challenges in providing interactive, contextual
entrepreneurship teaching materials that support independent learning for adult learners. This
research aims to develop a multimodal-based entrepreneurship e-module integrated with Moodle
to increase the creativity and learning independence of Package C students in Semarang Regency.
The research and development method, using the Design-Based Research (DBR) approach,
comprises four stages: needs analysis; prototype design and development; validation and iterative
feasibility testing; and reflection and determination of the final product. The research participants
included five expert validators, three students in the one-to-one test, nine people in the small-group
test, 30 students in the field test and the effectiveness test, and two tutors in the learning teacher.
Data was collected through expert validation sheets, practicality questionnaires, creativity rubrics,
learning independence scales, observations, interviews, Focus Group Discussions, and Moodle
activity logs. Quantitative data were analyzed using descriptive statistics and differential tests
(paired sample t-test or Wilcoxon signed-rank test), while qualitative data were analyzed
thematically. The results of the study show that Moodle's integrated multimodal-based
entrepreneurship e-module was deemed valid based on assessments by material experts,
multimodal learning experts, LMS experts, linguists, and evaluation experts. The results of the
practicality test indicated a very practical score from both tutors and students. The results of the
effectiveness test showed a significant increase in entrepreneurial creativity and students’
independence in learning after the use of e-modules. These findings contribute to the literature on
the development of digital learning products in non-formal education and provide implications for
strengthening entrepreneurship teaching materials that are contextual, flexible, and oriented
towards the independence of equivalency program students.