Yogyakarta — A biotechnology learning module combining project-based learning with the traditional practice of tapai fermentation has been shown to significantly improve student motivation and creativity. The study was conducted by Mitiar Hamid Kampai and Paidi from Universitas Negeri Yogyakarta and published in 2026 in the International Journal of Education and Life Sciences.
Universitas Negeri Yogyakarta (UNY) continues to contribute research that bridges science education and local culture. This latest study highlights how integrating ethnopedagogy—teaching rooted in local wisdom—can transform abstract biotechnology concepts into engaging and meaningful learning experiences for high school students.
Why biotechnology often feels abstract to students
Biotechnology is a core topic in senior high school science, yet many students struggle to connect theory with real-life applications. Lessons often focus on memorizing concepts rather than understanding processes or developing creativity. As a result, motivation and classroom engagement can decline.
Researchers note that learning becomes more meaningful when science is connected to students’ cultural experiences and daily life. Traditional fermented foods, such as tapai, provide a natural bridge between microbiology concepts and real-world practices.
Tapai fermentation involves yeast, microorganisms, and chemical changes—making it an ideal real-life example of biotechnology that students can explore through hands-on projects.
Developing a new learning module based on local
culture
The study developed an
electronic module (e-module) designed for Phase E students using the ADDIE
instructional design model: analysis, design, development, implementation, and
evaluation.
The module combines:
- Project-Based Learning (PjBL)
- Ethnopedagogy using tapai fermentation
- Digital learning resources and guided
project steps
The tapai project includes
stages of planning, experimentation, documentation, presentation, and
reflection, allowing students to experience scientific investigation while
engaging with local culture.
272-IJELS-75-92 Mitiar
The research was conducted
at SMAN 1 Kampar Timur and involved:
- A readability trial with six students
- A field experiment with two Grade X
classes (30 students each)
- Experimental class:
used the new e-module
- Control class: used conventional learning
Expert validation confirms the module is feasible
Before classroom
implementation, the module underwent validation by experts and practitioners.
Key validation results:
- Content expert score: High category
(3.45)
- Media expert score: Moderate category
(2.60)
- Practitioner validation: High category
(3.61 and 3.95)
- Student readability: Very high (scores
92–99)
These results indicate the module is suitable and practical for classroom use.
Motivation increased significantly in the experimental
class
The classroom experiment
compared motivation levels before and after learning.
Motivation improvement (N-gain):
- Control class: 0.15 (low)
- Experimental class: 0.35 (moderate)
Students using the
tapai-based project module showed substantially higher motivation growth than
those in conventional lessons.
Researchers explain that project learning encourages autonomy, responsibility, and relevance, which are key drivers of academic motivation.
Creativity also improved through project learning
Creativity gains followed a
similar pattern.
Creativity improvement (N-gain):
- Control class: 0.12 (low)
- Experimental class: 0.31 (moderate)
Students in the experimental
class demonstrated stronger abilities to:
- Generate ideas
- Modify experimental procedures
- Propose product improvements
- Communicate scientific findings
creatively
Statistical analysis confirmed that the differences between the two classes were significant for both motivation and creativity.
Why the tapai project works
The tapai fermentation
project provides a meaningful context for learning biotechnology.
Students engage in:
- Designing fermentation procedures
- Identifying variables
- Documenting processes
- Presenting and reflecting on results
This approach encourages
both scientific thinking and creative problem-solving. By connecting science
with familiar cultural practices, students can see biotechnology as relevant
and useful.
According to the authors from Universitas Negeri Yogyakarta, integrating culture into science learning helps students interpret abstract concepts through real-world experiences.
Digital modules support independent and collaborative
learning
The e-module functions as a
structured learning roadmap. It includes:
- Concept maps and instructions
- Interactive content and videos
- Evaluation tools and rubrics
Digital access allows
students to learn flexibly and independently while still collaborating on
projects.
However, the researchers note that successful implementation depends on technology access, digital literacy, and teacher readiness. Schools need adequate infrastructure and training to maximize the benefits of digital project-based learning.
Implications for schools and education policy
The findings offer important
lessons for education stakeholders.
For teachers
Project-based learning combined with local culture can make science more
engaging and meaningful.
For schools
Digital modules can support independent learning and collaborative projects.
For policymakers
Integrating local wisdom into STEM education can strengthen 21st-century skills
such as creativity and motivation.
The module also has potential for adaptation in other schools and subjects.
Broader impact: connecting science with culture
The study shows how
ethnopedagogy can transform science learning by positioning local culture as a
source of knowledge. Students begin with familiar practices and then explore
the scientific principles behind them.
This approach strengthens
both cognitive understanding and emotional engagement with learning.
Future research may expand the module with more interactive features and adapt it for broader educational contexts across Indonesia.
Author profiles
- Mitiar Hamid Kampai - Universitas Negeri Yogyakarta
- Paidi - Universitas Negeri Yogyakarta
Source
Mitiar Hamid Kampai, Paidi. 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. International Journal of Education and Life Sciences, Vol. 4 No. 2, hlm. 75-92. 2026.
DOI: https://doi.org/10.59890/ijels.v4i2.272
Official URL: https://ntlmultitechpublisher.my.id/index.php/ijels
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