Digital Pedagogies Meet Ethno-Biodiversity: A Multidisciplinary Framework for Bilingual Contextual Learning in Regional Indonesia.

Riska Nurjanah; Ayu Nabila Safitri; Putri Balqis; Durotul Muniroh; Candra Hermawan; Candra Hermawan

doi:10.61650/alj.v2i1.1239

Authors

Riska Nurjanah Universitas 17 Agustus 1945 Banyuwangi, Indonesia [email protected]
Ayu Nabila Safitri Universitas 17 Agustus 1945 Banyuwangi, Indonesia [email protected]
Putri Balqis Universitas 17 Agustus 1945 Surabaya, Indonesia [email protected]
Durotul Muniroh Universitas 17 Agustus 1945 Banyuwangi, Indonesia [email protected]
Candra Hermawan Universitas 17 Agustus 1945 Banyuwangi, Indonesia [email protected]
Candra Hermawan Universitas 17 Agustus 1945 Banyuwangi, Indonesia [email protected]

DOI:

https://doi.org/10.61650/alj.v2i1.1239

Keywords:

digital module development bilingual local history biodiversity contextual learning

Abstract

Bridging local ethno-biodiversity with digital pedagogy is essential for contextualizing learning within modern educational ecosystems. This study aims to develop and evaluate a multidisciplinary bilingual digital framework (Indonesian–English) that integrates Banyuwangi's local history and biodiversity to advance instructional science. Employing a Research and Development (R&D) methodology anchored in the ADDIE instructional design model (Analysis, Design, Development, Implementation, Evaluation), the research assessed the framework's efficacy. The study involved subject-matter experts across disciplines (history, biology, English), instructional technologists, teachers, and students. Data were collected via needs assessments and validation instruments, then analyzed using quantitative descriptive methods. The results demonstrated exceptional pedagogical and technical validity: history experts (90.4%), biology experts (91.2%), English experts (88.6%), and media experts (92.5%). Furthermore, practical implementation yielded highly positive responses from participating educators (89.7%) and learners (88.9%), confirming the interactive module's efficacy and interdisciplinary synergy. In conclusion, this research successfully transforms multidisciplinary expertise into a validated, evidence-based instructional medium, offering a robust digital pedagogical model to enhance bilingual contextual learning in regional schools.

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