Development of Project-Based Learning E-Modules with Authentic Evaluation to Improve Marketing Skills and Abilities in Higher Education

Desi Budiono; Lilian Mega Puri; Siti Suprihatin

doi:10.35445/alishlah.v17i4.7939

Development of Project-Based Learning E-Modules with Authentic Evaluation to Improve Marketing Skills and Abilities in Higher Education

Desi Budiono, Lilian Mega Puri, Siti Suprihatin

Abstract

Marketing skills and adaptability are critical competencies in 21st-century higher education, particularly within entrepreneurship learning. However, conventional learning approaches often lack contextual relevance and fail to foster these essential skills. This study aims to develop a Project-Based Learning (PJBL) e-module integrated with authentic evaluation to improve students’ marketing competencies and adaptability. This research employed the Research and Development (R&D) method using the ADDIE model, involving stages of analysis, design, development, implementation, and evaluation. Data were collected through expert validation, student and lecturer questionnaires, observations, and tests. The subjects included 6 expert validators, 2 lecturers, and 60 students from an Economics Education program. Data analysis involved qualitative thematic interpretation and quantitative tests (T-test and N-Gain) using SPSS 25. Validation showed the e-module to be highly valid (average score = 4.05) and very practical (average score = 4.09). T-test results indicated a significant improvement (p < 0.05) in students’ learning outcomes. The N-Gain score was 0.572 (58.88%), categorized as moderately effective in enhancing marketing skills and adaptability. The developed PJBL e-module with authentic evaluation supports interactive, contextual learning and aligns with 21st-century competencies. Its effectiveness indicates potential for broader implementation in similar courses to enhance entrepreneurial readiness and adaptive learning.

Keywords

Project-based learning; e-module; authentic evaluation; marketing skills; higher education

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DOI: https://doi.org/10.35445/alishlah.v17i4.7939