<![CDATA[The demands of 21st-century learning require higher education to produce graduates who are able to think critically and provide solutions to emerging problems. In ecological studies, environmental changes are closely associated with human activities. One of the major by-products of these activities is waste, which continues to accumulate and becomes increasingly difficult to manage. However, the lack of appropriate learning resources remains a challenge in the teaching process. This study aimed to develop an environmental module based on Project-Based Learning (PjBL) integrated with ecopreneurship and local potential. The study employed the 4-D development model, consisting of Define, Design, Develop, and Disseminate stages. The validation results showed that the module was highly feasible: the design expert evaluation reached 92%, the material expert evaluation 91%, and the language expert evaluation 90%, all of which were categorized as very good. In addition, responses from Biology Tadris lecturers scored 87.5%, while limited trials involving Biology Tadris students achieved 90%, both of which were also categorized as very good. Based on these findings, it can be concluded that the developed teaching module is suitable for use in the learning process. Abstrak. Tuntutan pembelajaran abad 21 adalah mampu menghasilkan lulusan yang berpikir kritis dan mampu member solusi atas segala permasalahan yang muncul. Dalam kajian ekologi, selalu muncul perubahan lingkungan yang sangat berkaitan dengan aktivitas manusia. Hasil samping aktivitas manusia adalah limbah yang semakin lama semakin banyak dan sulit diolah. Permalasahan yang dihadapi adalah belum adanya referensi yang dapat digunakan dalam pembelajaran. Penelitian ini bertujuan untuk mengembangkan modul lingkungan hidup berbasis project base learning beruatan ecopreneurship dan potensi lokal. Model pengembangan yang digunakan dalam penelitian ini adalah model pengembangan 4 D yang meliputi Define, Design, Develop, dan Disseminate. Hasil validasi ahli desain diperoleh skor 92% termasuk dalam kategori sangat baik. Hasil validasi ahli materi diperoleh skor 91% sebesar dan termasuk dalam kategori sangat baik. Validasi ahli bahasa diperoleh skor 90% dan termasuk kategori sangat baik. Hasil respon dosen Tadris biologi diperoleh skor 87,5% dan termasuk kategori sangat baik. Hasil ujicoba terbatas kepada mahasiswa tadris biologi diperoleh skor 90% dan termasuk kategori sangat baik. Berdasarkan data hasil penelitian dapat disimpulkan produk buku ajar yang dikembangkan layak digunakan dalam proses pembelajaran.]]>
