<![CDATA[Arts education in Indonesian schools is often constrained by a reliance on synthetic, non-biodegradable materials and a shortage of contextual instructional resources, limiting student exploration of local media. This study addresses these gaps through the design, validation, and field evaluation of a structured eco-art learning module that guides ninth-grade students in transforming abundant, underutilized teak (Tectona grandis) branch waste in South Sulawesi into functional applied-art products. Developed using the five-phase ADDIE framework, the module’s content and media validity were evaluated by four experts. A field trial was then conducted at Junior High SChool 6 Binamu using validation sheets, student questionnaires, and performance-based artwork assessments. Expert evaluations rated the module as highly feasible, yielding mean validity indices of 88.3% for content and 86.6% for media. In field trials, the mean student response score reached 87.5%, and 90% of participants met or exceeded minimum mastery criteria across technical and creative dimensions. Qualitatively, the module facilitated a pedagogical shift from teacher-centered demonstration to student-centered facilitation, while substituting forestry waste for commercial supplies reduced material costs by approximately 70%. The findings demonstrate that hard organic forestry waste serves as a pedagogically viable, economically resilient medium for applied-art instruction. Furthermore, a well-scaffolded module can foster learner autonomy while advancing environmental sustainability in education. Although limited by a single-school sample without a control group, these formative results warrant broader, comparative validation.]]>
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