<![CDATA[Low learning motivation and critical thinking skills among students in science (IPA) classes stem from teaching materials that fail to link scientific concepts to the environment. This situation necessitates the development of teaching materials that are contextual and relevant to students' learning needs. This study aimed to develop a SETS-based biology learning module that is valid, practical, and effective in enhancing learning motivation and critical thinking skills. It employed a Research and Development (R&D) approach using the ADDIE model, comprising the stages of analysis, design, development, implementation, and evaluation. The research subjects consisted of 40 seventh-grade students. Research instruments included expert validation sheets, a learning motivation questionnaire, an essay test for critical thinking skills, and response questionnaires for both students and teachers. Data analysis utilised descriptive percentage analysis, the N-Gain test, and the One-Sample T-test. The results indicate that the SETS-based learning module was highly valid (90%) and highly practical (teacher and student response scores of 92.08% and 84%, respectively). Effectiveness testing revealed an N-Gain of 0.78 for learning motivation (effective category) and an N-Gain of 0.56 for critical thinking skills (moderately effective category). At the same time, the t-test yielded a p-value of < 0.05. Based on these findings, the SETS-based biology learning module is deemed suitable and effective for use in science instruction. The study implies that SETS-based modules can serve as an alternative contextual teaching resource to improve the quality of biology education in junior high schools.]]>
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