<![CDATA[A model book becomes useful only when it translates a pedagogical idea into decisions that lecturers can apply in real classrooms. This study examined the content validity of a local wisdom-based Task-Based Language Learning (TBLL) model book for writing instruction in an Indonesian Islamic higher education setting. The study reports the expert-validation stage of an educational design research process. Three validators with complementary expertise in English language teaching and writing, instructional design, and culturally responsive pedagogy independently reviewed the product. A four-point instrument covered six areas: development foundation, language, material suitability, model planning, implementation, and assessment. Mean scores were complemented by indicator-level Aiken's V coefficients, while written comments were grouped thematically to guide revision. The model book obtained an overall mean of 3.82 and an Aiken's V of 0.94. Assessment received the strongest judgment (M = 4.00; V = 1.00), followed by material suitability and implementation (M = 3.90; V = 0.97). Language received the lowest score, although it remained within the very valid range (M = 3.60; V = 0.87). The comments led to clearer terminology, more explicit weekly planning, classroom scenarios, cultural-verification guidance, and sample rubrics. Unlike studies centred on student textbooks or the effectiveness of a teaching intervention, this study validates a lecturer-oriented instructional architecture that connects TBLL principles, local knowledge, writing processes, classroom roles, and assessment before field testing.]]>
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