Improving Vocational High School Students’ Learning Motivation through the Development of a Deep Learning-Based PAI-BP E-Module

Abstract

Write This study was conducted to address the persistently low learning motivation of students in the Islamic Religious Education and Character subject at SMKN 1 Ngasem Kediri, which is largely attributable to the limited interactivity of existing instructional materials and the dominance of teacher-centered pedagogy. The aim of this research was to develop a feasible e-module based on a deep learning approach that integrates mindful, meaningful, and joyful learning, and to examine its effect on students’ learning motivation. The study employed a Research and Development design guided by the William W. Lee and Diana L. Owens model, which adapts the ADDIE framework consisting of Analysis, Design, Development, Implementation, and Evaluation. The participants were 35 students of class X TKR 1. Data were gathered through teacher interviews, expert validation sheets (media, material, and language), and a learning motivation questionnaire administered before and after the implementation. Data were analyzed using percentage formulas. The validation stage produced scores of 100% (highly valid) for the media expert, 92.5% (highly valid) for the material expert, and 85% (valid) for the language expert. Pre- and post-test motivation scores increased from 71.5% (high category) to 85.03% (very high category), corresponding to a 13.53% improvement. The increase was most pronounced in the attention and satisfaction indicators of the ARCS motivation framework. These results indicate that the developed e-module is feasible and effective for strengthening learning motivation in PAI-BP at the vocational senior secondary level.