The purpose of this study is to develop ethnosains learning modules that are feasible and practical for use after being validated by several experts and responded by several teachers and students. The research method uses the Borg & Gall development model which consists of 8 stages, namely a preliminary study stage, a research planning stage, a design development stage, an initial trial phase, an initial product revision, a limited field test, a revised stage of the results of a limited field test, and a product stage end. This research is limited to the limited field trial stage namely the feasibility and practicality of the module. The instrument used was a questionnaire for module eligibility and student and teacher response questionnaires to test the practicality of the module. Data from the analysis of the questionnaire by calculating the percentage of achievement in each component of the percentage of achievement criteria of eligibility and practicality of science learning modules based on ethnics that was developed. Ethnographic-based science learning modules developed were declared feasible to be used with a percentage of 90.00% (linguists), 88.00% (material experts), 96.00% (design / media experts) with the very feasible, feasible, and very feasible and the percentage of eligibility of 3 colleagues is 91.46%. Practical to use with the response percentage of 10 students 84.83% (very practical category), and the response of 2 science teachers with a percentage of 93.40% (very practical category). Practical to use with the response percentage a total average of 10 students namely 84.83% are in the interval of 80% ≤ PRM ≤ 100%. And based on the teacher’s questionnaire response that is 93.40% which is included in the category of very practical From the results of these data it can be concluded that the module has been feasible and practical to be used as teaching material in supporting the teaching and learning process on the material interaction of living things with their environment.

Teachers must be more than just facilitators in the era of independent learning, they must also be innovators and agents of change. The purpose of this study is the Analysis of the Effects of Organizational Justice, Ki Hajar Dewantara's leadership trilogy on achievement motivation through the physical work environment between public and private school teachers. Methods of data analysis using descriptive and inferential analysis methods. Sampling Technique Simple Random Sampling. Likert Scale Scaling Technique. The analysis used is Patial Least Square, namely variance-based SEM. PLS testing includes: Indicator Tests measured by the criteria: Convergent Validity, Discriminant Validity, and Composite Reliability; and Model Fit Test. The difference test was carried out using an independent sample t-test. Test the hypothesis in the form of an Inner Model or a structural model. The conclusion from this study is that organizational justice has no effect on the achievement motivation of public and private school teachers. Ki Hadjar Dewantara's Leadership Trilogy influences the achievement motivation of Public and Private School Teachers. The physical work environment influences achievement motivation. Organizational justice has no effect on the physical work environment. Ki Hadjar Dewantara's Leadership Trilogy influences the physical work environment. There is no difference in the effect of Organizational Justice, Ki Hajar Dewantara's Leadership Trilogy on Achievement Motivation Through the Physical Work Environment Between Public School Teachers and Private School Teachers