Developing a Local Ecosystem-Based Fantasy Writing Module to Strengthen Seventh Graders’ Imaginative Thinking

Contextual resources may help adolescents transform familiar experiences into original fantasy narratives, yet Indonesian-language writing materials in island schools often provide few locally meaningful prompts. This study developed and evaluated a local ecosystem-based fantasy writing module for seventh graders at SMPN 1 Liang, Banggai Islands. Using the Analysis, Design, Development, Implementation, and Evaluation framework, the research combined expert appraisal, a 10-student limited trial, and a 40-student one-group pretest–posttest trial. Six units (15 lesson periods) incorporated Lake Paisupok, coastal habitats, and endemic fauna with project-based writing activities. Four expert reviews produced a mean validity rating of 92.7%. Student and teacher practicality ratings were 93.70% and 90.13%, respectively. In the intervention cohort, mean writing performance increased from 50.9 to 90.2; reported normalized gain was 0.80. Contextual imagination showed the highest dimensional gain (0.91), whereas elaboration (0.65) and linguistic conventions (0.66) improved less. Paired-score analysis identified a significant within-group difference (t(39) = 35.77, p < .001). The findings support the module’s feasibility and show substantial gains during implementation. However, the absence of a concurrent control group prevents definitive causal attribution. The module offers a context-responsive resource for fantasy writing instruction in island settings. Controlled replications should test durability, transfer, and specific instructional components.