This research aims to develop a valid and reliable Self-Directed PBL module using the adapted recommendations found in the models provided by Problem-Based Learning Network (PBLN) at Illinois Mathematics and Science Academy (IMSA) and the instructional design model for ill-structured problem-solving by D. H. Jonassen. These design concepts were combined to meet the module development model proposed by Sidek’s Model. Biology educator’s perception towards the Self- Directed PBL module’s learning guide, facilitator guide, problem scenario assessment, self-directed learning planning assessment and learning activity were investigated using quantitative approaches. A total of 44 educators were selected using random sampling from a population of 50 in one of the Perak districts. The validity and reliability of the module were measured using percentage of expert agreement and Cronbach’s Alpha respectively. A set of questionnaire was adapted and used to investigate the biolog.....

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