The Effectiveness of a Multimodal Entrepreneurship Module in Enhancing Digital Business Creativity among Equality Education Learners

Digital business creativity is increasingly essential for learners in non-formal equality education (Package C programs) to achieve economic empowerment in the digital era. However, entrepreneurship instruction in equality education settings remains predominantly conventional and rarely incorporates multimodal strategies tailored to diverse learner characteristics. This study examined the effectiveness of a multimodal entrepreneurship module in enhancing digital business creativity among equality education learners. A quasi-experimental pretest–posttest control group design was employed involving 80 learners from equality education programs in Semarang Regency, Indonesia, who were randomly assigned to an experimental group (n = 40) and a control group (n = 40). The experimental group participated in an eight-week multimodal intervention integrating visual, auditory, digital simulation, and project-based learning activities, while the control group received conventional instruction. Data were collected using the adapted Digital Business Creativity Scale (DBCS), demonstrating satisfactory reliability (Cronbach’s α = .87). Independent samples t-test and ANCOVA results indicated a significant difference in post-test scores between groups, F (1,77) = 88.42, p < .001, partial η² = .53, with a large effect size (Cohen’s d = 1.21). The intervention significantly improved learners’ digital ideation, innovation, content creation, and digital problem-solving skills. These findings provide empirical evidence that multimodal entrepreneurship pedagogy is an effective instructional strategy for strengthening entrepreneurial empowerment in non-formal equality education contexts.