The Validation of the Development Practicum Module Product Based on an Introduction to Problem-Based Learning in Accounting Choms Gary Ganda Tua Sibarani 1 , Sondang Aida Silalahi 2 , Tuti Sriwedari 3 , Ali Fikri Hasibuan 4 {gary.sibarani@unimed.ac.id} Accounting Education Department, Faculty of Economics, Universitas Negeri Medan, Indonesia 1, 2, 3, 4 Abstract. Many factors affect student learning outcomes, one of which is relevant supporting teaching materials, especially in the field of accounting, which requires not only an understanding of theory but also much practice. For this reason, it is necessary to develop learning tools that contain material and support student practicum. This study aims to determine the feasibility of the problem-based introductory accounting practicum module. This study uses research and development (R&D) methods using the Borg and Gall model with ten stages. However, in this case, it is only presented up to stage 4 (four), namely product validation. The practicum module products that have been produced are then tested for feasibility by 3 (three) experts’ validators who are experts in the field of Accounting Education. The results of the product feasibility test concluded that the problem-based introductory accounting practicum module was in very feasible category with a percentage level of 87.1 percent’s from these validators. This research shows that the practicum module produced is proven to be suitable for use in learning, but it is still necessary to carry out a series of further research stages. Keywords: Accounting, Module, Feasibility Test. 1 Introduction The world is currently experiencing a never-ending COVID-19 pandemic. Therefore, the government continues to be anticipatory in implementing a work From Home (WFH) policy. In addition, the Indonesian Minister of Education also issued a policy by closing physical schools and replacing the teaching and learning process in into online learning system. As a result, many universities have implemented full online lectures for at least four semesters. From logical reasons nerves, lecturers as lecturers facilitators have to be more creative in problem based learning or case study and innovative in finding better learning solutions that are more comfortable to implement both terms of all students and accounting lecturers in an accounting education study program, face-to-face learning, online learning, or blended learning. ICIESC 2022, October 11, Medan, Indonesia Copyright © 2022 EAI DOI 10.4108/eai.11-10-2022.2325299