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The purpose of this study is to develop a mathematics e-module based on the tourism potential of Pasuruan City material of flat-sided solid shapes. This research is motivated by the use of teaching materials by teachers is still manual, not in digital form that integrates local tourism potential. The type of research is R&D (Research and Development) with the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). The results of the study show that the mathematics e-module based on the tourism potential of Pasuruan City material of flat-sided solid shapes has gone through a model development process. The validation results show that the percentage of experts with an average of 93.6% is in the very valid category. The application of the mathematics e-module received a positive response with a percentage of 88.5% on a small scale and on a large scale showing 89.2% in the very practical category. The posttest showed a percentage on a small scale of 83%, while on a large scale it reached 80% which is categorized as effective. Conclusion, the development of a mathematics e-module based on the tourism potential of Pasuruan City material of flat-sided solid shapes is declared valid, practical and effective.

This research aims to develop a deep learning-based mathematics e-module with the integration of the context of the Suramadu Bridge in scale and comparison materials for grade VII junior high school students. The development model used is the 4D (Define, Design, Develop, Disseminate) model which includes the stage of defining learning needs, designing e-modules, product development, and limited deployment. The research instruments used included validation sheets of media and material experts, observation sheets of teacher and student activities, learning outcome tests, and student response questionnaires. The results of the study showed that the e-modules developed met the valid criteria with a media validity level of 94.29% and material of 95%. In addition, the e-module is considered practical with teacher practicality of 78.67% and students of 86.67%, and effective with a learning effectiveness rate of 83.83%. The students' response to the e-module was also very positive, which showed that the integration of the local context of the Suramadu Bridge and the deep learning approach was able to increase student engagement, learning motivation, and understanding of mathematical concepts in a meaningful way. These findings indicate that local context-based e-modules can be an innovative alternative in mathematics learning that is relevant to students' real lives as well as support the implementation of 21st century learning.

Contextual Teaching and Learning (CTL) is a pedagogical approach that links the learning material to students' everyday life, making the learning process more meaningful and easier to understand. The aim of this literature review is to identify the effectiveness of context-based teaching materials in enhancing students' conceptual understanding, motivation, and learning outcomes in elementary schools. Studies focusing on the development of teaching materials, interactive modules, contextual worksheets, and e-modules were analyzed in depth. The findings show that the contextual approach consistently enhances student engagement, conceptual understanding, and critical thinking skills. However, several challenges need to be addressed, such as limited resources, lack of teacher competence, and the scarcity of relevant local learning resources. This article provides strategic recommendations related to the development and implementation of more effective and sustainable context-based teaching materials, taking into account resource availability and the improvement of teacher competencies to ensure the success of contextual learning in elementary schools.

This research is motivated by challenges in biology learning, including the lack of digital literacy assessment in schools and the use of conventional learning methods that tend to make students bored. Impractical printed teaching materials cannot be integrated into the form of videos. This research aims to develop an e-module based on Science, Technology, Engineering, and Mathematics (STEM) to analyze the feasibility, practicality, and effectiveness of e-modules in improving students' understanding of concepts and digital literacy on human respiratory system materials. This research uses the Development Research (R&D) method with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model.  The research was carried out at SMAN 1 Malinau. The implementation stage used a non-equivalent control group  design involving 34 students in the experimental class and the control class. Data collection instruments include validation sheets for media and material experts, practicality questionnaires for teachers and students, and pretest-posttest  tests to measure concept understanding and digital literacy.  Analysis of effectiveness data using N-gain test and hypothesis test (independent sample t-test for concept understanding and Mann-Whitney for digital literacy). The results of the research based on the validation of media experts and subject matter experts show that the STEM-based e-module is declared "Excellent". The e-module is also rated "Very Practical" by biology teachers and students. The e-module was shown to be effective in improving conceptual understanding, where the average N-gain value of the experimental class (58.63; Quite Effective category) was significantly higher (p=0.017) than that of the control class (40.62).

This systematic literature review examines the relationship between learning styles and learning media in optimizing 21st-century skills among Diploma Three (D3) vocational students. Through systematic analysis of 74 relevant national and international journal articles published between 2018 and 2024 from Scopus database, this study reveals that the alignment between learning styles (visual, auditory, kinesthetic) and learning media significantly influences the development of critical thinking, creativity, communication, and collaboration skills. Technology-based media such as interactive videos, learning management systems (LMS), and virtual simulations effectively accommodate diverse learning preferences while enhancing students' motivation and engagement in the learning process. The findings indicate that e-modules integrating problem-based learning (PBL) demonstrate effectiveness rates of 65-85% in improving critical thinking skills. This research concludes that the integration of learning styles with digital-based learning media serves as an effective strategy to produce competent and adaptive vocational graduates who are well-prepared to face the challenges of Industry 4.0 and Society 5.0.

This systematic literature review examines the effectiveness of game-based learning (GBL) interactive e-modules in improving students' learning concentration. The study synthesizes the findings from eight research articles published between 2012 and 2025. The analysis reveals that GBL-based e-modules significantly enhance learning motivation, with validity rates ranging from 90% to 99%. Additionally, the use of interactive platforms such as Wordwall, Gimkit, and other digital tools effectively supports various learning styles, particularly visual and kinesthetic learners. The review highlights that student engagement levels improve significantly, ranging from 67.42% to 87.12%. Furthermore, these e-modules positively impact learning outcomes, providing a more engaging and interactive approach to education. By integrating gamification elements, the e-modules create a dynamic and motivating learning environment that fosters better concentration and focus among students. The review concludes that GBL-based e-modules are an effective educational strategy, particularly in geography education at the high school level. These tools not only engage students in a fun and interactive manner but also improve their ability to focus, leading to enhanced learning experiences. As a result, incorporating GBL-based e-modules in educational practices can contribute to better learning concentration and overall academic performance.

Bullying is a form of social violence that can hinder children’s psychological and social development, especially in orphanage settings where residents come from diverse backgrounds. This study aims to develop and implement an educational information system based on an interactive e-module as a learning medium to prevent bullying at Mizan Amanah Orphanage Surakarta. The research employed a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The analysis phase involved observation and interviews to identify the forms and causes of bullying within the orphanage. The e-module was designed with an educational approach focusing on empathy, positive communication, and conflict resolution. The implementation results show that the anti-bullying e-module effectively improves students' understanding of bullying and fosters positive behavioral changes. This educational information system is considered effective as a digital learning medium that promotes a safe, harmonious, and bullying-free environment within the orphanage.

This study aims to develop a junior high school mathematics e-module based on local culture at the Van der Wijck Fortress complex to enhance students’ mathematical reasoning skills and learning interest. Specifically, the objectives are: (1) to describe the characteristics of the local culture-based e-module that can improve reasoning ability and learning motivation, and (2) to produce a high-quality e-module that meets the criteria of validity, practicality, and effectiveness. The research employed the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). The participants consisted of one teacher, 31 students in the experimental class, and 32 students in the control class at a public junior high school in Kebumen Regency. The instruments used included validation sheets for media and material, competency tests, mathematical reasoning tests, learning interest questionnaires, and practicality assessment forms for teachers and students. The results showed that the e-module possesses characteristics of being self-instructional, self-contained, stand-alone, adaptive, and user-friendly. Product validity was confirmed through expert validation with average scores of 4.26 for media and 4.35 for material (very valid). The validation of instruments obtained average scores ranging from 4.5 to 4.92, categorized as very valid. Practicality was demonstrated through teacher assessments of 92%, student assessments of 85%, and learning implementation of 94% (all very practical). Effectiveness testing using the Multivariate Hotelling’s T² test indicated significant differences between experimental and control classes in competency test scores, mathematical reasoning, and learning interest. Therefore, the local culture-based mathematics e-module is proven valid, practical, and effective in enhancing students’ mathematical reasoning and learning motivation.

This research aims to: (1) produce mathematics learning media in the form of interactive e-modules with a learning approach.realistic mathematics education (RME) which is oriented towards numerical ability and mathematical growth mindset students and describe their characteristics; (2) describe the quality of the learning e-module which meets the criteria of being valid, practical and effective so that it is suitable for use by junior high school students using the approach realistic mathematics education (RME). The development model used in this development research is the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). The research subjects consisted of one teacher and 32 seventh grade students of SMP Negeri 3 Pajangan in Bantul Regency, Yogyakarta, who participated in this research.The results of the study show that the developed e-module has the following main characteristics: (1) using the RME approach in learning strategies; (2) facilitating the improvement of numeracy through learning videos, LKPD, and quizzes; (3) fostering growth mindset through motivational videos, inspirational sentences, discussion spaces, as well as feedback and self-evaluation features; and (4) using test- and questionnaire-based evaluation instruments. Validity tests showed very good results with an average score of 96% from media experts and 98% from material experts. The practicality of the e-module was assessed as very good by teachers (96.19%) and good by students (80.47%), and the implementation of learning reached 96.8%. Effectiveness was proven through MANOVA and t-tests which showed a significant increase in numeracy and mathematical growth mindset after using the e-module. Thus, the RME-based interactive e-module is suitable for use as an innovative mathematics learning medium at the junior high school level.

Creative thinking skills are fundamental competencies to be nurtured in 21st-century learning, especially within science education. One promising approach to developing these skills is the use of an Etno-STEM integrated E-Module implemented through the Project-Based Learning (PjBL) model. The Etno-STEM integration seeks to link local wisdom and culture with the domains of science, technology, engineering, and mathematics, thereby creating meaningful, contextualized learning experiences. This study aims to investigate the impact of implementing an Etno-STEM integrated E-Module through PjBL on students’ creative thinking skills. The research employed a quasi-experimental design with two classes: an experimental group using the Etno-STEM integrated E-Module and a control group using cooperative learning strategies. Research instruments comprised both test and non-test tools. The test instrument included objective-reasoned questions aligned with four creative thinking indicators—fluency, flexibility, originality, and elaboration—while the non-test instrument involved structured observation sheets to monitor learning implementation. Data analysis demonstrated that the Etno-STEM integrated E-Module using the PjBL model significantly improved students’ creative thinking skills compared to conventional approaches. This finding highlights the potential of combining local wisdom with innovative instructional models as an effective and culturally responsive strategy for advancing science learning aligned with 21st-century educational demands.

Turmeric is a spice commodity that has high economic market potential. However, the utilization of turmeric, especially in Kunden Village, Sukoharjo Regency is still limited in terms of processing innovation, and creates organic waste that has not been optimally utilized, namely turmeric leaves. The Village Development Program, carried out a zero waste-based transformation through the manufacture of gummy spices from rhizomes and liquid organic fertilizer from turmeric leaf waste. This activity is with the farmer women's group of Tani Lestari, with stages of socialization, training, and practice. The results of this program show that the farmer women's group of Tani Lestari members are able to understand product processing innovations in the form of turmeric gummy and optimize turmeric leaf waste into liquid organic fertilizer. Gummy turmeric is a functional food product that is good for health, while liquid organic fertilizer is an alternative to reducing organic waste from turmeric leaves to support sustainable agriculture. The provision of e-modules strengthens the sustainability of the program even after the activity has ended. Zero waste-based innovation not only encourages community participation, especially farmer women's group in village development based on local resources, but also creates a community that is adaptive to progress.

This study aims to systematically examine the effectiveness of the implementation of Physics e-modules based on local wisdom on students’ critical thinking skills. The focus of The study is directed at the integration of local cultural values, especially through the context of making lapek sarikayo, as part of contextual and meaningful physics learning. The method used is Sstematic Literature Review (SLR), which is carried out through the Identification, selection, and analysis of 20 national scientific articles published in the last Five years. The analyzed articles were selected based on relevance to the topic of physics e-Modules, ethnoscience approaches or local wisdom, and measurement of critical thinking Skills. The results of the study show that e-modules that contain elements of local culture are able to increase student involvement,strengthen understanding of physics concepts, and significantly encourage critical thinking skills. A contextual approach through local culture is proven to provide a learning experience that is closer to the reality of learners. These findings have an important impact on the development of innovative teaching. Materials that are relevant to local cultural characteristics, as well as being a strategic reference in designing holistic and transformative 21st-century physics learning.

This study is a literature review that aims to identify and analyze the application of GeoGebra applications in learning geometric transformations at the high school level. Geometric transformation is a material that requires high spatial visualization skills, so learning media are needed that are able to present concepts in a concrete and interactive way. GeoGebra, as a dynamic mathematics application, is considered capable of facilitating student understanding through direct visualization of transformation processes such as translation, reflection, rotation, and dilation. The study was conducted by reviewing 11 relevant scientific articles, published in the last five to ten years, and meeting certain inclusion criteria. The results of the analysis show that the application of GeoGebra in learning has a positive impact, both cognitively, affectively, and technically. GeoGebra is able to improve students' understanding of concepts, learning motivation, and learning outcomes. The implementation strategy includes the development of e-modules, digital teaching materials, problem-based learning, and application usage training. Overall, GeoGebra has proven to be valid, practical, and effective in supporting more interesting and meaningful learning of geometric transformations.

The use of GeoGebra-assisted interactive e-modules in mathematics learning has great potential to improve students' concept understanding through dynamic and interactive visualization. This study aims to provide a bibliometric review of 20 publications over the period 2018-2024, with two main focuses: (a) reviewing the growth trajectory of studies on the use of GeoGebra in interactive e-modules; and (b) identifying the themes and topics that appear most frequently in related publications. The study was conducted using bibliometric methods on 20 selected publications during 2018-2024. Data was obtained from Google Scholar using the Publish or Perish application and analyzed using VOSviewer. The results show an increasing trend of publications since 2021. Themes such as mathematical representation and interactive learning dominate, while topics such as media validity and integration in learning models are still rarely discussed. These findings provide an important basis for the development of technology-based learning media as well as a direction for future research to be more focused and innovative. This study supports the development of technology-based digital learning media.

This study aims to analyze the use of interactive E-Modules in the course Development of Children with Special Needs and its effect on increasing student learning motivation in inclusive classrooms. The research employed a quantitative experimental method with a paired pretest-posttest group design. The subjects consisted of 40 students from the Special Education Department at Sultan Ageng Tirtayasa University. Data were collected through a learning motivation questionnaire and analyzed using the Shapiro-Wilk normality test and the Paired Sample T-Test. The results showed a significant increase in student learning motivation after the use of the E-Module, with a p-value < 0.05. The E-Module was inclusively designed using the principles of Universal Design for Learning (UDL) and multimedia technology, enabling appropriate access and learning interaction for all students. These findings indicate that the interactive E-Module is not only effective in enhancing learning motivation but also supports adaptive and inclusive learning in higher education.

This research is a research and development (Research and Development) that aims to develop an e-module oriented to Problem Based Learning (PBL) on the reaction rate material that is practically used in the learning process. The development model used is the 4D model consisting of four stages, namely Define, Design, Develop, and Disseminate. However, this study is limited to the Develop stage, which was tested on a limited basis at SMA Assa'adah Gresik. Data were obtained through student response questionnaires and learning activity observation sheets. The results of the analysis show that the e-module developed is classified as very practical. This is indicated by the results of the student response questionnaire which obtained a percentage of 96% with a very practical category, and is supported by the results of observations of student activities which also reached a percentage of 96% in the same category. Thus, this e-module is worthy of being used as an alternative effective and interactive learning media on the reaction rate material.

The study aims to develop and evaluate STEM PBL-based science learning media to enhance students' critical thinking and creativity. The objectives include describing, producing, and assessing the feasibility, validity, practicality, and effectiveness of these media for grade VII students. This Research and Development (R&D) study follows the 4D model: define, design, develop, and disseminate. The developed media take the form of a digital Flipbook accessible via smartphones and PCs. A limited trial involved 22 students and one educator, while a field test included 51 students from SMPN 1 Binongko, Wakatobi Regency, divided into experimental and control groups. Data were collected through tests, interviews, questionnaires, and validation sheets. Feasibility, validity, and practicality were analyzed descriptively, while effectiveness was evaluated using the N-Gain, MANOVA, and Cohen's effect size tests. The results indicate that the STEM PBL-based Flipbook presents real-life problems, their causes, and solutions, encouraging critical thinking and creativity. It meets validity and feasibility criteria as assessed by expert lecturers. Educators and students also rated it as highly practical for learning. Finally, the Flipbook was found to be effective in improving students' critical thinking and creativity, with a significance value of 0.000 < 0.05.

Many students have difficulty in learning mathematical concepts, especially in the material of curved-sided spatial figures, in addition, knowledge of regional culture is still lacking. This is due to the limited use of teaching materials in learning which has an impact on students' interest in learning. The purpose of this study is to develop teaching materials in the form of e-modules with an ethnomathematics approach to curved-sided spatial figures that are suitable for use, as an alternative to other teaching materials that can be used in learning. The type of research method used is the Research and Development (R&D) method with a 4D development model (Define, Design, Develop, Disseminate). The subjects of this study were grade IX students at SMPN 2 Kaledupa. The instruments used to measure the validity and practicality of the teaching materials developed were in the form of a validation questionnaire from material experts and media experts and a student response questionnaire. The data obtained from measuring validity and practicality were then processed using quantitative and qualitative descriptive analysis. The results of the research on the development of teaching materials with an ethnomathematics approach show that the developed learning e-module is declared feasible to use based on the assessment results of the material expert and media expert validators. The average score percentage obtained from the material expert validator is 89.06% with very valid criteria. While the average score percentage from the media expert validator is 86.45% with very valid criteria. In addition, the learning e-module with an ethnomathematics approach is also declared practical to use based on the results of the student response assessment. The average percentage of the overall student response assessment score is 89.93% with very practical criteria.

This research was conducted with the aim of analyzing the need for the development of a chemistry e-module combined with the KingDraw application on isomer material at SMA Al Islam 1 Surakarta. This study uses a survey methodology with a qualitative approach. Data were obtained from interviews with chemistry teachers and the results of filling out questionnaires by 84 students. The results of this study indicate that teachers have not developed technology-based teaching materials that can help students in learning chemistry. The teaching materials used are in the form of textbooks containing writings and several two-dimensional images. Thus, it can be said that learning is still conventional and has not followed the development of the digitalization era. This is indicated by the minimal use of technology in learning activities. In learning, teachers only rely on lecture and discussion methods. Therefore, it can be concluded that the development of a chemistry e-module collaborated with the KingDraw application needs to be implemented to motivate students to learn and improve their understanding of chemical concepts independently. This module can also be used anytime and anywhere.

The purpose of this research is to create e-module teaching materials with a discovery learning approach on the topic of oxidation-reduction reactions. These materials will be assessed for validity, practicality, and effectiveness in educational settings. This research uses the assurance development model which includes student character analysis, identification of learning objectives, selection of appropriate methods, media, and materials, utilization of media and materials in the learning process, active involvement of students, and evaluation phase. The e-module has successfully undergone a rigorous validation process conducted by a panel of validators and respected experts in the field. In addition, it has been thoroughly field tested to ensure that the resulting e-module is valid and effective, as well as practical in its application. The results showed that: 1) the assessment of media validity by media and material experts is included in the very valid category; 2) at the field trial stage involving 17 students of class X MIA 1 SMA Muhammadiyah Maumere, the class completeness rate was 81.3%. In addition, the electronic module (e-module) has been found to have a beneficial effect on student learning outcomes. Based on the descriptive analysis results, it can be concluded that the average student learning completeness rate is 87%. This indicates that e-modules used in an educational setting can be considered effective. The e-modules received positive responses from both students and teachers, indicating their practicality.