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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 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.

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.

Based on the results of the needs analysis of PJOK teachers in class IV SDN Kanigoro 04, teachers use LKS learning media or manual teaching books. LKS or manual textbooks are less interesting because the LKS used is not colorful so the teacher feels that the current media is not enough to support interactive learning. The difficulty that teachers face when making interactive media is that it takes a long time. The purpose of this research is to develop and test interactive e-module learning media on basic movement patterns and create a new learning atmosphere. Researchers used a Research and Development approach with the ADDIE development research model (Analyze, Design, Development, Implementation, Evaluation). The results of media expert validation got an average result of 91.87% which was categorized as very valid, material expert validation got an average result of 95.83% which was categorized as very valid. Small group trials to students obtained an average result of 91.49% categorized as very feasible. Large group trials to students obtained an average result of 90.28% categorized as very feasible. This shows that the use of interactive e-module learning media on basic movement patterns is very feasible to use in learning.

This research investigates the development and testing of an interactive e-module based on inquiry learning, designed to improve students’ understanding of derivatives in calculus. The study adopts a Research and Development (R&D) approach, which involves several stages: design, prototype creation, testing, and revision. The e-module incorporates interactive exercises, real-time feedback, and multimedia elements to engage students in active learning. A pre- and post-test assessment was conducted to measure the effectiveness of the e-module, revealing a 20% improvement in students’ conceptual understanding of derivatives. Feedback from students indicated that the e-module’s interactive features, including visual representations, problem-solving activities, and immediate corrections, significantly enhanced their learning experience. The results were compared with traditional printed materials, showing that the interactive e-module was more effective in improving students' problem-solving skills and overall understanding of abstract concepts in calculus. The findings suggest that technology-enhanced tools, such as interactive e-modules, offer a promising approach to calculus education, fostering deeper engagement and providing immediate feedback, which traditional methods fail to offer. These tools are particularly beneficial in bridging the gap between theoretical understanding and practical application in higher education. The study also recommends expanding the use of inquiry-based learning and interactive modules to other areas of mathematics and STEM education. Future research should focus on refining the e-module to include more personalized learning pathways and explore its long-term effects on students' performance across various subjects.