Development of a Science Literacy-Based E-Module to Enhance Students’ Conceptual Understanding and Concept Analysis in Plant Diversity Learning towards Sustainable Development Goals (SDGs)
DOI:
10.29303/jppipa.v12i3.14851Published:
2026-04-25Downloads
Abstract
This study aims to develop a scientific literacy-based e-module to enhance students’ conceptual understanding and concept analysis skills in plant diversity learning. Conventional text-based materials often fail to support students in analyzing and classifying plant morphological characteristics; therefore, an interactive digital learning medium is needed. This study employed a Research and Development (R&D) method using the ADDIE model, including analysis, design, development, implementation, and evaluation. The developed e-module integrates scientific literacy components, such as data analysis and problem-solving activities, to support meaningful and independent learning. Validation results by media and material experts showed high feasibility with scores of 88.78% and 89.52%, while practicality test results by teachers and students reached 90.68% and 89.34%, indicating that the e-module is very feasible and practical. The effectiveness test showed that both students’ conceptual understanding and concept analysis skills achieved an N-gain score of 0.69, categorized as moderate. These findings indicate that the e-module is effective in improving students’ conceptual understanding and concept analysis skills. In addition, the integration of scientific literacy components in the e-module has the potential to support students’ scientific literacy. Therefore, this e-module can be used as an effective learning medium in biology learning and contributes to improving the quality of education, particularly in supporting Sustainable Development Goal 4 (Quality Education).
Keywords:
Concept analysis Conceptual understanding E-module Plant diversity Scientific literacyReferences
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