Development of Canva-Based E-Modules to Improve Motivation and Learning Outcomes of Students on the Core Topic of Acids and Bases
DOI:
10.29303/jppipa.v12i7.15774Published:
2026-07-31Downloads
Abstract
This study is a Research and Development (R&D) project aimed at producing a Canva-based e-module that is valid, practical, and effective, and capable of enhancing students’ motivation and learning outcomes in the subject of acids and bases. The model used is the ADDIE development model, which consists of five stages: analysis, design, development, implementation, and evaluation. The research subjects consisted of 36 eleventh-grade students at State Senior High School 8 Bulukumba for the 2026/2027 academic year. The feasibility of the e-module was assessed based on three criteria: validity, practicality, and effectiveness. The research results indicate that: 1) the validity of the e-module, as assessed by two expert validators, received an average score of 3.56, falling into the “highly valid” category; 2) the practicality of the e-module in terms of the feasibility of implementation received a score of 1.86, falling into the “fully implemented” category; in terms of teacher feedback, it received an average of 93.54%, classified as “highly practical”; and the average student response score was 89.78, also classified as “highly practical,” 3) The Canva-based e-module is considered effective based on the percentage of students’ learning motivation, which increased from 62.85% to 87.15%—falling into the “very high” category—and student learning outcomes met the criteria for effectiveness, with a class mastery rate of 91.67%. This indicates that the Canva-based e-module is valid, practical, and effective in improving students’ motivation and learning outcomes in acid-base material
Keywords:
Acids andbases ADDIE development model Canva-based e-module Learning motivation Learning outcomesReferences
Alifa, N. K., Bakti, I., Sholahuddin, A., & Iriani, R. (2025). Development of an e-module using an ethoscience approach assisted by Heyzine Flipbook to improve science literacy in acid and base topics. JCAE (Journal of Chemistry and Education), 9(1), 27–38. https://doi.org/10.20527/jcae.v9i1.3076 DOI: https://doi.org/10.20527/jcae.v9i1.3076
Chang, R. (2004). Basic Chemistry: Core Concepts: Vol. I (Third). Jakarta: Erlangga.
Endarwati, S. N., Nur, F., Mardhiah, M., Suharti, S., & Baharuddin, B. (2025). Development of an e-module based on Realistic Mathematics Education (RME) on algebra to improve the mathematics learning outcomes of 7th-grade junior high school students. EDU-MAT: Journal of Mathematics Education, 13(2). https://doi.org/10.20527/edumat.v13i2.21878 DOI: https://doi.org/10.20527/edumat.v13i2.21878
Erlangga, M. D., & Dwiningsih, K. (2024). Development of interactive chemistry e-modules to improve student learning outcomes through chemical representations in reduction and oxidation reactions. JIIP: Scientific Journal of Education, 7(3), 3130–3138. https://doi.org/10.54371/jiip.v7i3.6116
Fauziyah, F., Dewi, R. S. I., & Rufiana, I. S. (2025). Analysis of barriers to the implementation of the Merdeka Curriculum: A case study of teachers’ digital understanding and skills. Pendas: Scientific Journal of Elementary Education, 10(4). https://doi.org/10.23969/jp.v10i04.38378
Humairah, L. P., Wahyuni, S., Nuha, U., & Wahyuni, D. (2024). Development of digital flipbook-based science e-modules to improve students’ science literacy. Scholaria: Journal of Education and Culture, 14(1), 26–34. https://doi.org/10.24246/j.js.2024.v14.i01.p26-34 DOI: https://doi.org/10.24246/j.js.2024.v14.i01.p26-34
Ibrahim, T. A., & Sutiani, A. (2025). Development of a chemistry e-module using a STEM-integrated project-based learning model on chemical equilibrium. Journal of Innovation in Chemistry Education, 7(2), 226–234. https://doi.org/10.24114/jipk.v7i2.69594 DOI: https://doi.org/10.24114/jipk.v7i2.69594
Imansari, N., & Sunaryantiningsih, I. (2017). The effect of using interactive e-modules on students’ learning outcomes in occupational health and safety. VOLT: Scientific Journal of Education Electrical Engineering, 2(1), 11–16. https://doi.org/10.30870/volt.v2i1.1478 DOI: https://doi.org/10.30870/volt.v2i1.1478
Insyiroh, A. (2023). Development of a REACT (Relating, Experiencing, Applying, Cooperating, and Transferring)-based chemistry module incorporating ethnochemistry. Journal of Tropical Chemistry Research and Education, 5(2), 9–20. https://doi.org/10.14421/jtcre.2023.52-02 DOI: https://doi.org/10.14421/jtcre.2023.52-02
Nadia, N., Saadi, P., & Leny, L. (2023). Development of a chemistry e-module based on multiple representations on the topic of salt hydrolysis to enhance students’ independent learning. JCAE (Journal of Chemistry and Education, 7(1), 10–19. https://doi.org/10.20527/jcae.v7i1.1969 DOI: https://doi.org/10.20527/jcae.v7i1.1969
Nasution, H. A., & Hasibuan, N. (2025). Analysis of chemistry teachers’ and students’ responses to a Project-Based Learning (PjBL)-based e-module using a flipbook on reaction rate. Journal of Professional Education, 10(3), 2519–2523. https://doi.org/10.29303/jipp.v10i3.3459 DOI: https://doi.org/10.29303/jipp.v10i3.3459
Ndruru, E., Susanti, N., & Lumbantobing, J. A. (2026). Development and effectiveness of a Canva-based problem-based learning e-module using the 4D model to improve students’ understanding of molecular shapes. Hydrogen: Journal of Chemistry Education, 14(2), 315–324. https://doi.org/10.33394/hjkk.v14i2.19963 DOI: https://doi.org/10.33394/hjkk.v14i2.19963
Ningtyas, A., Leny, L., Saadi, P., & Sholahuddin, A. (2025). Development of a problem-based learning e-module on hydrocarbons using Heyzine Flipbook to enhance learning motivation and science literacy. JCAE (Journal of Chemistry and Education), 9(1), 15–26. https://doi.org/10.20527/jcae.v9i1.3474 DOI: https://doi.org/10.20527/jcae.v9i1.3474
Novitasari, A. D., & Pratiwi, E. Y. R. (2023). Canva-based interactive e-modules to enhance students’ learning autonomy in elementary school. Innovative: Journal of Social Science Research, 3(3), 3437–3455. Retrieved from https://j-innovative.org/index.php/Innovative/article/view/2301
Purwasi, L. A., Fitriyana, N., Jayati, R. D., Fitriani, L., & Irawan, B. P. (2023). Developing interactive e-modules using the Canva app. Proceedings of the Online Conference of Education Research International (OCERI) 2023, 326–338. https://doi.org/10.2991/978-2-38476-108-1_32 DOI: https://doi.org/10.2991/978-2-38476-108-1_32
Rahmawati, R., Surahman, S., Rizal, R., Pahriadi, P., & Lapasere, S. (2025). Improving Student Learning Outcomes in Natural and Sosial Science subjects Through Inquiry Learning Models in Grade V of Elementary School. Journal of Innovation and Research in Primary Education, 4(3), 565–575. Retrieved from https://ejournal.papanda.org/index.php/jirpe/article/view/1459 DOI: https://doi.org/10.56916/jirpe.v4i3.1459
Ramadhani, T. R., & Putra, A. Y. (2025). Development of a Chemistry Learning E-Module Supported by the Canva Application to Improve Understanding Among 11th-Grade Students at SMA 2 Siak Hulu. Journal of Chemistry Education Research (JRPK), 15(1), 60–68. https://doi.org/10.21009/JRPK.151.06 DOI: https://doi.org/10.21009/JRPK.151.06
Rosa, N. M. (2012). The influence of attitudes toward chemistry and self-concept on academic achievement in chemistry. Formatif: Scientific Journal of Mathematics and Natural Sciences Education, 2(3), 218–226. https://doi.org/10.30998/formatif.v2i3.104
Sandi, S., Syahri, W., & Gusti, D. R. (2025). Development of an e-module based on problem-based learning on electron configuration to improve students’ critical thinking skills. JIIP: Scientific Journal of Education, 8(4), 4054–4060. https://doi.org/10.54371/jiip.v8i4.7633 DOI: https://doi.org/10.54371/jiip.v8i4.7633
Sidabutar, A. G., & Dalimunthe, M. (2025). Development of a chemistry e-module supported by Exe-Learning based on the discovery learning approach on the topic of chemical equilibrium. EduKimia, 7(1). https://doi.org/10.24036/ekj.v7.i1.a571 DOI: https://doi.org/10.24036/ekj.v7.i1.a571
Utari, A. F., & Suryelita. (2024). Development of an e-module on chemical reactions and the mole concept in accordance with the Merdeka Curriculum for Phase E of Senior High School/MA. Edukimia, 6(3). https://doi.org/10.24036/ekj.v6.i3.a551 DOI: https://doi.org/10.24036/ekj.v6.i3.a551
Widyaningrum, A. C., & Suparni. (2023). Innovation in mathematics learning using the discovery learning model in the Merdeka Curriculum. SEPREN: Journal of Mathematics Education and Applied, 4(2), 186–193. https://doi.org/10.36655/sepren.v4i02.887 DOI: https://doi.org/10.36655/sepren.v4i02.887
Zainudin, A. (2022). The Effect of Learning Motivation on Student Academic Achievement. FAJAR Journal of Islamic Education, 2(2), 231–237. https://doi.org/10.56013/fj.v2i2.2650 DOI: https://doi.org/10.56013/fj.v2i2.2650
License
Copyright (c) 2026 Afdhalifayanti Hamdjah, Muhammad Anwar, Sudding
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
