<![CDATA[Purpose:This study aims to address high school students' low analytical engagement, learning pace variances, and psychological hesitation regarding sensitive reproductive biology by developing, validating, and evaluating an adaptive learning e-module focused on the human reproductive system. Method:Guided by the ASSURE development model and a quasi-experimental pretest-posttest control group design, this Research and Development (R&D) study sampled 58 eleventh-grade students (, ) at SMA Al Mubarak Tangerang Selatan via purposive sampling. Data were collected using 5-point expert validation sheets, student usability questionnaires, and Bloom’s higher-order thinking skills (C4–C6) tests evaluated against a Minimum Mastery Criteria (KKTP) threshold of 78. Findings:The e-module demonstrated exceptional validity from media (4.90/5.00) and content (4.30/5.00) experts, alongside high usability in small-group (4.53/5.00) and large-group (4.78/5.00) trials. Academic mastery surged from 41.38% (pretest mean: 67.00) to 89.66% (posttest mean: 93.34), achieving a moderate normalized gain score (), confirming significant effectiveness in enhancing analytical capacities. Practical implications:The e-module offers biology educators a scalable, mobile-friendly tool to automate differentiated learning, providing remedial scaffolding and HOTS enrichment without increasing teacher workload, while facilitating private, self-paced study of sensitive topics. Originality/value:This research bridges a critical literature gap by operationalizing multi-platform digital tools (Google Forms, Canva, YouTube QR codes) into an adaptive decision-branching e-module specifically tailored for secondary school reproductive physiology instruction.]]>
