<![CDATA[Limited computer availability can create challenges in implementing computer-based learning, particularly when students share learning devices. This study aimed to implement and examine a Scratch e-module that integrated Think-Pair-Share (TPS), Bloom's Taxonomy-based leveling, and a digital activity monitoring system in Informatics learning. The study used an implementation-based descriptive approach involving 30 Grade IX students in class 9B of SMPN 28 Malang on 31 August 2026. Students were organized into 15 pairs based on a brief diagnostic activity, and learning progressed through six levels representing cognitive processes from remembering to creating. The implementation combined individual thinking, paired discussion, progressive challenges, retry opportunities, scoring, and a final Scratch project. Five pairs involving 10 students reached Level 6 and completed the final project, with an average project score of 90.2. Fourteen pairs reached at least Level 4, while two pairs reached Level 5 and one pair reached Level 3. The system recorded 10 flagged activity events involving six pairs, consisting of tab switching, copy-paste, multiple-window, and idle events. The highest-ranked student obtained the MVP position with no flagged activity events. The findings indicate that the integrated module can organize progressive cognitive tasks, facilitate peer collaboration under a one-computer-per-two-students condition, and provide digital activity monitoring. The implementation also shows that limited instructional time can constrain completion of the highest cognitive level, indicating the need for additional project time in future implementation.]]>
