<![CDATA[This study plans to: (1) produce issue based learning (PBL) science e-modules to further develop understudy self-directed learning, (2) decide the use of PBL-based science e-modules to further develop understudy self-controlled learning, (3) decide the impact of PBL-based science e-module to work on understudies' self-managed learning. Using a four-dimensional model, this study is an R&D (research and development) study: characterize, plan, create, and scatter. PBL-based biology e-modules, learning response questionnaires, and student self-regulated learning questionnaires served as the research instruments. The average percentage score obtained by expert validators and small-scale student trials demonstrate the e-module's viability. The use of the e-module should be visible from the typical score acquired in the learning reaction survey. The acquisition of self-regulated learning questionnaires for early and late students reveals the influence of e-modules on student self-regulation. Using a straightforward linear regression test, to determine how the e-module affected the self-regulated learning of students. The findings revealed: 1) PBL-based science e-module to further develop understudies' self-controlled learning is possible to use with a score of 83% master approval in the "Substantial" class and testing on understudies got a level of 85% in the "Truly Qualified" classification ". ( 2) The use of PBL-based biology e-modules received an overall average "Good" score of 79.57 percent. 3) PBL-based biology e-modules have an effect on students' ability to learn independently. In view of the consequences of the speculation test, the t count is more noteworthy than t table (7.802 > 2.035) with an importance worth of 0.000, and that implies it is more modest than the 5% importance level (0.000). <0.05).]]>
