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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Paedagogy Proceeding of the International Conference on Global Education and Learning
Arcita Rizara
Universitas Negeri Jakarta
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Other

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Research Trends in The Utilization of E-Modules in Science Learning: A Systematic Literature Review Fahmi Anhar Muladi; Maria Paristiowati; Cecep Kustandi; Imam Fitri Rahmadi; Arcita Rizara
Jurnal Penelitian Pendidikan IPA Vol 12 No 3 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i3.14153

Abstract

This study aims to systematically map research trends in the utilization of e-modules in science learning from 2020 to 2024. This study employed a Systematic Literature Review (SLR) approach following PRISMA guidelines to ensure a transparent and systematic selection process. Data were collected from the Scopus database, resulting in 261 identified articles, of which 20 empirical studies were selected through identification, screening, eligibility, and inclusion stages. The results show that the dominant research focus is development based on learning models (75.00%), with Problem-Based Learning as the most frequently used model (35.00%). In terms of learning outcomes, higher-order thinking skills (60.00%) and critical thinking skills (40.00%) are the most widely examined variables, while affective aspects remain underexplored. Technology integration is dominated by interactive multimedia (40.00%) and Android-based platforms (20.00%). However, the findings also reveal several gaps, including limited attention to affective outcomes, lack of methodological rigor, and insufficient consideration of contextual factors such as teacher readiness and digital equity. These findings highlight the need for more comprehensive, rigorous, and context-sensitive research to support sustainable digital learning in science education.
The Effectiveness of Game-Based Learning Interactive E-Modules in Enhancing Students' Learning Concentration: A Systematic Literature Review Arcita Rizara; Dwi Kusumawardani; Mita Septiani
Proceeding of the International Conference on Global Education and Learning Vol. 2 No. 2 (2025): December : Proceeding of the International Conference on Global Education and L
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/icgel.v2i2.163

Abstract

This systematic literature review examines the effectiveness of game-based learning (GBL) interactive e-modules in improving students' learning concentration. The study synthesizes the findings from eight research articles published between 2012 and 2025. The analysis reveals that GBL-based e-modules significantly enhance learning motivation, with validity rates ranging from 90% to 99%. Additionally, the use of interactive platforms such as Wordwall, Gimkit, and other digital tools effectively supports various learning styles, particularly visual and kinesthetic learners. The review highlights that student engagement levels improve significantly, ranging from 67.42% to 87.12%. Furthermore, these e-modules positively impact learning outcomes, providing a more engaging and interactive approach to education. By integrating gamification elements, the e-modules create a dynamic and motivating learning environment that fosters better concentration and focus among students. The review concludes that GBL-based e-modules are an effective educational strategy, particularly in geography education at the high school level. These tools not only engage students in a fun and interactive manner but also improve their ability to focus, leading to enhanced learning experiences. As a result, incorporating GBL-based e-modules in educational practices can contribute to better learning concentration and overall academic performance.
Mapping The Landscape of E-Module Development to Enhance 21st Century Skills in Indonesia: Evidence from a Prisma-Based Systematic Review Arcita Rizara; Dwi Kusumawardani; Mita Septiani; Imam Fitri Rahmadi; Fahmi Anhar Muladi
Jurnal Paedagogy Vol. 13 No. 4 (2026): October (IN PRESS)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i4.19522

Abstract

Digital transformation has accelerated the adoption of e-modules in Indonesian education; however, evidence regarding their contribution to 21st-century skills remains fragmented. This systematic literature review examines e-module development, pedagogical integration, targeted 4C skills, effectiveness, and implementation challenges in Indonesia. Following the PRISMA 2020 guidelines, 27 studies published between 2020 and 2025 were identified from SINTA, Scopus, and DOAJ. The data were analyzed thematically to identify research trends, subject areas, and patterns of effectiveness. Research was concentrated in STEM subjects, particularly Physics, Biology, and Mathematics, and primarily at the senior high school level. Critical thinking was the most frequently targeted skill (81.5%), followed by creativity (51.9%), communication (44.4%), and collaboration (33.3%); only 25.9% of the studies integrated all four skills. Most studies reported positive effects on learning outcomes (88.9%) and critical thinking (86.4%), although the predominance of quasi-experimental and pre-experimental designs limits causal interpretation. Implementation challenges included technological infrastructure, teacher readiness, student self-regulation, and long-term sustainability. The findings suggest that e-modules are most pedagogically meaningful when their technological features are aligned with authentic, scaffolded, and student-centered learning activities that intentionally foster 4C skills. The review highlights the need for holistic integration of the 4C skills, broader educational contexts, more rigorous research designs, and sustainable implementation support.
Co-Authors Dwi Kusumawardani Fahmi Anhar Muladi Imam Fitri Rahmadi Maria Paristiowati Mita Septiani