<![CDATA[Many elementary school students face difficulties in deeply understanding scientific concepts, resulting in low science literacy and an inability to connect scientific knowledge with everyday life. This problem is exacerbated by the limited availability of interactive, contextual learning materials and minimal integration of local cultural values. This study aimed to design, analyze validity, assess practicality, and evaluate the effectiveness of a Tri Hita Karana-based E-module on ecosystem materials to improve science literacy among fifth-grade students. The research employed a Research and Development (R&D) design using the ADDIE model, including Analysis, Design, Development, Implementation, and Evaluation. The subjects consisted of two content experts, two media experts, two teachers and three students for practicality testing, and 28 students for effectiveness testing. Data were collected using questionnaires on validity and practicality, as well as pretest and posttest science literacy assessments, with instruments validated (coefficient = 1.00) and reliable (KR-20 = 0.82). The results indicated that the developed E-module was valid (content experts = 3.87; media experts = 3.80), practical (teachers = 4.00; students = 3.77), and effective, with an average increase in science literacy of 20.536 points, a decrease in standard deviation from 20.550 to 16.011, and a paired sample t-test showing t = 10.280 with significance 0.000 < 0.05, indicating a significant improvement. In conclusion, the Tri Hita Karana-based E-module supports interactive, contextual, and character-based science learning. Its implication is that teachers can utilize this E-module as an innovative learning resource integrating digital technology and local wisdom to enhance students’ science literacy.]]>
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