Development of an SSI-Based Chemistry E-Module Integrating Islamic Values to Support Critical Thinking in Chemistry Learning

Mimi Herman (Chemistry Education, Faculty of Education and Teacher Training, State Islamic University Mahmud Yunus Batusangkar, Jl. Jend Sudirman no 137, Batusangkar, 27217)
Dwivelia Aftika Sari (Chemistry Education, Faculty of Education and Teacher Training, State Islamic University Mahmud Yunus Batusangkar, Jl. Jend Sudirman no 137, Batusangkar, 27217)
Ajis Kurniawan (Chemistry Education, Faculty of Education and Teacher Training, State Islamic University Mahmud Yunus Batusangkar, Jl. Jend Sudirman no 137, Batusangkar, 27217)
Anisa Anisa (Chemistry Education, Faculty of Education and Teacher Training, State Islamic University Mahmud Yunus Batusangkar, Jl. Jend Sudirman no 137, Batusangkar, 27217)
Elvy Rahmi Mawarnis (Chemistry Education, Faculty of Education and Teacher Training, State Islamic University Mahmud Yunus Batusangkar, Jl. Jend Sudirman no 137, Batusangkar, 27217,)
Hidayat Herman (Medan State University, Jl. Williem Iskandar Pasar V, Medan, 20221)
Akrajas Ali Umar (Institute of Microengineering and Nanoelectronics, Universiti Kebangsaan Malaysia)
Muhd Ibrahim (Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris, Tanjung Malim, Perak)

Jurnal Tadris Kimiya
Vol 11 No 1 (2026)

Critical thinking skills are essential competencies in 21st-century education; however, preliminary observations indicate that first-semester Chemistry Education students at UIN Mahmud Yunus Batusangkar tend to have limited critical thinking abilities and focus mainly on theoretical understanding. This study aimed to develop a socio-scientific issues (SSI)–based chemistry e-module integrated with Islamic values and to evaluate its feasibility in terms of validity and practicality. A research and development (R&D) approach using the 4D model (Define, Design, Develop, and Disseminate) was employed, with data collected through expert validation instruments and student response questionnaires involving 12 first-semester students. The results showed that the developed e-module achieved a very high level of validity, with an overall mean score of 3.76. In addition, the practicality assessment yielded an average score of 3.39 on a four-point scale, categorized as practical. These findings indicate that the e-module is feasible for use in chemistry learning. The extent to which this e-module supports students' critical thinking skills has not yet been measured and remains a direction for future research, particularly through effectiveness testing in broader instructional settings.