<![CDATA[Biodiversity education at MAN 2 Tasikmalaya continues to face substantial challenges, particularly due to limited opportunities for field observation. Several students still struggle to identify local species, which ultimately affects their learning outcomes and hinders the development of their biodiversity literacy. This quantitative study examined the effectiveness of an interactive e-module integrating Citizen Science in improving learning outcomes and biodiversity literacy among 30 Grade X students. A one-group pretest–posttest design was used for cognitive assessment, while a posttest-only descriptive approach measured biodiversity literacy in the affective and conative dimensions. Learning activities were facilitated through an interactive e-module combined with authentic field observations, species documentation via iNaturalist, and collaborative taxonomic verification. Data were collected using a pretest–posttest achievement test, a biodiversity literacy questionnaire, and a reflection survey. Findings indicated a significant improvement in learning outcomes (p = 0.000), with mean scores increasing from 79.63 to 96.93 and an N-Gain of 0.878 (high). This suggests improvement not only in conceptual mastery but also in students' scientific ways of thinking. Biodiversity literacy was categorized as moderate (63.3%), with affective and conative aspects each scoring 66.7%. Student reflections were overwhelmingly positive, particularly regarding the e-module’s usability and the meaningful, real-world experience afforded by Citizen Science. Overall, the e-module demonstrates strong effectiveness and feasibility as an innovative pedagogical strategy to strengthen learning outcomes and biodiversity literacy in alignment with the in the Society 5.0 era.]]>
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