<![CDATA[The development of information technology has driven the need for innovation in science learning in elementary schools, one of which is through the use of digital-based e-modules. This study aims to examine the implementation of Brain-Based Learning (BBL)-based science e-modules in improving learning quality. The method used was a literature review, analyzing various relevant scientific sources through the stages of identification, selection, content analysis, and data synthesis. The study results indicate that digital-based e-modules can improve learning independence, conceptual understanding, and student engagement in learning. The integration of the BBL approach has been proven to create more meaningful, enjoyable, and brain-friendly learning, thus positively impacting students' critical thinking skills. Furthermore, the effectiveness of e-modules is maximized when combined with innovative learning models such as Problem-Based Learning, STEM, and Research-Based Learning. However, the implementation of BBL-based e-modules still faces challenges, such as limited technological facilities and teacher preparedness. Therefore, systematic development through a Design-Based Research approach, along with adequate training and infrastructure support, is needed. Therefore, BBL-based science e-modules have great potential as an innovative solution to improve the quality of science learning in elementary schools.]]>
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