<![CDATA[This study evaluates the effectiveness of e-modules on learning outcomes in Building Material Science courses. The research involved 119 Building Engineering Education students from the 2025/2026 academic year. Using a descriptive quantitative method, data were collected through post-tests and satisfaction questionnaires. Two treatments were compared: an e-module with a flipped classroom model and teacher-centered learning using PowerPoint slides. Data were analyzed using descriptive and inferential statistics, including normality, homogeneity, and U-Mann-Whitney hypothesis tests. Results showed the experimental group achieved a higher average post-test score (81.34) compared to the control group (72.09), marking an increase of 9.33. While the hypothesis test confirmed a significant difference in learning outcomes, student feedback indicated certain material deficiencies within the e-module. Consequently, the study concludes that the e-module requires further refinement of its content to optimize the learning process and student comprehension within the Building Engineering Education program at the State University of Jakarta.]]>
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