<![CDATA[The development of digital technology and Artificial Intelligence (AI) in education provides opportunities to develop more interactive and adaptive learning materials. This study aims to analyze the effect of using an Artificial Intelligence (AI)-based E-Module on students' scientific literacy and critical thinking skills in Biology learning. This study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The research sample consisted of two classes: an experimental class that received Biology instruction using an AI-based E-Module and a control class that used conventional learning materials. Data were collected using scientific literacy and critical thinking tests administered before and after the learning intervention. The data were analyzed using descriptive statistics, N-Gain, normality tests, homogeneity tests, and independent sample t-tests. The results showed that the average scientific literacy score of the experimental class increased from 54.20 to 82.40, with an N-Gain score of 0.62, while the control class obtained an N-Gain score of 0.35. Students' critical thinking skills in the experimental class increased from an average score of 52.80 to 84.30, with an N-Gain score of 0.67, while the control class obtained an N-Gain score of 0.35. The independent sample t-test results showed a significance value of 0.000 < 0.05 for both variables. Therefore, the use of an AI-based E-Module has a positive and significant effect on students' scientific literacy and critical thinking skills in Biology learning. The AI-based E-Module can serve as an innovative learning material that supports interactive, contextual, and higher-order-thinking-oriented Biology learning. ]]>
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