<![CDATA[Strengthening mathematical critical thinking and resilience is difficult in schools where digital access is restricted, such as Indonesian Islamic boarding schools (pesantren). This study developed an offline guided inquiry e-module on lines and angles for this setting and examined its validity, practicality, and preliminary effectiveness. Following the ADDIE model, a needs analysis at a pesantren-based junior high school informed a storyboard and a 29-page offline flipbook with three submodules organized around five inquiry stages and contexts from pesantren life. Three validators rated the e-module highly valid (Aiken’s V = 0.937 for material and 0.924 for media), and their feedback led to minor revisions. In a three-meeting one-group pretest–posttest trial with all nine seventh-grade students, observed teacher implementation increased from 63.7% to 82.5% and student engagement from 59.2% to 78.9%, and the teacher (87.5%) and students (84.52%) rated the e-module very practical. Critical thinking scores rose significantly (t(8) = 3.490, p = 0.008, dz = 1.163; mean N-Gain = 0.360), and every student’s resilience score increased (mean 49.33 to 58.22 of 80). Given the small sample and the absence of a comparison group, these results indicate preliminary within-group change rather than causal effects. The study offers a transferable design for offline, inquiry-based digital materials in technology-constrained schools.]]>
Copyrights © 2026
