Developing a scientific critical thinking-based e-module for critical thinking and self-efficacy in buffer solutions

Nur Febriani Ghadah (Chemistry Education Department, Faculty of Teacher Training and Education, Universitas Lambung Mangkurat)
Parham Saadi (Chemistry Education Department, Faculty of Teacher Training and Education, Universitas Lambung Mangkurat)
Iriani Bakti (Chemistry Education Department, Faculty of Teacher Training and Education, Universitas Lambung Mangkurat)
Rusmansyah Rusmansyah (Chemistry Education Department, Faculty of Teacher Training and Education, Universitas Lambung Mangkurat)

QUANTUM: Jurnal Inovasi Pendidikan Sains
Vol 17, No 2 (2026): October 2026

Integrating scientific critical thinking into learning materials can support students’ conceptual understanding, problem-solving skills, and confidence in learning chemistry. This study aimed to develop a Scientific Critical Thinking (SCT)-based e-module on buffer solutions that is valid, practical, and effective in improving students’ critical thinking skills and self-efficacy. The study employed a research and development design using a modified 4D model comprising three stages: define, design, and develop. Participants were 36 Grade XI science students at SMAN 9 Banjarmasin. Data were collected through validation and practicality sheets, student response and self-efficacy questionnaires, and critical-thinking tests. Descriptive analysis was used to assess validity and practicality, while N-gain analysis measured improvements in critical thinking skills and self-efficacy. The e-module was categorized as fairly valid, while student responses and readability indicated strong agreement. The teacher’s ability to use the e-module and manage classroom activities was rated very good. High normalized gains were observed in students’ critical thinking skills and self-efficacy. Thus, the SCT-based e-module was valid, practical, and effective for supporting chemistry learning