<![CDATA[Physics instruction in high schools continues to struggle to foster students' integrated understanding of concepts and scientific process skills. One potential solution is developing digital learning materials that combine a "deep learning" approach with virtual laboratories. This study aimed to develop a physics e-module suitable for use and to analyze improvements in high school students' conceptual understanding and scientific process skills. The study used a research and development (R&D) methodology based on the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. Subject matter, media, and language experts assessed the product's feasibility, while student progress was analyzed using pretest and posttest scores and N-Gain scores. Validation results indicated that the subject matter expert assigned a score of 70.48 (categorized as "good"), the media expert assigned 59.22 ("very good"), and the language expert assigned 38.19 ("very good"). For conceptual understanding, the average score increased from 50.17 to 83.83, with an N-Gain of 0.675 (in the "medium" category). For scientific process skills, the average score rose from 49.57 to 84.27. with an N-Gain of 0.688 (also in the "medium" category). The developed e-module meets feasibility criteria based on expert validation and shows potential to support the enhancement of high school students' conceptual understanding and scientific process skills.]]>
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