Development E-Modules Integrated with Microlearning Video to Improve Students’ Learning Outcomes and Critical Thinking on Environmental Change and Conservation Subject
DOI:
https://doi.org/10.17977/um065.v6.i9.2026.6Keywords:
Critical thinking, Electronic module, Environmental change and conservation, Learning outcomes, Video microlearningAbstract
This research focuses on developing an electronic module (e-module) integrated with microlearning videos focused on environmental change and conservation for 10th-grade high school students. The development process used a research and development approach based on the ADDIE model to ensure pedagogical excellence and systematic instructional design. The results of the expert validation phase, analyzed using the V Aiken index, yielded an average score of 0.85, categorizing the module as highly valid. Usability testing conducted with teachers and students showed average scores of 95.37% and 81.93%, respectively, placing the product in the “highly practical” category. Furthermore, the implementation of the e-module significantly improved students’ learning outcomes and critical thinking skills, with a student graduation rate of 91.94% and critical thinking skills test results showing that the N -Gain scores in experimental class 1 at 0.46 and experimental class 2 at 0.59, both falling into the moderate category, indicating a fairly significant improvement in critical thinking skills. Meanwhile, the control class showed an average N-Gain score of 0.28, which falls into the low category. This indicates that there was no significant improvement in critical thinking skills in the control class. These findings suggest that e-modules integrated with microlearning videos serve as an effective cognitive stimulus that promotes improved learning outcomes and critical thinking skills among students regarding environmental change and conservation.References
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