Enhancing science literacy through flipbook-based STEM Qur’an e-modules: a case study in Islamic boarding schools

Abstract This study aimed to evaluate the effectiveness of the e-module in enhancing students’ science literacy in secondary schools within Islamic boarding school environments. The research employed an experimental design with a quantitative approach, involving the measurement of students’ science literacy through Pre Tests and Post Tests in secondary schools located in a province in Indonesia. The research sample consisted of 150 students from 5 different schools. The data was collected through science literacy tests grouped based on the indicators of scientific inquiry, problem-solving, and scientific reasoning. The application of the STEM Qur’an-based Flipbook e-Module to students’ science literacy skills was carried out over 3 sessions per week for 5 weeks. The results showed that the implementation of the STEM Qur’an-based Flipbook e-module led to a significant improvement in students’ science literacy. The average Post Test score increased from 35.3–38.9 in the Pre Test to 80.58–80.62 in the Post Test. The analysis revealed that students demonstrated excellent science literacy skills in the scientific inquiry indicator, good skills in the problem-solving indicator, and fair skills in the scientific reasoning indicator. The results of the ANOVA and Post Hoc Test revealed that there were no statistically significant differences among the tested school groups. This indicates that the STEM Qur’an-based Flipbook e-module was equally effective in enhancing students’ science literacy across all participating schools.