Development of a Problem Based Learning E-Module On Green Chemistry With Socio Scientific Issues Context To Enhance Students' Scientific Literacy

Students' scientific literacy remains relatively low, as evidenced by PISA study results and field observations, indicating the need for innovative, contextual, and interactive teaching materials. This study aims to develop a Green Chemistry e-module based on Problem-Based Learning (PBL) within the context of Socio-Scientific Issues (SSI), and to examine its validity, practicality, and effectiveness in enhancing students’ scientific literacy. The research employed a Research and Development (R&D) method using the ADDIE development model, which includes five stages: analysis, design, development, implementation, and evaluation. The research subjects consisted of five expert validators and tenth-grade students from class X-D at SMA Negeri 10 Banjarmasin. Data were collected using both test and non-test instruments, including expert validation questionnaires, readability questionnaires, student and teacher response questionnaires, observation sheets, and scientific literacy tests. The results showed that the developed e-module had a very high level of validity (96.71%), was highly practical (85.40%), and proved to be significantly effective in improving students’ scientific literacy, as indicated by an N-Gain score of 79.72, which falls into the effective category. Therefore, the e-module is considered successful in significantly enhancing students' scientific literacy.