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Integrating gender-based modules in language learning is important for creating inclusive and equitable learning environments, valuing the diversity of gender experiences, reducing stereotypes and biases, increasing student engagement, and supporting gender equality and sensitivity in society. So this research aims to develop a gender-based digital module as a supplement to Indonesian language learning and describe the validity of the digital module as a supplement to Indonesian language learning. This research is a type of research and development (Research and Development) with the ADDIE model approach, namely Analyze, Design, Development, Implementation. Six expert validators, two teachers, twenty-five and seventy-five pupils from class X are the subjects of this study, which aims to evaluate the usefulness and efficacy of the designed module. In this study, questionnaires, student essays, interviews, and observation were all used as data gathering methods. Both qualitative and quantitative data analysis methodologies were used in this investigation. According to the study findings, the digital module's validity scored 4.08 in the very good category. Teachers' and students' practicality results also received a very good rating of 4.13, suggesting that gender-based digital modules can be used to enhance high school Indonesian language instruction. With a score of 71% on the N-Gain effectiveness test, it can be concluded that the gender-based digital module is beneficial for teaching Indonesian language proficiency. As a result, it is determined that the gender-based digital module is legitimate and useful for use as an addition to high school Indonesian language instruction.
Indrawati et al. (Sun,) studied this question.