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.
Putri et al. (Mon,) studied this question.
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