Development of an Interactive E-Module Based on Coastal Potential to Improve Students’ Environmental Literacy
DOI:
https://doi.org/10.55642/taveij.v6i02.1367Keywords:
E-Module; Coastal Potential; Interactive; Environmental Literacy; Sustainable EducationAbstract
Students’ environmental literacy, particularly regarding the preservation of coastal ecosystems, remains relatively low due to a lack of integration of environmental issues into learning and a scarcity of innovative, contextual learning resources. This situation calls for the development of teaching materials that are relevant to the students’ surrounding environment. This study aims to analyze, develop, and test the validity, practicality, and effectiveness of an interactive e-module based on coastal potential as a tool for environmental literacy learning. This is a development study using the 4D model (Define, Design, Develop, Disseminate) involving teachers and students as research subjects. Data were collected through interviews, questionnaires, and tests, using instruments tailored to the aspects being measured. Qualitative data were analyzed using the Miles and Huberman technique, while quantitative data were analyzed using percentage and n-gain calculations. The results indicate that the developed e-module has a very high level of validity based on expert evaluation and is considered highly practical in its application. Furthermore, the e-module has proven effective in enhancing students’ interest in learning and their environmental literacy, with significant improvements observed in these areas. These findings indicate that integrating digitized coastal potential into instructional materials can serve as an effective strategy for strengthening environmental literacy. The implications of this research underscore the importance of developing innovative, locally-contextualized learning resources to support sustainable education.
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