E-Module Based on Flipbook to Improve Student Learning Outcomes in Junior High School

Abstract

The low achievement of students in learning about colonialism and imperialism in social studies highlights the need for innovative, technology-based teaching materials that align with the learning characteristics of the digital generation. This study aimed to develop and evaluate the effectiveness of a flipbook-based e-module as an interactive medium for social studies learning within the Merdeka Curriculum framework. This research employed a research and development design using the 4D model, conducted up to the Develop stage. The study used a single-group pretest–posttest experimental design involving 120 eighth-grade students from SMP Negeri 34 Padang, selected through purposive sampling. Data were collected through expert validation sheets, pretests, and posttests, and analyzed using descriptive statistics, normality tests, paired sample t-tests, and N-Gain analysis with SPSS to determine the module’s feasibility and learning effectiveness. The results showed a significant improvement in students’ learning outcomes, with average scores increasing from 62.40 (pretest) to 80.92 (posttest), p = 0.000 (< 0.05), and an N-Gain value of 0.4957 (moderate category). Validation from material and media experts indicated high feasibility, confirming the module’s quality and suitability for classroom use. The study concludes that the flipbook-based E-Module effectively enhances students’ conceptual understanding and promotes flexible, interactive, and independent learning aligned with the Merdeka Curriculum, offering a practical model for technology-based learning innovation in 21st-century education.