Interactive Electronic Modules as a Tool to Foster Students' Digital Literacy

Abstract

Despite increasing global emphasis on 21st-century competencies, recent studies indicate that Indonesian students still demonstrate low levels of digital literacy, partly due to the limited integration of interactive technologies in classroom instruction. This study aims to investigate the impact of Learning Management System (LMS)-based interactive electronic modules on students' digital literacy in the context of physics education. A quasi-experimental design with a non-equivalent control group was employed, involving 67 eleventh-grade students assigned to experimental and control groups. Digital literacy was assessed through pretest and posttest using a validated instrument based on the European DigComp framework. The findings revealed a significant improvement in the experimental group (N-gain = 0.71, high category) compared to the control group (N-gain = 0.13, low category). Moreover, all five dimensions of digital literacy information and data literacy, communication and collaboration, digital content creation, safety, and problem-solving showed greater enhancement in the experimental group. This study lies in the integration of LMS-based interactive e-modules specifically designed to align with the DigComp framework within the learning context an area where digital literacy development has been underexplored. These results underscore the potential of digital module integration to not only improve students' digital competencies but also to modernize science education through accessible, scalable, and engaging instructional strategies. It is recommended that future research explore long-term impacts of such interventions across diverse subjects and educational levels, as well as examine teacher readiness and pedagogical design in maximizing the benefits of digital learning tools.