Integrated Science Education Journal
Integrated Science Education Journal

an Open Access Journal

SINTA

6.1

Impact

GScholar

18

H-Index

Integrated Science Education Journal

an Open Access Journal

A Deep Learning–Based Electronic Module for Global Warming: An Analysis of Validity and Readability to Support Critical Thinking Skills

Ziyana Walidah Razak ORCID
Sebelas Maret University ROR
Indonesia
ziyanwalidah@student.uns.ac.id
Muzzazinah Muzzazinah ORCID
Sebelas Maret University ROR
Indonesia
Meti Indrowati ORCID
Sebelas Maret University ROR
Indonesia
Share

  • Purpose of the study: This study aims to analyze the validity and readability of a deep learning–based electronic module (e-module) designed to improve students’ critical thinking skills on global warming material.

    Methodology: The research employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The developed e-module integrates deep learning principles—mindful, meaningful, and joyful learning—into a Google Sites platform and is enriched with multimedia elements, including videos, animations, interactive worksheets, Padlet, and a carbon footprint calculator. The validity of the e-module was evaluated by six experts, including media experts, subject matter experts, and linguists, using Aiken’s V formula.

    Main Findings: The results showed that all validation aspects achieved Aiken’s V values ranging from 0.83 to 1.00, exceeding the minimum validity threshold (V > 0.78), indicating that the e-module is highly valid. Readability testing involved ten junior high school students and two science teachers and was analyzed using percentage-based criteria. The readability scores ranged from 88% to 100%, categorized as excellent across content, format, presentation, and language aspects. These findings indicate that the deep learning–based e-module is not only valid but also highly readable and user-friendly.

    Novelty/Originality of this study: The developed e-module has strong potential to be implemented as an innovative digital teaching material to support science learning and foster students’ critical thinking skills, particularly in addressing contextual and global environmental issues such as global warming.

  • How to cite

    [1]
    “A Deep Learning–Based Electronic Module for Global Warming: An Analysis of Validity and Readability to Support Critical Thinking Skills”, In. Sci. Ed. J, vol. 7, no. 1, pp. 33–44, Dec. 2025, doi: 10.37251/isej.v7i1.2480.

    More Citation Formats

  • 177
    Abstract views
    201
    Downloads

    Metrics — Badges

    1. P. Susongko, R. Bhandari, M. Kusuma, Y. Arfiani, and D. Pratama, “Community critical thinking skills framework: A literature review study,” Journal of Innovation in Educational and Cultural Research, vol. 5, no. 1, pp. 35-42, 2025, doi: 10.46843/jiecr.v5i1.978. DOI: https://doi.org/10.46843/jiecr.v5i1.978
    2. S. F. Rivas, C. Saiz, and L. S. Almeida, “The role of critical thinking in predicting and improving academic performance,” Sustainability (Switzerland) , vol. 15, no. 2, Jan. 2023, doi: 10.3390/su15021527. DOI: https://doi.org/10.3390/su15021527
    3. C. P. Dwyer, M. J. Hogan, and I. Stewart, “An integrated critical thinking framework for the 21st century,” Think Skills Creat, vol. 12, pp. 43–52, Jun. 2014, doi: 10.1016/j.tsc.2013.12.004. DOI: https://doi.org/10.1016/j.tsc.2013.12.004
    4. A. T. Daga, P. Poti, and P. Ngailo, “The Influence of Independent Curriculum on Critical Thinking and Creativity of Students in Elementary Schools,” Journal of General Education and Humanities, vol. 4, no. 3, pp. 705-718, 2025, doi: 10.58421/gehu.v4i3.443. DOI: https://doi.org/10.58421/gehu.v4i3.443
    5. M. Shafieieh, A. Ozturen, H. Rezapouraghdam, and O. M. Karatepe, “Does critical thinking mediate the relationship between sustainability knowledge and tourism students’ ability to make sustainable decisions?,” Sustainability (Switzerland) , vol. 16, no. 13, Jul. 2024, doi: 10.3390/su16135655. DOI: https://doi.org/10.3390/su16135655
    6. A. A. S. Musyarofah, A. L. Anggraini, S. Sudarti, R. D. Handayani, M. Jamhari, and H. Haeruddin, “Analysis of the comparison of science literacy skills of students at MTs nurul huda situbondo in solving PISA science problems,” EDUKASIA: Jurnal Pendidikan dan Pembelajaran, vol. 4, no. 2, pp. 2507–2516, 2023, doi: 10.62775/edukasia.v4i2.619. DOI: https://doi.org/10.62775/edukasia.v4i2.619
    7. Y. Sarkingobir, and A. Bello, “Enhancing critical thinking through ethnoscience-integrated problem-based learning: A comparative study in secondary education,” International Journal of Ethnoscience and Technology in Education, vol. 1, no. 1, pp. 1-14, 2024, doi: 10.33394/ijete.v1i1.10878. DOI: https://doi.org/10.33394/ijete.v1i1.10878
    8. M. Abror, N. Suryani, and D. T. Ardianto, “Digital flipbook empowerment as a development means for history learning media,” JPI (Jurnal Pendidikan Indonesia), vol. 8, no. 2, p. 266, 2019, doi: 10.23887/jpi-undiksha.v8i2.24122. DOI: https://doi.org/10.23887/jpi-undiksha.v8i2.24122
    9. Pusat Kurikulum dan Pembelajaran, “Naskah akademik: Deep Learning menuju pendidikan bermutu untuk semua,” Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kementerian Pendidikan Dasar dan Menengah Republik Indonesia, 2025.
    10. F. Naseer, M. N. Khan, M. Tahir, A. Addas, and S. H. Aejaz, “Integrating deep learning techniques for personalized learning pathways in higher education,” Heliyon, vol. 10, no. 11, 2024, doi: 10.1016/j.heliyon.2024.e32628. DOI: https://doi.org/10.1016/j.heliyon.2024.e32628
    11. E. W. C. Lim, “Technology enhanced learning of quantitative critical thinking,” Education for Chemical Engineers, vol. 36, pp. 82–89, 2021, doi: https://doi.org/10.1016/j.ece.2021.04.001. DOI: https://doi.org/10.1016/j.ece.2021.04.001
    12. D. L. Davies, A. Lawal, A. E. Orji, C. Tytherleigh, and K. Walsh, “Digital learning, face-to-face learning and climate change,” Future Healthc J, vol. 11, no. 3, p. 100156, 2024, doi: 10.1016/j.fhj.2024.100156. DOI: https://doi.org/10.1016/j.fhj.2024.100156
    13. M. Lin, L. Y. J. Liu, and T. Ngoc, “Towards developing a critical learning skills framework for master’s students: Evidence from a UK university,” Think Skills Creat, vol. 48, no. September 2022, p. 101267, 2023, doi: 10.1016/j.tsc.2023.101267. DOI: https://doi.org/10.1016/j.tsc.2023.101267
    14. C. Bulut Ates and H. Aktamis, “Investigating the effects of creative educational modules blended with Cognitive Research Trust (CoRT) techniques and Problem Based Learning (PBL) on students’ scientific creativity skills and perceptions in science education,” Think Skills Creat, vol. 51, p. 101471, 2024, doi: 10.1016/j.tsc.2024.101471. DOI: https://doi.org/10.1016/j.tsc.2024.101471
    15. H. K. Ho and H. T. Chng, “Stirring deep thinking and learning through student-designed assessment problems,” Curr Pharm Teach Learn, vol. 13, no. 5, pp. 536–543, 2021, doi: 10.1016/j.cptl.2021.01.007. DOI: https://doi.org/10.1016/j.cptl.2021.01.007
    16. P. Kwangmuang, S. Jarutkamolpong, W. Sangboonraung, and S. Daungtod, “The development of learning innovation to enhance higher order thinking skills for students in Thailand junior high schools,” Heliyon, vol. 7, no. 6, p. e07309, 2021, doi: 10.1016/j.heliyon.2021.e07309. DOI: https://doi.org/10.1016/j.heliyon.2021.e07309
    17. A. Mamolo, S. Rodney, and D. Tepylo, “Coding and climate change : Investigating prospective teachers’ pathways of attention,” Journal of Mathematical Behavior, vol. 68, no. April, p. 101014, 2022, doi: 10.1016/j.jmathb.2022.101014. DOI: https://doi.org/10.1016/j.jmathb.2022.101014
    18. S. Azwar, Metode penelitian [Research methods]. Yogyakarta: Pustaka Pelajar, 2012.
    19. S. Sugiyono, Metode penelitian Kuantitatif, Kualitatif, dan R&D [Quantitative, Qualitative, and R&D research methods]. Bandung: Alfabeta cv. , 2016.
    20. T. Hussain, L. Yu, M. Asim, A. Ahmed, and M. A. Wani, “Enhancing e-learning adaptability with automated learning style identification and sentiment analysis: a hybrid deep learning approach for smart education,” Information, vol. 15, no. 5, pp. 277, 2024, doi: 10.3390/info15050277. DOI: https://doi.org/10.3390/info15050277
    21. D. E. Pitorini, S. Suciati, and H. Harlita, “Feasibility of an E-Module based on problem-based learning combined with socratic dialogue to enhance students' critical thinking skills,” Biosfer: Jurnal Tadris Biologi, vol. 15, no. 1, pp. 87-100, 2024, doi: 10.24042/biosfer.v15i1.22213. DOI: https://doi.org/10.24042/biosfer.v15i1.22213
    22. M. Martín-Sómer, C. Casado, and G. Gómez-Pozuelo, “Utilising interactive applications as educational tools in higher education: Perspectives from teachers and students, and an analysis of academic outcomes,” Education for Chemical Engineers, vol. 46, pp. 1–9, 2024, doi: https://doi.org/10.1016/j.ece.2023.10.001. DOI: https://doi.org/10.1016/j.ece.2023.10.001
    23. H.-H. Wang and C.-H. A. Wang, “Teaching design students machine learning to enhance motivation for learning computational thinking skills,” Acta Psychol (Amst), vol. 251, p. 104619, 2024, doi: 10.1016/j.actpsy.2024.104619. DOI: https://doi.org/10.1016/j.actpsy.2024.104619
    24. E. Dias-oliveira, R. Pasion, R. Vieira, and S. Lima, “The development of critical thinking, team working, and communication skills in a business school-A project-based learning approach,” Think Skills Creat, vol. 54, pp. 101680, 2024, doi: 10.1016/j.tsc.2024.101680. DOI: https://doi.org/10.1016/j.tsc.2024.101680
    25. I. Thacker, “Supporting secondary students’ climate change learning and motivation using novel data and data visualizations,” Contemp Educ Psychol, vol. 78, p. 102285, 2024, doi: https://doi.org/10.1016/j.cedpsych.2024.102285. DOI: https://doi.org/10.1016/j.cedpsych.2024.102285
    26. S. Tolppanen, J. Kang, and L. Riuttanen, “Changes in students ’ knowledge , values , worldview , and willingness to take mitigative climate action after attending a course on holistic climate change education,” J Clean Prod, vol. 373, pp. 133865, 2022, doi: 10.1016/j.jclepro.2022.133865.
    27. A. Hidayah, M. A. Rokhimawan, and R. Suherman, “Implementation of ethnoscience-based PjBL on science literacy learning outcomes,” Journal of Innovation in Educational and Cultural Research, vol. 5, no. 3, pp. 398-407, 2024, doi: 10.46843/jiecr.v5i3.1278. DOI: https://doi.org/10.46843/jiecr.v5i3.1278
    28. B. A. Muhasabah, S. Supeno, and F. Yusmar, “Real-World in science learning: An science, technology, society (sts)-based science e-module to enhance critical thinking skills,” Jurnal Paedagogy, vol. 12, no. 2, pp. 346-357, 2025, doi: 10.33394/jp.v12i2.14771. DOI: https://doi.org/10.33394/jp.v12i2.14771
    29. F. C. M. Manggul, and H. Y. Pratiwi, “Integrasion of ethnoscience of wayang kulit in guided inquiry e-modul to strengthen critical thinking in learning light and optical devices,” Kasuari: Physics Education Journal (KPEJ), vol. 8, no. 1, pp. 220-233, 2025, doi: 10.37891/kpej.v8i1.940.
    30. S. Sholeha, E. S. Rahayu, A. Yuniastuti, and A. Rusilowati, “Analysis validity and readability of STEM-Based virtual laboratory lab gene learning media on modern biotechnology materials to improve science literacy of high school students,” Unnes Science Education Journal, vol. 13, no. 2, pp. 136–141, 2024, doi: 10.15294/usej.v13i2.9363. DOI: https://doi.org/10.15294/usej.v13i2.9363
    31. P. Siswanto, S. Sukarmin, and S. B. Utomo, “Development of a PBL E-module integrated with reog ponorogo ethnoscience to improve critical thinking skills,” Unnes Science Education Journal, vol. 14, no. 1, pp. 128–139, 2025, doi: 10.15294/usej.v14i1.21957. DOI: https://doi.org/10.15294/usej.v14i1.21957
    32. U. Nuha, A. R. N. Cahyani, S. Supeno, R. Rusdianto, D. Wahyuni, and R. E. Fadhilah, “Development of e-modul based on three-dimensional thinking graph to improve critical reasoning of junior high school students,” Research and Development in Education (RaDEn), vol. 4, no. 2, pp. 1539-1550, 2024, doi: 10.22219/raden.v4i2.35894. DOI: https://doi.org/10.22219/raden.v4i2.35894
    33. Y. Fu and Z. Weng, “Navigating the ethical terrain of AI in education: A systematic review on framing responsible human-centered AI practices,” Computers and Education: Artificial Intelligence, vol. 7, pp. 100306, 2024, doi: 10.1016/j.caeai.2024.100306. DOI: https://doi.org/10.1016/j.caeai.2024.100306
    34. M. P. Sari, A. Muttaqiin, R. E. Putri, and R. Oktavia, “Integrating ethnoscience on critical-thinking oriented web-based e-module of secondary school science,” Jurnal Penelitian Pendidikan IPA, vol. 10, no. 1, pp. 371-384, 2024, doi: 10.29303/jppipa.v10i1.5928. DOI: https://doi.org/10.29303/jppipa.v10i1.5928
    35. D. H. Tong, B. P. Uyen, and L. K. Ngan, “The effectiveness of blended learning on students’ academic achievement, self-study skills and learning attitudes: A quasi-experiment study in teaching the conventions for coordinates in the plane,” Heliyon, vol. 8, no. 12, p. e12657, 2022, doi: 10.1016/j.heliyon.2022.e12657. DOI: https://doi.org/10.1016/j.heliyon.2022.e12657
    36. S. M. Sabri, I. Ismail, N. Annuar, N. R. A. Rahman, N. Z. Abd Hamid, and H. Abd Mutalib, “A conceptual analysis of technology integration in classroom instruction towards enhancing student engagement and learning outcomes,” Integration, vol. 9, no. 55, pp. 750-769, 2024, doi: 10.35631/IJEPC.955051. DOI: https://doi.org/10.35631/IJEPC.955051
    37. J. Chisunum, and C. Nwadiokwu, “Enhancing student engagement through practical production and utilization of instructional materials in an educational technology class: A multifaceted approach,” NIU Journal Of Educational Research, vol. 10, no. 2, pp. 81-89. doi:10.58709/niujed.v10i2.2002. DOI: https://doi.org/10.58709/niujed.v10i2.2002
    38. N. N. S. P. Verawati, and N. Nisrina, “Reimagining physics education: Addressing student engagement, curriculum reform, and technology integration for learning,” International Journal of Ethnoscience and Technology in Education, vol. 2, no. 1, pp. 158–181, 2025, doi: 10.33394/ijete.v2i1.14058. DOI: https://doi.org/10.33394/ijete.v2i1.14058
    39. O. M. Ijiga, G. P. Ifenatuora, and M. Olateju, “Digital storytelling as a tool for enhancing STEM engagement: A multimedia approach to science communication in K-12 education,” International Journal of Multidisciplinary Research and Growth Evaluation, vol. 2, no. 5, pp. 495-505, 2021, doi: 10.54660/.IJMRGE.2021.2.5.495-505. DOI: https://doi.org/10.54660/.IJMRGE.2021.2.5.495-505
    40. A. Mufidah, S. Indana, and I. S. Z. Arifin, “E-module based on blended learning type flipped classroom on climate change materials to train students’ digital literacy ability,” International Journal of Current Educational Research, vol. 2, no. 1, pp. 1-16, 2023, doi: 10.53621/ijocer.v2i1.204. DOI: https://doi.org/10.53621/ijocer.v2i1.204
    41. B. Rubini, I. D. Pursitasari, M. I. Suriansyah, G. N. Ramadhanti, and I. Rachman, “Improving students’ Eco-literacy through the development of electronic interactive teaching materials on climate change,” Jurnal Penelitian Dan Pembelajaran IPA, vol. 9, no. 2, pp. 288-308, 2023, doi: 10.30870/jppi.v9i2.20051. DOI: https://doi.org/10.30870/jppi.v9i2.20051
    42. P. Kumar, J. Sahani, N. Rawat, S. Debele, A. Tiwari, A. P. M. Emygdio, K. V. Abhijith, V. Kukadia, K. Holmes, and S. Pfautsch, “Using empirical science education in schools to improve climate change literacy,” Renewable and Sustainable Energy Reviews, vol. 178, pp. 113232, 2023, doi: 10.1016/j.rser.2023.113232. DOI: https://doi.org/10.1016/j.rser.2023.113232
    43. M. V. Agusta, A. Asyhari, and M. Mustari, “Developing web-enhanced physics learning media on renewable energy using google sites,” Jurnal Pijar Mipa, vol. 20, no. 6, pp. 1189-1198, 2025, doi: 10.29303/jpm.v20i6.10285. DOI: https://doi.org/10.29303/jpm.v20i6.10285
    44. F. Fahmi, V. Irhasyuarna, S. Suryajaya, and H. Fajeriadi, “The effect of science e-module to enhance students’ critical thinking skills on the object classification topic,” Jurnal Pendidikan MIPA, vol. 26, no. 3, pp. 1624-1641, 2025, doi: 10.23960/jpmipa.v26i3.pp1624-1641. DOI: https://doi.org/10.23960/jpmipa.v26i3.pp1624-1641
    45. E. F. Purnamasari, E. T. Maasawet, Y. Hudiyono, and L. Subagiyo, “Effectiveness of biology e-module teaching materials based on Flip PDF professional application to improve learning outcomes and critical thinking skills,” Jurnal Penelitian Pendidikan IPA, vol. 10, no. 1, pp. 8892-8898, 2024, doi: 10.29303/jppipa.v10i11.9147. DOI: https://doi.org/10.29303/jppipa.v10i11.9147
    46. L. Safitri, N. Hidayati, and S. Suryanti, “Integrating problem-based learning into E-Modules: A development study with validation and student response analysis,” Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran, 11(1), 397-409, 2025, doi: 10.33394/jk.v11i1.14836. DOI: https://doi.org/10.33394/jk.v11i1.14836
    47. A. Nguyen, H, N. Ngo, Y. Hong, B. Dang, and B. P. T. Nguyen, “Ethical principles for artificial intelligence in education,” Education and information technologies, 28(4), 4221-4241, 2023, doi: 10.1007/s10639-022-11316-w. DOI: https://doi.org/10.1007/s10639-022-11316-w
    48. L. Gunasekara, N. El-Haber, S. Nagpal, H. Moraliyage, Z. Issadeen, M. Manic, and D. De Silva, “A systematic review of responsible artificial intelligence principles and practice,” Applied System Innovation, vol. 8, no. 4, pp. 97, 2025, doi: 10.3390/asi8040097. DOI: https://doi.org/10.3390/asi8040097
    49. X. Zhao, F. Pan, X. Ma, S. A. Raza, and X. Zhou, “New challenges in mitigating climate change: Digital teaching for the sustainable development and innovation. Heliyon, 9(12), 2023, doi: 10.1016/j.heliyon.2023.e22829. DOI: https://doi.org/10.1016/j.heliyon.2023.e22829
    50. A. Okada, and P. Gray, “A climate change and sustainability education movement: Networks, open schooling, and the ‘CARE-KNOW-DO’framework,” Sustainability, vol. 15, no. 3, pp. 2356, 2023, doi: 10.3390/su15032356. DOI: https://doi.org/10.3390/su15032356
    51. X. Xia, “Enhancing environmental education through digital tools,” International Journal of New Developments in Education, vol. 6, no. 9, 2024, doi: 10.25236/IJNDE.2024.060932. DOI: https://doi.org/10.25236/IJNDE.2024.060932
    52. S. Tolppanen, J. Kang, and L. Riuttanen, “Changes in students’ knowledge, values, worldview, and willingness to take mitigative climate action after attending a course on holistic climate change education,” Journal of Cleaner Production, vol. 373, pp. 133865, 2022, doi; 10.1016/j.jclepro.2022.133865. DOI: https://doi.org/10.1016/j.jclepro.2022.133865
    53. A. Mohan, W. Mills, and L. Mohan, “Multidisciplinary approach to teaching about climate change,” The Geography Teacher, vol. 20, no. 3, pp. 127-131, 2023, doi: 10.1080/19338341.2023.2261463. DOI: https://doi.org/10.1080/19338341.2023.2261463
    54. D. Feriyadi, H. T. Maria, and H. Sujaini, “A deep learning-based adaptive e-module in mathematics: Design and evaluation for visual communication design vocational students,” Al-Jabar: Jurnal Pendidikan Matematika, vol. 16, no. 2, pp. 483-498, 2025, doi: 10.24042/ajpm.v16i2.26718. DOI: https://doi.org/10.24042/ajpm.v16i2.26718
    55. E. K. Alghiffari, R. C. I. Prahmana, and B. Evans, “The impact of ethno-realistic mathematics education-based e-module in strengthening students’ problem-solving abilities,” Jurnal Elemen, vol. 10, no. 3, pp. 546-566, 2024, doi: 10.29408/jel.v10i3.26611. DOI: https://doi.org/10.29408/jel.v10i3.26611
    56. N. Dmitrenko, and V. Panchenko, “Integrating interactive and mobile learning technologies in Pre-Service EFL teacher education,” International Journal of Interactive Mobile Technologies, vol. 19, no. 17, 2025, doi: 10.3991/ijim.v19i17.54477. DOI: https://doi.org/10.3991/ijim.v19i17.54477
    57. N. Pellas, “Exploring learning outcomes and psycho-emotional experiences of undergraduate students in digital literacy training and support using web-based assessment platforms,” Journal of Research on Technology in Education, vol. 57, no. 4, pp. 820-841, 2025, doi: 10.1080/15391523.2024.2323451. DOI: https://doi.org/10.1080/15391523.2024.2323451
    58. M. F. A. Hamid, M. S. Sahrir, and M. F. Yahaya, “Development of a Web-Based interactive infographic module for learning arabic grammar at a Malaysian University,” Journal of Education and Learning (EduLearn), vol. 19, no. 4, pp. 2302-2312, 2025, doi: 10.11591/edulearn.v19i4.22258. DOI: https://doi.org/10.11591/edulearn.v19i4.22258

Categories