International Journal of Biology Education Towards Sustainable Development.
Vol.
No.
2, 2025, pp.
e-ISSN 2809-5073.
DOI.
52889/ijbetsd.
Trends in the Use of Interactive E-Modules in Ecology Learning Submitted 26 December 2025.
Revised 31 December 2025.
Accepted 31 December 2025 Raden Muhammad Raihan1*.
Indah Juwita Sari2.
Victor M.
Alasa3 Department of Biology Education.
Faculty of Teacher Training and Education.
Universitas Sultan Ageng Tirtayasa.
Serang.
Indonesia The School of Pacific Arts.
Communication and Education (SPACE).
The University of the South Pacific.
Suva.
Fiji Corresponding Email: *2224220038@untirta.
Abstract This study aimed to analyze the trend of interactive e-module usage in Ecology learning and identify the gap between students' needs and experiences of using them.
The research method used a mixed-method research design by combining Systematic Review and quantitative descriptive method, reinforced by student needs questionnaire data.
The results of the study indicate that students' needs and interests in interactive e-modules are in the high category, especially for visual and interactive learning media.
However, the experience of using interactive e-modules is still relatively low.
This finding indicates a gap between students' needs and the implementation of e-modules in Ecology learning.
Therefore, the development and implementation of interactive e-modules that are appropriate to students' needs need to be optimized to support more effective Ecology Keywords: Interactive e-modules.
Ecological learning.
Digital learning media.
Mixed-Method
INTRODUCTION
The development of digital technology in the world of education is driving a transformation in the way student learning, including in Ecology learning.
Ecology learning requires visualization, environmental exploration, and understanding of abstract concepts, so that demands learning media that are interesting, interactive, and easy to access (Arsyad.
One of the media that is developing rapidly is the interactive E-Module, which not only displays material, but also includes simulations, videos, interactive exercises, and navigation that flexible (Daryanto, 2.
Various previous studies have shown that the use of interactive E-Modules able to increase student motivation and understanding.
Rizka & Fitrihidajati .
found that interactive E-Modules can improve science literacy and student engagement.
Nasution & Uqba .
also reported that the use of interactive E-Modules on the material ecology has a positive impact on conceptual understanding and learning interest.
Other research by Pramesti, et al.
, .
showed an increasing trend in the use of digital media in science learning, especially in visual and multimedia contexts.
However, although various studies have shown the effectiveness of E-Modules, there are not many research that maps actual trends in student needs, especially in the context of Ecology learning, which has the characteristics of environment-based learning and field International Journal of Biology Education Towards Sustainable Development.
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Kusnadi & Azzahra .
, research focused more on development of EModules and testing their effectiveness, but rarely does anyone examine the trends use of interactive E-Modules based on students' real needs, especially in aspects interests, accessibility, and prior digital experience.
On the other hand, the results of the student needs questionnaire showed important findings regarding potential use of interactive E-Modules.
The majority of students stated that they found it easier understanding the material when accompanied by pictures and videos 11 strongly agree and 22 agree is a core feature of the interactive E-Module.
In addition, 16 strongly agreed and 16 agreed that they requires interesting and interactive digital learning However, the actual use of still low, with 24 respondents in a neutral position and 9 disagreeing that they have ever using E-Modules or other digital teaching materials.
The gap between high demand and low experience of using this E-module shows the existence of a relevant research gap, namely the need for studies on trends.
the use and need for interactive E-Modules in Ecology learning in a more comprehensive manner comprehensive based on student data.
Based on this, the objectives of this research are:
Describe students' needs for interactive E-Modules in learning Ecology.
Identify trends in student usage and experiences with interactive E-Modules.
Analyze the gap between student needs and the implementation of E-Modules interactive.
METHOD
This research used used a mixed-method research design by combining Systematic Review and quantitative descriptive method, reinforced by student needs questionnaire data.
This method was chosen to explore and map the tendency of using interactive E-Modules in Ecology learning based on in-depth review of previous research and strengthened with questionnaire data student needs.
In the context of a Systematic Review, the research data source is not in the form of human participants, but rather scientific articles relevant to the EModule topic interactive, digital learning media, and ecological learning (Ilmiati, et al.
Determination of articles to be reviewed is carried out through a selection process based on inclusion criteria.
and exclusion.
Articles were included if they were published between 2018 and 2024.
has a focus on the use of E-Modules or interactive learning media in science or ecology education, available in full text form, and containing empirical data can be processed quantitatively or qualitatively.
On the other hand, irrelevant articles, opinion-based, incompletely available, or of low methodological quality excluded from the analysis process.
The research instrument is in the form of an assessment checklist.
article quality based on International Journal of Biology Education Towards Sustainable Development.
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e-ISSN 2809-5073.
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PRISMA guidelines and data extraction sheets that record important information from each article such as title, year of publication, research method, subject research, the type of EModule used, and the main findings of the research.
The data collection process is carried out in several stages.
At the identification stage.
Researchers search for relevant articles from various databases such as Google Scholar.
DOAJ.
Sinta.
ERIC, and ResearchGate use keywords related to E-Modules interactive and ecological learning.
Data analysis was conducted using a descriptive approach.
by calculating the frequency and trends of the article categories that have been collected, such as trends in the use of interactive E-Modules based on publication year, level of education, learning methods, and their impact on learning outcomes.
In addition, a quantitative synthesis was conducted to group the research findings into in several themes such as the effectiveness of interactive E-Modules , increasing learning motivation, visualization of ecological concepts, and the challenges of their implementation.
The results of the analysis are then compared with the student needs questionnaire data to obtain a clearer picture.
comprehensive regarding the suitability between research trends and the real needs of students.
With Thus, the Systematic Review method with a quantitative descriptive approach enables research to produce actual and evidence-based trend mapping regarding the use of interactive E-Modules in Ecology learning.
RESULTS AND DISCUSSION
The results of this study were obtained through analysis of student needs questionnaire data and synthesis.
findings from previous studies reviewed using the Systematic method Review with a quantitative descriptive approach.
The analysis was conducted to describe trends in needs, experiences, and use of interactive E-Modules in Ecology learning.
Questionnaire data is used to provide an overview of actual conditions in field, while the results of the literature study serve to map trends in the use of E-Modules interactively based on published empirical findings (Table .
International Journal of Biology Education Towards Sustainable Development.
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No.
2, 2025, pp.
e-ISSN 2809-5073.
DOI.
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Table 1.
Results of the Student Needs Questionnaire Analysis for Interactive E-Modules No.
Statement Very Agree Agree Neutral No Agree Absolutely Not Agree 1 Student is happy learn with image help and 2 Students interested on learning which 3 Students feel bored with method learning book-based 4 Students Need learning media digital interesting and 5 Students need module learning who can accessed through Mobile Phone/Laptop 6 Students have use E-Module or teaching The student needs questionnaire analysis focused on aspects of learning preferences, needs digital learning media, as well as student experiences in using interactive E-Modules.
The data obtained were then processed descriptively by calculating the frequency and distribution of responses to each statement.
The results of this analysis show a tendency students' need for learning media that is visual, interactive, and easy to use accessed via digital devices (Table .
International Journal of Biology Education Towards Sustainable Development.
Vol.
No.
2, 2025, pp.
e-ISSN 2809-5073.
DOI.
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Table 2.
Trends in Previous Research Findings on Interactive E-Modules (Systematic Revie.
Aspect Tested Key Findings Research Sources Motivation to learn Interactive E-Modules Rizka & Fitrihidajati .
increase studentsAo interest and motivation to Concept Understanding Visualization and Nasution & Uqba .
Ecology simulation in E-Modules help understanding abstract concepts Media Usage Trends There has been an Pramesti et al.
Digital increase in the use of digital media in science Effectiveness of EE-Modules are effective Arsyad .
Daryanto .
Modules as independent and interactive learning Implementation Limited access and Research synthesis results Challenges experience of using EModules In addition, the results of the Systematic Review were used to identify patterns of previous research related to the effectiveness, usage trends, and challenges of implementing E-Modules interactive learning in Ecology and Science.
Quantitative synthesis of articles that analyzed to provide an overview of the suitability between the results of previous research with the current conditions and needs of students.
The following is a description of the research results presented concisely and systematically in table form to make it easier for readers to understand the main findings of the study (Table .
Table 3.
Gap Analysis between E-Module Needs and Implementation Aspect Ideal Conditions (Student Current Conditions Need.
(Usag.
Media Visual Students need images.
E-Module not yet & Interactive videos, and simulation widely used Accessibility Experience Study Digital Module is accessible via cellphone/laptop based learning Implementation Integrated E-Module in the ecological learning Use of E-Module still The majority of students have not used to Still dominant method Gap High Currently High High International Journal of Biology Education Towards Sustainable Development.
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The results of the study show that students' need for the use of E-Modules interactive learning in Ecology is in the high category.
This can be seen from the dominant response of students who stated they agreed and strongly agreed with the statement that learning becomes easier to understand when accompanied by images and videos.
Findings This strengthens the views of Arsyad .
and Daryanto .
who stated that the media Visual and multimedia-based learning can help students understand concepts abstract, including complex and contextual ecological concepts.
As well as research findings shows that the use of visual learning media is effective in improve students' understanding of abstract concepts, increase engagement students, as well as helping students connect learning materials with real experiences (Wahidin, 2.
In addition to the need for visualization, students also showed a strong interest towards digital learning media that is interesting and interactive and can be accessed via devices personal devices such as mobile phones and laptops.
This condition is in line with the learning trend digital reported by Pramesti et al.
, which states that the integration of Technology in science learning is increasingly needed to adapt to characteristics of the digital In the context of Ecology learning, interactive E-Modules are assessed able to bridge the limitations of conventional learning which often only relying on textbooks and lectures & students' low understanding of the concept of bonds Chemistry is often associated with conventional teaching methods that still rely on lectures and textbooks, without the support of interactive media that can bridge concepts abstract into concrete (Telaumbanua et However, despite the students' need and interest in interactive E-Modules is relatively high, the results of the questionnaire show that the experience of using the E-Module is still relatively low (Budiono & Utami, 2.
Most students are in the neutral and disagree when asked about experiences using E-Modules or teaching materials digital.
This finding indicates a gap between needs and implementation Interactive e-Modules in schools.
This gap can be caused by several factors, such as the limited availability of E-Modules that are in accordance with the curriculum, the lack of teachers' skills in developing digital media, as well as the less than optimal integration technology in the Ecology learning process (Sinambela et al.
, 2.
The results of the Systematic Review also show that most of the research Previously, more emphasis was placed on the development of E-Modules and testing their effectiveness.
on students' learning outcomes, motivation, and scientific literacy.
Research by Rizka dan Fitrihidajati .
and Nasution and Uqba .
showed that interactive E-Modules contributed positive impact on student engagement and conceptual understanding.
As well as International Journal of Biology Education Towards Sustainable Development.
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research from Rahmawati, et al.
, 2025.
Mutiara et al.
, 2024.
Sakinah & Hakim, 2023, the interactive e-module has the function namely making it easier for students to understand the material, adding learning resources, and improve students' learning independence.
However, studies on trends in student needs and mapping of actual use of E-Modules is still relatively Therefore, research This complements previous research by presenting a student needs perspective.
as an important basis in the development and implementation of interactive E-Modules.
By comparing the results of the student needs questionnaire and previous research findings.
It can be concluded that interactive E-Modules have great potential for in Ecology learning, but requires a more systematic implementation strategy.
The development of E-Modules needs to be adapted to the characteristics of the ecological material that demands environmental observation, exploration, and critical thinking.
addition, training support for teachers and the provision of adequate digital infrastructure is an important factor for minimize the gap between the needs and actual use of interactive EModules.
Overall, this discussion confirms that the trend of using E-Modules interactive in Ecology learning continues to increase and is relevant to the needs 21st century learning.
However, the success of its implementation is highly dependent on suitability of media to student needs, educator readiness, and system support digital learning in schools.
Thus, the results of this study can be the basis for development of Ecology learning policies and practices based on interactive E-Modules more effective and sustainable.
CONCLUSION
Based on the results of the research and discussion, it can be concluded that the trend The use of interactive E-Modules in Ecology learning shows great potential.
high to support a more effective and meaningful learning process.
The results of the analysis student needs show that the majority of students need learning media digital which is visual, interactive and easy to access, especially those containing images and videos to help understand complex and abstract ecological concepts.
With Thus, this study emphasizes the importance of developing and implementing E-Modules.
interactive, based on student needs and integrated with learning characteristics Ecology.
Implementation of interactive E-Modules supported by educator readiness, availability digital infrastructure, and appropriate learning strategies are expected to be able to optimize Ecology learning and bridging the gap between needs and practices field learning.
International Journal of Biology Education Towards Sustainable Development.
Vol.
No.
2, 2025, pp.
e-ISSN 2809-5073.
DOI.
52889/ijbetsd.
REFERENCES