Edukasi Islami: Jurnal Pendidikan Islam.
VOL: 14/No: 001 Special Issue 2025 P-ISSN: 2252-8970 DOI: 10.
30868/ei.
E-ISSN: 2581-1754
Date Received Date Revised Date Accepted Date Published November 2025
December 2025
December 2025
December 2025
INTEGRATING HYPERCONTENT INTO E-MODULES FOR READING
COMPREHENSION TO ENHANCE NEWS LITERACY AMONG HIGH
SCHOOL STUDENTS
Khusnul Khotimah1 State University of Padang.
Padang.
Indonesia .
khotimah2305@gmail.
Atmazaki2 State University of Padang.
Padang.
Indonesia .
tmazaki@fbs.
Kata Kunci:
E-Modul.
Hypercontent.
Membaca Pemahaman.
Teks Berita.
Pengembangan Bahan Ajar
ABSTRAK
Tujuan: Penelitian ini bertujuan mengembangkan e-modul berbasis hypercontent untuk meningkatkan keterampilan membaca pemahaman teks berita pada siswa kelas XI SMA Pembangunan Laboratorium UNP.
Metode: Penelitian ini menggunakan model pengembangan 4D (Define.
Design.
Develop.
Disseminat.
untuk menghasilkan bahan ajar yang interaktif dan adaptif.
Hasil: Pada tahap Define, analisis menunjukkan bahwa siswa kesulitan dalam memahami materi teks berita dan belum memanfaatkan teknologi dalam proses belajar.
Pada tahap Design, emodul yang dikembangkan dirancang sesuai kurikulum dan menarik, serta diintegrasikan dengan berbagai sumber digital.
Pada tahap Develop, e-modul divalidasi oleh ahli materi, bahasa, dan desain dengan skor 84,29%, yang menunjukkan kevalidan sangat tinggi.
Kesimpulan: Uji kepraktisan oleh guru dan siswa juga menunjukkan hasil yang sangat praktis, dengan skor 98% dan 85,95% masing-masing.
Berdasarkan hasil tersebut, e-modul ini dinilai layak dan efektif untuk digunakan dalam Implikasi: Implikasi penelitian ini adalah e-modul berbasis hypercontent dapat meningkatkan keterampilan membaca pemahaman siswa dan mendukung pembelajaran yang lebih interaktif serta memanfaatkan teknologi dalam pendidikan.
Correspondence author Keywords:
E-Module.
Hypercontent.
News Text.
Teaching Material Development ABSTRACTS Purpose: This study aims to develop a hypercontent-based e-module to improve reading comprehension skills of news texts in grade XI students at the UNP Laboratory Development Senior High School.
Method: The research uses the 4D development model (Define.
Design.
Develop.
Disseminat.
to produce interactive and adaptive teaching materials.
Result: In the Define stage, the analysis revealed that students face difficulties in understanding news text material and have not utilized technology in the learning process.
In the Design stage, the developed emodule was designed according to the curriculum, engaging, and integrated with various digital resources.
In the Develop stage, the emodule was validated by content, language, and design experts with a score of 84.
29%, indicating very high validity.
Conclusion: The practicality tests by teachers and students also showed highly practical results, with scores of 98% and 85.
95%, respectively.
Based on these results, the e-module is considered feasible and effective for use in Implication: The implications of this study are that the hypercontent-based e-module can enhance students' reading comprehension skills and support more interactive learning while utilizing technology in education.
INTRODUCTION
Reading comprehension skills are one of the essential competencies in Indonesian language learning at the high school level, particularly in addressing the literacy challenges of the 21st century.
Hamidah et al.
, .
4, p.
state that the 21st century demands higher-order thinking, problem-solving, communication skills, creativity, innovation, and the ability to collaborate, which is why reading comprehension skills are essential and foundational.
In addition.
Subekti et al.
4, p.
state that reading comprehension is an activity that involves understanding and analyzing the content of a text while also focusing on answering questions about what, why, and how, as well as drawing conclusions from the entire text.
Although reading comprehension skills play a major role in learning success, the results of a study by an organization that evaluates education quality, namely the Organisation for Economic Co-operation and Development (OECD), through the international student assessment program or Programme for International Student Assessment (PISA), which is an assessment designed to measure studentsAo abilities in mathematics, science, and literacy, released a survey in 2022 that placed Indonesia at rank 69 out of 80 countries.
Reading competence in 2022 has not shown significant improvement and has even declined compared to 2018, dropping from 371 in 2018 to 359 in 2022 (Prasastisiwi, 2.
These findings indicate that low reading interest among students in Indonesia remains a serious issue in education.
This situation highlights the urgency of improving reading ability, particularly in the cognitive aspects, reading interest, and reading motivation.
News texts are one of the text types that demand strong reading comprehension They not only present factual information but also feature distinctive textual structures and linguistic elements, such as complex sentences and concise, informative word choice Putri & Emidar .
4, p.
In the Merdeka Curriculum, news texts fall under the category of informative texts, which aim to develop studentsAo information literacy.
Although news text instruction has been integrated into the curriculum, students in Indonesia tend to struggle with more complex cognitive aspects, such as distinguishing between fact and opinion in a text.
Various studies indicate that this skill remains a persistent challenge for students.
In Indonesian language teaching practices in the classroom, teachers still rely on printed textbooks as the sole learning resource.
Although printed books still hold educational value, they are insufficient to meet the demands of the current era.
Meanwhile, current advancements in educational technology enable the development of digital teaching materials that are interactive, flexible, and adaptive to studentsAo As Generation Z, who were born and raised in the information technology era, todayAos students are highly familiar with and often heavily reliant on technology.
Marliah et al.
, .
3, p.
states that this dependence on technology represents a form of technological investment in human beings, an investment that cannot be resisted but must be embraced by transforming it into other, more useful This means that teachers should take advantage of this opportunity and turn it into a source of teaching materials.
One teaching material that leverages technological advancements is the e-module.
Jumiarni et al.
, .
2, p.
state that E-module is an independent teaching material that are systematically arranged into certain learning units, which are presented in an electronic format, where each learning activity in it is linked with a link as a navigation that makes participants students become more interactive with the program, equipped with the presentation of video tutorials, animations and audio to enrich the learning experience.
The delivery of content in an e-module becomes more engaging when combined with online learning resources and connected to real-life This combination includes links to websites.
YouTube channels, and other online resources accessed via URLs.
QR codes, and similar methods.
Such integration is referred to as hypercontent.
Harahap .
2, p.
argues that hypercontent emodules integrate hypertext, hypermedia, and hyperlinks into a single component, thereby enriching the content of the e-module.
In addition, the use of hypercontentbased e-modules offers greater flexibility in teaching and learning.
By incorporating hypercontent into e-modules, student participation in the learning process can become more active through features such as interactive questions, interactive exercises, and immediate feedback in response to studentsAo actions.
Thereforw, it is necessary to develop a feasible and practical hypercontent-based e-module to improve stuentsAo reading skills.
METHOD
This study is a research and development (R&D) project using the 4D development model .
efine, design, develop, and disseminat.
The research is limited to the develop stage only, namley the practical application of the e-modul by students and Each stage of this research is designed systematically to achieve the objective of developing a hypercontent-based e-module.
The subjects of this study include field practitioners or educators, media experts, content experts, instructional designers, and 33 students from class XI F.
6 of SMA Pembangunan Laboratorium UNP.
The data collection methods employed consist of interviews, observations, questionnaires, and tests, analyzed using both qualitative and quantitative approaches.
Below is an overview of the 4D research and development model:
Figure 1.
4D ModelAos stages Define Stage The define stage is the first step in the e-module development process.
The define stage in this study consists of several steps: initial-final analysis, which aims to identify and establish the fundamental problems faced in learning, thereby providing the rationale for why teaching materials need to be developed.
learner analysis, which aims to assist in making decisions regarding the planning and implementation of the hypercontent-based e-module development.
and task analysis, which consists of content structure analysis, concept analysis, and objective formulation.
Design Stage The design stage is one of the important phases in development.
At this stage, the researcher designs and prepares the instructional materials.
The purpose of this stage is to design the development product in accordance with studentsAo needs and to use it as a learning resource and supplementary teaching material.
Develop Stage The development stage aims to produce an e-module that is valid, practical, and efficient.
The development stage in this study consists of:
E-module Validation The validation test is conducted to determine whether the developed e-module meets established criteria for validity.
This validation is carried out by having experts assess the e-moduleAos suitability, specifically language experts, content experts, and instructional design experts.
Their feedback in the form of critiques and suggestions is then used to revise and improve the e-module, ensuring it is suitable for student The validation assessment uses a Likert scale based on Sugiyono .
, as shown in the following table.
Table 1.
Assessment Scale for the Validation Sheet Symbol Description Strongly Agree Agree Disagree Strongly Disagree Weight The final validation score is calculated on a scale of 0 to 100.
The e-module validation analysis is carried out by validators for all validation indicators using the following formula.
Validation Score = Score Obtained X 100 Maximum Score After obtaining the percentage score, the next step is to convert it into a descriptive statement to determine the validity and suitability of the developed emodule.
The conversion of scores into statements can be seen in the following table.
Table 2.
Percentage and Assessment Criteria Parcentage (%) Criteria Invalid Less Valid Moderately Valid Valid Highly Valid Source: Riduwan .
3, p.
Based on the suitability table, the developed e-module achieved a percentage score that meets the eligibility criteria, falling into the valid or highly valid category.
Practicality of the E-module The practicality test is used to determine whether the developed e-module is practical or not.
This test is conducted by observing the extent to which teachers and students actually use the e-module during instruction, using the version revised based on validator feedback.
The e-module is considered highly practical if it is user-friendly and easy to administer, meaning it is easy to use, easy to assess, and includes clear The practicality assessment uses a Likert scale according to (Sugiyono.
As shown in the following table.
Table 3.
Scoring Scale for the Practicality Sheet Symbol Description Strongly Agree Agree Disagree Strongly Disagree Weight The results of this analysis are in the form of qualitative data describing the level of practicality of the designed e-module.
The final practicality scores are calculated and analyzed on a scale of 0 to 100.
To determine the level of practicality of the e-module, the following formula is used.
Validation Score = Score Obtained X 100 Maximum Score The e-module practicality categories based on the final scores obtained can be seen in the following table.
Table 4.
Practicality Categories of the Hypercontent-Based E-Module Parcentage (%) Criteria Impractical Less Practical Moderately Practical Practical Highly Practical Source: Riduwan .
3, p.
Based on the practicality categories in the table, the developed e-module achieved a percentage score that meets the criteria in the practical or highly practical category.
RESULT AND DISCUSSION
RESULT
Define Stage The define stage aims to establish the learning requirements before the e-module is developed, including initial-final analysis, learner analysis, and task analysis.
Initial-Final Analysis First, the initial-final analysis was conducted to identify and establish the fundamental problems students face in the learning process, thereby justifying the need for new teaching materials.
This analysis was also carried out to determine studentsAo prior competencies, which include assessments of attitude, knowledge, and Based on interviews with teachers at SMA Pembangunan Laboratorium UNP, the following information was obtained.
Second, in the teaching process, teachers rely solely on one instructional resource: the printed textbook.
Third, teachers do not use teaching materials integrated with current technological developments.
Fourth, students have not yet achieved the highest level of proficiency in reading comprehension skills.
Based on this initial-final analysis, the researcher designed a hypercontent-based e-module as an instructional material and learning resource that is easy to understand, engaging, and aligned with studentsAo needs.
Learner Analysis Learner analysis was conducted to examine studentsAo characteristics, prior knowledge, and abilities in Indonesian language learning.
Specifically, this analysis aimed to obtain information regarding the learning conditions that students require.
Data for this learner analysis were collected using a questionnaire.
The questionnaire was completed based on studentsAo actual conditions.
In this study, the trial participants were Phase F grade 11 students at SMA Pembangunan Laboratorium UNP.
Analysis of the collected data revealed several shortcomings related to the teaching and learning activities for reading comprehension of news texts, one of which was the learning resources used.
Therefore, students need engaging and practical learning resources to support instruction and enhance their reading comprehension of news In addition to questionnaire data, the researcher also conducted interviews with two students.
According to the first interviewee, the material in the textbook used was fairly comprehensive but not very engaging.
Students also expressed a desire for additional learning resources in the teaching and learning process.
Similarly, the second interviewee conveyed the same sentiment, stating a need for alternative learning materials.
Therefore, this study developed a hypercontent-based e-module as an engaging, easy-to-understand, and student-centered learning resource to complement existing instructional materials.
Task Analysis Task analysis is a series of procedures aimed at determining the content to be included in the e-module.
This process is carried out to break down instructional material into a summarized form.
Task analysis includes content structure analysis, concept structure analysis, and the formulation of learning objectives.
First, content structure analysis is equivalent to curriculum analysis, which aims to establish the alignment between the learning material to be developed and the Learning Outcomes (Capaian Pembelajaran/CP) and Lesson Objectives (Tujuan Pembelajaran/TP).
The analysis process begins with Grade XI.
Phase F.
Semester 1, focusing on news texts as the core material.
Second, concept analysis is a breakdown carried out to examine the key concepts of the material taught in Indonesian language instruction.
In this case, concept analysis was conducted to unpack the concepts related to reading comprehension of news texts.
This analysis aims to ensure alignment between the instructional concepts, the curriculum, and the studentsAo learning resources.
Design Stage This design phase is the stage related to the preparation of the e-module prototype.
Two steps are carried out in this process: designing the e-module framework and developing the e-module draft.
The e-module design process begins with gathering necessary references, followed by constructing the e-module framework .
and designing it to appear visually engaging.
The framework is developed in accordance with the type of e-module being created, namely a hypercontent-based e-module.
The following is the framework of the hypercontent-based e-module for teaching reading comprehension of news texts.
Cover Homepage List Contents Instructions for Using the E-Module Foreword Core Competecies Learning Activities Concept Maps Material 1 Material 2 Reflection on Understanding LKPD Content of LKPD Glossary Develop Stage Validation Stage The hypercontent-based e-module intended for use by teachers and students must first be validated by experts in relevant fields, namely language specialists, content specialists, and design specialists.
The purpose of this validation is to assess the extent to which the e-moduleAos content aligns with the curriculum, its conceptual accuracy, visual design, and language use.
The following is a list of aspects evaluated by the validators.
Content Suitability The evaluated indicators are Relevance of the e-module content to the curriculum The material or concepts explained in the e-module Content of the e-module Integration of various digital sources Language Suitability Sentence construction b.
Ideas and mode of presentation Design Suitability E-module layout Use of illustrations Color selection E-module boundaries Font selection Typography Navigation structure within the e-module Level of interactivity The following is an explanation of the validation results for the hypercontentbased e-module designed to enhance news text reading comprehension.
The validation results can be seen in the table below.
Table 5.
Validation Results of the Hypercontent-Based E-Module for News Text Reading Comprehension No.
Validator Score
Category Content
93,75%
Highly Valid
Language 82,14% Highly Valid
Design
Valid
Mean
84,29%%
Highly Valid In Table 5, the average score for the hypercontent-based e-module on news text reading comprehension is 84.
29%, falling into the Auhighly validAy category and deemed suitable for use in the learning process.
Practicality Data Analysis Results .
Practicality of the e-module according to educators The practicality test of the hypercontent-based e-module designed to enhance news text reading comprehension was conducted using a practicality questionnaire.
The results of this practicality test are presented in the table below.
Table 6.
Practicality Test Results of the Hypercontent-Based E-Module for News Text Reading Comprehension by Teachers No.
Assessment Aspects Score
Criteria
Ease Of Use 82,14% Highly Practical Learning Time Effectiveness 85,71% Highly Practical Usefulness 82,14% Highly Practical Mean
83,33%
Highly Practical Based on Table 6, the average practicality level of the hypercontent-based emodule for news text reading comprehension, as rated by teachers, reached a score of 98%, falling into the Auhighly practicalAy category.
Practicality of the e-module according to educators The practicality results of the hypercontent-based e-module as perceived by students were obtained using a practicality questionnaire and can be seen in the table Table 7.
Practicality Test Results of the Hypercontent-Based E-Module for News Text Reading Comprehension by Teachers No.
Assessment Aspects Score
Criteria
Ease Of Use 85,98% Highly Practical Learning Time Effectiveness 84,37% Highly Practical Usefulness 87,5% Highly Practical Mean
85,95%
Highly Practical Based on Table 7, the responses from 33 students of Grade XI.
Phase F at SMA Pembangunan Laboratorium UNP toward the hypercontent-based e-module for news text reading comprehension yielded an average score of 85.
95%, which falls into the Auhighly practicalAy category.
DISCUSSION
The hypercontent-based e-module developed represents the principle of digital literacy because it is designed to facilitate students in accessing, navigating, and utilizing various interconnected digital information sources.
The presence of hyperlinks that direct students to online news, supporting videos, and official sources anables the process of selecting and evaluating information, whitch is the core of digital literacy.
Based on the information presented in the study, it can be understood that the validation of the hypercontent-based e-module for news text reading comprehension achieved a Auhighly validAy rating with a score of 84.
This indicates that the designed e-module is highly appropriate and ready for use in teaching and learning Meanwhile, the practicality assessment of the e-module by teachers yielded an average score of 83.
33, falling into the Auhighly practicalAy category.
This indicates that the e-module can effectively support and facilitate teachers in delivering instructional material to students, particularly through hyperlinks that connect learning content to online resources.
The results of the studentsAo practicality assessment show an average score of 95%, categorized as Auhighly practical,Ay indicating that the developed hypercontentbased e-module facilitates learning and aligns well with studentsAo needs in understanding news text reading comprehension material at SMA Pembangunan Laboratorium UNP.
Various previous studies have yielded findings consistent with the focus of this research, thereby further supporting the results obtained.
A discussion of relevant studies will be presented in the following section.
First, a study conducted by Marliah et al.
titled AuPengembangan E-Modul Berbasis Hypercontent Pada Mata Pelajaran Pendidikan Agama IslamAy (AuDevelopment of a Hypercontent-Based E-Module for Islamic Religious EducationA.
found that the validation results from experts in the aspects of content, design, and media obtained scores of 75% .
ategorized as AusuitableA.
, 84.
2% (Auhighly suitableA.
, and 79% (AusuitableA.
, respectively.
This reinforces the results of this study, in which the hypercontent-based e-module implemented in the teaching and learning process can enhance students' learning independence.
In addition, the hypercontent-based emodule can also reduce boredom in learning activities, thus making learning more Second, a study conducted by Raihan .
entitled AuPengembangan Modul Hypercontent Teks Narasi Untuk Bahan Ajar Literasi Pada Implementasi Kurikulum MerdekaAy (Development of a Hypercontent Module for Narrative Texts as Literacy Teaching Material in the Implementation of the Merdeka CurriculumA.
The research findings show that media validation yielded a score of 91.
66%, categorized as Auhighly suitable,Ay while content validation received a score of 91.
This supports the research results indicating that hypercontent-based e-modules are highly effective for use in the learning process, both in terms of content and the media employed.
addition, the practicality assessment by teachers in RaihanAos study also showed a similar result, with a score of 87.
5, further strengthening this study and indicating that the designed e-module is highly suitable for teaching and learning activities.
Third, a study conducted by Jumiarni et al.
titled AuDevelopment Of Android Based E-Module on Biotechnology TopicAy.
The findings of this study show that content expert validation yielded a score of 87.
5%, categorized as Auhighly validAy, while media expert validation received a score of 94.
28%, also categorized as Auhighly validAy.
On the other hand, student responses toward the e-module fell into the AuexcellentAy category with a score of 87.
This reinforces the results of the present study, demonstrating that the e-module enables students to learn independently by accessing materials from anywhere.
Moreover, the availability of this e-module transforms studentsAo reading experience into a more interactive and enjoyable one.
Fourth, a study conducted by Putra et al.
titled AuCultivating Scientific Literacy: Developing a Biodiversity E-Module Based on Socioscientific Issues and Local PotentialAy found that content validation scored 86.
3%, falling into the Auhighly validAy category, and media validation scored 89.
2%, also categorized as Auhighly validAy.
Meanwhile, the practicality test results showed a score of 88.
3%, falling into the Auhighly practicalAy category.
This supports the findings of the present study, which indicate that the e-module is capable of enhancing literacy skills and can be used independently in the learning process.
The use of hypercontent-based e-modules in teaching news text reading comprehension has proven to be effective and efficient.
With this e-module, students can learn using instructional materials integrated with both online and real-world resources, thereby enriching their understanding of news text comprehension.
Additionally, incorporating e-modules into teaching and learning activities enables students to study independently, both inside and outside the classroom.
CONCLUSION
The development of the hypercontent-based e-module for news text reading comprehension obtained a validation score of 84.
29% on average, falling into the Auhighly validAy category.
Additionally, practicality test results from teachers and students yielded average scores of 83.
33% and 85.
95%, respectively, both categorized as Auhighly practicalAy.
It can be concluded that the development of the hypercontentbased e-module for news text reading comprehension is highly relevant and efficient, making it suitable for schools to pilot.
Overall, this hypercontent-based e-module can support students in their learning process, both independently and in the classroom.
For teachers, this e-module provides an alternative to interactive and contextual digital teaching material, eliminating the need for teachers to rely solely on printed For curriculum development, this e-module aligns with the independent Curriculum, which emphasizes flexibiloty, independent learning, and the use of digital technology.
For future reseachers, this study opens up opportunities for futher reseach focuded on testing the effectivennes of reseach focused on testing the effectiviness of hypercontent-based e-module i improving studentsAo reading comprehension, digital literacy, and critical literacy skills.
REFERENCES