Meta-Analysis: The Effect of E-Module Learning Media on Biology Materials on Learning Outcomes of High School Student

Amelia Kartika; Fita Kharisma Ameliyah; Glorio Brian; Rani Dwi Lintang; Zahra Syarifah; Rusdi Rusdi; Dini Safitria

Authors

Amelia Kartika Department of Biology Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Jakarta, Indonesia
Fita Kharisma Ameliyah Department of Biology Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Jakarta, Indonesia
Glorio Brian Department of Biology Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Jakarta, Indonesia
Rani Dwi Lintang Department of Biology Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Jakarta, Indonesia
Zahra Syarifah Department of Biology Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Jakarta, Indonesia
Rusdi Rusdi Department of Biology Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Jakarta, Indonesia
Dini Safitria Department of Biology Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Jakarta, Indonesia

Abstract

This research investigates the effectiveness of e-module learning media on high school students’ biology learning outcomes through a comprehensive meta-analytic approach. By synthesizing data from 20 selected empirical studies, the study employed Cohen’s d to calculate effect sizes and assess the extent of the e-modules' impact on students' academic performance. The analysis revealed that most studies reported large to very large effect sizes, with values reaching up to 6.10, indicating a significant positive influence of e-modules on students' cognitive achievement. Moreover, various types of e-modules—such as those based on scientific literacy, POEI (Predict-Observe-Explain-Interpret), problem-based learning, and COVID-19 contextualized content—were shown to enhance independent learning, critical thinking, and adaptability within digital learning environments. The findings suggest that e-modules represent a promising and impactful innovation for 21st-century biology education, offering substantial potential to support student-centered and technology-integrated instructional practices.

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