Pengembangan E-Modul Terhadap Kemampuan Membaca Dan Keterampilan Kolaborasi
Keywords:
e-module, reading ability, collaboration skills, elementary school, systematic literature review.Abstract
The main objective of this study is to analyze the development and research trends related to the implementation of electronic modules (e-modules) in improving reading ability and collaboration skills among elementary school students. This study employs a Systematic Literature Review (SLR) method based on the PRISMA protocol, encompassing identification, screening, eligibility, and inclusion stages. Literature was collected from credible international and national databases Google Scholar, ScienceDirect, ERIC, ResearchGate, Springer, and SINTA covering publications from 2020 to 2025. An initial search yielded 1,087 articles, filtered using inclusion and exclusion criteria based on the PICOC framework. Fifteen final journals were analyzed descriptively and thematically. The findings reveal that e-modules significantly enhance students’ reading comprehension, motivation, and literacy engagement through interactive digital design, contextual content, and multimedia integration. Simultaneously, project-based and inquiry-based e-modules strengthen students’ collaboration, communication, and group responsibility in digital learning environments. Most studies applied Research and Development (R&D) or experimental methods, emphasizing e-module validity, practicality, and effectiveness. However, limited research integrates both reading and collaboration skills holistically or develops context-adaptive models tailored to local needs. This study highlights the need for future e-module innovations focusing on interactive, collaborative, and culturally relevant designs that empower teachers and students in digital-based learning ecosystems.
Keywords: e-module, reading ability, collaboration skills, elementary school, systematic literature review.
Abstrak
Tujuan utama penelitian ini adalah untuk menganalisis perkembangan dan tren penelitian terkait penerapan e-modul dalam meningkatkan kemampuan membaca dan keterampilan kolaborasi siswa sekolah dasar. Penelitian ini menggunakan metode Systematic Literature Review (SLR) dengan acuan protokol PRISMA yang mencakup tahapan identifikasi, penyaringan, kelayakan, dan inklusi. Literatur dikumpulkan dari basis data nasional dan internasional yang kredibel Google Scholar, ScienceDirect, ERIC, ResearchGate, Springer, dan SINTA dengan rentang publikasi tahun 2020 hingga 2025. Dari pencarian awal sebanyak 1.087 artikel, dilakukan seleksi berdasarkan kriteria inklusi dan eksklusi sesuai kerangka PICOC, hingga diperoleh 15 jurnal final yang dianalisis secara deskriptif dan tematik. Hasil penelitian menunjukkan bahwa e-modul berpengaruh signifikan dalam meningkatkan pemahaman bacaan, motivasi literasi, dan keterlibatan siswa melalui desain digital interaktif, konten kontekstual, serta integrasi multimedia. Secara bersamaan, e-modul berbasis proyek dan inkuiri juga memperkuat keterampilan kolaborasi, komunikasi, serta tanggung jawab kelompok dalam pembelajaran digital. Sebagian besar penelitian menggunakan metode Research and Development (R&D) dan eksperimen, dengan fokus pada validitas, kepraktisan, dan efektivitas e-modul. Namun demikian, masih terbatas penelitian yang mengintegrasikan kemampuan membaca dan kolaborasi secara holistik atau mengembangkan model e-modul yang adaptif terhadap konteks lokal. Penelitian ini merekomendasikan agar pengembangan e-modul ke depan berfokus pada desain yang interaktif, kolaboratif, serta relevan dengan budaya dan kebutuhan peserta didik, sehingga dapat memperkuat ekosistem pembelajaran digital yang inovatif dan berkelanjutan.
Kata kunci: e-modul, kemampuan membaca, keterampilan kolaborasi, sekolah dasar, systematic literature review.
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