Teachers Strategies in Implementing E-Modules in Biology Learning: A Systematic Literature Review

Wulandari, Sri; Kurniasih, Surti; Permana, Irvan; Ardianto, Didit

doi:10.15294/jise.v14i2.30060

Journal

Teachers Strategies in Implementing E-Modules in Biology Learning: A Systematic Literature Review

Journal of Innovative Science Education · Vol. 14 No. 2 (2025) · pp. 158–170

DOI: 10.15294/jise.v14i2.30060
ISSN: 2502-4523, 2252-6412
Published: 2025-08-31
Publisher: Universitas Negeri Semarang
Language: eng

Abstract

Education has an important role in improving the quality of each individual. One of the efforts teachers can make to create an active, innovative, and interactive classroom atmosphere is to provide learning materials that are interesting and relevant to technological developments. Electronic modules are an alternative to independent teaching materials according to student learning needs. This study aims to review the results of the Systematic Literature Review (SLR) related to teacher strategies in implementing E-Modules in biology learning. This study analyzed scientific articles from reputable sources such as Google Scholar, Springer Nature, ERIC, and Scopus, focusing on publications from 2020 to 2024. The review results show that teachers’ strategies in implementing e-modules are generally integrated with active and constructivist learning approaches that support the development of 21st-century skills. However, challenges like limited technological infrastructure, teachers’ readiness to design interactive media, and students’ adaptation to digital learning are still significant obstacles. Therefore, collaboration between educators, educational institutions, and the government is needed to overcome these obstacles by providing training, professional assistance, and adequate resources. It is hoped that the results of this study can be a reference for educators and researchers to develop more effective e-module implementation strategies in biology learning in the future.

Keywords

Collaboration network of the authors

23 authors · 56 co-authorship links · 12 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

Pakuan University
Indonesia University of Education
State University of Makassar
Hiroshima University
Affiliation unknown

Different organisations
Same organisation
Affiliation unknown
Thicker line = more joint articles · bigger circle = more articles

Show as table

Co-author	Organisation	Joint articles
Bibin Rubini	Pakuan University	7
Indarini Dwi Pursitasari	Pakuan University	4
Anisa Puteri	Affiliation unknown	2
Renaning Warastuti	Affiliation unknown	2
Ai Suryani	Affiliation unknown	2
Sinta Srie Wulan	Affiliation unknown	2
Jaka Afriana	Affiliation unknown	2
Neng Sriatun	Affiliation unknown	2
Irma Rahma Suwarma	Indonesia University of Education	1
Sitti Rahma Yunus	State University of Makassar	1
Tustiyana Windiyani	Pakuan University	1
Helmi Aziz	Pakuan University	1
Arif Hidayat	Hiroshima University	1
Dody Hermanto	Affiliation unknown	1
Indri Yani	Affiliation unknown	1
M. Andriansyah	Affiliation unknown	1
Sandi Budiana	Affiliation unknown	1
Leny Heliawati	Pakuan University	1
Fenny Pebriani	Affiliation unknown	1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jise/oai, first harvested 6 Nov 2026, last seen 8 Nov 2026.

Original metadata (oai_dc)

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	<dc:title xml:lang="en">Teachers Strategies in Implementing E-Modules in Biology Learning: A Systematic Literature Review</dc:title>
	<dc:creator xml:lang="en">Wulandari, Sri</dc:creator>
	<dc:creator xml:lang="en">Kurniasih, Surti</dc:creator>
	<dc:creator xml:lang="en">Permana, Irvan </dc:creator>
	<dc:creator xml:lang="en">Ardianto, Didit</dc:creator>
	<dc:subject xml:lang="en">E-Module</dc:subject>
	<dc:subject xml:lang="en">Biology Learning</dc:subject>
	<dc:subject xml:lang="en">Systematic Literature Review</dc:subject>
	<dc:description xml:lang="en">Education has an important role in improving the quality of each individual. One of the efforts teachers can make to create an active, innovative, and interactive classroom atmosphere is to provide learning materials that are interesting and relevant to technological developments. Electronic modules are an alternative to independent teaching materials according to student learning needs. This study aims to review the results of the Systematic Literature Review (SLR) related to teacher strategies in implementing E-Modules in biology learning. This study analyzed scientific articles from reputable sources such as Google Scholar, Springer Nature, ERIC, and Scopus, focusing on publications from 2020 to 2024. The review results show that teachers’ strategies in implementing e-modules are generally integrated with active and constructivist learning approaches that support the development of 21st-century skills. However, challenges like limited technological infrastructure, teachers’ readiness to design interactive media, and students’ adaptation to digital learning are still significant obstacles. Therefore, collaboration between educators, educational institutions, and the government is needed to overcome these obstacles by providing training, professional assistance, and adequate resources. It is hoped that the results of this study can be a reference for educators and researchers to develop more effective e-module implementation strategies in biology learning in the future.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-08-31</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
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	<dc:identifier>https://journal.unnes.ac.id/journals/jise/article/view/30060</dc:identifier>
	<dc:identifier>10.15294/jise.v14i2.30060</dc:identifier>
	<dc:source xml:lang="en">Journal of Innovative Science Education; Vol. 14 No. 2 (2025): August 2025; 158-170</dc:source>
	<dc:source>2502-4523</dc:source>
	<dc:source>2252-6412</dc:source>
	<dc:source>10.15294/jise.v14i2</dc:source>
	<dc:language>eng</dc:language>
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	<dc:rights xml:lang="en">Copyright (c) 2025 Journal of Innovative Science Education</dc:rights>
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