Development of An LMS-Based Self-Efficacy-Oriented E-Module for Junior High School Students’ Remembering and Understanding in Social Studies

Abstract

This study aimed to develop and examine the feasibility, practicality, and effectiveness of a Learning Management System (LMS)-based Social Studies e-module oriented toward students’ self-efficacy. The e-module addressed eruption mitigation in mountainous areas and its relation to the Sustainable Development Goals (SDGs), while responding to the limited use of interactive LMS features in the learning context. The study employed a Research and Development (R&D) approach using the ADDIE model, comprising analysis, design, development, implementation, and evaluation. The product was developed as a Heyzine flipbook, visually designed in Figma, and integrated into the mooc.um.ac.id LMS to organize learning materials, activities, feedback, and assessment. Expert validation produced an average score of 99% (M = 3.96), indicating very high feasibility, while student responses reached M = 3.44 (86%), indicating very positive acceptance. Learning outcomes were assessed using pretest and posttest data. The mean N-Gain was 0.858, categorized as high, and the pretest–posttest difference was statistically significant (p < 0.001) with a large effect size (d = 1.60). Students’ self-efficacy reached a mean of 3.09 on a four-point scale. These findings indicate substantial improvement in the targeted cognitive outcomes following implementation and support the feasibility and practical value of integrating a structured e-module with an LMS. Because the trial used a one-group pretest–posttest design, the findings should be interpreted as evidence from a development trial rather than definitive causal evidence. The study contributes a practical design that combines LMS-based delivery, interactive learning activities, and self-efficacy-oriented scaffolding for contextualized Social Studies learning.