Mapping The Landscape of E-Module Development to Enhance 21st Century Skills in Indonesia: Evidence from a Prisma-Based Systematic Review
DOI:
https://doi.org/10.33394/jp.v13i4.19522Keywords:
E-Modules, 21st Century Skills, Digital Learning MediaAbstract
Digital transformation has accelerated the adoption of e-modules in Indonesian education; however, evidence regarding their contribution to 21st-century skills remains fragmented. This systematic literature review examines e-module development, pedagogical integration, targeted 4C skills, effectiveness, and implementation challenges in Indonesia. Following the PRISMA 2020 guidelines, 27 studies published between 2020 and 2025 were identified from SINTA, Scopus, and DOAJ. The data were analyzed thematically to identify research trends, subject areas, and patterns of effectiveness. Research was concentrated in STEM subjects, particularly Physics, Biology, and Mathematics, and primarily at the senior high school level. Critical thinking was the most frequently targeted skill (81.5%), followed by creativity (51.9%), communication (44.4%), and collaboration (33.3%); only 25.9% of the studies integrated all four skills. Most studies reported positive effects on learning outcomes (88.9%) and critical thinking (86.4%), although the predominance of quasi-experimental and pre-experimental designs limits causal interpretation. Implementation challenges included technological infrastructure, teacher readiness, student self-regulation, and long-term sustainability. The findings suggest that e-modules are most pedagogically meaningful when their technological features are aligned with authentic, scaffolded, and student-centered learning activities that intentionally foster 4C skills. The review highlights the need for holistic integration of the 4C skills, broader educational contexts, more rigorous research designs, and sustainable implementation support.
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