Abstract

This study aims to test the validity and effectiveness of e-modules based on Discovery Learning combined with scaffolding on virus material to empower students’ science literacy skills. This type of quantitative research uses a nonrandomized control group pretest–posttest design. The study population was expert validators, practicing teachers, and students in one of the high schools in Karanganyar. The research sample is by purposive random sampling technique. The research data was through expert validator assessment questionnaires, practitioner assessment questionnaires, and student science literacy tests. Analysis test instruments use Rasch model analysis technique. Research data from scientific literacy test results was analyzed using quantitative analysis techniques with independent sample t-test and N-gain. The results showed that the e-module based on Discovery Learning combined with scaffolding on virus material showed the feasibility of the material by 95.4 percent, the feasibility of learning instruments by 88.9 percent, the feasibility of science literacy test instruments is 93 percent, and media feasibility is 90.6 percent. The independent sample t-test showed a difference in the average science literacy in the experimental and control classes with a significant value of 0.015 and an N-gain of 0.135 in the medium category. e-Modules based on Discovery Learning combined with scaffolding on virus material effectively empower students’ science literacy.