Interactive E-Modules for Animal Structure and Function Course: Bridging Digital Divide Through Student Perceptions and Learning Analytics Dadang Machmudin*, Dewi Susanti, Anugrah Ayumaharani W, Fitri Husni Mardiyah
Pendidikan Biologi, FPMIPA, Universitas Pendidikan Indonesia
Abstract
he digitalization of higher education has created opportunities to enhance digital-based biology learning while addressing the digital access gap among students. Limited research has examined how interactive e-modules can bridge the digital divide while maintaining pedagogical effectiveness in specialized biology courses. This study aims to investigate students^ perceptions of using interactive e-modules for the animal structure and function course, focusing on accessibility, usability, and learning effectiveness. This research employs a mixed methods approach involving 116 biology education students from semesters 1, 3, and 7 at a university in Indonesia. Data was collected using validated questionnaires to measure
five key variables: student perceptions of the e-module, module quality assessment, learning motivation, ease of use, and content appropriateness. The study was supplemented by focus group discussions and expert evaluations for content validity and pedagogical design. Learning analytics included engagement metrics, completion rates, and assessment scores to evaluate module effectiveness. Results demonstrate high levels of student acceptance and positive perceptions toward the interactive e-modules. Key success factors include intuitive interface design, effective multimedia integration, and appropriate content presentation that accommodates diverse learning styles and technological capabilities. The e-modules
significantly improved accessibility and learning flexibility, particularly for students with limited digital resources. Learning analytics revealed increased engagement rates and improved academic performance across all semester levels. The findings indicate that well designed interactive e-modules can effectively bridge the digital divide in biology education by providing equitable access to quality learning materials for the animal structure and function course. Positive student perceptions regarding usability, motivation, and content appropriateness, combined with improved learning analytics, demonstrate that digital interventions can promote educational equity while maintaining academic rigor. This study provides valuable insights for developing inclusive digital learning strategies in higher
education biology programs.
Keywords: interactive e-modules, digital divide, animal structure and function, student perceptions, learning analytics
