Abstract
This paper reports the development of a science literacy-based physics e-module on renewable energy for Grade 10 (Phase E) students. The development was guided by the Define, Design, and Develop stages of the 4D model. The Define stage was informed by curriculum, learner, concept, and needs analyses, including findings from a previously published needs analysis at the research site. The needs analysis indicated a demand for more interactive digital learning, stronger visualization of abstract renewable-energy processes, explicit science literacy activities, and learning tasks that engage higher-order reasoning. The Design stage translated these requirements into a learning architecture that integrates three science literacy competencies; explaining phenomena scientifically, evaluating and designing scientific inquiry, and interpreting data and evidence scientifically with problem-based learning activities and multimedia presentation informed by the Cognitive Theory of Multimedia Learning. The Develop stage produced an e-module containing explanatory text, illustrations, videos, interactive activities, electronic student worksheets (LKPD), exercises, and evaluation tasks. Expert validation produced an average Aiken’s V of 0.87, while practitioner assessment yielded an overall practicality score of 84.58%, categorized as very practical. The resulting product provides a needs-driven architecture in which scientific phenomena, inquiry, evidence interpretation, and contextual problem solving are embedded in the learning sequence. The findings establish the initial quality of the developed product and provide a basis for subsequent implementation and research on students’ critical thinking skills.