Validity of An E-Narrative Text Module to Enhance Reading Skills of Junior High School Students

Abstract

This study evaluates the validity of an electronic module developed to enhance reading skills among junior high school students, specifically in narrative texts. Employing a research and development framework, the module was structured to address key reading competencies through interactive activities, varied text types, and integrated assessments. Validation was conducted by material and media experts and through feedback from teachers and students. The results indicate that the module achieved high validity, with media expert evaluations averaging 90.00% (“very valid”), material expert (81.20%), and learning design expert (82.41%), who found the module engaging, accessible, and effective for independent and classroom learning. Student feedback highlighted the module’s user-friendly design and capacity to make reading activities more enjoyable and accessible via digital devices. These findings support using the electronic module as a valid and practical resource for improving narrative text reading skills in junior high school contexts.