Abstract
Chemistry learning on acid–base topics remains challenging because instructional materials are often dominated by textbooks and conventional modules that provide limited interactivity, flexibility, and support for independent learning. This study aimed to develop a scientific-approach-based e-module for acid–base chemistry using Canva and to evaluate its validity and user responses. The study employed a Research and Development (R&D) design using a modified 4-D model comprising the define, design, and develop stages. Conducted from October 2025 to June 2026 at the Chemistry Education Study Program, Universitas Riau, with product trials at SMA Negeri 5 Pekanbaru and SMA Negeri 9 Pekanbaru, the study involved two material experts, one media expert, two chemistry teachers, three students in a one-to-one trial, and 20 students in a small-group trial. Data were collected through interviews, validation questionnaires, user-response questionnaires, and documentation and were analyzed using descriptive quantitative and qualitative techniques. The findings showed that the e-module achieved a material validation score of 96.37% and a media validation score of 100%, both categorized as valid. Teacher and student responses reached 96.65% and 90.69%, respectively, both categorized as very good. These findings indicate that the developed e-module is valid and practical as an independent learning resource for acid–base chemistry. The study contributes a scientific-approach-based digital teaching resource that can support more active, interactive, and flexible chemistry learning. However, broader effectiveness testing is required to determine its impact on learning outcomes across larger populations.