ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
——This study aimed to develop an Interactive Digital Module (IDM) for teaching Chemistry to Science 10 students using Kotobee Reader as the platform. It focused on identifying the features of the IDM and assessing its validity in terms of content standards (content quality, instructional quality, assessment quality, and technical quality) and technical standards (functionality, reliability, usability, efficiency, and portability). The IDM was designed based on the Input – Process – Output (IPO) model and incorporated the Cognitive Theory of Multimedia Learning (CTML). The research used a descriptive design with Research and Development methodology, involving three groups of participants: Chemistry experts, Science 10 teachers, and IT experts. Two validation instruments were used: a content standard validation checklist adapted from DepEd LRMDS Evaluation Rating Sheet for Non-Print Materials, and a technical standard validation checklist adapted from ISO 9126. Data were analyzed using weighted mean, revealing that the IDM was highly valid in both content and technical standards. The study concluded that the IDM is a recommendable learning material that enhances student interest and perspective in Chemistry by incorporating multimedia learning. The success of the IDM in the educational context can be extended to nursing practice, particularly during health crises. Just as the IDM boosted students’ interest and comprehension in Chemistry, similar digital modules can be developed for nursing education and training. Interactive digital tools can provide nurses with critical information, training on new protocols, and updates on emerging health threats in an engaging and accessible format. This approach can ensure that nurses are well-prepared and equipped with the latest knowledge and skills, ultimately improving patient care and outcomes during health emergencies. Keywords — Cognitive Theory of Multimedia Learning, Content Standard, Interactive Digital Module, Kotobee Reader, Technical Standard