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This study aims to test the socio-cognitive theory by implementing e-module economic learning based on problembased learning to improve student learning outcomes. The design used in this study was a quasi-experimental design with a pretest posttest control group design model. In this study, collecting data with documentation, observation, and tests were then analyzed using an independent sample T-test. The results showed that the application of the e-module affected student learning outcomes. The significant increase in student learning outcomes in the experimental class is shown using e-module economic learning based on problem-based learning and statistical testing. These findings confirm that problem-based learning through the e-module can improve student learning behavior with the learning model's syntax. Therefore, it is necessary to apply e-modules to be used in the learning process following technological development in the industrial era 4.0.

The Relevance of E-Module Based on Problem Based Learning in the Era of the Industrial Revolution 4.0