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Abstract. The scenario of 21st century learning should provide students with information acquisition skills through varied instructional material which evolved the integration of Science, Technology, Engineering and Mathematics (STEM) in school system. Therefore, this study is aimed to examine the development and validation of STEM-based instructional module particularly in earth-s structure and its dynamics topic. STEM framework provides guidance of several abilities and skills that must be possessed in the 21st century to complete the demands of skilful workers whom integrate technology. The subject of this research is one class of 7th grade students that consist of 39 students in one junior high school in Bandung, Indonesia. To measure students- academic development through STEM-based learning, a pre-test and post-test were given before the implementation of STEM-based instructional module. Additionally, two questionnaires were given to students. First, readability questionnaire which aims to measure the clarity, understandably and difficulty of each page of STEM-based instructional module. Secondly, a questionnaire given to students and teacher about their response towards layout, content and utility of STEM-based instructional module. The results of this research showed that students- academics development is significantly increasing which means that students retained significant amounts of information during the implementation of STEM-based instructional module. Students- overall learning gain is 0,65 that categorizes as moderate. Moreover, readability aspect and students- and teacher-s response towards STEM-based instructional module are categorized as very high. To sum up, STEM-based instructional module is valid to be used as educational material in learning STEM.